Continental Connections


Book Description

The prehistories of Britain and Ireland are inescapably entwined with continental European narratives. The central aim here is to explore ‘cross-channel’ relationships throughout later prehistory, investigating the archaeological links (material, social, cultural) between the areas we now call Britain and Ireland, and continental Europe, from the Mesolithic through to the end of the Iron Age. Since the separation from the European mainland of Ireland (c. 16,000 BC) and Britain (c. 6000 BC), their island nature has been seen as central to many aspects of life within them, helping to define their senses of identity, and forming a crucial part of their neighbourly relationship with continental Europe and with each other. However, it is important to remember that the surrounding seaways have often served to connect as well as to separate these islands from the continent. In approaching the subject of ‘continental connections’ in the long-term, and by bringing a variety of different archaeological perspectives (associated with different periods) to bear on it, this volume provides a new a new synthesis of the ebbs and flows of the cross-channel relationship over the course of 15,000 years of later prehistory, enabling fresh understandings and new insights to emerge about the intimately linked trajectories of change in both regions.










Haunted Europe


Book Description

Haunted Europe offers the first comprehensive account of the British and Irish fascination with a Gothic vision of continental Europe, tracing its effect on British intellectual life from the birth of the Gothic novel, to the eve of Brexit, and the symbolic recalibration of the UK's relationship to mainland Europe. By focusing on the development of the relationship between Britain and Ireland and continental Europe over more than two-hundred years, this collection marks an important departure from standard literary critical narratives, which have tended to focus on a narrow time-period and have missed continuities and discontinuities in our ongoing relationship with the mainland.




Britain, Ireland, and Continental Europe in the Eighteenth Century


Book Description

Stephen Conway's study offers a different perspective on eighteenth-century Britain and Ireland's relationship with continental Europe, acknowledging areas of difference and distinctiveness, but also pointing to areas of similarity.




Clusters in Times of Uncertainty


Book Description

Delivering a global perspective, Clusters in Times of Uncertainty follows the transformation of clusters in a world defined by digital collaboration and green economies. In this innovative book, contributors deconstruct and compare examples from Japan and Europe to explore the opportunities and challenges that clusters present in our modern age.




Collected Reprints


Book Description







English Students at Leiden University, 1575-1650


Book Description

The oldest and most renowned Dutch university, Leiden was an attractive proposition for travelling foreign students in the seventeenth and eighteenth centuries. Alongside offering an excellent academic program and outstanding facilities, Leiden was also able to cater to the desires of noble students providing various extra-curricular activities. Leiden was the most popular continental university among English students, and this book investigates the 831 English students who studied there between 1575 and 1650. The preference of English students for Leiden was, on the one hand, related to close Anglo-Dutch relations of the period, and these are investigated with respect to politics, economy, religion, culture, as well as to the large 'stranger' communities residing in the respective countries. On the other hand, Leiden's attraction resulted from its academic achievements, which are traced back to the conditions in the United Provinces, the limited influence of the Calvinist Church, Leiden's professors, as well as the university's facilities. The core of this study is an exhaustive quantitative study of the composition of the Leiden student population in general, and that of its English segment in particular. Information is provided on the duration of the studies of English students at Leiden, their age, social background and fields of study. We learn about the careers of English students both prior to and after their time at Leiden, and of the motivation that led the English to choose Leiden over other continental universities. More than a study of one group of students at one university, this book is a valuable contribution to the history of early modern universities and will appeal to a wide international readership interested in cultural and intellectual history as well as in Anglo-Dutch relations.




Theories of Bildung and Growth


Book Description

Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)