Index
ISBN: 978-1-80117-042-0, eISBN: 978-1-80117-041-3
Publication date: 3 June 2021
This content is currently only available as a PDF
Citation
Ghimire, K. (2021), "Index", Social Sciences: A Dying Fire, Emerald Publishing Limited, Leeds, pp. 175-192. https://doi.org/10.1108/978-1-80117-041-320211007
Publisher
:Emerald Publishing Limited
Copyright © 2021 Kléber Ghimire
INDEX
Adorno, T.
, 72
AI
, 17
Alatas, S. F.
, 47
Altbach, P.
, 130–131, 135
Anthropology
, 15, 20, 29, 55, 115, 124, 161, 166–167
forefront of multidisciplinary & culturally grounded learning
, 20, 166
as important source of studies on culture
, 21, 32, 116, 124, 138, 162, 165
social sciences sharing innate traits with
, 57, 120, 154, 160
Arab
, 23, 48, 142
Arab countries
, 48, 142
Arab regions
, 48
Arab social scientists
, 48
Arab societies
, 48
as world’s major language
, 24, 26, 50, 149
Archaeology
, 15, 44
Aristotle
, 9, 23, 155, 165
authenticity of writings on economics questioned
, 166
considers ethics as complete form of knowledge
, 9, 156, 159
greatly influenced Western scientific thought
, 9, 160, 165–166
identified plentiful political regimes in Greece &neighbouring regions
, 165
sees family & private property as essential in society
, 85, 152, 155
Asia, 25, 39–40, 45, 89, 92–93, 97, 99–111, 117, 138, 150, 156 (see also China, India, Japan, South Korea, Vietnam)
Asian countries identical in nation building & modernization goal
, 108, 150–152
as centre of new impulsion in social sciences’ renovations
, 97–121
educational attainment in past
, 38, 41, 151, 160
issue of quality in higher education
, 3, 44, 107–113, 151–153
Japan’s modernization processes & role of social sciences
, 96, 98, 114–115, 117–118
market logic & passing of higher education financial burden to society at large
, 6, 35, 67, 80, 100–106, 109, 167
marriage between Western technology and cultural roots
, 91, 165–167
modernization zeal in
, 51, 96, 98
no important signs of social sciences renovation in
, 21, 152
resemblance among countries in approach to higher education
, 123, 146
rise of
, 4, 52, 56, 150
role of families in education support in
, 100–106, 152
role of social sciences & humanities in modernization in
, 9, 97–99, 114, 151, 167
social importance given to education
, 15, 42, 45, 49, 94, 103, 160–163
social sciences & humanities neglected in government education policies despite high demands from economy, students & society
, 17–18, 24, 28, 48, 83, 96, 100–103, 115, 129, 151, 160
Australia
, 1, 28, 81, 89, 109, 119, 142
Axial Age
, 24
Bacon, F.
, 24, 33
Badat, S.
, 138
Bajpai, K.
, 143
Barshay, A.
, 116–118
Becker, H.
, 116
Bierstedt, R.
, 68, 70
Biology
, 6, 7, 15, 26, 30, 32, 65
Blumenstyk, G.
, 80
Boas, H.
, 24
Bohet, A. K.
, 107
Bohet, M.
, 107
Bourdieu, P.
, 5, 55, 69, 160
Brafman, N.
, 74
Braudel, F.
, 20, 40, 51–60, 164
Breen, M.
, 105
Busch, L.
, 80, 85, 128
Canada
, 1, 119
Capra, F.
, 32, 33
Cerbelle, S.
, 105
Chakrabarty, D.
, 46
Chandrasekhar, S. P.
, 105
Charle, C.
, 4, 30
Chemistry
, 6, 14, 65, 136, 138
China, 20, 24, 32, 84, 90–91, 93–97, 103–114, 125, 130–132, 139–144, 146, 150–151, 154, 164 (see also Asia)
active pursuit of university ranking
, 95, 100, 139–141, 143, 146, 148, 164
arms import as compared to allocation of budget for education
, 85, 100
costs for children’s education rising
, 103–107
earliest higher education centres established in
, 90
expanding role of private institutions in higher education
, 85, 91, 101–105, 112, 115, 119, 128
growing presence of Anglo-American universities
, 95, 128, 130, 142, 145
held leading world economic position before 18th century
, 4, 9, 13, 26, 30, 33, 43, 52, 123, 150
inclination to replicate North American research & teaching methods
, 21, 68, 82, 109
largest number of higher education students worldwide
, 50–51, 67, 87, 126, 149, 165
modernization creating opportunities for students from social sciences & humanities
, 51, 96–97
modernization viewed synonymous to social engineering
, 93, 115, 129, 135
no religious opposition to scientific knowledge
, 56–58, 90, 163
non-governmental spheres of social programming increased
, 69
public funding bias to natural sciences & technological studies
, 82–83, 129, 131, 150, 153, 161
social sciences & humanities not priority area in public funding
, 4, 83, 129, 161
tensions with US upsetting university world
, 87, 142
Civilization, 11, 25, 40 (see also Culture, Religion)
Babylonian civilization
, 163
Chinese civilization
, 24, 163–164
Egyptian civilization
, 163
European civilization
, 22, 25, 164
history of civilizations
, 25, 40
Indian civilization
, 163, 164
Islamic civilization
, 139, 164
modern civilization
, 22, 25, 155
Soviet civilization
, 20
world civilizations 39–40
, 164
Clifford, J.
, 167
Climate change, 35 (see also Environment)
Comte, A.
