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The study of the history of Chinese science has attracted further attention over the past 50 years, with an increasing number of scholars, influenced by Joseph Needham and his project “Science and Civilization in China”, developing ideas in this field. There are a range of Web sites which have been produced and are available to the scholar of the history of Chinese science, and some of these are collected together and evaluated in this article.

As a subject of academic study and research, the History of Science is something very new. As in many other matters of this kind, the pioneer was the University of London, where in University College a department was instituted in 1924—a postgraduate department in which graduates in science in the University of London, or those who hold an equivalent qualification from another university, may proceed to the degree of M.Sc. in the History and Philosophy of Science by means of an examination, Part I of which consists of four written papers (three in the History and one in the Philosophy of Science), while Part II demands the preparation of a dissertation on some approved topic, a dissertation necessitating close study of original material and being essentially a first research. Those who obtain the degree of M.Sc. in this subject may proceed to the degree of Ph.D. by further research: and the D.Sc. degree is awarded for extensive original publications and contributions to the subject. Here, therefore, at University College, the history of science and the philosophy of science are studied in the usual academic framework of higher learning and research. Further, it is the only department of its kind, so far as is known, in any university in the world.

The history of science prizes have been awarded to 12 individuals (8 individual authors and 2 sets of coauthors). The history of economics prizes have been awarded to 10 individual authors (no coauthored papers). Seven of the 10 economics prize winners are located in economics departments; the others are in history;⁴ business history (McCraw); and the history of political thought (Hont). Six of the 12 history of science prize winners are located in history of science programs;⁵ four more are in history departments;⁶ one is in a classics department;⁷ and one is in a geography department. Among the prize winners, then, the history of science is almost exclusively practiced by historians of science, whether they are in history of science departments or in history/classics departments, whereas the history of economics is primarily, but not exclusively, practiced by those in economics departments.⁸ Although departmental affiliations can be deceiving and ever-changing, clearly Schabas has not convinced historians of economics to abandon the discipline of economics.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

This descriptive study reports results from surveys and interviews to extend a 2004 study of K-5 elementary teachers. Results show the continued trend of teachers spending a minimal amount of time teaching history-social science compared to reading/language arts and mathematics. Teachers are pressured to focus on reading/language arts and increase test scores on standardized tests and history-social science is being marginalized in the elementary curriculum. In the 2006 data collection, teachers reported their commitment to teaching history-social science and related their struggles in teaching it. Many of the surveyed teachers are finding creative ways to carve out time in the school day to focus on history-social science. The article concludes with an appeal to social studies educators and professional organizations to reaffirm the importance of history-social science in the elementary curriculum with a clear articulation and dissemination of the goals and benefits of history-social science education.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

As a discipline, the history of science is comparatively young. Although Baden‐Powell's Historical view of the progress of the physical and mathematical sciences from the earliest ages to the present time and Whewell's History of the inductive sciences from the earliest to the present times, both pioneer works in the field, were published in 1834 and 1837 respectively, the history of science as a subject in its own right may be said to have only come into existence in this century. Interest in the history of individual sciences, particularly mathematics and medicine, began much earlier and quite a few periodicals devoted to them were inaugurated during the last century. On the other hand, most of the periodicals dealing with the history of science as a whole were begun during the last two decades and only a few go back to the beginning of this century. The first volume of Mitteilungen zur Geschichte der Medizin und der Naturwissenschaften was published in Leipzig in 1902; Archiv für die Geschichte der Naturwissenschaften und der Technik followed in 1909, and Rivista di Storia (critica) delle Scienze mediche e naturali in 1910. Isis, originally subtitled Revue consacrée à l'histoire de la science (now An international review devoted to the history of science and its cultural influences), was founded in 1912 by George Sarton, the first number appearing in March 1913. It began its life in Belgium, but after the invasion of that country moved with its first editor to the United States. Volume 2, begun in June 1914, was completed in September 1919. From the beginning an international review, it changed its ‘editorial language’, as it were, from French to English in 1920, but it continued to publish articles and papers in the main European languages. From the first issue, one of its principal features was a bibliography of the literature of the history of science.

This article contributes new understanding to a small but critical body of research indicating that high-stakes testing in reading/language arts and mathematics is contributing to marginalization of social studies in the elementary school curriculum across the US. It provides evidence from interviews with fifth-grade teachers that the “squeeze” on history-social science occurs disproportionately in low-performing schools with large minority and low-income populations, where curricular mandates prevail. The interviews shed light on elementary teachers' decision-making in history-social science and how it is influenced by state testing, local community pressures, as well as other influences. It indicates the need for more extensive qualitative study and concludes with a research design to guide future investigations.

Here Marx's philosophy is dissected from the angle of bourgeois capitalism which he, Marx, sought to overcome. His social, political and economic ideas are criticised. Although it is noted that Marx wanted to ameliorate human suffering, the result turned out to be Utopian, contrary to his own intentions. Contrary to Marx, it is individualism that makes the best sense and capitalism that holds out the best hope for coping with most of the problems he sought to solve. Marx's philosophy is alluring but flawed at a very basic level, namely, where it denies the individuality of each person and treats humanity as “an organic body”. Capitalism, while by no means out to guarantee a perfect society, is the best setting for the realisation of the diverse but often equally noble human goals of its membership.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.