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This study aimed to know the extent to which history teachers acquire the argumentative issues in the Jordan modern history textbook and the degree of the students' understanding of them. To achieve the goal of the study, a list of the most important argumentative issues which should be found in the textbook was prepared. An achievement test of (37) items was prepared to measure the teachers' acquisition and the students' level of understanding. The instrument of the study contains open questions to the history teachers about the most important ways to cure the argumentative issues and the causes that stop the teacher from discussing those issues. The sample of the study consists of the modern history textbook for the first secondary literary stream, 51 history teachers and 193 students. The results of the study revealed that the most argumentative issues available are overall development, vigilance, independence and national. But the least argumentative issues are regional and political opposition. The results revealed also that the history teachers and their students' understanding to the argumentative issues were below the level which is accepted educationally. Also, the argumentative issues that don't compatible with the nature of the society are political tyranny, missionary, terrorism and colonialism. The issues that compatible with the society are independence, environment health, democracy, national and global peace.

LaPriel Loney, July 1, 2013 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with LaPriel Loney. The interview was conducted on July 1, 2013, by Lorrie Rands. Loney discusses memories of 25th Street as well as memories of the Ogden canteen during World War II. ; 19p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program LaPriel Loney Interviewed by Lorrie Rands 1 July 2013 Oral History Program Weber State University Stewart Library Ogden, Utah LaPriel Loney Interviewed by Lorrie Rands 1 July 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Loney, LaPriel, an oral history by Lorrie Rands, 1 July 2013, WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii LaPriel Loney July 1, 2013 Abstract: The following is an oral history interview with LaPriel Loney. The interview was conducted on July 1, 2013, by Lorrie Rands. Loney discusses memories of 25th Street as well as memories of the Ogden canteen during World War II. LR: Today is July 1, 2013. We are in the home of LaPriel Loney talking about her memories of the Ogden canteen during World War II and her memories of Hill Field, Depot, Bushnell Hospital and 25th Street. Where were you born and where did you grow up? LL: I was born in Brigham City. That city was kind of settled by my great grandparents. They were sent up there to help settle that area. So, that city goes back a long ways in my family. LR: What were their names? LL: Jonah and Abigail Mathias. LR: Where were they born? LL: He was born in Wales, and she was born in England. LR: What year were you born? LL: 1921. LR: Where did you grow up? LL: We moved several times. My father worked for Utah Power and Light and we lived in Morgan for a while and then in Winnemucca, Nevada, then Lovelock, Nevada. I went to first, second and third grade in Winnemucca and fourth grade in Lovelock. About that time, the depression hit and my father lost his job. In fact, the company went broke, so we were without a home and at that time there were 1 no safety nets. There were no food stamps or welfare or anything. We went to live with my aunt, my dad's sister, in Salt Lake for a while and then returned to Brigham City to wait until he found work. My dad was doing farm work, which he hadn't done for years and it was very difficult for him. It was a very sad situation because we were in my great grandmother's home and we had no indoor plumbing, so we had an outhouse. We had a pump outside that we'd have to go out and fill a pitcher of water to use for the household cooking and so on. LR: When did you move to Ogden? LL: I was in the seventh grade. So, that would have been in 1934. LR: Do you remember where you lived in Ogden? LL: Yes. We lived at 1019 22nd Street. I went to Lorin Farr School on 22nd and Harrison for the seventh grade, then in eighth grade I went to junior high school and then went to Ogden High School. They had just finished Ogden High School. There was a lot of commotion and it was a beautiful school, but it cost a million dollars and it was practically out of town on 28th and Harrison. That was kind of on the edge of town. So, there was a lot of commotion about it, but it was a beautiful, beautiful school and we were fortunate to go there. LR: You were the first graduating class from that school, correct? LL: We went to the eleventh and twelfth grade there and there was another class that was there just for their twelfth grade. LR: So you graduated in 1939? LL: Yes. LR: Was that was the first graduating class? 2 LL: Yes. LR: Fast forwarding a little bit. How did you become involved in the canteen at the Union Station? LL: Well, I'm not really sure. I know that I was called upon to go down there and work a few times and whenever they needed me I went down, but I was also working to raise money to go to college. I think going to Weber at that time was something like $75.00, but my wages were something like 25 cents an hour. I remember working at Kress' for eight hours and getting two dollars. So, I had three little jobs and when they called me to work at the canteen, I'd work there when they needed me. LR: Did you take any of the nutrition or canteen classes that were required? LL: No. LR: What are some of your memories of working there? LL: Well, it was very exciting because Ogden was a railroad center at the time and the trains were going through very frequently carrying materials or transporting troops. When the troops would get off the train and come into the depot, they were just happy to get off the train and surprised to see that we had some refreshments there for them. I think they wanted to visit just as much as they wanted a cup of coffee and a donut or cookies. They had the counter on the south end of the big lobby and sometimes that lobby would be filled with people coming and going. It was always interesting to talk to these people. A lot of them weren't sure where they were going and if they did, they weren't supposed to tell us where they were going, so it was just a matter of visiting with them. They were 3 fascinated with 25th Street. They had heard a lot about 25th Street, so they wanted to know how far it was and we'd say, "It's across the street." They'd walk up and walk back. There wasn't a great deal of time that they had. LR: Do you remember visiting with any soldiers in particular? LL: No, I was just overwhelmed with all of them that got off the train because there were so many. It made you realize how deep into the war we were. We weren't familiar with war. It was all new to us. Ogden suddenly became very busy because of Hill Field and the Navy Depot. All of a sudden, we were overwhelmed with people that weren't as religious perhaps as our population was, but we were certainly willing to learn. We had taken the civil service test and I didn't even know what a civil service test was, but evidently passed it because as soon as Pearl Harbor was hit I got called to come to work immediately. I was one of the first people at Hill Field I think. LR: So I bet that's how you started working at Hill Field, just passing the civil service exam. What were some of your duties there? LL: I had the lowest rating there was. I was under the mail file and record clerk and I made about $1,680 a year, but, it