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This chapter explores a number of relatively unknown aspects of the controversy over Milton Friedman’s March 1975 visit to Chile through the analytical framework provided by James M. Buchanan’s late 1950s assessment of the economist-physician analogy. The chapter draws upon a range of archival and neglected primary sources to show that the topics which generally rear their head in any contemporary discussion of Friedman’s visit to Chile – for example, whether it is appropriate to provide policy advice to a dictator – were aired in a largely private mid-1970s exchange between Friedman and a number of professional associates. In particular, the controversy over Friedman and Chile began several months before Friedman arrived in Santiago.

Within the past few years, responsible educators, librarians, parents, counselors, social workers, therapists, and religious groups of all sexual persuasions and lifestyles have recognized the need for readily available reading material for lesbian and gay youth. Unfortunately, this material is often buried, because it is embedded in larger works. To meet this need, I have compiled and annotated 100 of the best works for young homosexuals, bisexuals, and heterosexuals. I have also included a few of the best works currently available on heterosexuality as a much needed source of knowledge for all young adults whether they are gay or straight, whether they remain childless or eventually become parents.

Prejudice against Jews was part of the landscape in the Union of South Africa long before Nazism made inroads into the country during the 1930s, at which stage Jews constituted approximately 4.6% of the country’s white (or European) population. Aggressive Afrikaner nationalism was marked by fervent attempts to proscribe Jewish immigration. By 1939, Jewish immigration was included as an official plank in the political platform of the opposition Purified National Party led by Dr D.F. Malan, along with a ban on party membership for Jews residents in the Transvaal province. Racial discrimination, in a country with diversified ethnic elements and intense political complexities, was synonymous with life in the Union long before the Apartheid system, with its official policy of enforced legal, political and economic segregation, became law in May 1948 under Dr Malan’s prime ministership. Although the Jews, while maintaining their own subcultural identity, were classified within South Africa’s racial hierarchy as part of the privileged white minority, the emergence of recurrent anti-Jewish stereotypes and themes became manifest in a country permeated by the ideology of race and white superiority. This was exacerbated by the growth of a powerful Afrikaner nationalist movement, underpinned by conservative Calvinist theology. This chapter focusses on measures taken in South Africa by organisational structures within the political sphere to restrict Jewish immigration between 1930 and 1939 and to do so on ethnic grounds. These measures were underscored by radical Afrikaner nationalism, which flew in the face of the principles of ethics and moral judgement.

The burden social theorists must be willing to accept, respond to, and act upon pertains to the difficulties that predictably accompany all efforts to convey to nontheorists the unwelcome fact of heteronomy – that as actors, we are not as autonomous as we were told and prefer to assume – and to spell out what heteronomy in the form in which it has been shaping the developmental trajectory of modern societies means for professional theorists. I introduce the concept of “vitacide,” designed to capture that termination of life is a potential vanishing point of the heteronomous processes that have been shaping modern societies continuing to accelerate and intensify in ways that prefigure our future, but not on our human or social terms. Heteronomy pointing toward vitacide should compel us as social theorists to consider critically both the constructive and destructive trajectory that social change appears to have been following for more than two centuries, irrespective of whether the resulting prospect is to our liking or not. In this context, the classical critical theorists of the early Frankfurt School, especially Max Horkheimer and Theodor W. Adorno, pursued what turned out to be an evolving interest in rackets, the authoritarian personality, and the administered society – concepts that served as foils for delineating the kind of theoretical stance that is becoming more and more important as we are moving into an increasingly uncertain future.

A history of twentieth‐century censorship. Shakespeare's company staged the first production of The Merchant of Venice sometime between 30 July 1596 and 22 July 1598. From the day of that presentation, it is probable that the play has annoyed, perhaps even offended, many who have seen or read it, the source of the offense being the disparaging portrait of a major character, Shylock. On the stage for many years, there have been radically discrepant interpretations of the Jewish usurer. Since the day of Sir Henry Irving, actors and directors have often chosen to present Shylock in a way that transforms the role from that which Elizabethan playgoers may have seen and heard, or may have thought they had seen and heard, to the complex, ambivalent personality depicted in all productions since Irving first projected Shylock as a tragic hero.

THE new library building has been open for six months now. It is pleasantly situated in an area of new buildings, and occupies a prominent island site just on the edge of the shopping centre. The old library was in the middle of a shopping area, and it has been interesting to note that our removal from that site has had a more considerable effect on the traffic pattern than one would have thought.

Leadership cannot exist without followership. The phenomenon of direction and guidance, coaching and mentoring, has at least three components: the leader, leadership, and followers. With each component, the composition of purpose and goals, ethics and morals, rights and duties, and skills and talents is critically important. While the leader is the central and the most important part of the leadership phenomenon, followers are important and necessary factors in the leadership equation. Leaders and followers are engaged in a common enterprise: they are dependent upon each other; their fortunes rise and fall together. Relational qualities define the leadership–followership phenomenon. A major component of such a relationship is how the leaders create and communicate new meaning to followers, perceive themselves relative to followers, and how the followers, in turn, perceive their leader. This mutual perception has serious ethical and moral implications – how leader uses or abuses power, and how followers are augmented or diminished. This chapter features the essentials of ethical and moral, corporate executive leadership in two parts: (1) the Theory of Ethical and Moral Leadership and (2) the Art of Ethical and Moral Leadership. Several contemporary cases such as inspirational leadership of JRD Tata, Crisis of Leadership at Infosys, and Headhunting for CEOs will illustrate our discussions on the ethics and morals of corporate executive leadership.

In all probability, there are today only four persons — all social scientists — who have personally known Father Heinrich Pesch, the eminent German economist of the Jesuit Order, viz., Oswald von Nell‐Breuning, SJ, who, 93 years old, still is amazingly active as lecturer and writer, the Rev. Dr. mult. L. H. Adolf Geck (1898), retired, yet still engaged in social research, Rev. Joh. Messner (1891), Professor Emeritus of the University of Vienna, whom illness has recently incapacitated, and the author of this article (1900), who thinks himself fortunate to have gained — during his years of study at the University of Berlin — Pesch's paternal friendship.

Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers’ uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the new expectations, yet, research indicates that historical inaccuracies and misrepresentations frequently emerge. The paper aims to discuss these issues.

The authors’ inquiry explored trade books’ historical representation of Franklin Delano Roosevelt, America’s longest serving president. The data pool was organized by early grades (Kindergarten-4), middle grades (5-8), and high school (9-12) to contrast patterns of representation between and within grade ranges.

Findings included patterns of representation regarding Roosevelt’s noteworthiness and accomplishments, advantages and assistances, and moral and political mistakes.

Classroom suggestions included guiding students to identify historical gaps and interrogate primary sources to fill these gaps.

Similar research has not been conducted on this historical figure.

Ostrander’s notes reveal Palyi’s course to have had, in effect, four parts, the first two being principal ones. The first part is a review and interpretation of selected aspects of monetary theory, especially the Banking versus Currency Schools of monetary policy. The second part is an interpretation of recent European history, centering on the rise to power of Adolph Hitler. The third deals with Hayek, apparently through a report by another student, Albert G. Hart. The fourth deals with Keynes, apparently through a (second) report by Rose Director. These are taken up in the same sequence in this introduction.