Index

Social Sciences: A Dying Fire

ISBN: 978-1-80117-042-0, eISBN: 978-1-80117-041-3

Publication date: 3 June 2021

This content is currently only available as a PDF

Citation

Ghimire, K. (2021), "Index", Social Sciences: A Dying Fire, Emerald Publishing Limited, Leeds, pp. 175-192. https://doi.org/10.1108/978-1-80117-041-320211007

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Kléber Ghimire


INDEX

Adorno, T.
, 72

AI
, 17

Alatas, S. F.
, 47

Altbach, P.
, 130–131, 135

Anthropology
, 15, 20, 29, 55, 115, 124, 161, 166–167

forefront of multidisciplinary & culturally grounded learning
, 20, 166

as important source of studies on culture
, 21, 32, 116, 124, 138, 162, 165

social sciences sharing innate traits with
, 57, 120, 154, 160

Arab
, 23, 48, 142

Arab countries
, 48, 142

Arab regions
, 48

Arab social scientists
, 48

Arab societies
, 48

as world’s major language
, 24, 26, 50, 149

Archaeology
, 15, 44

Aristotle
, 9, 23, 155, 165

authenticity of writings on economics questioned
, 166

considers ethics as complete form of knowledge
, 9, 156, 159

greatly influenced Western scientific thought
, 9, 160, 165–166

identified plentiful political regimes in Greece &neighbouring regions
, 165

sees family & private property as essential in society
, 85, 152, 155

Asia, 25, 39–40, 45, 89, 92–93, 97, 99–111, 117, 138, 150, 156 (see also China, India, Japan, South Korea, Vietnam)

Asian countries identical in nation building & modernization goal
, 108, 150–152

as centre of new impulsion in social sciences’ renovations
, 97–121

educational attainment in past
, 38, 41, 151, 160

issue of quality in higher education
, 3, 44, 107–113, 151–153

Japan’s modernization processes & role of social sciences
, 96, 98, 114–115, 117–118

market logic & passing of higher education financial burden to society at large
, 6, 35, 67, 80, 100–106, 109, 167

marriage between Western technology and cultural roots
, 91, 165–167

modernization zeal in
, 51, 96, 98

no important signs of social sciences renovation in
, 21, 152

resemblance among countries in approach to higher education
, 123, 146

rise of
, 4, 52, 56, 150

role of families in education support in
, 100–106, 152

role of social sciences & humanities in modernization in
, 9, 97–99, 114, 151, 167

social importance given to education
, 15, 42, 45, 49, 94, 103, 160–163

social sciences & humanities neglected in government education policies despite high demands from economy, students & society
, 17–18, 24, 28, 48, 83, 96, 100–103, 115, 129, 151, 160

Australia
, 1, 28, 81, 89, 109, 119, 142

Axial Age
, 24

Bacon, F.
, 24, 33

Badat, S.
, 138

Bajpai, K.
, 143

Barshay, A.
, 116–118

Becker, H.
, 116

Bierstedt, R.
, 68, 70

Biology
, 6, 7, 15, 26, 30, 32, 65

Blumenstyk, G.
, 80

Boas, H.
, 24

Bohet, A. K.
, 107

Bohet, M.
, 107

Bourdieu, P.
, 5, 55, 69, 160

Brafman, N.
, 74

Braudel, F.
, 20, 40, 51–60, 164

Breen, M.
, 105

Busch, L.
, 80, 85, 128

Canada
, 1, 119

Capra, F.
, 32, 33

Cerbelle, S.
, 105

Chakrabarty, D.
, 46

Chandrasekhar, S. P.
, 105

Charle, C.
, 4, 30

Chemistry
, 6, 14, 65, 136, 138

China, 20, 24, 32, 84, 90–91, 93–97, 103–114, 125, 130–132, 139–144, 146, 150–151, 154, 164 (see also Asia)

active pursuit of university ranking
, 95, 100, 139–141, 143, 146, 148, 164

arms import as compared to allocation of budget for education
, 85, 100

costs for children’s education rising
, 103–107

earliest higher education centres established in
, 90

expanding role of private institutions in higher education
, 85, 91, 101–105, 112, 115, 119, 128

growing presence of Anglo-American universities
, 95, 128, 130, 142, 145

held leading world economic position before 18th century
, 4, 9, 13, 26, 30, 33, 43, 52, 123, 150

inclination to replicate North American research & teaching methods
, 21, 68, 82, 109

largest number of higher education students worldwide
, 50–51, 67, 87, 126, 149, 165

modernization creating opportunities for students from social sciences & humanities
, 51, 96–97

modernization viewed synonymous to social engineering
, 93, 115, 129, 135

no religious opposition to scientific knowledge
, 56–58, 90, 163

non-governmental spheres of social programming increased
, 69

public funding bias to natural sciences & technological studies
, 82–83, 129, 131, 150, 153, 161

social sciences & humanities not priority area in public funding
, 4, 83, 129, 161

tensions with US upsetting university world
, 87, 142

Civilization, 11, 25, 40 (see also Culture, Religion)

Babylonian civilization
, 163

Chinese civilization
, 24, 163–164

Egyptian civilization
, 163

European civilization
, 22, 25, 164

history of civilizations
, 25, 40

Indian civilization
, 163, 164

Islamic civilization
, 139, 164

modern civilization
, 22, 25, 155

Soviet civilization
, 20

world civilizations 39–40
, 164

Clifford, J.
, 167

Climate change, 35 (see also Environment)