was a step up from the job I had at 25 cents an hour, so I felt like I was really making money. I was willing to do any type of work that they wanted me to do and they immediately got assignments. They had technical orders, which were detailed instructions on the different jobs at Hill Field. There was a big banner across the hangar that said, "If all else fails, read the tech order." When I was working there they said, "File these tech orders in order." I thought, "What order?" I wasn't familiar with tech orders, but they 4 explained it to me, so I was filing like crazy to get the tech orders in an arrangement that they would know how to find them. Then, we got Army regulations and they said, "The Army regulations have just arrived, so file these army regulations in order." I thought, "What order?" They said, "Find the index and then file them according to the index." So, I had a lot of experience with that and was also doing secretarial work for the officer in charge there. He was very knowledgeable and we were working 24 hours a day. One night, I was working swing shift and the lady that was supposed to take my place didn't show up, so I stayed for another shift. About two in the morning, I got sleepy and put my head down and when I woke up the Colonel was sitting at his desk and said, "What are you still doing here?" I said, "Well, she didn't show up, so I stayed." He said, "Well, go back to sleep. I'll wake you up when I'm finished." So, I did. It was so important to do all that we could for the war effort because all of the fellows were gone. When the men in our high school graduated, they were primed to go to war. There was an ROTC program at Ogden High School, so they were used to wearing uniforms and they had officers and enlisted personnel in the ROTC. They were just what the Army was looking for and they just took them all. It was strange, but we just didn't have any men unless they were ill or didn't meet the physical requirements for the Army. Most of the fellows did and they immediately went to war. LR: You mentioned that you eventually received a Top Secret Clearance working at the Hill Field depot. What are some of you stories about that and the Atomic Energy Clearance? 5 LL: I came home from work one day and there were several people that called me and said, "The FBI was here checking on you. What's going on?" I said, "I don't know." Finally, I was given a Top Secret and Atomic Energy Clearance. I didn't know what atomic energy was and we never had any dealings with atomic energy, so I was assigned to work on that project in addition to my regular work, but it took priority over my regular work. I was authorized to receive all of the top secret and atomic energy paperwork that came into the depot. It was more of a bookkeeping job keeping track of how many copies came in and how many pages they had. I was given a certain list of people authorized to see them and that sort of thing. It had a code name and I just did the paperwork on the classified documents. After we dropped the atomic bomb on Japan, I knew that we had a special plane in Wendover that we were modifying for the atomic energy, but I had no idea what it was. When they used that plane to drop atom bombs on Japan, it all began to make sense and I knew what it was all about. It was a big project. LR: Do you have any experiences where you had to use your clearance? LL: Yes. Everything that came in on that particular project came to me to pick up. Did you want me to tell you about the major? LR: Absolutely. LL: One day, there was a major that showed up at my counter and he knew exactly what documents he wanted. He said, "We're in a meeting and I need this document right now. The colonel sent me down to get it." So, I looked at my list and I said, "I don't have you authorized to receive it, I can't give it to you." He 6 really dressed me down on it. He said, "Do you see my rank? You're just a clerk here and I've got a major rank here. I want it right now and I don't want any more sass about it." I said, "I'll get it right down. I promise I'll get it there, I'll probably beat you down there." So, I got out the document and dashed down to the colonel's office and there was no meeting going on. I said to the colonel's secretary, "I've got the document that the colonel asked for." She said, "What document?" I said, "Well, he sent someone down for a document." He said, "I didn't send anybody down for a document." He called security on the base and they closed the base trying to locate this person that was trying to get this document from me. We decided that it was a spy or something. It amazed me that he knew as much about that document to know that he had to have it. He didn't get it. LR: So you felt like they had a lot of faith and trust in your abilities? LL: I think that was the reason I had that clearance. LR: You also volunteered at the Bushnell Hospital in Brigham City. How did you come about doing that? LL: I really don't know how I got all these nice jobs, but every once in a while, I belonged to Beta Sigma Phi at that time and I think that sometimes they would contact the sorority to go there. When we went to Bushnell Hospital, it was a hospital for amputees. It was a sad situation to see all these young men that had come back from service and were missing arms and legs. Sometimes they would dictate a letter to us and we would write it for them because they were unable to write or sometimes they wanted to play cards and we were there to play cards 7 with them. Sometimes they just wanted to visit. I went there maybe half a dozen times because that was something that I could help with. We were all trying to do everything we could because my brother was in the service and all my classmates were in the service and it was very frightening. LR: When did rationing start taking effect and how did it affect your family life? LL: We always got rationing books that depended upon the number of people in the household. I remember one time, we were out of paper goods like paper towels and Kleenex and one of the men in the office said that he had a supply of them. I said, "Please sell me some." He said, "Oh no. I wouldn't do that." So, we just had to wait until it came time for us to finally get a rationing book that would give us more paper goods. Because my brother was in the service, my mother tried to adopt every service personnel that she saw. If we were driving to Salt Lake and there was a serviceman walking, she always picked him up. We had no idea who they were. Sometimes they'd stay at the house even though we didn't know them. We'd go to work and they'd still be in the house. We never locked our house, so they'd be there as a house guest while we went to work. We came home from work and this one serviceman had cooked dinner and used a lot of our rationed goods. He'd used a lot more than we intended for him to use, but we ate well for a day or two. LR: Was rationing really different? LL: Oh yes. We had to ration gasoline for the cars, food, paper goods and everything. We really learned to be very careful with everything. 