Economic world: logic

The article examines logical aspects of the economic universe through the lens of its key elements – resources, institutions and interconnections between them. It is emphasized that starting from the New Times one of the main issuesof economic science has been the study of logic, the historical tendency of movement of two key factors (resources): capital and labour. At this stage logical preconditions of the analysis of natural, financial, technological resources acquire considerable significance. The logic of capital and labour is investigated in the context of economic heritage of A. Smith, K. Marx, R. Luxemburg, representatives of the Cambridge school, modern authors (T. Piketty). Starting from ХІХ century, the correlation between capital value and labour value in the national income has been considered the main integral indicator reflecting the state and logic of labour. The logic of natural resources is most fully exemplified by the concept of sustainable economic development, which reflects the content and types of interrelations between the society and the natural environment both at present and in future. At the same time access, distribution and use of resources should take place on the basis of the expenditures-income principle and continue for each generation in a logical and fair way. The logic of technological resources is revealed primarily through the lens of industrial revolutions. Logical dimensions of financial resources have been represented in the works of J.S. Mill, J. Schumpeter and Ch. Kindleberger. Ch. Darwin’s theory of evolution is the basis of institutional logic. Traditions, customs, their evolution, influence on an individual’s behaviour and the philosophy of American pragmatism were the foundation of logic of Veblen’s institutionalism. The logic of relations between resources and institutions is based on the works of B. Russell, A. Whitehead and R. Carnap. Interactionof resources and institutions has been researched in the light of using resources by different generations of human communities and was called ‘the logic of the play between generations’.

The Desire for Enrichment as a Cause of Corruption of the Republic

This study is devoted to the problem of material enrichment in the framework of Republican political theory. The aim of the work is to determine how the private desire for wealth correlates with the republican public virtues and affects the corruptio of the republic. The fact is that the desire for enrichment is the realization of a private self-interest. At the same time, the key republican virtue for the classical period — virtu — also assumes the presence of a private interest. In this regard, the author provides a theoretical justification for the permissibility of the desire for enrichment within the framework of republicanism.The research methods are comparative, historical methods, as well as the methodology of the Cambridge school. Within the framework of the analysis of the texts of the Republican tradition, the author comes to the following results.The corruptio of the republic takes place in cases where citizens are willing to compromise with the centralized political power of the state, giving up republican freedom for the sake of security and wealth. The most striking manifestation of this compromise is the transfer to the state of the function of distributing material goods in society. Wealth itself, in accordance with the classic Republican critique of statism, becomes dangerous when it replaces virtue, or becomes the price for which a person is willing to sell his freedom.At the same time, the most dangerous form of such a deal can be called a compromise, in which republican institutions continue to function formally, but political participation in society is replaced by police state control. Corruption of morals, therefore, occurs when people are willing to give up personal freedom for the sake of material well-being and convenience. However, at the same time, there is an amazing ideological substitution, according to which the political sphere begins to be called the state apparatus, which as such suppresses politics. This is the moment at which the corruptio of the republic takes place.As a result of the study, the author concludes that an effective compromise between a deviation from republican principles and private welfare is impossible. However, the desire to enrich itself can even be useful for the republic.

5. The ‘Cambridge School’

‘The ‘Cambridge School’’ talks about the Cambridge School of the History of Political Thought, which rejected Marxist approaches for propagating bad history. Cambridge School’s story is very complex and is the product of John Pocock, Quentin Skinner, and John Dunn. The three scholars formulated their ideas about how the history of political thought should become a field in the 1960s. It is worth considering the history of political thought in Britain and Cambridge as a way to understand why Pocock, Skinner, and Dunn wanted to do things differently. The story of the three scholars is tied to the history of liberalism or the story of Britain as a liberal state.

