ABSTRACTWhat is a university? In the nineteenth century John Henry Newman famously spoke of “the idea of a university.” This phrase has dominated all discussions of the nature of the university sin...

This article investigates the status of Norbert Elias’s conception of the sociology of knowledge as the means to provide a new epistemological security for sociology. The author of the article argues that this translates into an effective critique of the underlaboring model of the relationship between philosophy and the social sciences, which is consistent with Elias’s attempt to consolidate his own sociological theory. Nevertheless, the author argues that Elias’s sociology of knowledge runs into problems in its attempt to evade the (...) problem of relativism in explanation, and in its conception of human agency. (shrink)

Terry Nardin’s book on Oakeshott is an attempt to compare him to other 20th-century philosophers and to track the development of his philosophical thought. The project of comparison is made relevant by the fact that Oakeshott’s philosophy, like that of Heidegger and others, was the product of the dissolution of neo-Kantianism. Nardin stresses the idea of “modal confusion,” meaning responding to a question of one kind with an answer appropriate to another kind of inquiry, as a key to Oakeshott’s thought (...) from Experience and Its Modes through to On Human Conduct itself, where Oakeshott changes his terminology. But why does Oakeshott change? One reason might be the critique of Oakeshott by Peter Winch, as Oakeshott appears to have reformulated his views in response to it in On Human Conduct, in the course of constructing an alternative to ‘conceptual analysis’ as practiced in contemporary Oxbridge. (shrink)

But with the member of a Nonconforming or self-made religious community, how different! The sectary's eigene grosse Erfindungen, as Goethe calls them,—the precious discoveries of himself and his friends for expressing the inexpressible and defining the undefinable in peculiar forms of their own,—cannot but, as he has voluntarily chosen them and is personally responsible for them, fill his whole mind. He is zealous to do battle for them and affirm them; for in affirming them, he affirms himself, and that is (...) what we all like. Matthew Arnold. (shrink)

This paper traces historical changes in the concept of citizenship, in order to show how it has shifted from a state enterprise to a form of self-organising, user-created, ludic association, modelled by online social networks in which children – formally non-citizens but crucial to the continuing and changing discursive practices of citizenship-formation – are active agents. The implications of ‘silly’ citizenship for communication scholarship are considered.