A History Of French Passions 1848 1945 Intellect Taste And Anxiety

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Sketches France's political and intellectual development and comments on social divisions and customs from the late 1840s through the Second World War.

A Cultural History of Education in the Age of Empire presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. The period between 1800 and 1920 was pivotal in the global history of education and witnessed many of the key developments which still shape the aims, context and lived experience of education today. These developments included the spread of state sponsored mass elementary education; the efforts of missionary societies and other voluntary movements; the resistance, agency and counter-initiatives developed by indigenous and other colonized peoples as well as the increasingly complex cross border encounters and movements which characterized much educational activity by the end of this period. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

Identity: The Necessity of a Modern Idea is the first comprehensive history of the concept that answers the question "Who, or what, am I?" Gerald Izenberg contends that our most important identities, while historically conditioned, are rooted in permanent categories of human existence, such as sexuality, sociality, and labor. Book jacket.

A la recherche du temps perdu occupies an undisputed place in the unfolding intellectual history of the 'moi' in France. There is, however, a general tendency in writing on this novel to celebrate the wonders of the moi sensible uncritically. This effaces all that is morally dubious or franklyexperimental about Proust's account of selfhood. It denies the rigour with which Proust tries to understand exactly why it is so difficult to explain one's own actions to another. The great party scenes, for example, or the countless digressions, read like manuals on how acts of self-justificationtake place.Proust, however, is not merely interested in some kind of taxonomy of excuses, hypocrisy, disingenuousness, and Schadenfreude. He wants to know why self-justification tends to be interpreted as indicative of moral or psychological weakness. He asks himself whether self-justification informsisolated moments of everyday existence or whether it endures in an overall conception of self that lasts an individual's lifetime. He investigates whether it dictates the functioning of an entire social group. Can we decide, he asks, whether justifying one's self should be written off as morallyrepugnant, or taken seriously as evidence of moral probity?

Finally, he examines the relation of the Dreyfus Affair to the culture of forcethat marked French society during the prewar years, thus accounting for the rise of the youthful athlete as a more compelling manly ideal than the bookish and sedentary intellectual.