Eighteenth century Scottish views on primitive societies: Adam Ferguson, John Millar and William Robertson

This paper will examine eighteenth- century Scottish views on primitive societies from the standpoint of the following three works:1. Adam Ferguson. An Essay on the History of Civil Society 1767, ed. Duncan Forbes. Edinburgh, 1966.2. John Millar. The Origin of the Distinction of Ranks: or, An Inquiry into the Circumstances which give Use to Influence and Authority, in the Different Members of Society, 4th ed. London, 1805.3. William Robertson. The History of America, Bks. I -VIII, 1st ed. 2 vols. London, 1777. The History of America, Bks. IX -X, 1st ed. London, 1796.These works reflect widely different attitudes and approaches toward primitive societies, and thus represent a broad range of eighteenth-century Scottish Opinion. Ferguson's appraisal of primitive societies is sympathetic, Millar's is unsympathetic, while Robertson is considerably more objective.Each work will be discussed in a separate chapter. The chapters will be arranged in chronological sequence according to each work's date of first publication (1767, 1771, and 1777, respectively). And the orks will be compared with one another as the paper advances.Within each chapter, the author's evaluation of primitive societies will be carefully examined in the light of his more general outlook and prejudices (as expressed in the work under consideration). Thus, each chapter will consider:I. The author's intentions. II. His methods and prejudices. III. His analyses of primitive societies. IV. His evaluations of primitive societies in the light of his own culture.Throughout the paper, an effort will be made to allow each author to speak for himself, insofar as possible under the format outlined above. Wherever a striking relationship may be drawn between the thought of Ferguson, Millar,or Robertson and another eighteenth- century Scottish writer, it will be presented, in an effort to reconstruct some of the issues regarding primitive societies which were most actively debated in eighteenth- century Scotland.An Introduction will be included to provide some insight into the historical and biographical aspects of the works and authors under discussion, and a Conclusion will be appended which will attempt to summarise some of their many arguments

The Educational Leader, Vol. 18, No. 2

The Educational Leader, October 1954, Vol. 18, No. 2, 19 pages, a bulletin by Kansas State Teacher College of Pittsburg

Organizational Climate and School Size Related to Student Self-Concept and Attitude Toward School

The Problem: This study had as its purpose the investigation of the nature and the degree of the relationship between the size of a secondary school, the organizational climate of the school and the student background transeunt effects on student attitude toward school, and on student self-concept. This study investigated the differences which existed between school size and selected student and teacher variables; and, then, if there were differences, to discover the nature of those differences. Sample: Based on the secondary school population, thirty-four North Dakota secondary schools were divided into: school size 1 ( over 1,000 ), school size 2 (501-1,000), school size 3 (251-500), school size 4 (100-250), and school size 5 ( under 100 ). The samples per school size consisted of 160 second semester, 12th grade students and 40 faculty members engaged in the teaching-learning processes of the student sample. Therefore, the universal sample consisted of 800 students and 200 faculty members. Procedure: Data for the study were gathered by administering the Self Appraisal Inventory and the School Sentiment Index to the student sample and the Organizational Climate Description Questionnaire to the faculty sample. These instruments were administered to the research population during the month of March, 1972. Summary of the Findings: 1. The most favorable combination of factors affecting student success in secondary schools in North Dakota were: (a) a positive student attitude toward school, (b) positive family ties and influence, and (c) a high school principal whose behavior is characterized by his evident effort to move the organization through example. A negative learning situation is one where: (a) a student has a negative attitude toward teachers because of the mode of instruction, (b) a student feels that he cannot be trusted, and (c) teachers are characterized by low esprit. 2. Secondary schools with over 500 students developed the most favorable school climate as measured by the school staff. 3. Schools of 500 and fewer students provided more favorable developmental climates for positive student self-concept and attitude toward school. 4. Participation in school sports has a high transeunt peer value but no significant transeunt value to teacher instruction, authority and control, interpersonal relationships, or learning. 5. Student participation in journalism has the highest transeunt value of all school activities. 6. Farm backgrounds provided higher positive attitude toward school and had high peer value. 7. Students who plan to continue their education had a higher positive self-concept and attitude toward school. 8. Work in the household was most beneficial to a student in terms of self-concept and attitude toward school. 9. The size of a student\u27s family or the order of his birth had no significant transeunt effect. 10. If a student considers himself in the upper one-half of his class, the transeunt value significantly enhances his self- concept and attitude toward school. 11. Girls have significantly higher self-concepts and attitudes toward school than do the boys

On the Problem of the Island of Earth: Introducing a Universal Theory of Value in an Open Letter to The President of the United States

This paper introduces a unified theory of value.theory of value; evolutionary stable solution; economic power; military power; national security; global threat mitigation; extinction; human evolution; ideological environmentalism; the problem of induction; karl popper; F.A. von Hayek; austrian economics

Reproducing women in the awkward age

Elektronische Version der gedr. Ausg. 199

An Age of Crisis

Originally published in 1959. This book examines the French Enlightenment by analyzing critical thought in eighteenth-centruy France. It examines the philosophes' views on evil, free will and determinism, and human nature. This is an interesting group to look at, according to Crocker, because French Enlightenment thinkers straddled two vastly different time periods

The religious and political thought of Swami Vivekananda

Vivekananda's thought has been subject to many different interpretations. In the 1890s. Krishna Verma, writing for the journal Sociologist, claimed that Vivekananda was influenced by the evolutionary ideas of Herbert Spencer, which emphasized struggle and the eventual survival of the fittest. Verma therefore concluded that Vivekananda advocated what Verma called `righteous terrorism', which was an attempt to purify the Indian race, to weed out the weak and to create a society of strong, robust individuals. In recent years, the Bharatiya Janata Party has tended to appropriate Vivekananda for its own political purposes by interpreting him as an ideologist of its brand of Hinduism. There are others who have seen Vivekananda as a socialist; an interpretation that became prominent in the twentieth century Indian nationalist movement.I wish to argue that although these and other interpretations capture important aspects of Vivekananda's thought, they do not do him full justice. My basic contention in this thesis would be that Vivekananda's project was larger than has been traditionally interpreted and largely consisted in the spiritual and political regeneration of the Indian civilization. Vivekananda thought that India had steadily become degenerate over the last few centuries: its people were divided, they lacked vitality, and possessed no spirit of social service. Moreover, he thought that the traditional Hindu thought had a deep structural tendency to oscillate between anarchic individualism, on the one hand, and collective authoritarianism, on the other. This was evident, for example, in the fact that while the Hindu was free religiously to choose whatever beliefs s/he liked, socially s/he was bound by the rigid norms of his/her caste. For these and other reasons, Vivekananda thought that Indian society, and especially Hindu society, had reached a point where it must either radically regenerate itself, or disintegrate and disappear

Bulletin of the University of San Diego College for Men 1965-1966

118 pages : illustrations, photographs ; 23 cmhttps://digital.sandiego.edu/coursecatalogs-cfm/1012/thumbnail.jp