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The rise of useful knowledge in Britain.

Marsh, Lauren Jeanne.

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The rise of useful knowledge in Britain.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The rise of useful knowledge in Britain./
Author:	Marsh, Lauren Jeanne.
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2097.
Contained By:	Dissertation Abstracts International64-06A.
Subject:	Literature, English. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3095477
ISBN:	0496431025

The rise of useful knowledge in Britain.
Marsh, Lauren Jeanne.

The rise of useful knowledge in Britain. - 162 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2097.

Thesis (Ph.D.)--University of Minnesota, 2003.

This dissertation follows the trajectory of useful knowledge from its emergence in the eighteenth century as the cultural property of non-aristocratic gentlemen, into the nineteenth century when useful knowledge was promoted by reformers as a legitimate form of working-class literacy. In its Enlightenment context useful knowledge was liberal knowledge, one of the accoutrements of the professional gentleman. The professional classes accused aristocrats of idleness and condemned their culture of leisure; nevertheless, professionals claimed the privileges of gentility for themselves by refashioning liberal education and trumpeting its utility. The useful knowledge of the working professional was distinct from the "useless" classical knowledge of the landed gentleman and from the mechanical knowledge of the laborer. This dissertation explores eighteenth-century useful knowledge through medical education and practice, the moral philosophy of Hume and Smith, and discussions of work and education in the Manchester Literary and Philosophical Society's Memoirs. Finally, it establishes useful knowledge in its nineteenth-century context. Useful knowledge maintained its Enlightenment commitment to human dignity and improvement, though in the new industrial society it bore the burden of facilitating communication between the classes as the language of the new social contract. In the first decades of the nineteenth century, reformers like Jeremy Bentham, James Mill, and Henry Brougham used the notion of useful knowledge to create an expanded platform of education reform and an expanded franchise. Nineteenth-century industrialization and the division of labor challenged the traditional understanding of the artisan's skill and property at the same time that it undermined traditional forms of working-class culture. Useful knowledge emerged to explain the new industrialism and the workers' role in it. It oriented the worker within a new set of institutional and cultural networks and it attached moral capital to literacy. In both the eighteenth and nineteen century, useful knowledge was used to re-imagine the prevailing social order and the relationship between classes, conjure an identity by which an entire group of people might recognize themselves, and re-articulate fundamental social conventions, be they the nature of gentility or industry.

ISBN: 0496431025Subjects--Topical Terms:

1017709
Literature, English.

The rise of useful knowledge in Britain.
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245 1 4 $a The rise of useful knowledge in Britain.
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500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2097.
500 $a Advisers: Andrew Elfenbein; Ellen Messer-Davidow.
502 $a Thesis (Ph.D.)--University of Minnesota, 2003.
520 $a This dissertation follows the trajectory of useful knowledge from its emergence in the eighteenth century as the cultural property of non-aristocratic gentlemen, into the nineteenth century when useful knowledge was promoted by reformers as a legitimate form of working-class literacy. In its Enlightenment context useful knowledge was liberal knowledge, one of the accoutrements of the professional gentleman. The professional classes accused aristocrats of idleness and condemned their culture of leisure; nevertheless, professionals claimed the privileges of gentility for themselves by refashioning liberal education and trumpeting its utility. The useful knowledge of the working professional was distinct from the "useless" classical knowledge of the landed gentleman and from the mechanical knowledge of the laborer. This dissertation explores eighteenth-century useful knowledge through medical education and practice, the moral philosophy of Hume and Smith, and discussions of work and education in the Manchester Literary and Philosophical Society's Memoirs. Finally, it establishes useful knowledge in its nineteenth-century context. Useful knowledge maintained its Enlightenment commitment to human dignity and improvement, though in the new industrial society it bore the burden of facilitating communication between the classes as the language of the new social contract. In the first decades of the nineteenth century, reformers like Jeremy Bentham, James Mill, and Henry Brougham used the notion of useful knowledge to create an expanded platform of education reform and an expanded franchise. Nineteenth-century industrialization and the division of labor challenged the traditional understanding of the artisan's skill and property at the same time that it undermined traditional forms of working-class culture. Useful knowledge emerged to explain the new industrialism and the workers' role in it. It oriented the worker within a new set of institutional and cultural networks and it attached moral capital to literacy. In both the eighteenth and nineteen century, useful knowledge was used to re-imagine the prevailing social order and the relationship between classes, conjure an identity by which an entire group of people might recognize themselves, and re-articulate fundamental social conventions, be they the nature of gentility or industry.
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