Comte, A.
, 6, 154

Confucius
, 90–91, 114–115, 123

Confucius academics & teaching in China, Japan, South Korea, Vietnam
, 90, 114

Confucius classics
, 115

Confucius definition of knowledge
, 122, 163

Crisis, 3–5, 37, 63, 79, 147–148, 150, 154 (see also Social sciences)

confronted by social sciences phenomenal
, 148

disciplinary crisis internal to humanities & social sciences
, 4

effort to reflect on social sciences crisis
, 50

key elements of crisis in social sciences
, 1–36, 37

in knowledge production
, 63, 148

in social sciences began in Europe & North America
, 3, 5, 148

Culture, 15, 21, 24, 28, 40, 59, 72, 78, 89, 116, 124, 147, 156, 162, 164 (see also Civilization, Religion, Ethics)

cultural studies
, 15, 21, 31, 35, 167

culture & religion
, 59, 116

diversity of cultures
, 29, 60

popular culture
, 21, 89

as source of knowledge
, 4, 9, 40, 51, 79, 110, 124–125, 162

universalism across cultures
, 60

Darwin, C.
, 30

Debarle, A.
, 56

Delattre, D.
, 23

Demography
, 7, 15, 39, 64, 110, 119, 159

Department of Sociology, Peking University
, 116

Descartes, R.
, 4, 33

Dewey, J.
, 79, 153

Diderot, D.
, 21

Drucker, P.
, 125

Durkheim, É.
, 28, 65, 116, 154, 160

Durrive, L.
, 125

Ecology, 34–35 (see also Environment)

Economic rationality, 3, 79, 84, 148, 152 (see also Higher education; University)

affecting social sciences
, 64, 148

economic rationality & universities
, 79–88, 148

growing importance given to economic rationality in organizing pedagogical activities in Europe & North America
, 152

universities actively integrating
, 86–87

vogue in Great Britain
, 84

Economics
, 6, 15, 16, 17–20, 26, 32, 35, 39, 65–66, 71, 76, 177, 127, 138, 144, 158, 166

claiming to produce truthful knowledge expressed in form of ’laws’
, 3, 112

concepts & ideas coming from world’s twenty principal languages (other than European languages) absent
, 166

decline of economics as field of learning
, 18, 57

has not drawn much real benefit from knowledge economy discourse
, 127

internal divisions
, 15, 117, 152

as one of key social sciences disciplines
, 115

pretension of being scientific field of learning
, 5

sub-field of
, 19, 70, 117

Editions Thê Gioi
, 96

Egypt
, 22, 48, 60

Einstein, A.
, 25

Elias, N.
, 22

Eloire, F.
, 133

Empiricism, 64, 66–72, 87, 111, 148 (see also Expertise; Research)

burden of empiricism
, 64–70, 100–104, 119

empiricism expensive
, 86–87, 111, 148

empiricism limited to micro-statistical elements
, 69

excessive/uncritical use of
, 86

guiding principal in the US after 1945
, 43, 64

international influence of US empiricism methods
, 64

limits of empiricism in social science inquiries
, 71, 167

link between empiricism & expertise
, 86–87, 111, 148

political science & economics
, 39, 65–66, 166

reduces scope for theory building & deeper analysis
, 69

stands as selective method
, 69

utilization of empiricism in sociology
, 71

Energy sector
, 14

Enlightenment
, 2, 4, 21, 31, 34, 154

Environment, 28, 35, 85, 129, 156 (see also Ecology, Climate change)

biosphere
, 34

deep ecology
, 34–35

development of discipline of ecology
, 34

environmental concerns
, 95

environmental deterioration
, 35

environmental hazards
, 75, 127

environmental observations within social sciences
, 35

environmental problems
, 35, 43, 156

future environmental issues
, 59

“natural contract” theory
, 34–35

physical environment
, 8, 28

“rights” of nature
, 34

Ethics
, 9, 75, 111, 156, 159

bioethics
, 59

ethics dealing with practical questions
, 156

as knowledge
, 8–10

medical ethics
, 75

needs to be considered as integral part of social sciences learning
, 167

Western scientific learning cared little about
, 9, 116

Ethnologue Organization
, 38, 43

Ethnology
, 15, 39, 64

Europe
, 1–2, 4, 9, 18, 22–26, 27, 31, 39, 48, 68, 71, 77–78, 84–85, 149–152, 166

European character
, 2

European civilization
, 25, 40

European countries
, 26, 41, 73–74, 76, 83–84, 87, 119, 140

European economic & technological achievements
, 1, 22, 89, 91, 134, 148

European enlightenment
, 31, 154

European experience as prime frame of reference in social sciences learning
, 2

European history
, 17, 24, 46, 147

European languages
, 115, 166

European medieval universities
, 13, 90

European modernization
, 22, 24, 46, 161

European powers
, 24, 164

European social sciences dominant notions & models
, 87

European societies
, 28

European Union
, 73, 76, 81, 87

European universities
, 139, 142

social sciences as European social sciences
, 25–27, 87

social sciences emerged out of European womb
, 2

social sciences focus on European industrial & technological achievement
, 82, 160

social sciences role in self-embellishment of
, 22

structural & more contemporary problems facing social sciences in Europe (and North America)
, 63–88, 114, 152

