8. Animals in Enlightenment Historical Literature

2019 ◽  
pp. 113-132
2004 ◽  
Vol 31 (1) ◽  
pp. 1-56 ◽  
Author(s):  
Rob Bryer

A major debate neglected by accounting historians is the importance of landlords in the English agricultural revolution. The paper uses accounting evidence from the historical literature to test Marx's theory that, from around 1750, England's landlords played a pivotal role by adopting and then spreading the capitalist mentality and social relations by enclosures and changes in the management of their estates and tenants. It gives an accounting interpretation of Marx's theory of rent and argues that the available evidence supports his view that the conversion of English landlords to capitalism underlay the later stages of the agricultural revolution. The conclusion explains the linkages in Marx's theory between the agricultural and industrial revolutions, and calls on accounting historians to conduct archival research into the agricultural roots of modern capitalism.


Author(s):  
William E. Nelson

The conclusion makes two arguments. First, it takes the position common in the historical literature that the American Revolution was a comparatively placid one, with few killings of civilians, little property destruction, and no reign of terror. It argues that the placidity was a consequence of legal continuity—the same courts, judges, and juries that had governed the colonies in 1770 in large part continued to govern the new American states in 1780. During the course of the War of Independence itself, legal and constitutional change occurred almost entirely at the top, and, except in the few places occupied by the British military, life went on largely as it always had. The conclusion also argues that old ideas of unwritten constitutionalism persisted during and after the Revolution, but that a new idea that constitutions should be written to avoid ambiguity emerged beside the old ideas.


Author(s):  
GREGORY ALDOUS

Abstract Modern historians of Persia's Safavid period (1501–1722) have long assumed that there was an interregnum between the death of Shah Ismāʿīl I in 1524 and the date when his son Ṭahmāsp came of age and established direct control in the 1530s. This idea of an interregnum takes two forms in the historiography. According to one narrative, during this time the Qizilbāsh amirs were disloyal to the young Ṭahmāsp and tried to seize control of Persia for themselves. According to the other, there was a war of succession in which Qizilbāsh factions supported different sons of Ismāʿīl I. Both of these narratives co-exist in the contemporary historical literature even though they disagree. Based on a close reading of the early Safavid chronicles, this article demonstrates that both narratives are incorrect and there was no interregnum. The Qizilbāsh continued throughout Ṭahmāsp's minority to respect him and treat him as their leader. Unsurprisingly, given his youth and inexperience, he deferred matters of state to his amirs. Nevertheless, his amirs derived their legitimacy to rule from him, and when leadership passed from one amir to another, it did so only with Ṭahmāsp's approval. Moreover, there was no dispute over the succession during Ṭahmāsp's minority.


2021 ◽  
Vol 2 (2) ◽  
pp. 263178772110046
Author(s):  
Alistair Mutch

In their 2012 book The Institutional Logics Perspective, Patricia Thornton, William Ocasio and Michael Lounsbury proposed the addition of community as a logic to more traditional candidates such as religion and family. This article argues that an examination of the wider sociological and historical literature indicates that community is indeed an important category of analysis, but as the context shaping action rather than as a logic. The literature that Thornton, Ocasio and Lounsbury draw on tends to conflate community as a form of informal social structure with community as geographically bounded space. Using Friedland’s characterization of logics as a combination of substance and practices, I argue that community lacks the coherence necessary to function as a logic. While community remains an important part of our conceptual armoury, I argue that as well as being aware of the connotations of the term it may be more productive to consider it as the context in which logics are received, contested and blended. Attention is thus directed to the ways in which a range of organizational forms might foster or negate shared feelings of groupness.


1969 ◽  
Vol 31 (1) ◽  
pp. 88-107
Author(s):  
Ronald J. Ross

Heinrich Ritter von Srbik, the foremost Austrian historian in the interwar period, made important contributions to knowledge of the materials and the facts of nineteenthcentury Germany history as well as to the interpretation of that period. No historian of Germany can properly ignore his interpretation of that period. Yet no serious attempt has been made to evaluate his historical thinking and to appraise his extensive contributions to German historical literature. The one exception to this neglect followed his death in 1951 which occasioned the customary obituary notices of his career and work.


2015 ◽  
Vol 44 (1) ◽  
pp. 115-127
Author(s):  
John P. Hughes

Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.


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