The Intellectual Worker And His Work

In perhaps his most famous book, The Decline of the Intellectual, Thomas Molnar launches into a fundamental critique of the intellectual class. He sees it as a group that had lost its way, collapsing a sense of vision into political activism, social engineering, and culture manipulation, and abandoning the writing, philosophizing, and scholarship that had occupied their predecessors. Universities began to produce factory-like, faceless citizens, as the job market became the arbiter of education and culture. Today's professors are recruited from this group of job seekers, and hence, have a shared indifference toward learning.Molnar likens present-day intellectuals to the earlier Marxists who elaborated their Utopian model in the Communist party. The campus intellectuals' objective is to transform the university into a replica and a laboratory of the ideal society. Colleges and universities thus become sources of propaganda of various political, financial, cultural, and ideological trends, not only among students, but professors as well. The thirty years separating editions have done nothing to weaken such a critical appraisal.In his new introduction, Molnar writes that the decline of intellectuals has extended outside of the campus to the arts, the public discourse, and the robotization caused by technology. On the initial publication of this work, Frank S. Meyer wrote in Modern Age, Thomas Molnar's book is not only true; it is intellectually exciting and it will remain a necessary handbook for anyone interested in the decisive problem of the 20th century. The Decline of the Intellectual is essential reading for sociologists, political scientists, educators, and university officials. It is the basis of present-day critiques of the academic world.

This book identifies areas that represent new needs and opportunities for human factors research in the coming decades. It is forward-looking, problem oriented, and selectively focused on national or global problems, including productivity in organizations, education and training, employment and disabilities, health care, and environmental change; technology issues, including communications technology and telenetworking, information access and usability, emerging technologies, automation, and flexible manufacturing, and advanced transportation systems; and human performance, including cognitive performance under stress and aiding intellectual work.

Which books did the British working classes read--and how did they read them? How did they respond to canonical authors, penny dreadfuls, classical music, school stories, Shakespeare, Marx, Hollywood movies, imperialist propaganda, the Bible, the BBC, the Bloomsbury Group? What was the quality of their classroom education? How did they educate themselves? What was their level of cultural literacy: how much did they know about politics, science, history, philosophy, poetry, and sexuality? Who were the proletarian intellectuals, and why did they pursue the life of the mind? These intriguing questions, which until recently historians considered unanswerable, are addressed in this book. Using innovative research techniques and a vast range of unexpected sources, The Intellectual Life of the British Working Classes tracks the rise and decline of the British autodidact from the pre-industrial era to the twentieth century. It offers a new method for cultural historians--an "audience history" that recovers the responses of readers, students, theatergoers, filmgoers, and radio listeners. Jonathan Rose provides an intellectual history of people who were not expected to think for themselves, told from their perspective. He draws on workers’ memoirs, oral history, social surveys, opinion polls, school records, library registers, and newspapers. Through its novel and challenging approach to literary history, the book gains access to politics, ideology, popular culture, and social relationships across two centuries of British working-class experience.

A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program. Visit www.luminosoa.org to learn more. This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)—a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries—and the generous support of the University of California, Davis. Learn more at the TOME website, available at: openmonographs.org. Creating the Intellectual redefines how we understand relations between intellectuals and the Chinese socialist revolution of the last century. Under the Chinese Communist Party, "the intellectual" was first and foremost a widening classification of individuals based on Marxist thought. The party turned revolutionaries and otherwise ordinary people into subjects identified as usable but untrustworthy intellectuals, an identification that profoundly affected patterns of domination, interaction, and rupture within the revolutionary enterprise. Drawing on a wide range of data, Eddy U takes the reader on a journey that examines political discourses, revolutionary strategies, rural activities, urban registrations, workplace arrangements, organized protests, and theater productions. He lays out in colorful detail the formation of new identities, forms of organization, and associations in Chinese society. The outcome is a compelling picture of the mutual constitution of the intellectual and the Chinese socialist revolution, the legacy of which still affects ways of seeing, thinking, acting, and feeling in what is now a globalized China.

Business leaders, conservative ideologues, and even some radicals of the early twentieth century dismissed working people's intellect as stunted, twisted, or altogether missing. They compared workers toiling in America's sprawling factories to animals, children, and robots. Working people regularly defied these expectations, cultivating the knowledge of experience and embracing a vibrant subculture of self-education and reading. Labor's Mind uses diaries and personal correspondence, labor college records, and a range of print and visual media to recover this social history of the working-class mind. As Higbie shows, networks of working-class learners and their middle-class allies formed nothing less than a shadow labor movement. Dispersed across the industrial landscape, this movement helped bridge conflicts within radical and progressive politics even as it trained workers for the transformative new unionism of the 1930s. Revelatory and sympathetic, Labor's Mind reclaims a forgotten chapter in working-class intellectual life while mapping present-day possibilities for labor, higher education, and digitally enabled self-study.