Expertise, 71–78, 161, 167 (see also Higher education; University)

compromising effects of expertise on teaching & research
, 76–77, 111

expertise in France
, 74–75

expertise in Germany
, 75–76

expertise particularly significant in West
, 33

fervour of expertise in Great Britain
, 73–74, 77, 125

obscure character of
, 71, 133

problematic role of
, 71

rationale behind
, 71, 161

thriving opportunity of expertise for academics in the US
, 72

universities lured by
, 71

university research heavily influenced by prospects of
, 71, 74

Faculty of Sociology, University of Social Sciences and Humanities (Vietnam)
, 110

Ferrara, M.
, 150–151

Fields Medal Prize
, 135–136

Flyvbjerg, B.
, 7

Foucault, M.
, 55, 69, 124

Fourcade-Gourinchas, M.
, 66

France, 40, 47, 55–57, 70, 74, 76, 81, 83, 85, 103, 126, 129, 131, 138–139, 141, 144 (see also Europe, West)

globalization as French malaise
, 56

growing economic rationalization among universities
, 142, 148

influence of university ranking & internationalization
, 100, 116

internationalization & increase in utilization of English
, 144–145

long tradition of cross-fertilization between social sciences & humanities
, 73

looking for external funding not that habitual
, 74

management prominence over economics
, 76

neoliberal education beliefs
, 81

public investment in education seen as normal
, 83

technological poles remain hesitant
, 126

university autonomy
, 83, 141

university fees almost free but have gradually increased
, 81

US empirical methods & tools prevail
, 65, 67, 70

Frank, D.
, 13, 81, 113

Frank, J.
, 79

Fukuyama, F.
, 19

Future
, 11–12, 30, 35, 53–54, 63, 69, 96, 93, 104, 108, 132, 142, 147, 150, 167

Asian parents doing as much as they can for future of their children
, 103–104

future generations
, 30, 35

history considered from perspective of future
, 155

as new element of knowledge
, 9

skilled human resources seen vital for future optimism in Asia
, 100

as speculative notion
, 11, 147, 159

techno-science view on inventing future
, 11, 158

Gabler, J.
, 13

Gamble, A.
, 20

Geddes, W.
, 45

Geography
, 7, 15, 41, 1, 90

Germany, 41, 64, 75, 81, 83, 85, 116, 126, 129, 132, 138, 141, 144 (see also Europe, West)

growing influence of university ranking
, 100, 116

influence of expertise in university system
, 75–76, 109–111, 132, 161

internationalization of universities & increase in utilization of English
, 56

neoliberal education beliefs gradually advance
, 81, 83

recent attempt to introduce tuition fees
, 81, 149

strong tradition of public investment in higher education
, 102, 105, 109

university autonomy
, 83, 141

Ghimire, K.
, 12–13, 37

Globalization
, 56, 58, 130

as complex issue
, 4, 63, 99

debate in France
, 75

implies need for more educated young people
, 92

new context of
, 21

Goody, J.
, 24

Gowar, N.
, 79, 81

Grand theories; decline of, 18–21, 147, 167 (see also Liberalism; Marxism; Post-modernism; Structuralism)

Great Britain, 74–76, 79, 81, 83–87, 119, 126, 129, 142–143, 152 (see also Empiricism; Europe; Expertise; Higher education; Internationalization; University ranking; West)

Brexit & Covid-19 upsetting university system
, 87

education treated as export item
, 87

fervour for expertise
, 73–74

joint ventures & partnerships with private sector
, 73, 85

long tradition of universities solicitating research grants
, 73

tuition fees life-saving vest for universities
, 153

universities operating as independent business enterprises
, 84, 142

universities direct relationship with business & industries
, 71, 73, 77, 140, 150

university autonomy & reduction in public funding since 1980s
, 83, 141

US-China tensions affecting British universities
, 87, 95, 132, 142

Greece
, 22, 139

Greek philosophers
, 23, 154

Guerrien, B.
, 6

Guha, R.
, 46

Guillo, D.
, 31

Habermas, J.
, 13

Hamermesh, D.
, 70

Harari, Y. N.
, 29, 30, 167

Hegel, G. W. F.
, 23–24

Hierarchy
, 13–16, 18, 23, 92, 134, 137, 154

among social sciences
, 15, 158

of disciplines
, 13

within humanities
, 29

of ideas
, 134

knowledge & power
, 33, 49, 125, 164

of languages
, 13, 137

problem for creating unified social knowledge
, 16, 79, 161

between social sciences & humanities
, 16

between social sciences & natural sciences
, 13

Higher education, 4, 44, 52, 61, 72–73, 75, 79, 80, 83–84, 86–89, 93, 96, 99–100, 103–107, 112–115, 131, 135, 142, 150, 152, 156, 162 (see also Universities)

access to
, 93, 103, 107, 119, 150

American/North American model of
, 45, 82, 109, 115, 118, 149

Anglo-American model of
, 17–18, 95, 128, 130, 142, 145

children’s higher education
, 103–106, 119

commodification of/market based/neoliberal policies in
, 61, 83–87

declining quality of
, 4, 143

Euro-American model of
, 89, 92, 148, 162

expansion in Asia
, 116

expansion in Europe
, 22, 46

expansion in North America
, 21, 28, 39, 63, 68, 80, 109, 111, 123

family financing of
, 103–105

institutions of
, 48, 101, 106, 112, 115, 135, 146

public funding of/government policies in
, 142, 148, 150, 153, 161

role of private sector
, 102, 112

Historical materialism
, 94

History, 19, 24, 30, 40, 45–46, 50, 53, 57–58, 66–67, 111, 116, 155, 159, 167 (see also Europe; Human societies)

