9. The predominant tendency among historians of empire in general and of the empire in India in particular has been to arrive at a single essence of empire, thus reducing what was complex and contained within it differences, contradictions, and even conflicts to a homogenous phenomenon. While one of the oldest traditions of imperial historiography, which I identify as the pedagogical school, developed a seamless narrative of the spread of progress and enlightenment from the imperial center to the colonies, economic histories of empire have similarly constructed the development of empire in terms of homogenous narratives of the development of capitalism.Elphinstone's, MountstuartThe Rise of the British Power in the East, ed. Colebrooke, T. E. (London: J. Murray, 1887)Google Scholar, Seeley's, John RobertThe Expansion of England: Two Courses of Lectures (London: Macmillan, 1895)Google Scholarand, more recently,Low's, D. A.Eclipse of Empire (Cambridge: Cambridge University Press, 1991)CrossRefGoogle Scholarare representative of the first school, while Dobb's Studies in the Development of Capitalism and Fieldhouse's Economics and Empire, 1830–1914 are good examples of the second. In fact, even Marx who constructed contradiction as a driving force of history described the process of colonization in India very much in pedagogical terms, as the spread of the capitalist mode of production and also the values and knowledge systems of the enlightenment to the colonies. For a general Marxist interpretation of empire, seeKiernan, V. G., Marxism and Imperialism: Studies (London: Edward Arnold, 1974).Google ScholarIt was only later Marxists like Lenin and other economic historians like Hobson who, in their studies of imperialism, focused on conflicts and the fact of economic exploitation rather than on pedagogical transfers of ideas, values, and institutions. See Hobson, Imperialism: A Study; Lenin,Imperialism, the Highest Stage of Capitalism. Cain and Hopkins's British Imperialism: A Recent Economic History of Empire has also developed some of the arguments of Hobson. However, the problem with these studies is that they confined contradictions to the economic domain at the expense of potential and real contradictions in other institutional domains, such as the judicial, bureaucratic, military, intellectual, educational, etc. In the process of privileging the economic over other domains, they also tended to dismiss most discourses of empire and even those of nationalism as either false consciousness or ideology that, as such, has no history. It is only recently under the rubric of postcolonial studies that works on empire have focused on the study of discourse in the analysis of empire. SeeSaid, Edward W., Orientalism (New York: Vintage Books, 1979)Google ScholarandAfter Colonialism: Imperial Histories and Postcolonial Displacements, ed. Prakash, Gyan (Princeton: Princeton University Press, 1995).Google ScholarOne of the important works that has brought attention to the contradictions within empire in the recent past isTensions of Empire: Colonial Cultures in a Bourgeois World, ed. Cooper, Frederick and Stoler, Ann Laura (Berkeley: University of California Press, 1997)CrossRefGoogle Scholar.