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Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.
“Migration from Europe has occurred without interruption since the time America was discovered. There have always been some intellectuals, educated abroad, whose presence and work enriched our culture. Laura Fermi, however, analyzes a new and unique phenomenon in the history of immigration, the wave of intellectuals from continental Europe that from 1930 to 1941 brought to these shores well over 20,000 professional refugees. Most immigrant intellectuals were pushed out of the European continent by the dictatorships of that period; they were ‘the men and women who came to America fully made, with their Ph.D.’s or diplomas from art academies or music conservatories in their pocket, and who continue to engage in intellectual pursuits in this country.’ Among them we find Franz Alexander, Bruno Bettelheim, Enrico Fermi, Hannah Arendt, Albert Einstein, Igor Stravinsky, John von Neumann, Paul Tillich and a long sequence of Nobel Prize winners and exceptional scholars. Their contribution to American life continues to the present. Working with a sample of about 1,900 names and relying on personal contacts, interviews, memoirs, newspaper accounts, obituaries, and similar sources, Mrs. Fermi succeeds in conveying the significance of the intellectual immigration and the areas of its impact on America. She describes the personal trials and the successes of these persons caught up in the web of persecution and peregrinations leading to higher institutions of learning in the United States... the delightful style of the book, the new light it throws on the period studied from a participant observer’s position, and the insight it brings forth concerning the mutual enrichment of American and European intellectual communities make it enjoyable and instructive reading.” — Silvano M. Tomasi, The International Migration Review “Illustrious Immigrants is an honest and informative book; it is well-organized, well-informed, well-balanced... crammed with information, with illuminating anecdotes, often moving incidents and revealing statistics.” — Peter Gay, The New York Times “[R]ich in personal anecdote and communication which make delightful reading... in so many ways a splendid and useful book, tackling with imagination, industry, and a rare combination of personal concern and emotional detachment a subject that would frighten — indeed thus far has frightened — professional social historians by its magnitude and complexity.” — Alice Kimball Smith, Science “[Laura Fermi has] made an effort to bring together materials that exist nowhere else and to juxtapose them so as to reveal patterns that would otherwise be invisible. For this, we should be grateful... Mrs Fermi’s work is earnest and responsible.” — Harriet Zuckerman, Physics Today “[Laura Fermi is] an immensely knowledgeable, discerning, and unpretentious guide to the influx [of the intellectual migration from Fascist Europe], as well as a personal example of its lustrous quality... this engaging book... will prove to be indispensable to all students of transatlantic interactions.” — Cushing Strout, The Annals of the American Academy of Political and Social Science “This is an optimistic book, a contribution to a singular chapter in the history of American science and learning.” — Philip Morrison, Scientific American
Although America's universities have become the envy of the world for their creative energy and their production of transformative knowledge, few understand how and why they have become preeminent. This groundbreaking book traces the origins and the evolution of our great universities. It shows how they grew out of sleepy colleges at the turn of the twentieth century into powerful institutions that continue to generate new industries and advance our standard of living. Far from inevitable, this transformation was enabled by a highly competitive system that invested public tax dollars in university research and students while granting universities substantial autonomy. Today, America's universities face considerable threats. Even greater than foreign competition are the threats from within the United States. Under the Bush administration, government increasingly imposed ideological constraints on the freedom of academic inquiry. Restrictive visa policies instituted after 9/11 continue to discourage talented foreign graduate students from training in the United States. The international financial crisis, which has depleted university endowments and state investments in higher education, threatens the vitality of some of our greatest institutions of higher learning. In order to sustain and enhance the American tradition of excellence, we must nurture this powerful -- yet underappreciated -- national resource.