considered from future perspectives
, 167

economic history
, 17, 24, 127

no society outside of
, 27

postcolonialism studies emanating from
, 149

as social branch of learning
, 158

of social sciences
, 19, 24, 38, 40, 45, 47, 50, 57–58, 67, 114–115, 148–149, 151, 155, 158–159, 161

as subjective field
, 116

teaching of history central to social sciences learning
, 19, 155

universal history
, 30, 58

US turning point in history
, 42, 80, 86

Horkheimer, M.
, 72

Human societies, 1–2, 8–9, 11, 16, 20, 26, 29, 147, 155, 163, 167 (see also History)

cultural/intellectual attainment in
, 1, 90, 111

diverse path & realizations in
, 2

human societies required to deal with common problems
, 27, 164

multiples experiences & thoughts of
, 29

science geared to produce distinct benefits for
, 29

as social sciences object of observation
, 153, 161

structure & evolution of
, 1, 8, 57, 80, 93

technological advances & betterment of
, 9

trajectories & experiences of
, 27, 54, 167

utopia capable of transforming
, 11

varying circumstances of
, 8

Human uniqueness and primacy, 29–36 (see also Environment)

humans considered superior to other animals
, 124

Man as master and possessor of nature
, 29, 32–33, 167

recent interest of social sciences & humanities in animal rights issues
, 31

in social sciences
, 29, 35

traditional societies in pre-Christian Europe, China, India, Japan, Greece recognizing humans as integral constituent of nature
, 32

Humanism
, 39

Humanities
, 3–5, 12, 14, 19, 26, 36, 40–43, 45, 55, 57, 60, 64, 93, 96–100, 113–114, 119, 129, 159, 162

addressed issues pertinent to Europe/industrial societies
, 27

European singularity common feature in
, 24

found considerable scope when European influence & control of overseas territories at height
, 26

in general
, 48, 68, 126, 143

human uniqueness deep-rooted in
, 29, 35

importance of social sciences greater convergence to humanities
, 159

in Japan
, 18

neglect of humanities in public funding in Asia
, 129

new context of marginalization of humanities
, 99, 123–146

US academic tradition separated social sciences from humanities
, 18, 51, 64, 67

Ideology
, 6, 11, 118, 147, 165

India, 22–24, 32, 44–47, 60, 90–93, 99–114, 126, 132, 140–143, 154, 164–165 (see also Asia)

arms import as compared to budget allocated for education
, 97, 105, 131

associative sector employing sizeable graduates from social sciences & humanities
, 99

beginning to actively promote university rankings
, 131, 138, 146, 158

bias to natural sciences & technological studies
, 134–135

earliest higher education centres established in
, 99

families assuming costs of children’s education
, 104

growing role of private sector in higher education
, 152

leading world economic position before 18th century
, 4, 13, 26, 30, 43, 51, 64, 71, 123

North American education influence become brisk
, 109, 139, 143, 151

private institutions in higher education weak in research
, 101–102, 112, 128

second largest number of higher education students worldwide
, 104

social sciences & humanities not priority area in public funding
, 3, 130

Indigenization of social sciences, 43–50, 149 (see also Renovation)

in Asia and Pacific region
, 45

outside Asia
, 45, 47–49

subaltern studies as indigenization movement
, 45–47

varied interpretations of indigenization
, 46–47

Institute of Economic Growth, New Delhi
, 45

International Sociological Association
, 28, 40, 42, 48

Internationalization, 56, 58, 61, 139–146, 162 (see also University; Neoliberalism; University ranking)

based on Anglo-American academic monoculture
, 17

current form of internationalization linked to universities desire to improve ranking positions
, 102

historical engagement of universities in
, 74, 83, 140

issue of language in
, 13, 21, 23

outbound and inbound activities
, 140–141

poor quality of
, 106

pretence of
, 139–146

scope for sturdier scheme of
, 146

Ishida, T.
, 116, 121

Japan, 18, 41, 51, 90–92, 104, 114, 116–117, 119–120, 125–129, 131, 137, 141, 144–145, 151 (see also Asia)

campus no longer hub of critical writings
, 9, 149

declining student demography
, 119, 143, 151

development of social sciences & adjacent disciplines in different phases
, 114, 165

lack of intellectual discussions & political agitation on campus
, 121

lack of interest among students to follow post-graduate studies
, 64, 120

languishing nature of social sciences in recent years
, 118–121

modernization as blending between Western technology & Confucius virtues/previous expansion in basic education
, 91

modernization processes & expansion in higher education
, 66, 82, 86

persuasive influence of Marxism and modernization theories on social sciences in earlier periods
, 116–118

public funding bias to natural sciences
, 124, 148, 161

recent policies to reduce weight of social sciences & humanities
, 37, 130

similar to other Asian countries
, 108, 122, 151

technology & business management
, 79, 99, 113, 127, 135

university policies strongly influenced by neoliberal approaches
, 39, 83–85, 110, 130–132