8 LR: When did you start going to Weber College? LL: I started to go right out of high school and I finished one year there before civil service called me to come to work. I only got another half year in, but they gave me credit for the year because I was going to work at Hill Field. That's why we were going to school anyway for the ability to hold a job, so with the work experience I was getting, they just gave me the credit. LR: What did you major in? LL: Business Administration. LR: How many women were doing that at the time? LL: Not very many of us. When I first went in to register, they said, "Are you going to register as a nurse or a school teacher or a secretary?" I said, "I want business administration." They said, "You want business administration? You're just a girl. How come you want business administration?" Anyway, the business mathematics was very difficult for me and there were five of us women that went into business mathematics and the teacher said, "Oh, I notice I've got some women in this class. I've never yet had a woman pass this class, so if you want to leave and change your registration, you may be excused." It just kind of shocked us and three of them got up and left. That left two of us girls in the class. He was right. It was difficult. It was logorithms and annuities and interest rates and there were no calculators, we had to do it all from our knowledge. There was one student there that was a really smart man with mathematics and after school we would meet him at the library and he would re-teach us what the teacher discussed that day. We had been very careful to get 9 our work in on time, and we passed our tests well. When I finally left his class I said, "Well, if you get more girls in the class next year you can tell them that 100 percent of the girls that took the class passed it." My brother became a college professor and I told him this and he said, "We wouldn't dare talk to students that way now." LR: When did you graduate from Weber College? LL: I'm not sure. It seemed to me I was going to school and work and so many other things that I don't know exactly. It would have been about two years later in 1941. LR: Did you graduate before you started working at Hill Field? LL: No. They gave me credit for that work. I had been working at Wheelwright Lumber Company as an assistant bookkeeper during the summer months. I had three little jobs. I was an usher at the Egyptian Theater; I worked at the ten cent store and I sold tickets at the American Legion dance hall. I needed the money. LR: What do you remember about 25th Street besides the soldiers? Do you have a lot of memories about 25th Street? LL: Yes. It was a fun adventure. Sometimes on dates we would drive down to 25th Street, park the car, and watch the traffic. We knew that the ladies in the upstairs room were prostitutes. They were very prominent and everybody knew about it. It was no secret. Everybody knew that's what was going on down there. They were trying to clean up 25th Street. There was one detective that was very adamant about cleaning it up and he finally did a good job. LR: Do you have any other memories of the street? 10 LL: There was one theater down on Grant and 25th Street called the Lyceum Theater and once in a while we'd go to a movie there, but most of the time we never had an occasion to go down there. LR: Do you have any other memories during the World War II time period that you'd like to share? LL: It's been interesting and I'm glad that I did work at Hill Field. I enjoyed the work and I felt good about them giving me the responsibility of doing jobs I didn't know how to do because I really knuckled down and learned how to do them. It was really good for me because I started out as an under mail file and record clerk and ended up as an administrative officer. That's why I wanted to be in a higher grade of education, because there weren't that many women that were doing it. Most of the women at Hill Field were taking whatever jobs that were needed. A lot of them had no knowledge of what was going on, but they learned and they worked hard. It changed the way women were accepted in the workforce. Before the war, women were never allowed to go into a higher job, but when it became necessary and they found out that women could do it that really made a difference for women everywhere to get better jobs. LR: After you graduated and after Hill Field, what type of work did you do? LL: I stayed at Hill Field until I retired. LR: Doing the same administrative position? LL: No, but I was always in some kind of administrative work there. I worked in personnel for a while and in security for a while. I worked on many projects, but I enjoyed every one of them. 11 LR: One question about the canteen, do you remember if they served more than just donuts and coffee? LL: It seemed to me it was just coffee and donuts. Once in a while, we would make cookies or people would bring homemade cookies. LR: Did you ever make any coffee? LL: No, I didn't. I don't know who made it, but they were big containers of coffee. LR: Do you remember where in the depot the canteen was located? LL: It was in the main lobby on the south end. LR: Okay. That is all of my questions, so thank you. I appreciate your time. This was great. LL: You bet. 12

Eric Voegelin's (1971) lecture at Notre Dame University concerning the reception of his The New Science of Politics (1952) within the academic community since its publication is examined to ascertain his rationale for encouraging examinations of modernity that were not based upon his conceptualization of gnosticism. Analysis of Voegelin's lecture indicated that he believed his notion of gnosticism had impeded investigations of modernity & demonstrated his frustration that scholars had prioritized his discussion of gnosticism instead of other aspects of his work. It is demonstrated that Voegelin strongly supported the study of two intellectual traditions that theretofore had been disregarded in analyses of modernity: the rediscovery of Neoplatonic & Hermetic thought during the Renaissance & the emergence of modern epochal consciousness throughout Europe also during the Renaissance. Additional factors that prompted Voegelin to advocate the exploration of alternative accounts of modernity are also noted, eg, literary criticism's engagement with gnosticism. J. W. Parker

It is more likely than not that the Cyprus question will continue to keep, at least, a certain number of diplomats busy for some time to come. What is this dispute about? And what lessons can be drawn from the failure of so many previous third-party attempts at a settlement of it? Curiously enough, after the Turco-Greek war of 1920-1922, and the Treaty of Lausanne which ended it (1923) the two countries drew close together, owing to their coincident political and security interests in the Balkans. Together, they formed and led the Balkan Entente of the 1930s. During and after the Second World War this trend continued: both countries were slotted into the Western world; both struggled against communist expansionism and set up the Balkan Pact in the 1950s as part of the Containment policy. Their simultaneous admission to NATO in 1952 gave this strategic partnership a new impetus and many observers on both shores of the Aegean felt that Ankara and Athens were acting so closely together that a serious clash over some regional development was unthinkable. The Cyprus conflict, which erupted in the mid-1950's, abruptly ended this rosy diplomatic and security atmosphere of those days. The conflict in Cyprus has persisted and poisoned the relations between the two NATO partners. Many official attempts at resolution have fizzled out and the conflict has become more and more complicated. It has by now taken its toll of mediators, UN Secretaries General, their Permanent Representatives for Cyprus, US and British Cyprus Coordinators. The dispute now appears to be going through a new phase with Greeks pressing hard for EU membership despite vehement objections by the Turkish Cypriots and Turkey. At the same, the Greeks in Cyprus have been searching for sophisticated weaponry from a variety of countries. Greece is using all the leverage it has within the EU to accelerate the membership process while Ankara has threatened to set in train moves for the integration of Northern Cyprus (TRNC) with Turkey, should all its warnings against any such EU decision go unheeded. Until mid-1999 just before the earthquakes in Turkey and Greece this was the political situation between the two countries. And although the friendship displayed by both Greek and Turkish public towards each other during and after the earthquakes and the amicable earthquake diplomacy pursued by Ismail Cem and Andreas Papandreou, Ministers of Foreign Affairs of Turkey and Greece respectively, there has almost been no major movement in the direction of a resolution to the Cyprus question. (SOI : MO: 47)

