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In the history of economic thought, a number of heterodox economic thinkers have focused upon the manner in which economic doctrines are built upon an essentially unexamined vision of social reality. Karl Marx referred to this vision as an ideology generated in the interest of the ruling class. Thorstein Veblen saw it as a complex of preconceptions reflecting prevailing beliefs. Joseph Schumpeter saw these visions as providing the “raw material for the analytic effort” of economists. [Schumpeter, 1954:42] In all three instances the vision was understood as a complex of assumptions concerning social reality that economists accept uncritically, if not unconsciously, and upon which the science of economics is constructed.

On 24th January this year the new and long‐promised legislation for public libraries in England and Wales made its bow in the shape of the Public Libraries and Museums Bill. Its first reading took place in the House of Commons on that day, and the unopposed second reading was on 5th February. As we write, future timing is uncertain, and it may be that by the time our readers are perusing these pages that the Bill will hare been passed in all its stages. The 23 clauses of the Bill occupy only 12½ pages. Briefly, the Bill will place the development of the public library service under the superintendence of the Minister of Education, and will set up two advisory councils as well as regional councils for interlibrary co‐operation. Non‐county boroughs and urban districts of less than 40,000 population which are existing library authorities will have to apply to the Minister for approval to continue as such. Clause 7 states that every library authority has a duty to provide a comprehensive and efficient library service, while the succeeding clause provides that, apart from certain exceptions, no charges shall be made by public library authorities. The Bill places considerable powers upon the Minister. Like most Bills, there is much in it which is open to interpretation. Does, for instance, clause 8, subsection (1) mean that those library authorities which are at present charging for the issue of gramophone records will have to cease doing so? This would seem to be the case, and we hope it is the case. On the other hand, which precise facilities are meant in subsection (4) of the same clause? Librarians will be disappointed that there is no reference to the need for library authorities to appoint separate library committees, nor is there a duty placed upon them to appoint suitably qualified persons as chief librarians. The Minister is given the power of inspection, and few library authorities or librarians will fear this. On the other hand no state financial assistance to library authorities is mentioned. In the 1930s and 19405 many wanted state aid but feared the consequential inspection. Now we have got the inspection without the money! When the Bill appeared, The Library World asked several librarians for their brief first impressions and in the following symposium will be found the views of a city librarian, a county librarian, two London librarians, a Welsh librarian, the librarian of a smaller town, and a member of the younger generation whose professional future may well be shaped by this new legislation.

This chapter examines Francis Bacon’s influence on Émile Durkheim and demonstrates that Bacon’s theory of mental “idols” has a significant presence in Durkheim’s work. Both Bacon and Durkheim sought to demarcate new methods of inquiry against contemporary contenders. Both were wary of unfettered philosophical abstraction, as well as the pseudo-scientist’s preoccupation with immediately practical results. Thus, it is fitting that Durkheim would explicitly characterize perceived dangers to sociological knowledge in terms of Bacon’s idols – as objective obstacles which habit substitutes for fact in the absence of a sufficiently powerful epistemological mechanism. In preparation against these idols, Durkheim and Bacon offer rhetorically and logically similar remedies of self-imposed discipline and restraint. A close reading of key texts reveals that Durkheim’s references to Bacon capture surprisingly deep similarities, suggesting that Bacon influenced Durkheim to a greater degree than is commonly recognized.

Available evidence indicates that there is a growing gap between the information rich and information poor. That gap is part of a larger struggle for control of information resources and for the societal power that accompanies such control. New institutional arrangements are needed to spread the benefits of modern information technologies to all segments of the population. Achieving social equity objectives requires governmental leadership and funding. But current legislative proposals for shaping the National Information Infrastructure (NII) lack clear statements as to how the social equity objectives enunciated by the President and Vice President would be accomplished. These proposals seem to make insufficient provision for expanding the development of more than 150 computerized community information systems (CCIS) created by grass‐roots organizations over the past several years. Locally controlled information delivery systems supported by a federally sponsored system of National and Regional Institutes for Information Democracy could help meet the daily information needs of all people, regardless of economic class or community environment. The Institutes would provide sustained support for anc coordination of social equity and empowerment objectives, and could servie as the institutional structures lacking in current legislation

Australia began a comprehensive process of federal civil service reform in the 1970s, culminating in the introduction of a set of ambitious administrative reforms in the 1980s. Faced with the challenges of reform implementation, the traditional approach to public management development in the Australian Public Service (APS) was found wanting. By the end of the 1980s it was broadly accepted within the APS that the correct management development path to follow involved the articulation of management competences. The next challenge was to determine how best to inculcate these desired competences. Public management education emerged as one strategy. By placing emphasis on civil servants’ management competences, however, public management education compounds the risk that civil servants may become less able, even less willing, to understand and address the complexities of the regulatory and accountability regimes, and the ethical challenges created by the juxtaposition of administrative power with ambiguity, complexity and indeterminacy. All of these affect, if not govern, the way they must manage.

Through the sixteenth and seventeenth centuries, European science slowly lifted itself out of the fog of Mediaeval scholasticism. A rational, quantified and mechanised world picture emerged. In 1769 an essay questioned why economics benefited so little from the use of mathematics and quantification. Today the opposite may be argued – the increasing loss of relevance of economics is associated with the use of mathematics. Based on Francis Bacon’s criticism of scholasticism, it is argued here that strong parallels exist between the decay of scholasticism and the decay of modern economics. From being a science of practice, late neoclassical economics has degenerated into “working upon itself”, as Bacon says about late scholasticism. Since the 1769 essay, economics has come “full circle”. The problem for economics is not then mathematics per se – mathematics is just one language in which science may decay.

Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.

Institutions, like Topsy, tend to just grow. And the more hectic the pace of growth the more unlikely it is that anyone within them will find the time to sit back and take stock either of past achievements or of plans for the future. One gets the impression that the polytechnics are just emerging from one period of such frantic growth with barely time to take breath before plunging into the next which will, this time, treble their size. It is all the more surprising then that staff at Manchester Polytechnic have found the time to come up with what is promised as the first in a series of statements on their development, a ‘credo’ whch is not far off doing their adopted patron, Francis Bacon, justice.