The Emerging Organizational Synthesis In Modern American History

Abstract

Almost unnoticed in the midst of revisionist attacks on progressive history and the rise of the New Left, an organizational synthesis has been emerging which offers much to the student of modern America. Professor Galambos presents a historiographical survey of this synthesis and concludes that its chief strength is a mode of analysis blending the traditional tools of historical thought with ideas from the behavioral sciences.

Spreading the Word: The Bible Business in Nineteenth-Century America

“…Wosh's study resonates powerfully with other important studies of nineteenth-century economic life that treat values-and in certain key instances, religious value-as central rather than epiphenomena1 (Miller, 1952;Wiebe, 1967;Galambos, 1970Galambos, , 1983Bledstein, 1976;Johnson, 1981;Ryan, 1982;Hall, 1982Hall, , 1989Hall, , 1994Zucker, 19861.' In contrast to Weber, who saw the legitimation of worldly activity as a by-product of Protestant asceticism, Wosh joins these scholars in arguing that many nineteenth-century American Protestants not only saw work in the world the arena of choice for doing the work of the spirit (as both a means of salvation and a way of preparing individuals for the reception of grace), but also drew extensively on religious organizational models in pursuing their worldly ends.…”

Computing the American Way: Contextualizing the Early US Computer Industry

“…institutionally defined roles'' similar to big business. 48 This deliberate blurring of boundaries politicized business leadership at the same time it depoliticized government administration. The Cold War required a strong and united America, committed to military strength, the aggressive containment of communist abroad, and social harmony at home.…”

The Political Legacy of School Accountability Systems

“…A government is not an empty vessel easily manipulated by electoral and other political forces. Instead, government agencies have their own interests, and officials often act in their organizational interests (Balogh 1991b;Galambos 1970). Schools, like other public bodies, have their own professional and organization dynamics that mediate, rather than automatically reflect, outside influences.…”