Ralph P. Vander Heide, October 3, 2013 ; The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ; This is an oral history interview with Dr. Ralph Vander Heide, conducted on October 3, 2013 in his home in Ogden, Utah, by Jamie J. Weeks. Ralph discusses his memories of Weber State College from 1955 to 1957 and his membership in the Sigma fraternity. Also present is his wife Judith Howell Vander Heide and our video technician Stacie Gallagher. ; 28p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Ralph P. Vander Heide Interviewed by Jamie J. Weeks 3 October 2013 i Oral History Program Weber State University Stewart Library Ogden, Utah Ralph P. Vander Heide Interviewed by Jamie J. Weeks 3 October 2013 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees, who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives, which also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ___________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management University Archives All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Vander Heide, Ralph, an oral history by Jamie J. Weeks, 3 October 2013, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Ralph Vander Heide October 3, 2013 Abstract: This is an oral history interview with Dr. Ralph Vander Heide, conducted on October 3, 2013 in his home in Ogden, Utah, by Jamie J. Weeks. Ralph discusses his memories of Weber State College from 1955 to 1957 and his membership in the Sigma fraternity. Also present is his wife Judith Howell Vander Heide and our video technician Stacie Gallagher. JW: To begin with, why don't you tell us a little bit about your early life? You did start out in Ogden, right? RVH: Yes, I was born in Ogden on April 15, 1937 at the good old Dee Hospital, which was then on 24th and Harrison. My family lived in west Ogden. I come from an immigrant family; Dutch on my father's side and Danish on my mother's. We lived there with my grandfather actually. I like to say, we had a compound, you know like the Kennedys, and we had an aunt here and an aunt there. We had about three houses on the street, and that's where we lived until I was ten years old. I went to the Hopkins school, which is named after a man who was superintendent of schools in Ogden. Mister or Doctor I don't know, but his name is Hopkins. My dad worked for the railroad and mother started teaching again five years after I was born. I was in grade six when we moved to Cohen Street above Harrison and I went to Lorin Farr School then to Central Junior High and on to Ogden High School, and on to Weber State College. I looked around at other universities and colleges, I wasn't rejected but I thought well you know, I will spend the money somewhere in California or New York or Salt Lake City or I can put my feet under my dad's table. I could keep driving my leaded, lowered 1 Chevrolet, it was a fifty-something. Metallic blue and I didn't want to leave that behind you know, so I stayed in Ogden at Weber College. JW: And did you have any siblings? RVH: Me I'm it. They took one look at me and said that's enough. JW: So it's good that you were raised with all your aunts and cousins. RVH: Or they knew they could never do anything better, maybe that's the other way of looking at it. JW: I found and printed off your pictures in the 1956 and 1957 yearbooks and your pictures from Sigma. (App. 1-4; 1956 Acorn and 1957 Acorn) RVH: Yes. We are still playing with Sigma through to this day. We have regular meetings going again. We meet once a month. We have lunches and twice per year bring our mates. Not too many turn out, but we are working on it. JW: The move of the Weber campus from 25th Street to Harrison took place in 1954 and you attended campus in the fall of 1955, so where did you attend class? RVH: I was on both campuses. JW: Really? RVH: We all were back then. I wasn't on the lower campus much, you had to take PE down there I guess, so I did take PE classes on 25th Street. I can't recall anything else on that campus, I guess drama, but I didn't do anything with that. I was mostly on the upper campus by far. You could go early then and park right in front. I thought why not, so I would take my books and park right in front and crack the book open and that way you got to see the girls go by and your friends and everybody else too. 2 JW: So were there four buildings? RVH: There were those original four yes, and then we had something very famous call the TUB (Temporary Union Building). I did an article on the TUB. JW: Oh did you? RVH: The alumni association asked for some stories and I did one on my experience with the TUB and professor Sheldon Hayes. I took piano lessons from his wife, so I knew the family, I think they were from Brigham City. My mother knew them, and my grades were getting worse and worse in his class because I was stopping in at the TUB for coffee and conversation. It was a big deal to drink coffee there. I was that immature, as were several of us. So Sheldon Hayes took me aside and told me I better quite spending so much time playing "Joe College" and get with the program. I don't know to this day how he knew. My point of the story is that it shows how good our professors were, they did take care of us and they really did watch over us. JW: That seems to be an ongoing theme I hear from everyone. So what courses did you take your first year in 1955? RVH: Well that's a little harder. I was filling groups because I hadn't declared a major yet. I like languages, so I took Spanish and there was never a nicer old gentleman than Victor Hancock who taught Spanish and other languages. He noted my language interest and gave me a couple books and encouraged me along the way. I already knew some Dutch, so I knew what language learning was about, and I took some Spanish in high school and junior high. So Spanish was part of the deal and I took English and that I liked very much because I liked 3 to write. I had Bob Mikkelsen among others and he was very good I thought. He must have been around 38 or early40's, I don't know, but a young guy and someone I could relate to. They were all helpful to us. We had a really good program at Ogden High. It was an outstanding high school I think, but still we were just kids and immature. They knew that. I know now they knew that then, but we didn't know that then. They were really helping us along. You thought you wrote something brilliant and then Mikkelsen says, "Well you know, this isn't spelled right and that is a dangling participle." You didn't know as much as you thought you did. Let me just add, when I went down to the U (University of Utah), they used to say things like, "You will lose credits when you transfer from Weber." I did not lose one credit, it all transferred. It was good to know that the U had that much respect for us. JW: So back then, were most of the students attending Weber people that you had maybe gone to high school with? RVH: A lot of them were, yes, but I got to know some of the people from other high schools and that was nice too. I notice now when I go out with friends who went straight to BYU (Brigham