This is a social history of refugees escaping Hungary after the Bolshevik-type revolution of 1919, the ensuing counterrevolution, and the rise of anti-Semitism. Largely Jewish and German before World War I, the Hungarian middle class was torn by the disastrous war, the partitioning of Hungary in the Treaty of Trianon, and the numerus clausus act XXV in 1920 that seriously curtailed the number of Jews admitted to higher education. Hungary's outstanding future professionals, whether Jewish, Liberal or Socialist, felt compelled to leave the country and head to German-speaking universities in Austria, Czechoslovakia, and Germany. When Hitler came to power, these exiles were to flee again, many on the fringes of the huge German emigration. Emotionally prepared by their earlier threatening experiences in Hungary, they were quick to recognize the need to uproot themselves again. Many fled to the United States where their double exile catalyzed the USA into an active enemy of Nazi Germany and stimulated the transplantation of European modernism into American art and music. To their surprise, the refugees also encountered anti-Semitism in the USA. The book is based on extensive archival work in the USA and Germany.
In this wide-ranging consideration of intellectual diasporas, historian Peter Burke questions what distinctive contribution to knowledge exiles and expatriates have made. The answer may be summed up in one word: deprovincialization. Historically, the encounter between scholars from different cultures was an education for both parties, exposing them to research opportunities and alternative ways of thinking. Deprovincialization was in part the result of mediation, as many ŽmigrŽs informed people in their "hostland" about the culture of the native land, and vice versa. The detachment of the exiles, who sometimes viewed both homeland and hostland through foreign eyes, allowed them to notice what scholars in both countries had missed. Yet at the same time, the engagement between two styles of thought, one associated with the exiles and the other with their hosts, sometimes resulted in creative hybridization, for example, between German theory and Anglo-American empiricism. This timely appraisal is brimming with anecdotes and fascinating findings about the intellectual assets that exiles and immigrants bring to their new country, even in the shadow of personal loss.
Transatlantic Voyages and Sociology explores the transatlantic journeys which have inspired American and European sociologists and contributed to the development of sociology in Europe and in North America. Furthering our understanding of the very complex processes which affect the diffusion of ideas, it sheds light on the diverse influences which come into play, be they on an individual, institutional or political level. With an international team of experts investigating the reciprocal influence of sociological thought on either side of the Atlantic, this volume will appeal to any scholar interested in the history of sociology, the mutual influence of systems of thought, and the migration of ideas.
A meticulously researched history on the development of American mathematics in the three decades following World War I As the Roaring Twenties lurched into the Great Depression, to be followed by the scourge of Nazi Germany and World War II, American mathematicians pursued their research, positioned themselves collectively within American science, and rose to global mathematical hegemony. How did they do it? The New Era in American Mathematics, 1920–1950 explores the institutional, financial, social, and political forces that shaped and supported this community in the first half of the twentieth century. In doing so, Karen Hunger Parshall debunks the widely held view that American mathematics only thrived after European émigrés fled to the shores of the United States. Drawing from extensive archival and primary-source research, Parshall uncovers the key players in American mathematics who worked together to effect change and she looks at their research output over the course of three decades. She highlights the educational, professional, philanthropic, and governmental entities that bolstered progress. And she uncovers the strategies implemented by American mathematicians in their quest for the advancement of knowledge. Throughout, she considers how geopolitical circumstances shifted the course of the discipline. Examining how the American mathematical community asserted itself on the international stage, The New Era in American Mathematics, 1920–1950 shows the way one nation became the focal point for the field.
Schoenberg is often viewed as an isolated composer who was ill-at-ease in exile. In this book Kenneth H. Marcus shows that in fact Schoenberg's connections to Hollywood ran deep, and most of the composer's exile compositions had some connection to the cultural and intellectual environment in which he found himself. He was friends with numerous successful film industry figures, including George Gershwin, Oscar Levant, David Raksin and Alfred Newman, and each contributed to the composer's life and work in different ways: helping him to obtain students, making recordings of his music, and arranging commissions. While teaching at both the University of Southern California and the University of California, Los Angeles, Schoenberg was able to bridge two utterly different worlds: the film industry and the academy. Marcus shows that alongside Schoenberg's vital impact upon Southern California Modernism through his pedagogy, compositions and texts, he also taught students who became central to American musical modernism, including John Cage and Lou Harrison.