, 6, 154
Confucius
, 90–91, 114–115, 123
Confucius academics & teaching in China, Japan, South Korea, Vietnam
, 90, 114
Confucius classics
, 115
Confucius definition of knowledge
, 122, 163
Crisis, 3–5, 37, 63, 79, 147–148, 150, 154 (see also Social sciences)
confronted by social sciences phenomenal
, 148
disciplinary crisis internal to humanities & social sciences
, 4
effort to reflect on social sciences crisis
, 50
key elements of crisis in social sciences
, 1–36, 37
in knowledge production
, 63, 148
in social sciences began in Europe & North America
, 3, 5, 148
Culture, 15, 21, 24, 28, 40, 59, 72, 78, 89, 116, 124, 147, 156, 162, 164 (see also Civilization, Religion, Ethics)
cultural studies
, 15, 21, 31, 35, 167
culture & religion
, 59, 116
diversity of cultures
, 29, 60
popular culture
, 21, 89
as source of knowledge
, 4, 9, 40, 51, 79, 110, 124–125, 162
universalism across cultures
, 60
Darwin, C.
, 30
Debarle, A.
, 56
Delattre, D.
, 23
Demography
, 7, 15, 39, 64, 110, 119, 159
Department of Sociology, Peking University
, 116
Descartes, R.
, 4, 33
Dewey, J.
, 79, 153
Diderot, D.
, 21
Drucker, P.
, 125
Durkheim, É.
, 28, 65, 116, 154, 160
Durrive, L.
, 125
Ecology, 34–35 (see also Environment)
Economic rationality, 3, 79, 84, 148, 152 (see also Higher education; University)
affecting social sciences
, 64, 148
economic rationality & universities
, 79–88, 148
growing importance given to economic rationality in organizing pedagogical activities in Europe & North America
, 152
universities actively integrating
, 86–87
vogue in Great Britain
, 84
Economics
, 6, 15, 16, 17–20, 26, 32, 35, 39, 65–66, 71, 76, 177, 127, 138, 144, 158, 166
claiming to produce truthful knowledge expressed in form of ’laws’
, 3, 112
concepts & ideas coming from world’s twenty principal languages (other than European languages) absent
, 166
decline of economics as field of learning
, 18, 57
has not drawn much real benefit from knowledge economy discourse
, 127
internal divisions
, 15, 117, 152
as one of key social sciences disciplines
, 115
pretension of being scientific field of learning
, 5
sub-field of
, 19, 70, 117
Editions Thê Gioi
, 96
Egypt
, 22, 48, 60
Einstein, A.
, 25
Elias, N.
, 22
Eloire, F.
, 133
Empiricism, 64, 66–72, 87, 111, 148 (see also Expertise; Research)
burden of empiricism
, 64–70, 100–104, 119
empiricism expensive
, 86–87, 111, 148
empiricism limited to micro-statistical elements
, 69
excessive/uncritical use of
, 86
guiding principal in the US after 1945
, 43, 64
international influence of US empiricism methods
, 64
limits of empiricism in social science inquiries
, 71, 167
link between empiricism & expertise
, 86–87, 111, 148
political science & economics
, 39, 65–66, 166
reduces scope for theory building & deeper analysis
, 69
stands as selective method
, 69
utilization of empiricism in sociology
, 71
Energy sector
, 14
Enlightenment
, 2, 4, 21, 31, 34, 154
Environment, 28, 35, 85, 129, 156 (see also Ecology, Climate change)
biosphere
, 34
deep ecology
, 34–35
development of discipline of ecology
, 34
environmental concerns
, 95
environmental deterioration
, 35
environmental hazards
, 75, 127
environmental observations within social sciences
, 35
environmental problems
, 35, 43, 156
future environmental issues
, 59
“natural contract” theory
, 34–35
physical environment
, 8, 28
“rights” of nature
, 34
Ethics
, 9, 75, 111, 156, 159
bioethics
, 59
ethics dealing with practical questions
, 156
as knowledge
, 8–10
medical ethics
, 75
needs to be considered as integral part of social sciences learning
, 167
Western scientific learning cared little about
, 9, 116
Ethnologue Organization
, 38, 43
Ethnology
, 15, 39, 64
Europe
, 1–2, 4, 9, 18, 22–26, 27, 31, 39, 48, 68, 71, 77–78, 84–85, 149–152, 166
European character
, 2
European civilization
, 25, 40
European countries
, 26, 41, 73–74, 76, 83–84, 87, 119, 140
European economic & technological achievements
, 1, 22, 89, 91, 134, 148
European enlightenment
, 31, 154
European experience as prime frame of reference in social sciences learning
, 2
European history
, 17, 24, 46, 147
European languages
, 115, 166
European medieval universities
, 13, 90
European modernization
, 22, 24, 46, 161
European powers
, 24, 164
European social sciences dominant notions & models
, 87
European societies
, 28
European Union
, 73, 76, 81, 87
European universities
, 139, 142
social sciences as European social sciences
, 25–27, 87
social sciences emerged out of European womb
, 2
social sciences focus on European industrial & technological achievement
, 82, 160
social sciences role in self-embellishment of
, 22
structural & more contemporary problems facing social sciences in Europe (and North America)
, 63–88, 114, 152
Expertise, 71–78, 161, 167 (see also Higher education; University)
compromising effects of expertise on teaching & research
, 76–77, 111
expertise in France
, 74–75
expertise in Germany
, 75–76
expertise particularly significant in West
, 33
fervour of expertise in Great Britain
, 73–74, 77, 125
obscure character of
, 71, 133
problematic role of
, 71
rationale behind
, 71, 161
thriving opportunity of expertise for academics in the US
, 72
universities lured by
, 71
university research heavily influenced by prospects of
, 71, 74
Faculty of Sociology, University of Social Sciences and Humanities (Vietnam)
, 110
Ferrara, M.
