First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

I am a disciple of Patrick Geddes, and I am an abject admirer of everything he has said and done. The tantalising nearness of everything we most want; were it not for some fatal, stubborn grain in both of us, Geddes and I, linked together, intellectual and emotional, might still conquer the world. For lack of this, he will be imperfectly articulate and I, perhaps, will have nothing to say. These two comments by Lewis Mumford, written at either end of his largely epistolary relationship with Patrick Geddes, frame an astonishing correspondence between two of our century's greatest thinkers on Western civilisation. Mumford was the versatile New York cultural critic, famous for his writings on architecture, the city and technology. His master, Geddes, was the Scots biologist, sociologist and planner, the professor of things in general. The letters reveal much about the intellectual culture of the first half of the Twentieth Century as they chart an extraordinary Anglo-American relationship between very different men; this friendship, initially of master and disciple, even father/son, was based on a shared intellectual quest, and inspired the work of both. All that exists of those letters, and much previously unpublished material besides, has been meticulously collected and edited by Frank G. Novak Jnr..

The city's development from ancient times to the modern age. Winner of the National Book Award. "One of the major works of scholarship of the twentieth century" (Christian Science Monitor). Index; illustrations.

I am a disciple of Patrick Geddes, and I am an abject admirer of everything he has said and done. The tantalising nearness of everything we most want; were it not for some fatal, stubborn grain in both of us, Geddes and I, linked together, intellectual and emotional, might still conquer the world. For lack of this, he will be imperfectly articulate and I, perhaps, will have nothing to say. These two comments by Lewis Mumford, written at either end of his largely epistolary relationship with Patrick Geddes, frame an astonishing correspondence between two of our century's greatest thinkers on Western civilisation. Mumford was the versatile New York cultural critic, famous for his writings on architecture, the city and technology. His master, Geddes, was the Scots biologist, sociologist and planner, the professor of things in general. The letters reveal much about the intellectual culture of the first half of the Twentieth Century as they chart an extraordinary Anglo-American relationship between very different men; this friendship, initially of master and disciple, even father/son, was based on a shared intellectual quest, and inspired the work of both. All that exists of those letters, and much previously unpublished material besides, has been meticulously collected and edited by Frank G. Novak Jnr..

This book follows the evolution of the very large city across the world from its origins in Ancient times to its current dominant position in both the industrialised world and the Third World. In-depth studies are devoted to the key giant cities of human history at decisive points in their growth. The case-studies include Rome, London, Saint-Petersburg, Moscow, Bangkok and Berlin. Additional studies deal with the general characteristics of the megalopolis, stressing its implications for cultural life.

Buried renaissance of Root, Sullivan, Roebling, W. Homer, Eakins, Ryder, others. 12 illustrations.

The "Young American" critics -- Randolph Bourne, Van Wyck Brooks, Waldo Frank, and Lewis Mumford -- are well known as central figures in the Greenwich Village "Little Renaissance" of the 1910s and in the postwar debates about American culture and politics. In Beloved Community, Casey Blake considers these intellectuals as a coherant group and assesses the connection between thier cultural criticisms and their attempts to forge a communitarian alternative to liberal and socialist poitics. Blake draws on biography to emphasize the intersection of questions of self, culture, and society in their calls for a culture of "personality" and "self-fulfillment." In contrast to the tendency of previous analyses to separate these critics' cultural and autobiographical writings from their politics, Blake argues that their cultural criticism grew out of a radical vision of self-realization through participation in a democratic culture and polity. He also examines the Young American writers' interpretations of such turn-of-the-century radicals as William Morris, Henry George, John Dewey, and Patrick Geddes and shows that this adversary tradition still offers important insights into contemporary issues in American politics and culture. Beloved Community reestablishes the democratic content of the Young Americans' ideal of "personality" and argues against viewing a monolithic therapeutic culture as the sole successor to a Victorian "culture of character." The politics of selfhood that was so critical to the Young Americans' project has remained a contested terrain throughout the twentieth century.

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections: Philosophers and Educational Theorists Nature Educators and Outdoor Educators Psychologists and Sociologists School and Program Founders. Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.