university-like Confucius academies in 17th & 18th centuries
, 114

Jayaram, R.
, 99

Jiang, Y. G.
, 102

Johnson, C.
, 89

Jonas, H.
, 30, 34

Jones, K.
, 84

Jourde, P.
, 75

Jullien, F.
, 59, 138

Jurisprudence
, 15, 90, 160, 166

political science claiming legitimacy over
, 15

Kagame, A.
, 28

Kaibara, E.
, 1, 32, 164, 165

Kaku, M.
, 11

Kant, E.
, 30, 31, 33

Kato, T.
, 118

Kautilya
, 165

Knowledge, 1–19, 27–28, 30, 33, 35, 37, 44–46, 47–50–56, 59, 61, 63, 71, 89, 92, 97, 107, 111, 123, 127, 128, 137, 142, 146, 148, 151, 155, 158, 165, 166 (see also Knowledge economy)

creation of knowledge on values
, 8–10, 47, 90

fragmentation of knowledge within social sciences
, 16–18, 148

ideology, utopia, future
, 10–12

shifting discourse on knowledge
, 123–130

on speculative themes
, 11–12

Knowledge economy
, 128–130, 139–142, 146, 148, 151, 158

effect on Anglo-American academic world
, 17

information technology & knowledge economy
, 96, 99, 126–130

effect of knowledge economy discourse on university institutions
, 127, 130, 140, 142, 146

revealing example of Japan
, 129

teaching & research
, 17, 31, 45, 67, 77, 80, 82, 95, 105, 119, 122, 126, 133, 141, 143, 149, 153, 157, 163

techno-commercial approach of knowledge creation
, 124–126

university responses to knowledge economy discourse in European countries
, 127, 130, 140, 142, 146

Kuhn, T.
, 9

Kumar, C. R.
, 90, 99

Lander, E.
, 49

Language
, 13, 21, 29–30, 72–73, 82, 85, 96, 122, 137–138, 141, 143–145, 162, 165, 166

development of vernacular languages led effervescence in writings & intellectual activities in Europe
, 166

domination of English in international scene & its consequences
, 137–138

effect of exclusive use of English by university ranking agencies
, 130–131

language as cultural expression
, 165–166

social sciences & humanities derive knowledge greatly from linguistic & cultural insights
, 137–138, 163, 166

social sciences learning draws barely anything from world’s twenty principal languages (other than European languages)
, 150

Latin
, 8, 13, 18, 23, 29, 39–40, 43, 48–49, 56, 58, 62, 66, 166

as a common literary language in Europe during Medieval period
, 13

effervescence of art, literature, history, etc. occurred when Latin lost influence in favour of vernacular languages in Europe
, 166

Latin America
, 29, 39–40, 43, 48–49, 58

Lévi-Strauss, C.
, 8, 25, 27–29, 40

Lévi-Strauss, L.
, 56

Li, H.
, 94

Liberalism, 19–20, 25, 37, 134 (see also Neoliberalism; Marxism)

decline of liberalism as grand theory, 18–19, 57, 70, 80, 89,131
, 153

liberalism & Marxism need opposite pair in foundation of central thought
, 19–20, 37

liberalism & science/technology
, 2, 9, 22, 25–27, 99, 114, 135, 131

liberalism accompanied emergence of social sciences
, 19, 37, 86, 98

liberalism multidisciplinary in theoretical posture
, 19–20, 54

Lieppe, G.
, 56

Linguistic studies
, 20, 71

Lipset, S. M.
, 66

Literature
, 2, 13, 16, 20–22, 45, 55, 64, 68, 75, 93, 115, 135–136, 160, 165–166

Liu, J.
, 106

Lyotard, J. -F.
, 21, 92

Ma, W.
, 146

Machung, A.
, 132

Mackie, V.
, 89

Maddison, A.
, 90

Malthus, R.
, 6

Mandeville, B.
, 6

Mannheim, K.
, 11

Marginalization of social sciences & humanities in recent periods, 37, 42, 123–146, 158 (see also crisis)

Marx, K.
, 22, 24, 51, 117, 155

Marxism, 19–20, 25, 37, 116–118, 167 (see also Liberalism)

assumed to strongly combine theory & practice
, 20–21, 44, 66, 69, 90, 99

decline of Marxism as grand theory
, 19–20, 147, 167

deep influence of Marxism in Japanese social sciences in past
, 116–117

European history, science & technology as prime system of reference
, 26, 46

extraordinary expansion as line of political/economic thought
, 19, 71

faculties/journals specializing in Marxism rapidly marginalized after fall of Soviet Union
, 6, 20, 64

Marxism & liberalism need opposite pair in foundation of central thought
, 37

Marxism & science/technology, 25 37
, 116, 167

Marxism deeply multidisciplinary in theoretical posture
, 20, 149, 152

Mathematics
, 13, 18, 20, 54, 69, 90–91, 135

McGettigan, A.
, 73

Media and journalism
, 16

Menand, L.
, 6

Mesopotamia
, 22

Ministry of Education (China)
, 98, 108, 129

Ministry of Education (India)
, 98, 108, 129

Ministry of Education and Training (Vietnam)
, 108

Modernization, 1,9,21–25, 34, 46, 48, 58, 60, 89, 92–101, 111, 114–115, 117–118, 122, 147, 151, 161–162 (see Asia; China; Europe; India; Japan; South Korea; Vietnam)