, 150–151
Fields Medal Prize
, 135–136
Flyvbjerg, B.
, 7
Foucault, M.
, 55, 69, 124
Fourcade-Gourinchas, M.
, 66
France, 40, 47, 55–57, 70, 74, 76, 81, 83, 85, 103, 126, 129, 131, 138–139, 141, 144 (see also Europe, West)
globalization as French malaise
, 56
growing economic rationalization among universities
, 142, 148
influence of university ranking & internationalization
, 100, 116
internationalization & increase in utilization of English
, 144–145
long tradition of cross-fertilization between social sciences & humanities
, 73
looking for external funding not that habitual
, 74
management prominence over economics
, 76
neoliberal education beliefs
, 81
public investment in education seen as normal
, 83
technological poles remain hesitant
, 126
university autonomy
, 83, 141
university fees almost free but have gradually increased
, 81
US empirical methods & tools prevail
, 65, 67, 70
Frank, D.
, 13, 81, 113
Frank, J.
, 79
Fukuyama, F.
, 19
Future
, 11–12, 30, 35, 53–54, 63, 69, 96, 93, 104, 108, 132, 142, 147, 150, 167
Asian parents doing as much as they can for future of their children
, 103–104
future generations
, 30, 35
history considered from perspective of future
, 155
as new element of knowledge
, 9
skilled human resources seen vital for future optimism in Asia
, 100
as speculative notion
, 11, 147, 159
techno-science view on inventing future
, 11, 158
Gabler, J.
, 13
Gamble, A.
, 20
Geddes, W.
, 45
Geography
, 7, 15, 41, 1, 90
Germany, 41, 64, 75, 81, 83, 85, 116, 126, 129, 132, 138, 141, 144 (see also Europe, West)
growing influence of university ranking
, 100, 116
influence of expertise in university system
, 75–76, 109–111, 132, 161
internationalization of universities & increase in utilization of English
, 56
neoliberal education beliefs gradually advance
, 81, 83
recent attempt to introduce tuition fees
, 81, 149
strong tradition of public investment in higher education
, 102, 105, 109
university autonomy
, 83, 141
Ghimire, K.
, 12–13, 37
Globalization
, 56, 58, 130
as complex issue
, 4, 63, 99
debate in France
, 75
implies need for more educated young people
, 92
new context of
, 21
Goody, J.
, 24
Gowar, N.
, 79, 81
Grand theories; decline of, 18–21, 147, 167 (see also Liberalism; Marxism; Post-modernism; Structuralism)
Great Britain, 74–76, 79, 81, 83–87, 119, 126, 129, 142–143, 152 (see also Empiricism; Europe; Expertise; Higher education; Internationalization; University ranking; West)
Brexit & Covid-19 upsetting university system
, 87
education treated as export item
, 87
fervour for expertise
, 73–74
joint ventures & partnerships with private sector
, 73, 85
long tradition of universities solicitating research grants
, 73
tuition fees life-saving vest for universities
, 153
universities operating as independent business enterprises
, 84, 142
universities direct relationship with business & industries
, 71, 73, 77, 140, 150
university autonomy & reduction in public funding since 1980s
, 83, 141
US-China tensions affecting British universities
, 87, 95, 132, 142
Greece
, 22, 139
Greek philosophers
, 23, 154
Guerrien, B.
, 6
Guha, R.
, 46
Guillo, D.
, 31
Habermas, J.
, 13
Hamermesh, D.
, 70
Harari, Y. N.
, 29, 30, 167
Hegel, G. W. F.
, 23–24
Hierarchy
, 13–16, 18, 23, 92, 134, 137, 154
among social sciences
, 15, 158
of disciplines
, 13
within humanities
, 29
of ideas
, 134
knowledge & power
, 33, 49, 125, 164
of languages
, 13, 137
problem for creating unified social knowledge
, 16, 79, 161
between social sciences & humanities
, 16
between social sciences & natural sciences
, 13
Higher education, 4, 44, 52, 61, 72–73, 75, 79, 80, 83–84, 86–89, 93, 96, 99–100, 103–107, 112–115, 131, 135, 142, 150, 152, 156, 162 (see also Universities)
access to
, 93, 103, 107, 119, 150
American/North American model of
, 45, 82, 109, 115, 118, 149
Anglo-American model of
, 17–18, 95, 128, 130, 142, 145
children’s higher education
, 103–106, 119
commodification of/market based/neoliberal policies in
, 61, 83–87
declining quality of
, 4, 143
Euro-American model of
, 89, 92, 148, 162
expansion in Asia
, 116
expansion in Europe
, 22, 46
expansion in North America
, 21, 28, 39, 63, 68, 80, 109, 111, 123
family financing of
, 103–105
institutions of
, 48, 101, 106, 112, 115, 135, 146
public funding of/government policies in
, 142, 148, 150, 153, 161
role of private sector
, 102, 112
Historical materialism
, 94
History, 19, 24, 30, 40, 45–46, 50, 53, 57–58, 66–67, 111, 116, 155, 159, 167 (see also Europe; Human societies)
considered from future perspectives
, 167
economic history
, 17, 24, 127
no society outside of
, 27
postcolonialism studies emanating from
, 149
as social branch of learning
, 158
of social sciences
, 19, 24, 38, 40, 45, 47, 50, 57–58, 67, 114–115, 148–149, 151, 155, 158–159, 161
as subjective field
, 116
teaching of history central to social sciences learning
, 19, 155
universal history
, 30, 58
US turning point in history
, 42, 80, 86
Horkheimer, M.
