The work that is about to be surveyed by the reader represents decades of painstaking work to provide him or her with the most positive and freshest perspective with respect to what the discipline of history teaches him or her to improve the quality of not only his or her daily life but also those of all other whom he or she comes into contact with. This task is accomplished when he or she becomes aware of the fact that the greatest possible good can only be achieved through the promotion of the adequate satisfaction of the greatest number of needs of the maximum number of people within the context of its being mutually beneficial to all parties involved. Furthermore, the reader of this volume gains the widest perspective on how the above assertion is valid for and has a positive impact on all fields of human endeavor, individual human lives, and human institutions, since the content of historical subject matter consists of nothing less than the past and present record of all the events and developments of the above entities. Thus, since everything that people learn is through past and present experiences, history teaches them everything and nothing can be perceived outside the framework of its subject matter. To present a graphic example to the reader of this volume to clearly illustrate the truth and validity of the above points, the author has used the comparison and contrast of the values, beliefs, and cultures of two very different societies in variant times and places to do so. The retrograde valuing of power and wealth placed on them by a small elite in European medieval society, resulting in limited social mobility in a primarily agrarian society, is in marked contrast to the emphasis on limited individual freedom within the framework of the rule of law as espoused by modern America. Within the latter framework, it was possible to develop a modern industrial and postindustrial community to provide individual social advancement through educational and employment opportunities as well as through the availability of quality health care. Finally, through all that has been stated above, it is worthwhile for society at large as well as the academic community to peruse through the contents of this volume in order to accomplish the above objectives.

The Encyclopedia of Local History addresses nearly every aspect of local history, including everyday issues, theoretical approaches, and trends in the field. The second edition highlights local history practice in each U.S. state and Canadian province.

A study of the philosophy of music history.

Harold James examines the vulnerability and fragility of processes of globalization, both historically and in the present. This book applies lessons from past breakdowns of globalizationÑabove all in the Great DepressionÑto show how financial crises provoke backlashes against global integration: against the mobility of capital or goods, but also against flows of migration. By a parallel examination of the financial panics of 1929 and 1931 as well as that of 2008, he shows how banking and monetary collapses suddenly and radically alter the rules of engagement for every other type of economic activity. Increased calls for state action in countercyclical fiscal policy bring demands for trade protection. In the open economy of the twenty-first century, such calls are only viable in very large statesÑprobably only in the United States and China. By contrast, in smaller countries demand trickles out of the national container, creating jobs in other countries. The international community is thus paralyzed, and international institutions are challenged by conflicts of interest. The book shows the looming psychological and material consequences of an interconnected world for people and the institutions they create.

The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.