Modernization processes and social sciences in Asia
, 92–99

Montesquieu
, 22

Morin, E.
, 59

Morishima, M.
, 91–92

Morris-Suzuki, T.
, 89

Multidisciplinarity
, 157

Naef, M.
, 79, 81

Nahm, A.
, 91, 106

Nano technology
, 14

National Bureau of Statistics, China
, 104, 129

Natural sciences, 2, 6–9, 13–15, 20, 38, 41, 54, 64, 79, 107, 124, 135, 137, 148, 157–159, 167 (see also Sciences & technology; Technology)

graduates from social sciences/humanities more adept at job circumstances than those from
, 114

natural sciences bias in university rankings
, 135–139, 148, 158

natural sciences distinguish in hierarchical order
, 13, 15

natural sciences favoured in government funding
, 51–55

natural sciences goal to overpower nature causing dire consequences to nature
, 2, 13, 33

natural sciences method as obstacle to social sciences analysis
, 39, 68, 157

need social sciences perspectives in gaining validity of content of scientific knowledge
, 55, 94

neglect of ethical questions in
, 3, 108, 148

past natural sciences theories constantly overturned
, 7

problem of confined laboratory research method, 7–9, 12,75,79
, 114, 124, 135, 137

social sciences emulating/adopting/replicating natural sciences
, 6–8, 124, 148

social sciences leaving natural sciences for humanities
, 157–162

social sciences/humanities produce more publications than natural sciences in Asia
, 40, 57, 68, 112–113, 135, 149

Needham, J.
, 24

Neoliberalism, 82, 83 (see also Liberalism)

effects of neoliberalism in US, Great Britain, Germany, France
, 74–75, 81, 83–85, 87, 103, 119, 129, 140–143, 153

effects of neoliberalism on higher education
, 82–83

neoliberal rationality of university autonomy
, 83–84, 141

neoliberalism paradigm exposed universities to hazardous circumstances
, 82–83, 127–128

provides added argument for reducing public funding of universities
, 83

spirit of neoliberalism palpable in funding of university
, 82–83

New generations of computers
, 14

Nobel Prize
, 9, 19, 53, 133, 135–136

North America, 2, 22, 28, 34, 39, 48, 58, 63, 66, 72, 80, 86–87, 89, 110, 123, 137, 142, 148–149, 152, 166 (see also Higher education; United States; University)

Asian countries copying of teaching/research methods of universities in
, 17, 31, 45, 67, 77, 80–82, 95, 109, 121–122, 132–133, 143, 149, 154, 157, 164

growth of social sciences in
, 64–65, 138

influence of empiricism in 64–67

social sciences facing unsettled situation in
, 64, 68, 87

post-modernization theory popular in
, 51, 96, 98

structural & contemporary problems facing social sciences in
, 63–65, 152, 167

UNESCO’s previous work promoting educational experience of
, 39, 40–45, 67, 81, 101, 138, 149

universities assuming a business character in
, 79–87

universities facing financial difficulties in
, 78–85

OECD
, 105

Ohana, J.
, 56

Pedagogy
, 78, 84, 126, 139, 152–157, 162, 167

history, thought, living reality & ethics forming fundamental elements of social sciences pedagogy
, 152–157

necessity to invent social sciences pedagogy
, 152–157

social sciences & humanities as pedagogical disciplines
, 153

tension between empirical research/expertise & effective social sciences pedagogy
, 70–71

Pendergast, W.
, 41

Persia
, 22, 150

Philosophy
, 4, 9, 13, 15, 19–24, 26, 33, 55, 64, 70–71, 76, 79, 111, 115, 159–161, 167

as cradle for economic & political thought
, 118

as science
, 9, 55

importance of social sciences going in direction of philosophy
, 55, 159

political sciences moved away from political philosophy
, 6, 18, 39, 67, 84, 154, 165

renewal of philosophy in 16th century outside of university
, 6

teaching of philosophy relegated to state of irrelevance
, 16

transdisciplinary field of education now lost originality in Vietnam
, 111

unable to federate different branches of knowledge after 17th century
, 4, 33, 91

Physics
, 6–7, 14, 54, 65, 135–136, 138

Piaget, J.
, 20, 64

Piketty, T.
, 84

Plato
, 23, 153, 155

Poirier, J. -L.
, 23

Political science
, 6, 26, 39–40, 64–66, 70, 87, 164

attempt to replicate natural sciences methodology
, 6, 111

empiricism grew as methodological benchmark
, 26, 66

hardly any concepts & ideas coming from world’s twenty principal languages (other than European languages) are used
, 20, 38, 55, 70

international influence of US political sciences teaching & methods
, 18, 64–65, 70, 72, 81, 87, 131, 150

one of social sciences disciplines enjoying high standing
, 65

sub-fields and internal divisions
, 15, 72, 117, 152

teaching of political sciences without perspectives from other disciplines
, 13, 26, 35

Popper, K.
, 9, 12, 68, 124

Positivism
, 9, 35, 148

Post-modernism
, 19, 21, 134

Prigogine, I.
, 53–54

Progress
, 21, 25, 27, 31–33, 35, 49, 51, 64, 94, 98, 167

Psychology
, 6–7, 15, 20, 39, 64, 115, 124

Radin, P.
, 28

Rani, G.
, 105

Rawls, J.
, 19

Religion, 17, 22, 24, 46, 57–59, 71, 116 (see also Confucius; Culture)

Brahmanism
, 165

Buddhism
, 104, 165

Buddhist & Brahmanic institutions of higher learning in India
, 90

Daoism
, 165

Hinduism
, 104

religious & ethical conceptions
, 93

religious groups
, 71

religious missionaries
, 163

religious observances
, 164

religious opposition to medicine in Middle Age in Europe
, 90, 139

religious studies
, 15

Renovation
, 4, 19, 37–38, 43, 90, 95, 152

debates on indigenization of social sciences
, 43–49

efforts made to reinvigorate social sciences
, 36–62

recent writings or initiatives on renovation efforts
, 50–62, 150

social sciences’ institutional building after 2nd world war
, 38, 64, 66–68, 87, 117, 140, 149