, 72
Human societies, 1–2, 8–9, 11, 16, 20, 26, 29, 147, 155, 163, 167 (see also History)
cultural/intellectual attainment in
, 1, 90, 111
diverse path & realizations in
, 2
human societies required to deal with common problems
, 27, 164
multiples experiences & thoughts of
, 29
science geared to produce distinct benefits for
, 29
as social sciences object of observation
, 153, 161
structure & evolution of
, 1, 8, 57, 80, 93
technological advances & betterment of
, 9
trajectories & experiences of
, 27, 54, 167
utopia capable of transforming
, 11
varying circumstances of
, 8
Human uniqueness and primacy, 29–36 (see also Environment)
humans considered superior to other animals
, 124
Man as master and possessor of nature
, 29, 32–33, 167
recent interest of social sciences & humanities in animal rights issues
, 31
in social sciences
, 29, 35
traditional societies in pre-Christian Europe, China, India, Japan, Greece recognizing humans as integral constituent of nature
, 32
Humanism
, 39
Humanities
, 3–5, 12, 14, 19, 26, 36, 40–43, 45, 55, 57, 60, 64, 93, 96–100, 113–114, 119, 129, 159, 162
addressed issues pertinent to Europe/industrial societies
, 27
European singularity common feature in
, 24
found considerable scope when European influence & control of overseas territories at height
, 26
in general
, 48, 68, 126, 143
human uniqueness deep-rooted in
, 29, 35
importance of social sciences greater convergence to humanities
, 159
in Japan
, 18
neglect of humanities in public funding in Asia
, 129
new context of marginalization of humanities
, 99, 123–146
US academic tradition separated social sciences from humanities
, 18, 51, 64, 67
Ideology
, 6, 11, 118, 147, 165
India, 22–24, 32, 44–47, 60, 90–93, 99–114, 126, 132, 140–143, 154, 164–165 (see also Asia)
arms import as compared to budget allocated for education
, 97, 105, 131
associative sector employing sizeable graduates from social sciences & humanities
, 99
beginning to actively promote university rankings
, 131, 138, 146, 158
bias to natural sciences & technological studies
, 134–135
earliest higher education centres established in
, 99
families assuming costs of children’s education
, 104
growing role of private sector in higher education
, 152
leading world economic position before 18th century
, 4, 13, 26, 30, 43, 51, 64, 71, 123
North American education influence become brisk
, 109, 139, 143, 151
private institutions in higher education weak in research
, 101–102, 112, 128
second largest number of higher education students worldwide
, 104
social sciences & humanities not priority area in public funding
, 3, 130
Indigenization of social sciences, 43–50, 149 (see also Renovation)
in Asia and Pacific region
, 45
outside Asia
, 45, 47–49
subaltern studies as indigenization movement
, 45–47
varied interpretations of indigenization
, 46–47
Institute of Economic Growth, New Delhi
, 45
International Sociological Association
, 28, 40, 42, 48
Internationalization, 56, 58, 61, 139–146, 162 (see also University; Neoliberalism; University ranking)
based on Anglo-American academic monoculture
, 17
current form of internationalization linked to universities desire to improve ranking positions
, 102
historical engagement of universities in
, 74, 83, 140
issue of language in
, 13, 21, 23
outbound and inbound activities
, 140–141
poor quality of
, 106
pretence of
, 139–146
scope for sturdier scheme of
, 146
Ishida, T.
, 116, 121
Japan, 18, 41, 51, 90–92, 104, 114, 116–117, 119–120, 125–129, 131, 137, 141, 144–145, 151 (see also Asia)
campus no longer hub of critical writings
, 9, 149
declining student demography
, 119, 143, 151
development of social sciences & adjacent disciplines in different phases
, 114, 165
lack of intellectual discussions & political agitation on campus
, 121
lack of interest among students to follow post-graduate studies
, 64, 120
languishing nature of social sciences in recent years
, 118–121
modernization as blending between Western technology & Confucius virtues/previous expansion in basic education
, 91
modernization processes & expansion in higher education
, 66, 82, 86
persuasive influence of Marxism and modernization theories on social sciences in earlier periods
, 116–118
public funding bias to natural sciences
, 124, 148, 161
recent policies to reduce weight of social sciences & humanities
, 37, 130
similar to other Asian countries
, 108, 122, 151
technology & business management
, 79, 99, 113, 127, 135
university policies strongly influenced by neoliberal approaches
, 39, 83–85, 110, 130–132
university-like Confucius academies in 17th & 18th centuries
, 114
Jayaram, R.
, 99
Jiang, Y. G.
, 102
Johnson, C.
, 89
Jonas, H.
, 30, 34
Jones, K.
, 84
Jourde, P.
, 75
Jullien, F.
, 59, 138
Jurisprudence
, 15, 90, 160, 166
political science claiming legitimacy over
, 15
Kagame, A.
, 28
Kaibara, E.
, 1, 32, 164, 165
Kaku, M.
, 11
Kant, E.
, 30, 31, 33
Kato, T.
