The Cold War & the university: toward an intellectual history of the postwar years

1998 ◽  
Vol 36 (02) ◽  
pp. 36-1095-36-1095
Academe ◽  
1998 ◽  
Vol 84 (3) ◽  
pp. 74 ◽  
Author(s):  
William L. O'Neill ◽  
Andre Schiffrin ◽  
Rebecca S. Lowen

2012 ◽  
Vol 9 (3) ◽  
pp. 565-595 ◽  
Author(s):  
NICOLE SACKLEY

The history of the rise and fall of “modernization theory” after World War II has been told as a story of Talcott Parsons, Walt Rostow, and other US social scientists who built a general theory in US universities and sought to influence US foreign policy. However, in the 1950s anthropologist Robert Redfield and his Comparative Civilizations project at the University of Chicago produced an alternative vision of modernization—one that emphasized intellectual conversation across borders, the interrelation of theory and fieldwork, and dialectical relations of tradition and modernity. In tracing the Redfield project and its legacies, this essay aims to broaden intellectual historians’ sense of the complexity, variation, and transnational currents within postwar American discourse about modernity and tradition.


2018 ◽  
Vol 73 (4) ◽  
pp. 301-307
Author(s):  
Boris Michel ◽  
Katharina Paulus

Abstract. This editorial provides a theoretical and contextual framework for the themed issue “Raum. Gesetze. Daten.”. The article calls for a broader historiographic analysis of the quantitative-theoretical turn in German-speaking geography. We propose a research agenda that aims at writing a history of science beyond monumental history and classical intellectual history, that focuses on the messiness of history and takes the historicity of systems of thought into account. The endeavour is part of a growing interest in the history of science in the context of the cold war, cybernetic thinking and post-Fordist capitalism.


Author(s):  
Jenny Andersson

The book is devoted to the intriguing post-war activity called—with different terms—futurism, futurology, future research, or futures studies. It seeks to understand how futurists and futurologists imagined the Cold War and post-Cold War world and how they used the tools and methods of future research to influence and change that world. Forms of future research emerged after 1945 and engaged with the future both as an object of science and as an object of the human imagination. The book carefully explains these different engagements with the future, and inscribes them in the intellectual history of the post-war period. Futurists were a motley crew of Cold War warriors, nuclear scientists, journalists, and peace activists. Futurism also drew on an eclectic range of repertoires, some of which were deduced from positivist social science, mathematics, and nuclear physics, and some of which came from new strands of critical theory in the margins of the social sciences or sprung from alternative forms of knowledge in science fiction, journalism, or religion. Different forms of prediction lay very different claims to how, and with what accuracy, futures could be known, and what kind of control could be exerted over coming and not yet existing developments. Not surprisingly, such different claims to predictability coincided with radically different notions of human agency, of morality and responsibility, indeed of politics.


Africa ◽  
2019 ◽  
Vol 89 (S1) ◽  
pp. S144-S166 ◽  
Author(s):  
Marcia C. Schenck

AbstractThis article traces the experiences of Angolan students who attended East German institutions of higher education between Angolan independence and the fall of the Berlin Wall. Based on oral histories collected in Luanda from twenty-one returned Angolan students in 2015, triangulated with archival material from Angola and the GDR, it argues that students negotiated between accommodation and resistance in their everyday life at the university and beyond. Conscious of the importance of academic success and adaptation to the East German learning culture, Angolan students drew a line when regulations infringed on their personal freedom and responded by engaging East German officials in discussion or simply by circumnavigating the rules. The life history of a female student illustrates how she negotiated between responsibility to formal learning and personal needs within a controlling society. When one considers the conditions of Angolan student life in East Germany as a whole, it becomes apparent that the East German notion of the model foreign student did not map onto the complexities of Angolan student lives. This article sheds light on the student migration of a generation of Angolan post-independence technocrats, many of whom studied in the former East during the Cold War. Through the eyes of Angolan educational migrants, we see the limits and possibilities of the lives of foreign students in the GDR.


Sign in / Sign up

Export Citation Format

Share Document