Research, 2, 4, 17, 26, 39–40, 44–45, 49, 53, 56, 62, 64, 67, 69–71, 77–80, 86, 91, 94, 102, 111–112, 117, 120–121, 126, 130, 135, 140, 143, 149, 153, 162, 167 (see also Empiricism, Expertise)

ability of research to transmit knowledge for teaching
, 30, 108, 111

academic research
, 21, 56, 78

applied research
, 44, 74

empirical research
, 66–67, 70, 154

financed, paid & commissioned research
, 78, 126

interested research
, 154

laboratory research
, 7, 75, 79, 136–137

market research
, 127, 158

methods & tools
, 32, 37, 41, 57, 61, 67, 149

pecuniarily oriented research
, 4, 78

quality of research
, 80, 84, 111–112, 122

research approaches
, 133

research expertise
, 2, 3, 4, 71–78

research grants
, 73–74

research proceeds
, 130

research topics devoid of epistemological content
, 78, 111

research university
, 17, 153

scientific research
, 13, 16, 71

social sciences research
, 40, 43, 45, 52, 62, 154

Rey-Lefebvre, I.
, 74

Robots
, 14

Roman societies
, 24

Rousseau, J. -J.
, 153–155

Russell, B.
, 90

Russia
, 18, 131

Sahoo, S.
, 105

Said, E.
, 26, 164

Sartre, J. -P.
, 20

Schwarz, Y.
, 120

Sciences & technology, 2, 22, 33, 99, 114, 135, 151 (see also Natural sciences; Technology)

consequences to animals and nature produced by
, 29–33

eternal belief in science & technology in government education policies
, 100

for human progress
, 31, 33

importance given to science & technology in Asia
, 2, 22, 33, 99, 114, 135, 151

liberalism & Marxism favourable to
, 19–20, 37

overpowering forces of nature as being principal mission of science
, 32, 46

virtue of science & technology for modernization
, 25

Scientists of America
, 134

Serres, M.
, 34

Smith, A.
, 6, 154–155

Social processes
, 8

Social relations
, 165

Social sciences, 2–7, 14–16, 19, 22, 27, 34, 38–39, 41–47, 49–50, 55, 58, 63, 69, 75, 84, 92, 105, 115, 121, 127, 135, 142, 150, 156, 161, 167 (see also Economics; Empiricism; Expertise; Higher education; Humanities; Natural sciences; Political science; Research; Sociology)

Asia as center of new impulsion in
, 89–122

efforts to reflect on crisis
, 37–62, 148

key elements of crisis
, 1–37

new context of marginalization of
, 123–146

problems faced in Europe & North America
, 41, 48, 59, 142

thinking about new horizons
, 147, 152–167

Social structure
, 8, 13, 53, 94, 147, 165

Sociology
, 6, 15, 17, 19–21, 26–27, 35, 39–40, 48, 58, 62, 65–66, 76, 110, 115–116, 154, 160, 166

earlier growth of sociology in Japan to level of international significance
, 116

hardly any concepts & ideas coming from world’s twenty principal languages (other than European languages) are used in
, 20, 38, 55, 70

largest hodge podge, but more open to other fields
, 17

list of innumerable course modules taught at department of sociology
, 110, 116

offering of fragmented professionalizing courses Peking University &University of Social Sciences and Humanities (Ho Chi Minh City)
, 76, 78, 107, 110

as one of social sciences disciplines enjoying high standing
, 65

seeking to emulate natural sciences
, 6, 68

state of sociology in various regions
, 43, 143

strong influence of empiricism
, 72, 111

sub-fields & internal divisions
, 15, 72, 117, 152

Socrates
, 23

Soni, R.
, 101

Soo, F.
, 94

South Korea, 91, 93, 97, 100–106, 109, 111–112, 114, 119, 126, 130, 140 (see also Asia)

arms import as compared to budget allocated for education
, 97, 105, 139

bias to natural sciences & technological studies in public funding
, 82–83, 119, 148, 153

diplomas in social sciences & humanities still in high demand
, 3

families assume much of costs of children’s education
, 104, 106

important impregnation of Confucius values
, 110

modernization driven for nation building
, 97–98, 100, 114

private educational institutions overpowering
, 103, 107

rapid rise in GDP per capita/industrial sector
, 97

student demography falling
, 119, 143, 151

well-integrated to North American academic universe
, 21, 109

Soviet Union
, 19–20, 39, 52, 67, 140

Space research
, 14

Spitz, J. -F.
, 81

Structuralism
, 19–21, 167

Sullivan, W.
, 106, 113

Technology, 1–2, 9, 17, 22, 25, 27, 31, 33, 71, 75, 87, 96, 99–100, 115, 126–128, 151, 164 (see also Natural sciences; Science & technology)

