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AbstractHarnessing previously unused farm inventories and corn books, we provide data on wheat storage and sales by English farmers, 1750–1850. Wheat was predominantly stored outdoors in thatched stacks (or ‘ricks’)—often for more than a year, sometimes for multiple years—although carryover volumes were generally small. Farm stocks tended to be threshed and sold evenly across the year to meet demand. Storage costs were low, and carried over wheat sold at a premium as the natural drying process raised its quality. Wheat was frequently sold directly to millers, bypassing the open market, but private sale prices tracked market prices closely.

Abstract One aim of moral education is to help society progress from morally imperfect conventions towards more perfect ones. According to a popular view, reflecting judgment is the vehicle of this progress. In this paper, I argue that although reflection is important, it is not enough; moral development also requires practical synthesis. Moral development takes place by securing new connections—conceptual, affective, volitional and behavioural—that bring thoughts, feelings, motivations and actions into alignment with higher reason, to instantiate respect for all who are ends in themselves. Constructing parallels from Kant's theoretical philosophy, I identify three kinds of synthesis that are central to moral practice. If I am right, then a key task for moral education is to support the development of these capacities of practical synthesis.

Immanuel Kant famously wants us to think for ourselves. However, thinking collaboratively is often preferable to solitary thinking, especially in educational contexts. In this paper, I argue that Kant does not advocate a problematic form of epistemic or pedagogical individualism. For my argument, I focus on the area that, one might suspect, lends itself the least to collaborative reasoning on Kant’s framework: morality founded in rational a priori structures. I show that Kant is aware of both the prospects and limits of reasoning on one’s own and with others. According to Kant, openness, rooted in an attitude of mutual trust, is required to reason well with others. Kant, however, does underestimate the significance of diversity for collaborative reasoning.

Whilst Kant is one of the most influential figures in the history of philosophy and was also, in his own time, an important theorist of education, he is sometimes regarded with suspicion by contemporary educational theorists. His philosophy, it is often maintained, is fraught with problematic dualisms and other familiar confusions of the Enlightenment that are obstacles to cogent educational theory and liberatory pedagogical practise. At the same time, of course, there are many Kantian ideas that have informed and inspired important developments in philosophy of education, not least of all the concept of autonomy, which played a prominent role in the London School’s conception of liberal education in the 1960s and 70s and which has had ever since a vital, if contested, place in theories of educational aims and values. In this essay—a prologue to the Special Issue, Kant on Education and Improvement—we explore the enduring relevance to education of Kant’s insights on the following topics: autonomy; dignity and respect for persons; pedagogy; motivation and sensitivity; judgement; public reason; progress; and duties to self. We end by considering two significant problems in Kant’s legacy: his dreadful views of race, gender and sexuality, on the one hand, and the apparently problematic metaphysical foundations of his philosophy, on the other.

Abstract Since the late 1990s, so-called ‘alternative rites of passage’ (ARP) have gained popularity in Kenya as a strategy to end female genital mutilation (FGM). ARPs promise to end FGM while respecting indigenous cultures by mimicking the ‘traditional’ initiation ritual but with the omission of the physical cut. The limited number of studies on ARPs largely point out the approach's weaknesses and challenges. This article explores the case study of the Loita Rite of Passage, an ARP implemented among the Loita Maasai of southern Kenya and associated with NGO SAFE Maa. It analyses how the Loita Rite of Passage differs from the ARPs of other NGOs in Kenya and identifies factors for success.

Abstract Stone slabs with circularly arranged cup-marks (kernoi) in the Bronze Age Aegean have been interpreted as grave marks, offering tables, astronomical instruments, and recently as gameboards. This paper, in the context of the Bronze Age Akrotiri settlement, at Santorini (Thera), proposes the use of digital imaging methods for the recording of these objects. Reflectance Transformation Imaging and Structure from Motion Photogrammetry is used for the optimal recording of these objects and is proposed as a standardised method for the recording, analysis and interpretation of similar objects accross the Aegean and Eastern Mediterranean.

Along active margins, the combination of predominant tectonic activity and shallow-marine mixed siliciclastic-carbonate source systems developing upon and around actively growing structures challenges traditional source-to-sink models. This study aims to investigate the implications of mixed siliciclastic-carbonate shelfal domains located in contrasting geotectonic settings (thrust forelimb and backlimb) for the development of the concomitant gravity-driven systems beyond the shelf edges. Here, we document the vertical and lateral stratigraphic variabilities of the shelf-derived turbidites and mass-transport deposits (MTDs) at outcrop-scale through the integrated interpretation of photogrammetry, field and taphonomic data from the emerged southern portion of the Hikurangi subduction margin. Results highlight the role and importance of varying structural setting of the sediment source, whereby the different morphologies of the source regions (continent-attached forelimb, continent-detached backlimb) control the development of highly varied shelf-derived gravity-driven depositional systems that interact with the structures across the same confined intra-slope basin. The deposits are tens to a few hundred of meters in thickness and have a lateral extent of several kilometers. The depositional systems are characterized by durations of 1 to 2 Ma and were primarily controlled by the geometries and tectonic motion of the underlying structures at the shelf edges. Shelf-derived mass-wasting systems occurred on both sides of the actively growing thrust structures and were sourced from both shelfal domains that were attached or detached from the continental domain. When sourced from the backlimbs however, the subsequent MTDs exhibit more complex internal architectures, ultimately recording the dynamic changes in slope gradient, and can therefore be used as proxies for unraveling the tectonic activity of an individual structure. Our study provides new insights to better predict mixed siliciclastic-carbonate depositional settings along active margins, sourced from thrust forelimb and backlimb. These results may be important for deep-marine exploration and tectonostratigraphic reconstruction of fold-and-thrust belts. International audience

This chapter focuses on the work and publications of the members of Newbolt's Committee. Through an exploration of their roles (variously as teachers, members of His Majesty’ Inspectorate, university lecturers, authors, etc.) and their writing, the chapter demonstrates that there was a broad consensus across the field of English education (maintained public elementary schools; grammar and independent schools) about both the role of English in education and of what the subject should consist. Using intertextual analysis, it examines English Association pamphlets and other publications produced by Fowler, Dover Wilson, Quiller-Couch and George Sampson. The chapter particularly highlights the similarities between these texts and The Newbolt Report, suggesting that The Committee members drew on existing funds of knowledge in developing their humane, child-centred view of English teaching, reflecting acknowledged good practice of the time.