Harold Silver – författare

Originally published in 1973,this book describes the medieval origins of the British education system, and the transformations successive historical events – such as the Reformation, the Civil War and the Industrial Revolution – have wrought on it. It examines the effect on the educational pattern of such major cultural upheavals as the Renaissance; it looks at the different parts played by church and state, and the influence of new social and educational philosophies.

Originally published 1965. This reprints the 1977 edition which included a new introduction. From the starting point of "popular" charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyzes the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.

Originally published 1983.This book explores the nature of the social history of education. It examines what aspects of the history of education have been neglected and why. The themes explored include the relationship between education and the emergence of social science, the reputations of educationists, expectations of higher education in the twentieth century, the use of education against poverty and education as policy and case study.

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy.

This book reviews the educational experience of the 1960s and 1970s and to suggest ways of approaching major contemporary themes such as equality, accountability and standards. The author underlines a nineteenth and twentieth-century sociological tradition in analysing education and covers a range of educational themes including aspects of schooling and higher education, education as social policy, knowledge as power, and teaching and adolescence. He draws on the social history of many of the processes, concepts and debates. Parts of the book derive from research into the history and contemporary forms of these problems in the USA. The volume therefore illuminates important contemporary issues in education and society by using historical, sociological and comparative insights.

The radicalism of the period from the 1780s to the mid-nineteenth century represented a harnessing of knowledge in protest against injustices and oppression, a pooling of effort to transform society. In this book the author explores the main strains in working and middle-class radicalism over this crucial period, with emphasis on the educational ideas and activities of radical movements, their spokesmen and ideologies. The author stresses some of the central educational interests of radical movements through the radical organizations of the 1780s and 1790s, and early nineteenth-century political and social movements, including the utilitarians, Owenites, Chartists and Tory radicals. He discusses educational ideas and action with regard to infants and adults, basic literacy and political understanding, examines some of the forms of study, self-education and propaganda to political action. This book is a study in miniature of the processes of political and social change in a period of industrial, political and social revolution – its theme is education in its widest sense.

This book reviews the educational experience of the 1960s and 1970s and to suggest ways of approaching major contemporary themes such as equality, accountability and standards. The author underlines a nineteenth and twentieth-century sociological tradition in analysing education and covers a range of educational themes including aspects of schooling and higher education, education as social policy, knowledge as power, and teaching and adolescence. He draws on the social history of many of the processes, concepts and debates. Parts of the book derive from research into the history and contemporary forms of these problems in the USA. The volume therefore illuminates important contemporary issues in education and society by using historical, sociological and comparative insights.

The radicalism of the period from the 1780s to the mid-nineteenth century represented a harnessing of knowledge in protest against injustices and oppression, a pooling of effort to transform society. In this book the author explores the main strains in working and middle-class radicalism over this crucial period, with emphasis on the educational ideas and activities of radical movements, their spokesmen and ideologies. The author stresses some of the central educational interests of radical movements through the radical organizations of the 1780s and 1790s, and early nineteenth-century political and social movements, including the utilitarians, Owenites, Chartists and Tory radicals. He discusses educational ideas and action with regard to infants and adults, basic literacy and political understanding, examines some of the forms of study, self-education and propaganda to political action. This book is a study in miniature of the processes of political and social change in a period of industrial, political and social revolution – its theme is education in its widest sense.

Originally published in 1973,this book describes the medieval origins of the British education system, and the transformations successive historical events – such as the Reformation, the Civil War and the Industrial Revolution – have wrought on it. It examines the effect on the educational pattern of such major cultural upheavals as the Renaissance; it looks at the different parts played by church and state, and the influence of new social and educational philosophies.

Originally published 1983.This book explores the nature of the social history of education. It examines what aspects of the history of education have been neglected and why. The themes explored include the relationship between education and the emergence of social science, the reputations of educationists, expectations of higher education in the twentieth century, the use of education against poverty and education as policy and case study.

Originally published 1965. This reprints the 1977 edition which included a new introduction. From the starting point of "popular" charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyzes the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy.