8. Globality, morality, and the future

‘Globality, morality, and the future’ recounts the 1960s research in the history of political thought, which was inspired by the writings of Leo Strauss, Michel Foucault, Reinhart Koselleck, and the Cambridge School authors. The reconstruction of the meaning of texts can be seen through the scholars’ ideological contexts and perspectives. Despite the rejection of Marxist categories for interrogating history and proletarian revolution, the world created by capitalism continues to be attacked for its endemic war and fanatical politics. Aspects of the history of political thought trained scholars to see the problems of contemporary society. The history of political thought allowed political actions to be charted and evaluated for success.

The History of Political Thought: A Very Short Introduction

‘A History of Political Thought: A Very Short Introduction’ explores the core concerns and questions in the history of political thought, considering the field as a branch of political philosophy and political science. The approaches of core theorists, such as Reinhart Koselleck, Leo Strauss, Michel Foucault, and the so-called Cambridge School of Quentin Skinner and John Pocock are important to this topic. There is ongoing relevance for current politics which can be seen by assessing the current relationship between political history, theory, and action. There are some areas of political thinking that tend to draw on history because of the comparisons and contrasts that the past can offer to contemporary dilemmas.

Establishing the Growth Rate of Mauritian Students’ Achievement in Mathematics for the Cambridge School Certificate Examination

As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual’s success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.

Ancient Languages and the Modern Learner

Ian Colvin and Lisa Hay present the 'University of Cambridge School Classics' Project which has been developed to support school-level teaching. From humble beginnings like simple vocabulary testers, the program has since evolved to a large range of resources including schemes of work for civilisation topics, documentaries on aspects of ancient life, and support for reading authentic literature. By removing some of the 'performance' elements of a traditional classroom, these interactive resources can support positive learning habits, risk taking, and creativity. The core aim of the project remains to help make the classical world accessible to as many students as possible'.

COMPARATIVE RESEARCH BETWEEN EXTROVERT AND INTROVERT PERSONALITY ON SPEAKING ACHIEVEMENT

Speaking is a productive skill that can be immediately observed. The major goal of all English language teaching should be to provide learners with the ability to use English effectively and accurately to achieve better communication. However, some students still have difficulty in speaking, because of their different performance levels. They process information differently and there is a difference in personality (extrovert and introvert). This current research is to investigate whether there is a significant difference between introvert and extrovert students on their speaking achievement at Cambridge School of English. 23 students were selected as the sample and their personality type was determined by using Eysenck Personality Questionnaire and their speaking score from the speaking test. This research was quantitative approach; a non-experimental research design. The result of the research reveals that there is a different mean score between the extrovert and introvert students although the difference is slight, the mean score of the extrovert students is 74 and introvert students is 76.54. Meanwhile by collecting numerical data analyzed using SPSS 22, the result of the independent sample t-test shows that the t-table is higher than t-count (-1.360<t-table 1.721), therefore H0 is accepted and Ha is rejected. It means that there is no significant difference between extrovert and introvert students in speaking achievement.

Without Laslett to the lost worlds: Quentin Skinner's early methodology

The aim of this paper is to suggest that the emergence of the so-called Cambridge School of history of political thought can best be understood in terms of two competing visions of the relationship between history and social science, focusing on Peter Laslett and Quentin Skinner. Although Laslett is often distinguished as a founder of the Cambridge School, this paper suggests an alternative view by emphasizing the theoretical discontinuity between Laslett and Skinner rather than their continuity. Laslett, a practitioner of Karl Manheim's ideas, promoted the idea of a comprehensive scientific social history, within which intellectual history was located. This paper argues that Skinner broke with Laslett's idea. For Skinner, (1) Laslett was a positivist who applied the natural scientific model to intellectual history; (2) Laslett's positivism was actually ‘contextualism’; and (3) the alternative to Laslett's contextualism was the history of ideology. Skinner's early methodology was, in part, a rhetorical redescription of ‘ideology’, which opposed both Mannheim and Laslett. As such, this paper focuses on the discursive disconnection between Laslett and Skinner, thus providing a clue to construct a platform for facilitating a further discussion of the history of ideas and the social sciences.