Culture And Industrialization

Why Enlightenment culture sparked the Industrial Revolution During the late eighteenth century, innovations in Europe triggered the Industrial Revolution and the sustained economic progress that spread across the globe. While much has been made of the details of the Industrial Revolution, what remains a mystery is why it took place at all. Why did this revolution begin in the West and not elsewhere, and why did it continue, leading to today's unprecedented prosperity? In this groundbreaking book, celebrated economic historian Joel Mokyr argues that a culture of growth specific to early modern Europe and the European Enlightenment laid the foundations for the scientific advances and pioneering inventions that would instigate explosive technological and economic development. Bringing together economics, the history of science and technology, and models of cultural evolution, Mokyr demonstrates that culture--the beliefs, values, and preferences in society that are capable of changing behavior--was a deciding factor in societal transformations. Mokyr looks at the period 1500-1700 to show that a politically fragmented Europe fostered a competitive "market for ideas" and a willingness to investigate the secrets of nature. At the same time, a transnational community of brilliant thinkers known as the "Republic of Letters" freely circulated and distributed ideas and writings. This political fragmentation and the supportive intellectual environment explain how the Industrial Revolution happened in Europe but not China, despite similar levels of technology and intellectual activity. In Europe, heterodox and creative thinkers could find sanctuary in other countries and spread their thinking across borders. In contrast, China's version of the Enlightenment remained controlled by the ruling elite. Combining ideas from economics and cultural evolution, A Culture of Growth provides startling reasons for why the foundations of our modern economy were laid in the mere two centuries between Columbus and Newton.

How Paris, London, Chicago, Berlin, and Tokyo created modernity through science and technology by means of urban planning, international expositions, and museums. At the close of the nineteenth century, industrialization and urbanization marked the end of the traditional understanding of society as rooted in agriculture. Urban Modernity examines the construction of an urban-centered, industrial-based culture—an entirely new social reality based on science and technology. The authors show that this invention of modernity was brought about through the efforts of urban elites—businessmen, industrialists, and officials—to establish new science- and technology-related institutions. International expositions, museums, and other such institutions and projects helped stem the economic and social instability fueled by industrialization, projecting the past and the future as part of a steady continuum of scientific and technical progress. The authors examine the dynamic connecting urban planning, museums, educational institutions, and expositions in Paris, London, Chicago, Berlin, and Tokyo from 1870 to 1930. In Third Republic Paris, politicians, administrators, social scientists, architects, and engineers implemented the future city through a series of commissions, agencies, and organizations; in rapidly expanding London, cultures of science and technology were both rooted in and constitutive of urban culture; in Chicago after the Great Fire, Commercial Club members pursued civic ideals through scientific and technological change; in Berlin, industry, scientific institutes, and the popularization of science helped create a modern metropolis; and in Meiji-era Tokyo (Edo), modernization and Westernization went hand in hand.

First published in 1968, Culture, Industrialisation and Education explores the cultural values that underlie the content of educational provisions and the way in which industrialisation and the mass communication characteristic of advanced technology have affected what is offered in schools. The book puts forward the argument that the traditional curriculum, with its emphasis on cognitive and intellectual processes, is in many cases irrelevant to the needs of children whose futures are in occupations that do not centre on academic pursuits. It highlights the distinct lack of provision for these children at a time when a fuller and longer secondary education is being attempted for the whole population. Culture, Industrialisation and Education will appeal to those with an interest in the history and sociology of education.

Economic, technological, and sociopolitical changes have been transforming the cultures of advanced industrial societies in profoundly important ways during the past few decades. This ambitious work examines changes in religious beliefs, in motives for work, in the issues that give rise to political conflict, in the importance people attach to having children and families, and in attitudes toward divorce, abortion, and homosexuality. Ronald Inglehart's earlier book, The Silent Revolution (Princeton, 1977), broke new ground by discovering a major intergenerational shift in the values of the populations of advanced industrial societies. This new volume demonstrates that this value shift is part of a much broader process of cultural change that is gradually transforming political, economic, and social life in these societies. Inglehart uses a massive body of time-series survey data from twenty-six nations, gathered from 1970 through 1988, to analyze the cultural changes that are occurring as younger generations gradually replace older ones in the adult population. These changes have far-reaching political implications, and they seem to be transforming the economic growth rates of societies and the kind of economic development that is pursued.

De-industrialization processes have accompanied industrialization from the start, both regionally and globally. Most historical studies of de-industrialization focus on economic issues, including structural causes and forms of unemployment. Much less attention is usually paid to the social and cultural aspects. What are the consequences of de-industrialization for working-class families and their communities? How does de-industrialization affect working-class culture, trade unions traditional labour parties, and the regional social, educational and cultural infrastructure? Are gender relations changed by de-industrialization? The essays here propose a wide scope for the study of industrial devolution.