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Research Report
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Imperative
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Between Elite and Mass Education
Major changes in education have taken place in West Germany over the past three decades. The experience of the Federal Republic differs from that of its European neighbors, since it was conditioned by postwar efforts of the occupying powers to impose a new model of education: the American comprehensive secondary school. Yet the traditional American educational system is at the extreme of what could be called “mass education,” whereas that of West Germany is more nearly “class education” that is, more structurally differentiated and keeping a much smaller proportion of pupils in school until age 18. Moreover, as in every developed country, West Germany has experienced increased consum...
Berlin-Bibliographie 1961 bis 1966
Die "Historische Kommission zu Berlin" betreibt die Erforschung der Landesgeschichte und der Historischen Landeskunde Berlin-Brandenburgs bzw. Brandenburg-Preu ens in Form von wissenschaftlichen Untersuchungen, Vortr gen, Tagungen und Ver ffentlichungen sowie durch Serviceleistungen. Dabei kooperiert die Kommission auch mit anderen Institutionen und begleitet wissenschaftliche und praktische Vorhaben von allgemeinem ffentlichen Interesse. In der Schriftenreihe werden die Ergebnisse der einzelnen wissenschaftlichen Projekte der Kommission ver ffentlicht.
World Guide to Special Libraries
The World Guide to Special Libraries lists about 35,000 libraries world wide categorized by more than 800 key words - including libraries of departments, institutes, hospitals, schools, companies, administrative bodies, foundations, associations and religious communities. It provides complete details of the libraries and their holdings, and alphabetical indexes of subjects and institutions.
Deliberate Ignorance
Psychologists, economists, historians, computer scientists, sociologists, philosophers, and legal scholars explore the conscious choice not to seek information. The history of intellectual thought abounds with claims that knowledge is valued and sought, yet individuals and groups often choose not to know. We call the conscious choice not to seek or use knowledge (or information) deliberate ignorance. When is this a virtue, when is it a vice, and what can be learned from formally modeling the underlying motives? On which normative grounds can it be judged? Which institutional interventions can promote or prevent it? In this book, psychologists, economists, historians, computer scientists, sociologists, philosophers, and legal scholars explore the scope of deliberate ignorance.
