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G. H. Mead is rightly considered to be one of sociologys founding fathers, yet to date there have been surprisingly few books devoted to his life and work. This book fills the gap by introducing Meads ideas to a younger generation of social scientists.Beginning with a biographical account of the main events in Mead's career, Filipe Carreira da Silva provides a thorough examination of Mead's social theory of the self, the reception of his ideas into sociology, and the relevance of his work to the contemporary social sciences.He focuses in detail on the core ideas associated with

Mead and Modernity is one of the most detailed and ambitiously conceived studies of G. H. Mead's work to appear in years. Filipe Carreira da Silva addresses the basic questions 'How should we read Mead?' and 'Why should we read Mead today?' by showing that the history of ideas and theory-building are closely related endeavors. Mead and Modernity is a methodological innovation with sweeping theoretical implications

This article offers an outline of a pragmatic sociology of the book. Whilst ubiquitous, books have received relatively little attention from sociologists. I propose to remedy this situation by drawing upon the ideas of GH Mead, namely his neo-Hegelian theory of the subject–object relationship. Mead's chief insight is that objects such as books are first social and only then physical entities. They have agency not because of their thing-ness, so to speak, but because of their sociality. After reviewing the existing literature on the book, I discuss Mead's most relevant contributions. In the proposal for a pragmatic sociology of the book that follows, I combine pragmatism's focus upon the materiality of meaning-production with genealogy's concern with power and violence. I conclude with an illustration of the approach: the simultaneous decanonization of Tocqueville's Democracy in America among sociologists today and its canonization in political science.

In this paper I wish to provide a re-examination of G. H. Mead's educational ideas and their radical democratic import. Drawing on both published and unpublished materials, I discuss how Mead applies his social psychological insights to a number of educational matters. In particular, I will focus on the relation between the family and the school, the role model performed by the problem-solving attitude of experimental science for teaching activities, the relation between the school and the industrial world, the importance of schooling to a participative conception of democratic politics, and Mead's conception of the university as a scientific institution devoted not to vocational training, but to fundamental research.

AbstractIs there such thing as a populist thing? This article tries to answer this question by comparing two iconic populist objects: the Make America Great Again (MAGA) cap and the yellow vest. Despite their centrality to populist politics, there is remarkably little systematic examination of these objects' populist affordances, let alone a comparative study. We propose to address this lacuna by performing a pragmatic analysis of each object's role in the populist politics of the United States and France, respectively. Our comparison uncovers two findings, which, in turn, help us answer our research question. First, our study of the MAGA cap reveals how nationalism and populism can be combined into a powerful political message. Second, the yellow vest exemplifies how populism functions on its own that is, as a way of doing politics that is centred on feelings of resentment. Either in conjunction with other political phenomena (e.g., nationalism) or by itself, populism emerges from our analysis as a logic of action that involves both linguistic claims and physical objects. Things, in this reading, are surprisingly central to how populism operates.