MARC Record from marc_columbia

LEADER: 03368fam a2200469 a 4500
001 1588069
005 20220608193515.0
008 940301t19941994cau b 001 0 eng
010 $a 94009217
020 $a0804723834 (alk. paper) :$c$39.50
035 $a(OCoLC)30026880
035 $a(OCoLC)ocm30026880
035 $9AKH9313CU
035 $a(NNC)1588069
035 $a1588069
040 $aDLC$cDLC$dNNC$dOrLoB$dOrLoB
043 $ae-uk---
050 00 $aDA566.4$b.S573 1994
082 00 $a378/.01/0941$220
100 1 $aSoffer, Reba N.$0http://id.loc.gov/authorities/names/n78026734
245 10 $aDiscipline and power :$bthe university, history, and the making of an English elite, 1870-1930 /$cReba N. Soffer.
260 $aStanford, Calif. :$bStanford University Press,$c[1994], ©1994.
263 $a9412
300 $aviii, 308 pages ;$c22 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
504 $aIncludes bibliographical references and index.
505 0 $a1. Consensus and Tradition -- 2. Truth and Objectivity -- 3. National History Established -- 4. The Professors Interpret History -- 5. The Professorial Tradition Continued -- 6. Tutors and Teaching -- 7. Students and Learning -- 8. Life After the University -- Epilogue: The Sin of Omission.
520 $aDiscipline and Power is an intellectual, cultural, and social analysis of the ways in which universities successfully transformed a set of values, encoded in the concept of "liberal education," into a licensing system for a national elite. From the mid-1870's until the rise of totalitarianism and the Great Depression challenged prevailing habits of mind and conduct, the universities, especially Oxford and Cambridge, achieved unrivaled influence upon thought and conduct in every sphere.
520 8 $aIn their independence from external interference, the universities and colleges evolved by regulating the contents and purposes of new subjects.
520 8 $aHistory, more than any other discipline, reflected and reinforced a broad Victorian consensus about God, country, and the good. Among the contending fields of study, history provided the most consistent moral panorama able to satisfy a variety of intellectual, emotional, and aesthetic needs. History was taught, studied, and tested by a set of assumptions deduced far more from a patriotic agreement about duty than from critical methods or from the weight of evidence.
650 0 $aHistory$xStudy and teaching (Higher)$zGreat Britain$xHistory.
650 0 $aUniversities and colleges$zGreat Britain$xHistory.
650 0 $aElite (Social sciences)$zGreat Britain$xHistory.
650 0 $aEducation, Higher$zGreat Britain$xHistory.
650 0 $aHistoriography$zGreat Britain$xHistory.
650 0 $aPower (Social sciences)$0http://id.loc.gov/authorities/subjects/sh85105976
651 0 $aGreat Britain$xIntellectual life$y20th century.$0http://id.loc.gov/authorities/subjects/sh85056857
651 0 $aGreat Britain$xPolitics and government$y1901-1936.$0http://id.loc.gov/authorities/subjects/sh85056917
651 0 $aGreat Britain$xPolitics and government$y1837-1901.$0http://id.loc.gov/authorities/subjects/sh85056914
651 0 $aGreat Britain$xIntellectual life$y19th century.$0http://id.loc.gov/authorities/subjects/sh85056856
852 00 $bglx$hDA566.4$i.S573 1994