Young University) or Utah, they don't know anybody at Weber, and I enjoy those relationships with the guys we knew back then. I know the president or the head of this department or this student or Sigma; it was good for me to be there. JW: What kind of activities did Sigma do while you were there? RVH: Oh we would have kegs. We had a stripper once. I believe our president of Sigma had to go in and explain that situation. We had some guys who had 4 returned from Korea and they weren't quick to take any flack. They ran Sigma for the most part and they weren't about to put up with this baby stuff. First of all they said we would have no initiations, like drowning us in reservoirs or waterboarding or anything like that. We were men, so when you got your bid to Sigma you were proud to be a man. We would go see a naughty movie and have a beer. You always had to have a keg that was big stuff. JW: So were you the "wild fraternity" on campus? RVH: Well yes. I read the blurb in here (yearbook) this morning, but I haven't read it for years. We were known for that and we did a lot of good too, so we were also do-gooders, but sometimes it got a little carried away I guess. We had our annual pajama dance and we all wore ten layers under the pajamas, but some of the guys are saying we didn't. However, I think I'm right on that, I don't think those mothers were letting those girls go out of the house… JW: Without several layers on? RVH: Well yes. We had those mothers where you know, you drove up after a date and they flicked the lights off and on when you were sitting in the car. Damn that was annoying, you would always park further down the street. JW: So were those most of your activities? I mean you guys were having fun, but I know you were doing good things because I think that was the point of the fraternity, to contribute back to the school right? RVH: Yes well, I wasn't in athletics but I was a music major when I started. I was a voice major, so I did some of that choir stuff and singing, and then I dropped that major along the line for different reasons. 5 JW: Who was your choir director while you were there? RVH: Mr. Hanson was there and Roland Parry, it was hard to beat [that level of musicianship] anywhere. Let me get this right, his wife Helen I'm pretty sure was the daughter of James E. Talmage, who was one of the best known authorities of the Mormon Church, ever. He was really an intellectual man and it turned out she was gifted herself, and so she came from that line of people. Parry was from the local Parry family who were here long ago and owned a lot in Ogden. He was a musician and teacher of some note. He wrote "All Faces West," the story of the Mormons coming here. He knew, because he met him in New York, Igor Gorin the baritone, who was not ever known well enough during his lifetime. That has been recognized since, but I knew Igor Gorin because I sang in a choir as a nobody at the age of 15 or 16. He let me speak to him in his trailer and that was fun because I was so interested in vocal training. I would ask, "What do you drink before you sing in this dry climate?" but we are off the subject I guess. JW: Well, that is interesting to me because we do have some Igor Gorin pictures and a few items about him left over from Roland Parry in the archives. RVH: It's hard to get a recording though isn't it? The Parry family does have records, but I don't know if or how they have released them. JW: As far as the social activities you are involved with, you enjoyed singing, and were you involved in the musical productions the college put on? RVH: Well, I was involved a little bit with music, but, I'll tell you one guy I sang with was Heber Jentzsch, who is the president of the Church of Scientology International. He had a marvelous voice and I think he went to Las Vegas as a bar singer, it's 6 hard to get employment, there's competition out there. He came from a polygamist family actually, and I don't think he would mind me saying this, that's just how it was. I was trying to think of where we had our school dances, that was always big stuff, the proms, the dances, kings and queens. JW: We already mentioned the TUB. I wondered if there was more to the TUB socially? RVH: The TUB was fairly big in my life because you'd go up there and you could have a snack or coffee and that was new, you can't do that in high school. That was kind of fun, I guess that made you feel grown up or like a real college guy. JW: Did they hold other activities there in the TUB? RVH: I don't think it was big enough. It was one of those government buildings which we had around Ogden from way after the war and it had been moved to the campus. Temporary did mean temporary and it went away. You know some of these things they have called temporary, like down at the U, and they are still there. JW: There isn't anybody that we've ever talk to that didn't have great things to say about the TUB and so it must have just been such a big deal. RVH: Well you couldn't study there very well because people were banging dishes and what not, but you went there and talked and had coffee I suppose. JW: So what was the dating scene like back then? RVH: Well you know, not much different I would say. It was the day of going steady right? 7 JPH: Getting pinned. RVH: Right, getting pinned. I guess we did some of that. I never did any pinning so I don't know. JW: So you kept your Sigma pins to yourself? RVH: Yes, well you had steady girlfriends and that sort of thing and that was big, but it caused too much trouble and concern when you went steady and would date somebody else, then you weren't steady anymore. There was a time when I thought I was steady, and I wasn't steady its turns out, but I think you're sort of stuck with one girl. JW: Was there a lot of group dating or a lot of friends hanging out together? RVH: Well yes, you hung out together, but you went with your girlfriend. Well I don't know, there were two or three girls that I was sort of steady with no matter what, that means eight dates or something, but I was just a little nerdy kid from Ogden High. I wasn't one of those cool guys from Korea, boy we thought they were really men you know. JW: Oh the ones that had been to war? RVH: Yes, and they had let us into their fraternity, wow. JW: So who was your favorite professor? RVH: Oh I guess I would have to say Jennings Olson. Jennings Olson knew about as much as any man I've ever known. JW: So did you have him your second year? RVH: All I could. JW: Really? 8 RVH: Yes. I would have private talks with him because he said things that I didn't hear in the church for example. He was so prepared he would write his whole outline of his lecture on the boards just after he walked in and then go through those points. He really introduced me to that stuff big time; philosophers and people that I had never even heard of. If you're receptive to that, as I was and I'm still very receptive to that, it was just mind boggling. I mean I'm still talking about it and I'm seventy-six. I saw him a few times after my Weber days. I would come home and visit my mother for example and he would be outside exercising and walking. He had polio when he was a boy and he started weight lifting. He did everything in his power to overcome that limp he had. He was as strong as an ox and he would win weight lifting competitions in the state. Besides his intellectual accomplishments, he had built a special room on his house for his weights and equipment. I've known people who have lifted with him and they say he was fantastic. He was very helpful to us meatheads. He would make time for you with all the intellectual ability he had. I often wondered why he didn't go somewhere else, which may be in your mind but I don't know, I absolutely don't know. He was not respected in the community because he was very anti-Mormon. He thought it was nonsense and that doesn't make you too popular at Weber State in 1955 because everybody else is involved with the church, or at least most of them were. Weber is very different that way now in having broadened the backgrounds of the people they hire. So he offended a lot of people just by being. 