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A case study is presented in this chapter about a successful cross-campus collaboration between the School of Art and the Department of Classics at the University of Georgia (UGA) in the United States to build one image database with grant funding for a period of two academic years. Although the Humanities Digital Media Archive project was not free from complications, the outcome of the project suggests that these types of collaborative projects are valuable to librarians and to the university at large. An overview of the strengths and weaknesses of the project are described and can provide guidance to readers undertaking these types of collaborative projects. A discussion about funding opportunities in an era of reduced resources may encourage the reader to think in new and creative ways to solve the issue of lack of funding for such major projects. While many librarians and units on campus discuss potential collaborative projects, this case study provides a description of the issues and complications surrounding such projects as well as creative new ways of maximizing available resources and completing a successful and well-received project.

The paper argues for a comprehensive method of sociological deconstruction and reconstruction that includes: (i) de-subjectifying interpretation, (ii) re-subjectifying explanation, (iii) de-objectifying understanding, and (iv) re-objectifying conceptualization.

Both methodological and substantive arguments are guided by the constructive principle of mediating interpenetration of polar opposites.

Status groups and class interests are conceived as major categories of sociological differentiation mediating between the abstractions of individuals and society. Three types of class formation are discovered in Weber’s legacy beyond Marx’s property one. Sorokin’s work in a two-dimensional social stratification and mobility is found to have major significance for developing the concept of social classes and for reconciling divergent ideas of social stratification. The principle of concept formation by mediation of interpenetrating polar opposites is found to be of greater complexity and effectiveness than Hegel’s logical principle of transcendental supersession.

The comprehensive method of sociological deconstruction and reconstruction seamlessly integrates qualitative and quantitative methods in sociology as well as concept formation and research.

This article aims to show that studies of transnational risk regulation can benefit from Polanyian and neo-Polanyian research agendas in the field of law, economy, and society. Risk regulation would then be understood as a corrective force within the market society. Drawing on the relevant literature in the field, Karl Polanyi’s work is contextualized both in the past (“scholarship before and beside Polanyi”) and in the present (“scholarship after and beyond Polanyi”). The review considers developments within sociology, its neighboring disciplines economics and jurisprudence, and the interdisciplinary research fields of “economy and society,” “law and society,” and “law and economy.” The article demonstrates that Polanyi is a “late classic” who shares the holistic orientation of classical historical scholarship. At the same time, it is argued that his “early revival” is due to the topicality of his criticism of the market society, and its inherent risks, in an era of neoliberalism and globalization. By going back and forth in time, the article situates Polanyi in a line of holistically minded scholarship that combines insights of general, economic, and legal sociology in what can be called the “economic sociology of law.” This is “old” and “new,” at the same time.

I completed a degree in classics at Cambridge and entered the British Civil Service. After a moderately successful, if unremarkable career, I took an early retirement and now live in London, spending my now free time at the opera and the theatre …. No, that's not right. Start again. Having decided to become a social anthropologist, I had my first experience of fieldwork on the island of Crete. I went on to specialise in the anthropology of modern Greece, and also wrote several popular books about people and places in Greece. I now live in one of the picturesque hill-towns of the Peloponnese …. No, not that either. Try once more. My father, who was a gifted amateur photographer, gave me a classic Rolleiflex camera for my 21st birthday, and I became a professional photographer, specialising in documentary photographic essays on social conditions in rural Europe. No, not that either …. I combined my first degree in social anthropology with a postgraduate training in linguistics. I went on to research and publish on discourse and social interaction, bringing together interactionist sociology, anthropology and semiotics. Well, not quite …. As you will see, all of these – and other – lives might have been mine. The actual life seems no more coherent than those shreds of unrealised possibilities.

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.

The year 2016 marked the 100th anniversary of Democracy and Education, one of John Dewey’s most widely translated and published books around the world still in the author’s lifetime. Nowadays, in a context in which pedagogy is bogged down in ‘economicism’ and suspicion towards any proposal that hints of value, Dewey’s ideas once again provide a ray of hope for a possible future. One of the contemporary authors that has fostered this hopeful reading of Dewey is Martha C. Nussbaum, whose appeal to bringing the humanities back to schools motivated a project on approaching the classic texts with the Information and Communication Technologies (ICTs), which we have developed during the past years with secondary education students from three schools in Santiago de Chile, Madrid and London. The project is based on an open reading of Sophocles’s Antigone through an online application that enables students from the participating schools to interact. This chapter delves deeper into the theoretical bases of the project. In the first two sections, we analyse the interpretation that Nussbaum and Dewey each made of Antigone. Then, in the third, we present the Antigone project as a learning experience promoting a creative democracy, as Dewey called it.