, 118
Kautilya
, 165
Knowledge, 1–19, 27–28, 30, 33, 35, 37, 44–46, 47–50–56, 59, 61, 63, 71, 89, 92, 97, 107, 111, 123, 127, 128, 137, 142, 146, 148, 151, 155, 158, 165, 166 (see also Knowledge economy)
creation of knowledge on values
, 8–10, 47, 90
fragmentation of knowledge within social sciences
, 16–18, 148
ideology, utopia, future
, 10–12
shifting discourse on knowledge
, 123–130
on speculative themes
, 11–12
Knowledge economy
, 128–130, 139–142, 146, 148, 151, 158
effect on Anglo-American academic world
, 17
information technology & knowledge economy
, 96, 99, 126–130
effect of knowledge economy discourse on university institutions
, 127, 130, 140, 142, 146
revealing example of Japan
, 129
teaching & research
, 17, 31, 45, 67, 77, 80, 82, 95, 105, 119, 122, 126, 133, 141, 143, 149, 153, 157, 163
techno-commercial approach of knowledge creation
, 124–126
university responses to knowledge economy discourse in European countries
, 127, 130, 140, 142, 146
Kuhn, T.
, 9
Kumar, C. R.
, 90, 99
Lander, E.
, 49
Language
, 13, 21, 29–30, 72–73, 82, 85, 96, 122, 137–138, 141, 143–145, 162, 165, 166
development of vernacular languages led effervescence in writings & intellectual activities in Europe
, 166
domination of English in international scene & its consequences
, 137–138
effect of exclusive use of English by university ranking agencies
, 130–131
language as cultural expression
, 165–166
social sciences & humanities derive knowledge greatly from linguistic & cultural insights
, 137–138, 163, 166
social sciences learning draws barely anything from world’s twenty principal languages (other than European languages)
, 150
Latin
, 8, 13, 18, 23, 29, 39–40, 43, 48–49, 56, 58, 62, 66, 166
as a common literary language in Europe during Medieval period
, 13
effervescence of art, literature, history, etc. occurred when Latin lost influence in favour of vernacular languages in Europe
, 166
Latin America
, 29, 39–40, 43, 48–49, 58
Lévi-Strauss, C.
, 8, 25, 27–29, 40
Lévi-Strauss, L.
, 56
Li, H.
, 94
Liberalism, 19–20, 25, 37, 134 (see also Neoliberalism; Marxism)
decline of liberalism as grand theory, 18–19, 57, 70, 80, 89,131
, 153
liberalism & Marxism need opposite pair in foundation of central thought
, 19–20, 37
liberalism & science/technology
, 2, 9, 22, 25–27, 99, 114, 135, 131
liberalism accompanied emergence of social sciences
, 19, 37, 86, 98
liberalism multidisciplinary in theoretical posture
, 19–20, 54
Lieppe, G.
, 56
Linguistic studies
, 20, 71
Lipset, S. M.
, 66
Literature
, 2, 13, 16, 20–22, 45, 55, 64, 68, 75, 93, 115, 135–136, 160, 165–166
Liu, J.
, 106
Lyotard, J. -F.
, 21, 92
Ma, W.
, 146
Machung, A.
, 132
Mackie, V.
, 89
Maddison, A.
, 90
Malthus, R.
, 6
Mandeville, B.
, 6
Mannheim, K.
, 11
Marginalization of social sciences & humanities in recent periods, 37, 42, 123–146, 158 (see also crisis)
Marx, K.
, 22, 24, 51, 117, 155
Marxism, 19–20, 25, 37, 116–118, 167 (see also Liberalism)
assumed to strongly combine theory & practice
, 20–21, 44, 66, 69, 90, 99
decline of Marxism as grand theory
, 19–20, 147, 167
deep influence of Marxism in Japanese social sciences in past
, 116–117
European history, science & technology as prime system of reference
, 26, 46
extraordinary expansion as line of political/economic thought
, 19, 71
faculties/journals specializing in Marxism rapidly marginalized after fall of Soviet Union
, 6, 20, 64
Marxism & liberalism need opposite pair in foundation of central thought
, 37
Marxism & science/technology, 25 37
, 116, 167
Marxism deeply multidisciplinary in theoretical posture
, 20, 149, 152
Mathematics
, 13, 18, 20, 54, 69, 90–91, 135
McGettigan, A.
, 73
Media and journalism
, 16
Menand, L.
, 6
Mesopotamia
, 22
Ministry of Education (China)
, 98, 108, 129
Ministry of Education (India)
, 98, 108, 129
Ministry of Education and Training (Vietnam)
, 108
Modernization, 1,9,21–25, 34, 46, 48, 58, 60, 89, 92–101, 111, 114–115, 117–118, 122, 147, 151, 161–162 (see Asia; China; Europe; India; Japan; South Korea; Vietnam)
Modernization processes and social sciences in Asia
, 92–99
Montesquieu
, 22
Morin, E.
, 59
Morishima, M.
, 91–92
Morris-Suzuki, T.
, 89
Multidisciplinarity
, 157
Naef, M.
, 79, 81
Nahm, A.