9 I thought they were all pretty good. People like Robert S. Mikkelsen in English. They had a man named H.E.D. Redford, no relation to Robert, but he was an actor and taught the drama and theater, he was outstanding. Thatcher Allred was a fine professor, a very knowledgeable man. I didn't take art, but a good friend of mine did, and the art people were as good as any. You go to the U, or you go somewhere else, and you have other professors then you can compare. I've been to school in Europe, I've been to the University of Zurich, I went to the University of Madrid, the University of Seville and I went to the University of New York at Albany. I never had anybody superior to, not even equal to Jennings Olson. Now he didn't know languages. I've had professors who knew maybe five or six languages, but I never had anyone better as a teacher. Maybe Dr. Paul Wyler at the U. There are some of these famous people around Brewster Ghesilin was one down there, a writing teacher, but we're talking about Weber. JW: So did you know President Miller? RVH: I did, my family knew President Miller, and he was superintendent in the Weber District before he went to Weber State. I remember when he came to our house, I was probably five, and he asked my mother to come back to teaching. He said, "We have got to have you." He came to our house! So, I got dragged along sort of at an early age and played behind the piano because I wasn't supposed to be there I guess. She taught out in west Weber, and that was quite a drive, do you know where that is? JW: Well I guess I'm thinking out past Marriott-Slaterville? 10 RVH: Yes, out there. So yes, President Miller and his wife had four daughters and were highly respected here. I was interested to learn when I taught at Clearfield High, the principal there, Joseph Cook was a good friend of his, and they both went to the Weber Academy, and it was a big deal that you drove all day to get into Ogden I guess. So those two men, well Cook didn't have a doctorate, but he had a masters, that's pretty high education back then for the rural communities. A lot of being a good teacher, principal or superintendent is common sense anyway and Miller had that. Miller was a scholar and a gentleman and a very nice man. JW: So how did he interact with the students? I mean you knew him on a personal level, but what about the regular student. RVH: Well yes that's true, somewhat I did. I thought he interacted well, but not in the way some do. He wasn't among us every day and walking around or anything. He was receptive and listened to you, helped you, warned you, and put up with things like Sigma. Some professors wanted to drive us off the campus with whips, and with our beer in our cups. JW: What kind of diversity was there on campus? RVH: I don't think there was any diversity back then, but it began to change rapidly starting about then. Some of the best students I knew at Ogden High came over to Weber. I was sort of surprised, some went off, but it was a money issue. If they could afford to go to Colorado, or California, some of the very best scholars went to places like Columbia. I could name names but I won't, or Stanford maybe we had one go to Stanford I don't know. 11 JW: So was there any kind of political activity going on on campus? RVH: Not really back then. I go over there now and I enjoy it cause I see these kids and they are every color and their hair is kinky or straight, and some of them are smoking cigarettes right outside doors as close as they are allowed to stand, and they are just fun. And then inside they have this cause and that cause, and I would go up and read their causes so I can take a piece of candy or whatever they are offering there. There's always somebody there it seems to me every time I go over there. Then they are grabbing coffee there at Starbucks, that's a cut up from the TUB. JW: Are you still involved with Weber? RVH: Well yes, I'm on the AHA Committee, the Arts and Humanities Advisory with Dean Madonne Miner, who is one of the people who has come fresh to the college without local baggage. Not that local baggage is all bad but you have to have some variety and she's part of that. We do a lot with Weber. We go to some of the plays and concerts and some of the things are in people's homes. We support them quite a bit. JW: And so why did you return back to Ogden? RVH: Well I returned because it was home and I was happy here. My mother was here and she was alone because I am an only child as we mentioned earlier, and she was getting older and it was harder to get around, and I wanted to be closer to her to help her out. It was time to retire somewhere and we could have stayed where we were, Judy liked it more than I did, but it was a very nice place to be. We looked at houses here for a while and we found this house and Judy liked the 12 house a lot, and it was okay with me. Sometimes we say, this is really mean I guess, but we say we live here because it's closer to Salt Lake. We came back and I felt real good about that because we were here three years before Mother died and I was really glad I was here. JW: Is there anything that we haven't covered? RVH: Probably. JW: Anything that you would like to talk about, about Weber and your days there? RVH: I'm concerned that Weber can hold onto that now. Weber keeps selling itself this way, as a place that cares for students and so on. I've seen a lot of evidence of that. I have taught some classes there in Spanish for example with Tom Mathews and sat in on some other classes. I observe professors if I'm over there in the halls and they are greeting students and so on, some more than others. I think that still does exist even though classes are bigger and you can't know everybody like you could back then. We probably really did know just about everybody but that is harder and harder and it is a problem as the place gets bigger. We've got the other campus now, but I think that special care for certain students who really need it is good. You know we used to call Weber, Harrison High as it was just an extension of high school. Ogden High was much bigger and seemed to be more sophisticated to me than maybe Weber was. Everybody went to school there; the wealthiest kids in town, the poorest kids in town, so Weber was different than that, but I don't know how you hold onto that. I have gone to school many places, 13 but I never saw more of that than I have here, caring for students. So how do you hold onto that? JW: I don't know. I earned my bachelors at Weber and I felt the same way and it wasn't that long ago. I think for the face-to-face courses, the professors are still the same way and just as involved with the students as the students would like them to be. I think the real issue, because I teach online classes, I think that's where some of that is starting to come in. When you have online classes it's really hard to build a rapport with someone you have never met face-to-face. There's no way we cannot move in that direction, we have to, in order to remain competitive, but I do think that is the place where we are starting to lose that close rapport with students. RVH: I have seen students, like with Tom, and he will tell me, "Oh she is married and she's got three kids, or this