Military personnel operate in culturally complex environments around the world. Detailed knowledge about current cultural patterns in a particular place can be hard to come by, especially in times of change or disruption. This book provides basic overviews of general concepts and skills that can be used in any situation to build understanding and interact effectively. The concepts and skills presented were developed by an interdisciplinary social science team at Marine Corps University. The authors designed this book to be used by both curriculum developers and military personnel.

The bestselling authors of The Story of French unravel the mysteries of French conversation

The 'Two Cultures' debate of the 1960s between C.P. Snow and F.R. Leavis is one of the most misunderstood intellectual disputes of the 20th century. Most people think that the debate only revolved around the notion that our society is characterized by a divide between two cultures – the arts or humanities on one hand, and the sciences on the other. This book is based on an extended conversation between Howard Burton and University of Cambridge intellectual historian Stefan Collini— and author of the book, What Are Universities For?— which provides a careful examination and illuminating insights of what the issues really were in this debate. This carefully-edited book includes an introduction, Returning to the Source, and questions for discussion at the end of each chapter: I. Cultural Assumptions - On the benefits of reading II. Saving the World - C.P. Snow’s moral agenda III. “Literary Osteoporosis” - Scientists vs. “literary intellectuals” IV. Into the Mainstream - Snow becomes a sage V. Enter F.R. Leavis - Questioning authority VI. Combatting Clichés - The Industrial Revolution and challenging prose VII. The Fallout - Immediate and longer-term effects VIII. Lessons Learned? - Examining Leavis’ impact IX. What Are Universities For? - Appreciating unique strengths X. Constructive Engagement - Critical inquiry and watching one’s language XI. The Humanities vs. The Sciences - Ruminations on progress XII. General Implications - The ongoing relevance of The Two Cultures About Ideas Roadshow Conversations Series This book is part of an expanding series of 100+ Ideas Roadshow conversations, each one presenting a wealth of candid insights from a leading expert in a relaxed and informal setting to give non-specialists a uniquely accessible window into frontline research and scholarship that wouldn't otherwise be encountered through standard lectures and textbooks. For other books in this series visit our website (https://ideas-on-film.com/ideasroadshow/).

First published in 1985, Equality and Freedom in Education investigates the extent to which it is possible or desirable to provide equal opportunities in education, regardless of age sex, race, language, and social class. Attempts to make such provision regularly attract the criticism that they remove the freedom of parents and religious bodies to educate children in accordance with their particular wishes. To understand this dilemma, the book analyses the educational systems and practices in England and Wales, France, the USA, the USSR, China and Japan. Information about each system is provided in accordance with a taxonomy, developed by Professor Holmes for the International Bureau of Education in Geneva, and widely accepted by Ministries of Education throughout the world. Simplified diagrams show how school systems are organised and how children pass through the school system, and essential statistical information, taken from UNESCO sources, is also provided. The book will be of interest to students of education and sociology.

In this new study, Cristina Chimisso explores the work of the French Philosopher of Science, Gaston Bachelard (1884-1962) by situating it within French cultural life of the first half of the century. The book is introduced by a study - based on an analysis of portraits and literary representations - of how Bachelard's admirers transformed him into the mythical image of the Philosopher, the Patriarch and the 'Teacher of Happiness'. Such a projected image is contrasted with Bachelard's own conception of philosophy and his personal pedagogical and moral ideas. This pedagogical orientation is a major feature of Bachelard's texts, and one which deepens our understanding of the main philosophical arguments. The primary thesis of the book is based on the examination of the French educational system of the time and of French philosophy taught in schools and conceived by contemporary philosophers. This approach also helps to explain Bachelard's reception of psychoanalysis and his mastery of modern literature. Gaston Bachelard: Critic of Science and the Imagination thus allows for a new reading of Bachelard's body of work, whilst at the same time providing an insight into twentieth century French culture.