Contents

  • Histories

    Essays on periods and aspects of New School history, partial and evolving.

  • People

    Profiles of people who have passed through the New School. Entries focus on their time at the school.

  • Reader

    Readings, artworks, and materials by and about people associated with the school, including faculty, staff, and students.

  • Reflections & Analysis

    Personal reminiscence, scholarly commentary, and opinion.

About

This website seeks to explore and interrogate the past at a school dedicated to the new. Contributions by students, staff, faculty, alumni, and researchers.

Editors
Julia L. Foulkes, Professor of History
Mark Larrimore, Associate Professor of Religious Studies
Wendy Scheir, Director, New School Archives and Special Collections

Connections
The New School Archives Digital Collections from the Archives Public Seminar The New School

Contact
[email protected]

Link here to the Style Guide for the Histories of The New School website This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Sociological interest in questions of'reality' and 'knowledge' is thus initially justifies by the fact of their social relativity. What is 'real' to a Tibetan monk may not be 'real' to an American businessman. The 'knowledge' of the criminal differs from the 'knowledge' of the criminologist. It follows that specific agglomerations of 'reality' and 'knowledge' pertain to specific social contexts, and that these relationships will have to be included in an adequate sociological analysis of these contexts. The need for a 'sociology of knowledge' is thus already given with the observable differences between societies in terms of what is taken for granted as 'knowledge' in them.

Source:

The Penguin Press 1967. 1966.

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Posted on Wednesday March 6, 2019

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