guy just came back from here and he works over there," and he knows and he doesn't just walk out the door. I've had these guys they walk in, look at their clock, start the lecture, then walk out, and I haven't seen that at Weber. JW: I've never experienced that at weber. JPH: Well you know, having gone to Stanford, and I'm two years ahead of him academically, I did know a couple of professors. Actually one was William Scowcroft, who's from Ogden originally. I was a creative writing major and I knew Wallace Stegner and my freshmen Western Civilization professor, but the rest of them didn't know you from a hot rock, they didn't have any interest in knowing you. I mean when I go back to reunions, and I love the people I went to 14 college with, there are 1500 people in my class. Obviously I didn't know everyone, but it's so different from the way he is describing this experience where the professors actually knew you. I mean I had classes with 300 people in them. RVH: Maybe Weber doesn't want to grow that much anyway. I know we've talked to the new president about this very thing, and he likes that about Weber. JW: Right, and he comes from the U which has their share of walk-in, walk-out professors. RVH: Yes, he has a prestigious background, but I still think he is down to earth and will mingle. JW: He is new to us, and it's always hard to move from one president to another one. However, I've been impressed with the events that I've gone to and having talked to him I think he's going to do a good job. RVH: Ann Millner has awfully big shoes to step into; I've never seen anybody give more than she did to the job. JW: She was nonstop. RVH: She could tell you about an injured football player, how he was recovering, and in the next minute talk about next year's budget in the drama department. She was just up on stuff like that, all the time, everything that happened. JW: Right, and that's the thing, it's hard to fill a previous president's shoes, but I think that he is going to do okay. He seems to be sliding in pretty easily and he really has shown his face all over campus, which is appreciated. I mean if they're not walking into your building and they are not paying attention, then people notice. 15 RVH: I tease him about about that. I say, do you know my name? JPH: His mother went to Skidmore. RVH: Yes, his mother went to Skidmore, so he got me back. JPH: Which is where Ralph taught. RVH: He asked, "Did you teach my mother?" and I said, "Thanks, thanks a lot." JW: Well good, he has a sense of humor then. RVH: Yes, he does, it's real subtle. JW: Yes, you have to catch it. Well, unless there's something else you would like to add, I think we've covered your time at Weber, and I know you're still involved. RVH: Yes, and for ten years we worked with school accreditation. Mainly in Utah, but internationally as well, so schools from New York to Bangkok. That was something that Weber can help prepare you for too. You have so many experiences during your life, but they all add up. We got to see some good teaching and some bad teaching in that experience too. One or two were colleges, so again you compare Weber in the mix. JW: Well we appreciate being able to come here and appreciate our time with you. It has been really interesting. I love that every story is different and yet they all come back to this warmth for Weber that most people don't feel for their alma mater, so it's nice to hear. RVH: In the last three years I have finished and published a book and an anti-Nazi magazine published in Chile by the Germans who fled their homeland. Judy and I wrote a second one as well. I was pleased that Weber's Radio Station student 16 personnel were very helpful in giving me interview time (i.e., same old spirit of cooperation). By the way, no married couple should write a book together—the marriage did survive. 17 1 Appendix 2 3 4

Existing accounts of Foucault's archaeological methodology have not (a) contextualized the concept properly within the intellectual field of its emergence and (b) explained why it is called 'archaeology' and not simply 'history'. Foucault contributed to the field of 'history of systems of thought' in France around 1960 by broadening its scope from the study of scientific and philosophical systems into systems of 'knowledge' in a wider sense. For Foucault, the term 'archaeology' provided a response to new methodological questions arising from this initiative. Archaeological methodology had already been developed into a distinct comparative approach for the study of linguistic and cultural systems, notably by Dumézil. Foucault redevised archaeological methodology for the post-Hegelian tradition of studying 'problems' prevalent in the history of systems of thought. The article thus furnishes the groundwork for a 'sociological archaeology' or 'problem analysis' that is not particularly dependent on Foucault as a social theorist of power.

This updated third edition gathers together an international group of distinguished scholars to provide an up-to-date account of key topics and areas of research in political psychology. Focusing first on political psychology at the individual level (attitudes, values, decision-making, ideology, personality) and then moving to the collective (group identity, mass mobilization, political violence), this fully interdisciplinary volume covers models of the mass public and political elites and addresses both domestic issues and foreign policy. Now with new chapters on authoritarianism, nationalism, status hierarchies, and minority political identities, along with updated material, this is an essential reference for scholars and students interested in the intersection of the two fields.

"The theoretical consideration of property, and associated concepts such as possession and first acquisition, have long featured in legal and political philosophy, from the voluminous right- and left-libertarian literature which takes 'self-ownership' to be central, to the foundational positioning of property rights in the political theories of figures as diverse as Grotius, Locke, Hume, Smith, Hegel and Kant. The essays collected here show the continuing vigour of scholarship in this area"--

Les sciences camérales apparaissent rétrospectivement, chez certains auteurs, comme une success story de la construction de l'Etat. Elles incarnent alors la première tentative en Europe, à la fin de l'époque moderne, de systématisation de l'étude du management public et de fondation d'une science pratique de l'administration, dont l'Allemagne serait le modèle. Elles produisent un savoir sur l'Etat, définissent les modes de fonctionnement des pouvoirs classiques comme la justice, l'armée, les finances, la police, mais proposent également de nouvelles formes d'action politique et de ce que l'on nommerait aujourd'hui des instruments d'action publique. L'ampleur de l'historiographie du caméralisme et les polémiques qu'il ne cesse de susciter indiquent toutefois une réalité plus hétéroclite que cette histoire victorieuse. Dans les travaux sur les sciences camérales, les auteurs s'interrogent sur le bien fondé du lien établi entre les textes produits (les traités), le savoir académique (les sciences camérales) et la réalité professionnelle du caméralisme (les caméralistes) : sont-ils des théoriciens de l'Etat absolutiste, les simples gardiens des cordons de la bourse des princes ou encore des ronds de cuir impuissants dans les arrières bureaux del'absolutisme ? Produisent-ils une science qui a trouvé une légitimation a posteriori dans les administrations ? Sont-ils des praticiens qui montent en généralité leur intérêt particulier ? Sont-ils des précurseurs du mercantilisme ou de la science politique ?

