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The collection includes both refereed articles and review essays. The articles highlight research on the role of western economic advisors in China before the Communist Revolution (Paul Trescott), John Ryan on minimum wage legislation, a symposium on Clement Juglar, and a comparison of recent work in the history of economics and the history of science. Review essays on new publications examine a range of subjects, including: David Humes political economy, ; conceptions of economic morality in American thought; Frank Knight and the Austrians on institutions; Friedrich Engels; Austrian views on entrepreneurship; Coase and Pigou on government intervention; Hayek and conservatism; the history of the "living wage" notion; methodological consideration of economics and econometrics; and Paul Heynes essays on economic and ethics.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Notes on contributors -- Preface -- Acknowledgements -- PART I: One literacy, more literacies? -- 1 European religious illiteracy: the historical framework of a removed agenda -- 2 Religious literacy in modern Europe -- 3 Different illiteracies for different countries: are there no data for religious illiteracy? -- 4 Religious rights, educational duties? -- PART II: Understanding illiteracies, debating disciplines? -- 5 The ethics of the Torah compared to neo-paganism -- 6 Theological roots of religious illiteracy -- 7 Philosophical implications of religious illiteracy -- 8 Is religious illiteracy a private or a public issue? -- 9 Secularism and religious literacy -- 10 Is 'religious' violence really religious? -- 11 European law and the veil: Muslim women from victims to emblems of the enemy -- PART III: Building literacy, shaping alphabets -- 12 Why study religions in publicly funded schools? -- 13 Teaching faith -- 14 The role of the media in the development of religious illiteracy -- PART IV: Views and experiences -- 15 The attitude of the media to religion -- 16 A Jewish educational approach to religious pluralism -- 17 Positions and actions in the European Islam -- Name Index -- Index

Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Many teachers, historians and trade unions resisted this tendency, and in 1982 neighboring countries in East Asia protested against the Japanese government for justifying past aggression in history textbooks. As a result, descriptions of wartime misdeeds committed by the Japanese army found their way into textbooks after 1997. Although the ethnocentric history textbook for Japanese secondary schools was published and passed government screening in 2001, there is now a trend towards bilateral or multilateral teaching materials between Japan, South Korea, and China. Two bilateral and one multilateral work have been published so far, which constitute the basis for future trials toward publishing a common textbook.

This article is an exploration of the differences between science and technology studies and the history of technology, taken as independent intellectual fields. The differences range from stylistic and professional, to matters of theory, narrative, and inference. These make true interdisciplinarity challenging, although scholars do bridge the disciplines. Both provide important resources for critical technological literacy by promoting historical thinking and by providing tools for exploring reflexivity by the social contextualization of scholarly activities and knowledge production in general.