, 91, 106
Nano technology
, 14
National Bureau of Statistics, China
, 104, 129
Natural sciences, 2, 6–9, 13–15, 20, 38, 41, 54, 64, 79, 107, 124, 135, 137, 148, 157–159, 167 (see also Sciences & technology; Technology)
graduates from social sciences/humanities more adept at job circumstances than those from
, 114
natural sciences bias in university rankings
, 135–139, 148, 158
natural sciences distinguish in hierarchical order
, 13, 15
natural sciences favoured in government funding
, 51–55
natural sciences goal to overpower nature causing dire consequences to nature
, 2, 13, 33
natural sciences method as obstacle to social sciences analysis
, 39, 68, 157
need social sciences perspectives in gaining validity of content of scientific knowledge
, 55, 94
neglect of ethical questions in
, 3, 108, 148
past natural sciences theories constantly overturned
, 7
problem of confined laboratory research method, 7–9, 12,75,79
, 114, 124, 135, 137
social sciences emulating/adopting/replicating natural sciences
, 6–8, 124, 148
social sciences leaving natural sciences for humanities
, 157–162
social sciences/humanities produce more publications than natural sciences in Asia
, 40, 57, 68, 112–113, 135, 149
Needham, J.
, 24
Neoliberalism, 82, 83 (see also Liberalism)
effects of neoliberalism in US, Great Britain, Germany, France
, 74–75, 81, 83–85, 87, 103, 119, 129, 140–143, 153
effects of neoliberalism on higher education
, 82–83
neoliberal rationality of university autonomy
, 83–84, 141
neoliberalism paradigm exposed universities to hazardous circumstances
, 82–83, 127–128
provides added argument for reducing public funding of universities
, 83
spirit of neoliberalism palpable in funding of university
, 82–83
New generations of computers
, 14
Nobel Prize
, 9, 19, 53, 133, 135–136
North America, 2, 22, 28, 34, 39, 48, 58, 63, 66, 72, 80, 86–87, 89, 110, 123, 137, 142, 148–149, 152, 166 (see also Higher education; United States; University)
Asian countries copying of teaching/research methods of universities in
, 17, 31, 45, 67, 77, 80–82, 95, 109, 121–122, 132–133, 143, 149, 154, 157, 164
growth of social sciences in
, 64–65, 138
influence of empiricism in 64–67
social sciences facing unsettled situation in
, 64, 68, 87
post-modernization theory popular in
, 51, 96, 98
structural & contemporary problems facing social sciences in
, 63–65, 152, 167
UNESCO’s previous work promoting educational experience of
, 39, 40–45, 67, 81, 101, 138, 149
universities assuming a business character in
, 79–87
universities facing financial difficulties in
, 78–85
OECD
, 105
Ohana, J.
, 56
Pedagogy
, 78, 84, 126, 139, 152–157, 162, 167
history, thought, living reality & ethics forming fundamental elements of social sciences pedagogy
, 152–157
necessity to invent social sciences pedagogy
, 152–157
social sciences & humanities as pedagogical disciplines
, 153
tension between empirical research/expertise & effective social sciences pedagogy
, 70–71
Pendergast, W.
, 41
Persia
, 22, 150
Philosophy
, 4, 9, 13, 15, 19–24, 26, 33, 55, 64, 70–71, 76, 79, 111, 115, 159–161, 167
as cradle for economic & political thought
, 118
as science
, 9, 55
importance of social sciences going in direction of philosophy
, 55, 159
political sciences moved away from political philosophy
, 6, 18, 39, 67, 84, 154, 165
renewal of philosophy in 16th century outside of university
, 6
teaching of philosophy relegated to state of irrelevance
, 16
transdisciplinary field of education now lost originality in Vietnam
, 111
unable to federate different branches of knowledge after 17th century
, 4, 33, 91
Physics
, 6–7, 14, 54, 65, 135–136, 138
Piaget, J.
, 20, 64
Piketty, T.
, 84
Plato
, 23, 153, 155
Poirier, J. -L.
, 23
Political science
, 6, 26, 39–40, 64–66, 70, 87, 164
attempt to replicate natural sciences methodology
, 6, 111
empiricism grew as methodological benchmark
, 26, 66
hardly any concepts & ideas coming from world’s twenty principal languages (other than European languages) are used
, 20, 38, 55, 70
international influence of US political sciences teaching & methods
, 18, 64–65, 70, 72, 81, 87, 131, 150
one of social sciences disciplines enjoying high standing
, 65
sub-fields and internal divisions
, 15, 72, 117, 152
teaching of political sciences without perspectives from other disciplines
, 13, 26, 35
Popper, K.
, 9, 12, 68, 124
Positivism
, 9, 35, 148
Post-modernism
, 19, 21, 134
Prigogine, I.
, 53–54
Progress
, 21, 25, 27, 31–33, 35, 49, 51, 64, 94, 98, 167
Psychology
, 6–7, 15, 20, 39, 64, 115, 124
Radin, P.
, 28
Rani, G.
, 105
Rawls, J.