Les sciences camérales apparaissent rétrospectivement, chez certains auteurs, comme une success story de la construction de l'Etat. Elles incarnent alors la première tentative en Europe, à la fin de l'époque moderne, de systématisation de l'étude du management public et de fondation d'une science pratique de l'administration, dont l'Allemagne serait le modèle. Elles produisent un savoir sur l'Etat, définissent les modes de fonctionnement des pouvoirs classiques comme la justice, l'armée, les finances, la police, mais proposent également de nouvelles formes d'action politique et de ce que l'on nommerait aujourd'hui des instruments d'action publique. L'ampleur de l'historiographie du caméralisme et les polémiques qu'il ne cesse de susciter indiquent toutefois une réalité plus hétéroclite que cette histoire victorieuse. Dans les travaux sur les sciences camérales, les auteurs s'interrogent sur le bien fondé du lien établi entre les textes produits (les traités), le savoir académique (les sciences camérales) et la réalité professionnelle du caméralisme (les caméralistes) : sont-ils des théoriciens de l'Etat absolutiste, les simples gardiens des cordons de la bourse des princes ou encore des ronds de cuir impuissants dans les arrières bureaux del'absolutisme ? Produisent-ils une science qui a trouvé une légitimation a posteriori dans les administrations ? Sont-ils des praticiens qui montent en généralité leur intérêt particulier ? Sont-ils des précurseurs du mercantilisme ou de la science politique ?

Les sciences camérales apparaissent rétrospectivement, chez certains auteurs, comme une success story de la construction de l'Etat. Elles incarnent alors la première tentative en Europe, à la fin de l'époque moderne, de systématisation de l'étude du management public et de fondation d'une science pratique de l'administration, dont l'Allemagne serait le modèle. Elles produisent un savoir sur l'Etat, définissent les modes de fonctionnement des pouvoirs classiques comme la justice, l'armée, les finances, la police, mais proposent également de nouvelles formes d'action politique et de ce que l'on nommerait aujourd'hui des instruments d'action publique. L'ampleur de l'historiographie du caméralisme et les polémiques qu'il ne cesse de susciter indiquent toutefois une réalité plus hétéroclite que cette histoire victorieuse. Dans les travaux sur les sciences camérales, les auteurs s'interrogent sur le bien fondé du lien établi entre les textes produits (les traités), le savoir académique (les sciences camérales) et la réalité professionnelle du caméralisme (les caméralistes) : sont-ils des théoriciens de l'Etat absolutiste, les simples gardiens des cordons de la bourse des princes ou encore des ronds de cuir impuissants dans les arrières bureaux del'absolutisme ? Produisent-ils une science qui a trouvé une légitimation a posteriori dans les administrations ? Sont-ils des praticiens qui montent en généralité leur intérêt particulier ? Sont-ils des précurseurs du mercantilisme ou de la science politique ?

Dedication -- Preface -- Some "Why" Questions About Citizens -- Notes -- Contents -- Part I: A Model of the Political Socialization Process -- Chapter 1: Changing Perspectives on Political Socialization -- The Persistence Perspective -- The Lifetime Openness Perspective -- The Impressionable Years Perspective -- The Life Cycle Perspective -- Present Lack of a Dominant Paradigm -- Components of the Life Course Model -- Notes -- Bibliography -- Chapter 2: Historical Context and Maturation -- Historical Context -- The Great Depression and the New Deal (1929-1939) -- The Post-War Period (1945-1959) -- The Turbulent 60s and Early 70s (1960-1975) -- The Reagan Years (1980-1992) -- The Post-Reagan Years (1993-Present) -- Maturation -- Cognitive Development -- Political Sophistication -- Notes -- Bibliography -- Chapter 3: Agents of Political Socialization Through the Life Course -- Family -- The Relative Attractiveness of the Family to the Child -- Parental Agreement on Politics -- Cohesiveness of the Family -- Parental Interest in Politics -- Single-Parent Households -- Skipped-Generation Families -- Biracial Families -- Families Providing Homeschooling -- School -- Religion -- Bestowing Legitimacy on the Political System -- Providing Experience with Democratic Procedures -- Instilling Beliefs Influencing Political Participation -- Influencing Political Tolerance -- Operating as a Status Group -- Workplace and Voluntary Associations -- Media -- Notes -- Bibliography -- Part II: Social Identities and Political Socialization -- Chapter 4: Gender -- Political Participation -- Differences in Political Interest -- Differences in Knowledge -- Communication and Persuasion -- Differences in Political Views -- Family -- School -- Voluntary Associations -- Church -- Mass Media -- The Presence of Female Candidates and Officeholders

Role playing is increasingly used in European Studies and political science more generally to foster students understanding of social science theories. Yet in most cases, role playing is only done by students. Not so in Theoretical Theatre, a teaching innovation which puts the onus on teachers to act. In our performances, teachers embody competing theories and enact dramatic scenarios in front, and in collaboration with, their student audience. This article explains how we developed Theoretical Theatre and how it relates not only to games and simulations but also Drama In Education. It reflects on our experience of performing across four modules since 2012 and our students' feedback and discusses how it can be sustained over time and transferred to other settings and disciplines.

In the center of the article is an analysis of the transformation of Ukrainians and our civil society during the first year of the full-scale Russian-Ukrainian war, conducted by the author with the aim of determining the possible limits of the format of the post-war normalization of the defects of Ukrainian democracy. Among the defects is the functioning of power, which gains the influence due to the electoral procedures of electoral democracies, but does not receive final legitimation due to the lack or even absence of public trust. The political product of the crisis of legitimacy of power in transit Ukrainian democracy is a weak state with dual institutions and an asthenic state of Ukrainian society with a dual national identity. The full-scale Russian-Ukrainian war created unique grounds (for the first time in 30 years after the renewal of Ukrainian independence) for the localization of the influence of the crisis of the legitimacy of power on the Ukrainian political system. The value evolution of Ukrainians, the active formation of national and civil identities, the unification of society, the formation of high level of trust of Ukrainians to the authorities, and the acquisition of new experiences by civil society – all these factors give hope for the formation and implementation of conventional instruments for overcoming crises and, accordingly, for the active promotion of Ukrainian democracy towards consolidation. The author notes that the qualitative construction of anti-crisis policies for the nearest future requires avoiding voluntarism when assessing the modernization potential of society, which determines the reforming potential of civil society. An objective look at modern Ukrainians forces us to recognize the fact that we have preserved a certain value dichotomy, certainly in much smaller sizes than on the eve of February 24, 2022. The axiological specificity of modern Ukrainians will also determine the post-war opportunities of civil society. Therefore, civil society will be active in the areas of supporting reforms, resuming all democratic procedures and processes after the end of hostilities, and actively formation of a new culture of discourse within the country. Advocacy of liberal democracy requires the participation of an exogenous actor.