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One of the several claims that Seligman makes for Rooke is that he should be accorded priority in the discovery of the correct, that is Ricardian, doctrine of rent:there seems little doubt that the doctrine of rent was developed practically simultaneously by Malthus, West, Torrens and Rooke in 1814, but so far as the priority of actual publication is concerned, the above list should be reversed. And in the interests of historical accuracy, Rooke and Torrens must hereafter be accorded the position which they deserve. (Seligman, 1903, p. 512)¹

Seligman is an important and ironically somewhat neglected figure today in the history of American economic thought. However, an examination of his scholarly achievements reveals that he had a considerable impact on the development of professional economics in America and could count the most influential economists in Europe as personal friends and collaborators (Moss, 2003; Rutherford, 2004; Mehrotra, 2005). Asso and Fiorito (2006), in their introduction to Seligman's autobiography (1929) argue that ‘his personal influence as an academic economist, as a teacher and as a central figure in the dissemination of economic knowledge was second to none and perhaps more meaningful than any single work he wrote’ (p. 1). They also record (quoting his student, Alvin Johnson) that ‘with Seligman…American economics began to acquire a distinctive professional reputation, some very high scholarly standards and a sort of “moral magnificence”’ (p. 2). What this means is that through Seligman's work and guidance economics came to encompass a moral dimension that fed through into social policies, many of which were adopted by American legislatures. The major influences on his method included the German Historical School and a number of heterodox Continental writers that informed Seligman's in great Whig interpretation of the development of economics. He also engaged critically with the more abstract methods of contemporary economic analysis of the early twentieth century.

The chapter reports the author's early reading of Norman Denzin's work in symbolic interactionism, and Denzin's impact on research training in social science in the United Kingdom. The chapter reflects on Denzin's impact on the field of educational research in particular. The chapter then reflects on working with Denzin and particularly Denzin's leadership of the International Congress of Qualitative Inquiry (ICQI) and its role in energizing and organizing the international qualitative inquiry community – the creation of Denzin's “bigger tent.”