By Michael Mann
This moment quantity of Michael Mann's analytical background of social strength offers with energy family members among the commercial Revolution and the 1st global struggle, targeting France, nice Britain, Hapsburg Austria, Prussia/Germany and the USA. in keeping with significant empirical study it presents unique theories of the increase of countries and nationalism, of sophistication clash, of the trendy country and of recent militarism. whereas no longer afraid to generalize, it additionally stresses social and ancient complexity. the writer sees human society as "a patterned mess" and makes an attempt to supply a sociological idea applicable to this. This conception culminates within the ultimate bankruptcy, an unique rationalization of the reasons of the 1st international battle.
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Additional info for The Sources of Social Power, Volume 2 The Rise of Classes and Nation-States, 1760–1914 (1st edition)
They have no serious geopolitical or geo-economic interests in relation to either markets or territory and no considered predisposition toward war or peace. No major school of theory conceptualizes this model of class organization, but I emphasize its importance throughout this period. These are ideal types. Real classes (and other power actors) normally embody elements of all three organizations. A class may contain 2 In previous work, I used the label "inter-national" for this type of organization.
It was in these circumstances that the first draft of the Constitution was made and submitted to His Majesty, [quoted in Bendix 1978: 485] Economic and ideological power relations 41 Was there ideological autonomy in this? Alternatively, were the philosophes - Hirobumi's Manchester theorists and German doctrinaires - mere aides, "organic intellectuals" in Gramsci's sense, to the Meiji and their Western equivalents? Did they merely offer intellectual schemes that dominant regimes were free to accept, reject, or amend?
The military. The "military revolution" of 1540-1660 centralized and bureaucratized armies and navies. Drills and logistical support became standardized; technology developed artillery and navies; the division between staff and line institutionalized written orders and map reading. Drill and naval signaling manuals became common among officers and noncommissioned officers, quartermasters and artillery and naval officers needed full literacy and numeracy, and higher officers increasingly "studied" in the modern sense.