Aims to rescue a usable interpretation of the vocational theory in higher education by describing the historical and policy frameworks of the debate.

This book analyses the parallel, different and related aspects of the discovery of poverty in the late 1950s and early 1960s, and the role of education in the American 'war on poverty' from 1964, and in Britain from the appointment of the Plowden committee on primary schools. It examines changes in policy emphases, the relationship between research and policy, and the transatlantic interactions and silences involved. Based on archival and interview material the book offers new insights into the role of the Plowden committee in shifting attention from social class to poverty, and it discusses in both the American and British contexts the concepts and theories involved in the changing fortunes of the educational war on poverty in the 1960s and 1970s. An Educational War on Poverty represents a major contribution to the study of the recent social and educational history of Britain and the United States, and the range and depth of research, will make it an essential reference source for scholars and policy-makers on both sides of the Atlantic.

This book analyses the parallel, different and related aspects of the discovery of poverty in the late 1950s and early 1960s, and the role of education in the American 'war on poverty' from 1964, and in Britain from the appointment of the Plowden committee on primary schools. It examines changes in policy emphases, the relationship between research and policy, and the transatlantic interactions and silences involved. Based on archival and interview material the book offers new insights into the role of the Plowden committee in shifting attention from social class to poverty, and it discusses in both the American and British contexts the concepts and theories involved in the changing fortunes of the educational war on poverty in the 1960s and 1970s. An Educational War on Poverty represents a major contribution to the study of the recent social and educational history of Britain and the United States, and the range and depth of research, will make it an essential reference source for scholars and policy-makers on both sides of the Atlantic.

This book explores the changing patterns of higher education in England in the twentieth century, the types of institutions and the emergence of a 'system' of education. At the same time it traces the relationship between the writer-advocates of higher education and the changing world of higher education and its contexts. There is therefore an interrelated story of higher education, the writers, their messages, their backgrounds and ideologies, the audiences they intend to address, and the impacts of the state and other external forces.It is likely to appeal to higher education academics and administrators, politicians and other policy makers, staff and students on higher degree and professional programmes. It should be read by anyone who cares about English Universities and their future.

First published in 1970, Modern English Society is primarily concerned with the period since the Great Exhibition of 1851. Judith Ryder and Harold Silver begin by surveying the consequences, good and ill, of industrialization, and go on to explore the changing pattern of social relationships to which it gave rise. They discuss such topics as the growth of towns and of large-scale administration, the development of welfare services, the emergence of mass politics, the mass media and mass production. They show how social attitudes, and the interpretation of historical facts are colored by our ideological views. In the second half of the book, they examine the structure and functioning of contemporary social institutions – the family, education, the economic and political systems – and assess their implications for the individual, for specific social groups, and for society as a whole. This book will be of interest to students of history and sociology.

First published in 1970, Modern English Society is primarily concerned with the period since the Great Exhibition of 1851. Judith Ryder and Harold Silver begin by surveying the consequences, good and ill, of industrialization, and go on to explore the changing pattern of social relationships to which it gave rise. They discuss such topics as the growth of towns and of large-scale administration, the development of welfare services, the emergence of mass politics, the mass media and mass production. They show how social attitudes, and the interpretation of historical facts are colored by our ideological views. In the second half of the book, they examine the structure and functioning of contemporary social institutions – the family, education, the economic and political systems – and assess their implications for the individual, for specific social groups, and for society as a whole. This book will be of interest to students of history and sociology.

Originally published in 1990, A Higher Education was commissioned by the Council for National Academic Awards to commemorate its silver jubilee. The book covers the history of a period of rapid expansion in higher education outside the universities, mirrored in the growth and development of the CNAA. The Council was established with the role of awarding degree courses in polytechnics and colleges, and so its successes and strengths – as well as its problems and difficulties – reflect very closely the preoccupations and events of higher education since 1964. The book describes how the CNAA helped to broaden the range of degree courses beyond the traditional subjects, the way it maintained and enhanced standards in a swiftly changing academic world, and its part in widening access to higher education. The book draws on interviews as well as extensive records of the CNAA and some of its institutions.