, 19
Religion, 17, 22, 24, 46, 57–59, 71, 116 (see also Confucius; Culture)
Brahmanism
, 165
Buddhism
, 104, 165
Buddhist & Brahmanic institutions of higher learning in India
, 90
Daoism
, 165
Hinduism
, 104
religious & ethical conceptions
, 93
religious groups
, 71
religious missionaries
, 163
religious observances
, 164
religious opposition to medicine in Middle Age in Europe
, 90, 139
religious studies
, 15
Renovation
, 4, 19, 37–38, 43, 90, 95, 152
debates on indigenization of social sciences
, 43–49
efforts made to reinvigorate social sciences
, 36–62
recent writings or initiatives on renovation efforts
, 50–62, 150
social sciences’ institutional building after 2nd world war
, 38, 64, 66–68, 87, 117, 140, 149
Research, 2, 4, 17, 26, 39–40, 44–45, 49, 53, 56, 62, 64, 67, 69–71, 77–80, 86, 91, 94, 102, 111–112, 117, 120–121, 126, 130, 135, 140, 143, 149, 153, 162, 167 (see also Empiricism, Expertise)
ability of research to transmit knowledge for teaching
, 30, 108, 111
academic research
, 21, 56, 78
applied research
, 44, 74
empirical research
, 66–67, 70, 154
financed, paid & commissioned research
, 78, 126
interested research
, 154
laboratory research
, 7, 75, 79, 136–137
market research
, 127, 158
methods & tools
, 32, 37, 41, 57, 61, 67, 149
pecuniarily oriented research
, 4, 78
quality of research
, 80, 84, 111–112, 122
research approaches
, 133
research expertise
, 2, 3, 4, 71–78
research grants
, 73–74
research proceeds
, 130
research topics devoid of epistemological content
, 78, 111
research university
, 17, 153
scientific research
, 13, 16, 71
social sciences research
, 40, 43, 45, 52, 62, 154
Rey-Lefebvre, I.
, 74
Robots
, 14
Roman societies
, 24
Rousseau, J. -J.
, 153–155
Russell, B.
, 90
Russia
, 18, 131
Sahoo, S.
, 105
Said, E.
, 26, 164
Sartre, J. -P.
, 20
Schwarz, Y.
, 120
Sciences & technology, 2, 22, 33, 99, 114, 135, 151 (see also Natural sciences; Technology)
consequences to animals and nature produced by
, 29–33
eternal belief in science & technology in government education policies
, 100
for human progress
, 31, 33
importance given to science & technology in Asia
, 2, 22, 33, 99, 114, 135, 151
liberalism & Marxism favourable to
, 19–20, 37
overpowering forces of nature as being principal mission of science
, 32, 46
virtue of science & technology for modernization
, 25
Scientists of America
, 134
Serres, M.
, 34
Smith, A.
, 6, 154–155
Social processes
, 8
Social relations
, 165
Social sciences, 2–7, 14–16, 19, 22, 27, 34, 38–39, 41–47, 49–50, 55, 58, 63, 69, 75, 84, 92, 105, 115, 121, 127, 135, 142, 150, 156, 161, 167 (see also Economics; Empiricism; Expertise; Higher education; Humanities; Natural sciences; Political science; Research; Sociology)
Asia as center of new impulsion in
, 89–122
efforts to reflect on crisis
, 37–62, 148
key elements of crisis
, 1–37
new context of marginalization of
, 123–146
problems faced in Europe & North America
, 41, 48, 59, 142
thinking about new horizons
, 147, 152–167
Social structure
, 8, 13, 53, 94, 147, 165
Sociology
, 6, 15, 17, 19–21, 26–27, 35, 39–40, 48, 58, 62, 65–66, 76, 110, 115–116, 154, 160, 166
earlier growth of sociology in Japan to level of international significance
, 116
hardly any concepts & ideas coming from world’s twenty principal languages (other than European languages) are used in
, 20, 38, 55, 70
largest hodge podge, but more open to other fields
, 17
list of innumerable course modules taught at department of sociology
, 110, 116
offering of fragmented professionalizing courses Peking University &University of Social Sciences and Humanities (Ho Chi Minh City)
, 76, 78, 107, 110
as one of social sciences disciplines enjoying high standing
, 65
seeking to emulate natural sciences
, 6, 68
state of sociology in various regions
, 43, 143
strong influence of empiricism
, 72, 111
sub-fields & internal divisions
, 15, 72, 117, 152
Socrates
, 23
Soni, R.
, 101
Soo, F.
, 94
South Korea, 91, 93, 97, 100–106, 109, 111–112, 114, 119, 126, 130, 140 (see also Asia)
arms import as compared to budget allocated for education
, 97, 105, 139
bias to natural sciences & technological studies in public funding
, 82–83, 119, 148, 153
diplomas in social sciences & humanities still in high demand
, 3
families assume much of costs of children’s education
, 104, 106
important impregnation of Confucius values
, 110
modernization driven for nation building
, 97–98, 100, 114
private educational institutions overpowering
, 103, 107
rapid rise in GDP per capita/industrial sector
, 97
student demography falling
, 119, 143, 151
well-integrated to North American academic universe
, 21, 109
Soviet Union
, 19–20, 39, 52, 67, 140
Space research
, 14
Spitz, J. -F.
, 81
Structuralism
, 19–21, 167
Sullivan, W.
, 106, 113
Technology, 1–2, 9, 17, 22, 25, 27, 31, 33, 71, 75, 87, 96, 99–100, 115, 126–128, 151, 164 (see also Natural sciences; Science & technology)
as applied knowledge
, 9, 94
biotechnology
, 25
communication technology
, 17, 126
digital technology
, 127–128
examples of evolving technologies
, 14, 167
information and communication technology
, 17, 42
interface between technology & economy
, 22, 25, 75, 94, 125–128, 156
modern technology
, 125
technology based knowledge economy discourse
, 127–130, 140, 142, 146
Western technologies
, 92
Thatcher, M.
, 83
The Economist
, 19
The Guardian
, 25
The Japan Times
, 151
Thelin, J.
, 62, 77–76, 78, 86, 88
Thillet, P.
, 23
Thorat, S.
, 112
Thoreau, H. D.
, 34
3D printing
, 14, 17
Tran, T. T.