as applied knowledge
, 9, 94

biotechnology
, 25

communication technology
, 17, 126

digital technology
, 127–128

examples of evolving technologies
, 14, 167

information and communication technology
, 17, 42

interface between technology & economy
, 22, 25, 75, 94, 125–128, 156

modern technology
, 125

technology based knowledge economy discourse
, 127–130, 140, 142, 146

Western technologies
, 92

Thatcher, M.
, 83

The Economist
, 19

The Guardian
, 25

The Japan Times
, 151

Thelin, J.
, 62, 77–76, 78, 86, 88

Thillet, P.
, 23

Thorat, S.
, 112

Thoreau, H. D.
, 34

3D printing
, 14, 17

Tran, T. T.
, 110

UNESCO

Institute for Statistics
, 138

work on social sciences,38–43
, 61

United States, 1, 18–20, 38, 43, 51, 64–65, 67, 69–70, 72, 74, 76, 81–83, 87, 92, 103, 119, 126, 131–133, 136, 140–142, 150, 153 (see also Empiricism; Expertise; Higher education; Internationalization; Research; University ranking)

development of social sciences in
, 40, 114

dwindling federal government funding for universities
, 49, 87

empiricism spread like bushfire in
, 64

evolution in empiricism influenced by thriving opportunities for expertise in
, 72

high level of economic rationality in university management
, 79, 84

history of university rankings
, 161

international acceleration of social sciences after 1945 under leadership of
, 149

international influence of US teaching & research methods
, 2, 7, 66, 110

international prominence of US universities, disciplinary associations & journals
, 64, 137

long history of joint ventures & partnerships with private sectors in
, 185

recent tensions with China & Covid-19 epidemy affecting US universities
, 133, 142

tuition fees as major source of university income causing high student debt
, 97, 102, 109

University, 3–4, 17, 24, 31, 39, 49, 61, 64, 70, 76, 79, 82, 85–87, 90, 96, 103, 109–110, 115–117, 122, 127, 130–131, 135, 138–141, 146, 153, 158, 165 (see also Higher education)

affected by expertise
, 71

ancient university-like institutions in Asia
, 139

complexities of social sciences being inside university
, 3

conditioning of international funding in 1980s & 1990s
, 83, 99

as culture formation
, 113

as economic enterprise
, 79–88

history of
, 24, 30

international ranking of
, 132–138, 143, 150–151

relationships with business/industries
, 78

research university
, 17, 153

role in grant seeking & skill development in Great Britain, France & Germany
, 103

university autonomy
, 83, 141

university & present conception of internationalization
, 139–146

university curricula
, 118, 146

university financing
, 103

university reforms
, 122

university role reduced to training activities
, 96, 113–114

university/student tuition fees
, 81–82, 85, 97, 102–106, 109, 119–120, 131–132, 142, 153

university world/system/structure
, 3, 69, 72, 78, 86–87, 123, 128

US-China tensions & Covid-19 affecting university system
, 87, 133, 142

University ranking
, 132–138

and effects
, 130–131

criteria of evaluation unfavourable to social sciences & humanities
, 134

key ranking agencies
, 130, 133–135, 136, 140

Utopia
, 11, 15, 69, 147

religious and political utopias
, 11, 15

techno-science as utopia
, 11, 124, 158

Valéry, P.
, 1–2, 23

Verger, J.
, 4

Verma, S.
, 112

Vietnam, 90–91, 96–97, 100–107, 109, 113, 115, 130, 137, 141 (see also Asia Vietnam National University)

arms import as compared to budget allocated for education
, 41, 97, 105, 139

bias to natural sciences & technological studies in public funding
, 9, 13, 126, 157

Confucius teaching dismissed too easily
, 96, 103

families assume much of costs related to children’s higher education
, 103–106, 119

growing role of private educational institutions
, 87, 103, 106

modernization processes guided by liberal economic policies
, 82–83, 95, 131, 147, 153

North American education model faithfully copied
, 28

reproach to social sciences & humanities for not participating in knowledge economy
, 31, 130

social & human studies in considerable demand among students
, 129, 148–149

social sciences & humanities lifeblood of modernization
, 96

universities mission reduced to job training
, 96, 113–114, 120

Vietnam National University
, 91, 96, 110, 130

Wallerstein, I.
, 50–56, 61, 149

mobilization of wide circles of academics to reflect on present state of social science
, 21, 27, 61

social sciences taken as acute object of analysis
, 50

Weber, M.
, 10, 25, 162–163

West, 22, 47, 63, 79, 869, 163 (see also Europe; United States)

capitalism seen as cultural phenomenon specific to
, 15, 163

expansion in higher education linked to high economic growth in
, 86

expertise significant in
, 2, 14, 71, 125

social sciences as Western social sciences
, 25, 27, 43–45, 55, 95

Western capitalism
, 50, 118

Western countries
, 82

Western education norms/system
, 91

Western Europe
, 20, 38–39, 90, 166

Western learning/scholarship/studies/teaching
, 23, 114, 163

Western liberal ideas/notions/theories
, 101, 118

Western line of experience/modernization
, 115

Western literature
, 93

Western market liberalization dogmas & practices
, 95

Western model of industrialization
, 27, 33, 94, 115, 125

Western notion of individual liberty & right
, 25, 118

Western science
, 114

Western scientific rationality
, 116

Western social sciences & humanities
, 27, 43–45, 95

Western style of economic laissez-faire
, 94

Western technologies
, 92

Western universities/university system
, 82, 109, 150

Wieviorka, M.
, 4, 55–56, 59, 149

attempt to highlight theoretical & methodological challenges facing social sciences in dealing with globalization
, 108

World Bank
, 100–101

Worm, R.
, 28

Yue, Y.
, 146

Zayed, A.
, 48–49

Zola, É.
, 160