Abstract
“Suppose that France suddenly lost fifty of her best physicists, chemists, physiologists, mathematicians, poets, painters, sculptors, musicians, writers; fifty of her best mechanical engineers, civil and military engineers, artillery experts, architects, doctors, surgeons, apothecaries, seamen, clockmakers; fifty of her best bankers, two hundred of her best business men, two hundred of her best farmers, fifty of her best ironmasters, arms manufacturers, tanners, dyers, miners, clothmakers, cotton manufacturers, silk-makers, linen-makers, manufacturers of hardware, of pottery and china, of crystal and glass, ship chandlers, carriers, printers, engravers, goldsmiths, and other metal-workers; her fifty best masons, carpenters, joiners, farriers, locksmiths, cutlers, smelters, and a hundred other persons of various unspecified occupations, eminent in the sciences, fine arts and professions; making in all the three thousand leading scientists, artists and artisans of France.
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References
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Alex Inkeles, “Social Structure and the Socialization of Competence,” Harvard Educational Review, Vol. 36, No. 3 (Summer 1966), p. 64.
Dreeben, op. cit., p. 44.
Ibid., pp. 63–64.
In spite of the inadequacies of the data base for Soviet schools, see Urie Bronfenbrenner. Two Worlds of Childhood (New York, Russell Sage, 1972).
See the “Review Symposium,” Sociology of Education, Vol. 43, No. 2 (Spring, 1970), which includes the comments of Campbell, Loubser, Etzioni and Stinchcombe.
Dreeben, op. cit., pp. 114–115.
But social origins also affect occupational achievement after education is completed, as well as educational attainment itself. See Peter Blau and Otis D. Duncan, The American Occupational Structure (New York, Wiley, 1967)
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This discussion relies on an interesting summary of this approach by Randall Collins, “A Comparative Approach to Political Sociology” in Reinhard Bendix et. al., State and Society: A Reader in Comparative Political Sociology (Boston, Little, Brown, 1968), p. 67.
In somewhat the same fashion as with Dreeben in the previous section, I have relied on Randall Collins, “Functional and Conflict Theories of Educational Stratification,” American Sociological Review, Vol. 36 (Dec. 1971), pp. 1002–1019. And I have benefited from discussions with Randall Collins and Hans-Eberhard Mueller concerning conflict theory.
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Ibid., pp. 173–174. Although details of their computer program have been criticized by economists and others, it seems to me that their most important contribution lies in the central argument, which is not challenged by much of the criticism. Responses to the impact of resource depletion seem to be conditioned by ideology, especially in the case of optimists who believe that technological alternatives will emerge in time to forestall disaster.
Ibid., p. 175.
Cf. Garrett Hardin, “The Tragedy of the Commons,” Science, Vol. 162 (Dec. 13, 1968), pp. 1243–1248
Cf. Garrett Hardin, “A Blueprint For Survival,” The Ecologist, Vol. 2, No. 1 (January 1972), pp. 1–43
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Herman E. Daly, “An Exchange on Man as Pest,” New York Review of Books, Vol. 18, No. 3 (February 24, 1972).
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© 1974 Martinus Nijhoff, The Hague, Netherlands
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Bramson, L. (1974). Visions and Explanations: Four Perspectives on Education and Work. In: Germino, D., Von Beyme, K. (eds) The Open Society in Theory and Practice. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-2056-5_5
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