, 110
UNESCO
Institute for Statistics
, 138
work on social sciences,38–43
, 61
United States, 1, 18–20, 38, 43, 51, 64–65, 67, 69–70, 72, 74, 76, 81–83, 87, 92, 103, 119, 126, 131–133, 136, 140–142, 150, 153 (see also Empiricism; Expertise; Higher education; Internationalization; Research; University ranking)
development of social sciences in
, 40, 114
dwindling federal government funding for universities
, 49, 87
empiricism spread like bushfire in
, 64
evolution in empiricism influenced by thriving opportunities for expertise in
, 72
high level of economic rationality in university management
, 79, 84
history of university rankings
, 161
international acceleration of social sciences after 1945 under leadership of
, 149
international influence of US teaching & research methods
, 2, 7, 66, 110
international prominence of US universities, disciplinary associations & journals
, 64, 137
long history of joint ventures & partnerships with private sectors in
, 185
recent tensions with China & Covid-19 epidemy affecting US universities
, 133, 142
tuition fees as major source of university income causing high student debt
, 97, 102, 109
University, 3–4, 17, 24, 31, 39, 49, 61, 64, 70, 76, 79, 82, 85–87, 90, 96, 103, 109–110, 115–117, 122, 127, 130–131, 135, 138–141, 146, 153, 158, 165 (see also Higher education)
affected by expertise
, 71
ancient university-like institutions in Asia
, 139
complexities of social sciences being inside university
, 3
conditioning of international funding in 1980s & 1990s
, 83, 99
as culture formation
, 113
as economic enterprise
, 79–88
history of
, 24, 30
international ranking of
, 132–138, 143, 150–151
relationships with business/industries
, 78
research university
, 17, 153
role in grant seeking & skill development in Great Britain, France & Germany
, 103
university autonomy
, 83, 141
university & present conception of internationalization
, 139–146
university curricula
, 118, 146
university financing
, 103
university reforms
, 122
university role reduced to training activities
, 96, 113–114
university/student tuition fees
, 81–82, 85, 97, 102–106, 109, 119–120, 131–132, 142, 153
university world/system/structure
, 3, 69, 72, 78, 86–87, 123, 128
US-China tensions & Covid-19 affecting university system
, 87, 133, 142
University ranking
, 132–138
and effects
, 130–131
criteria of evaluation unfavourable to social sciences & humanities
, 134
key ranking agencies
, 130, 133–135, 136, 140
Utopia
, 11, 15, 69, 147
religious and political utopias
, 11, 15
techno-science as utopia
, 11, 124, 158
Valéry, P.
, 1–2, 23
Verger, J.
, 4
Verma, S.
, 112
Vietnam, 90–91, 96–97, 100–107, 109, 113, 115, 130, 137, 141 (see also Asia Vietnam National University)
arms import as compared to budget allocated for education
, 41, 97, 105, 139
bias to natural sciences & technological studies in public funding
, 9, 13, 126, 157
Confucius teaching dismissed too easily
, 96, 103
families assume much of costs related to children’s higher education
, 103–106, 119
growing role of private educational institutions
, 87, 103, 106
modernization processes guided by liberal economic policies
, 82–83, 95, 131, 147, 153
North American education model faithfully copied
, 28
reproach to social sciences & humanities for not participating in knowledge economy
, 31, 130
social & human studies in considerable demand among students
, 129, 148–149
social sciences & humanities lifeblood of modernization
, 96
universities mission reduced to job training
, 96, 113–114, 120
Vietnam National University
, 91, 96, 110, 130
Wallerstein, I.
, 50–56, 61, 149
mobilization of wide circles of academics to reflect on present state of social science
, 21, 27, 61
social sciences taken as acute object of analysis
, 50
Weber, M.
, 10, 25, 162–163
West, 22, 47, 63, 79, 869, 163 (see also Europe; United States)
capitalism seen as cultural phenomenon specific to
, 15, 163
expansion in higher education linked to high economic growth in
, 86
expertise significant in
, 2, 14, 71, 125
social sciences as Western social sciences
, 25, 27, 43–45, 55, 95
Western capitalism
, 50, 118
Western countries
, 82
Western education norms/system
, 91
Western Europe
, 20, 38–39, 90, 166
Western learning/scholarship/studies/teaching
, 23, 114, 163
Western liberal ideas/notions/theories
, 101, 118
Western line of experience/modernization
, 115
Western literature
, 93
Western market liberalization dogmas & practices
, 95
Western model of industrialization
, 27, 33, 94, 115, 125
Western notion of individual liberty & right
, 25, 118
Western science
, 114
Western scientific rationality
, 116
Western social sciences & humanities
, 27, 43–45, 95
Western style of economic laissez-faire
, 94
Western technologies
, 92
Western universities/university system
, 82, 109, 150
Wieviorka, M.
, 4, 55–56, 59, 149
attempt to highlight theoretical & methodological challenges facing social sciences in dealing with globalization
, 108
World Bank
, 100–101
Worm, R.
, 28
Yue, Y.
, 146
Zayed, A.
, 48–49
Zola, É.
, 160
- Prelims
- Chapter 1: Introducing the Key Elements of Crisis
- Chapter 2: Efforts to Reflect on Factors Intrinsic to Crisis
- Chapter 3: Structural as Well as More Contemporary Problems Facing the Social Sciences in Europe and North America
- Chapter 4: Asia as a Centre of New Impulsion in Social Sciences’ Renovations?
- Chapter 5: A New Context of Marginalisation of Social and Human Studies
- Chapter 6: Concluding Discussion
- Bibliography
- Index