Creating a Learning Society: A New Approach to Growth, Development, and Social Progress
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York, NY
Columbia University Press
[2014]
|
| Series: | Kenneth J. Arrow Lecture Series
|
| Subjects: | |
| Online Access: | DE-1043 DE-1046 DE-858 DE-859 DE-860 DE-473 DE-739 Volltext |
| Item Description: | Description based on online resource; title from PDF title page (publisher’s Web site, viewed September 10 2015) |
| Physical Description: | 1 online resource (680 pages) illustrations |
| ISBN: | 9780231525541 |
Staff View
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV043016159 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 151118s2014 xx a||| o|||| 00||| eng d | ||
| 020 | |a 9780231525541 |9 978-0-231-52554-1 | ||
| 024 | 7 | |a 10.7312/stig15214 |2 doi | |
| 035 | |a (OCoLC)1165501997 | ||
| 035 | |a (DE-599)BVBBV043016159 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-859 |a DE-860 |a DE-473 |a DE-739 |a DE-1046 |a DE-1043 |a DE-858 | ||
| 082 | 0 | |a 300 |2 23 | |
| 100 | 1 | |a Stiglitz, Joseph E. |4 aut | |
| 245 | 1 | 0 | |a Creating a Learning Society |b A New Approach to Growth, Development, and Social Progress |c Joseph E. Stiglitz, Bruce C. Greenwald |
| 264 | 1 | |a New York, NY |b Columbia University Press |c [2014] | |
| 264 | 4 | |c © 2014 | |
| 300 | |a 1 online resource (680 pages) |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Kenneth J. Arrow Lecture Series | |
| 500 | |a Description based on online resource; title from PDF title page (publisher’s Web site, viewed September 10 2015) | ||
| 505 | 8 | |a It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. | |
| 505 | 8 | |a Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending the thinking about both domestic and global policy and trade regimes. They show how well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. | |
| 505 | 8 | |a Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits--not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow | |
| 546 | |a In English | ||
| 650 | 4 | |a Adult learning | |
| 650 | 4 | |a Critical pedagogy | |
| 650 | 4 | |a Information society | |
| 650 | 4 | |a Organizational learning | |
| 650 | 4 | |a Progress | |
| 650 | 4 | |a Social learning | |
| 650 | 4 | |a Sozialwissenschaften, Soziologie, Anthropologie | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Wirtschaft | |
| 650 | 4 | |a BUSINESS & ECONOMICS |x Education | |
| 650 | 4 | |a SOCIAL SCIENCE |x General | |
| 650 | 0 | 7 | |a Bildungsökonomie |0 (DE-588)4006664-2 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Lernen |0 (DE-588)4035408-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Gesellschaft |0 (DE-588)4020588-5 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Lernen |0 (DE-588)4035408-8 |D s |
| 689 | 0 | 1 | |a Gesellschaft |0 (DE-588)4020588-5 |D s |
| 689 | 0 | 2 | |a Bildungsökonomie |0 (DE-588)4006664-2 |D s |
| 689 | 0 | |8 1\p |5 DE-604 | |
| 700 | 1 | |a Greenwald, Bruce C. |4 aut | |
| 856 | 4 | 0 | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |x Verlag |3 Volltext |
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 912 | |a ZDB-23-DGG | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-028441037 | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-1043 |p ZDB-23-DGG |x Verlag |3 Volltext | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-1046 |p ZDB-23-DGG |q FAW_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-858 |p ZDB-23-DGG |q FCO_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-859 |p ZDB-23-DGG |q FKE_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-860 |p ZDB-23-DGG |q FLA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-473 |p ZDB-23-DGG |q UBG_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u http://www.degruyter.com/doi/book/10.7312/stig15214 |l DE-739 |p ZDB-23-DGG |q UPA_PDA_DGG |x Verlag |3 Volltext | |
Record in the Search Index
| _version_ | 1824408238597079040 |
|---|---|
| adam_text | |
| any_adam_object | |
| author | Stiglitz, Joseph E. Greenwald, Bruce C. |
| author_facet | Stiglitz, Joseph E. Greenwald, Bruce C. |
| author_role | aut aut |
| author_sort | Stiglitz, Joseph E. |
| author_variant | j e s je jes b c g bc bcg |
| building | Verbundindex |
| bvnumber | BV043016159 |
| collection | ZDB-23-DGG |
| contents | It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending the thinking about both domestic and global policy and trade regimes. They show how well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits--not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow |
| ctrlnum | (OCoLC)1165501997 (DE-599)BVBBV043016159 |
| dewey-full | 300 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 300 - Social sciences |
| dewey-raw | 300 |
| dewey-search | 300 |
| dewey-sort | 3300 |
| dewey-tens | 300 - Social sciences |
| discipline | Soziologie |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nam a2200000zc 4500</leader><controlfield tag="001">BV043016159</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">151118s2014 xx a||| o|||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780231525541</subfield><subfield code="9">978-0-231-52554-1</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.7312/stig15214</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1165501997</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV043016159</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-859</subfield><subfield code="a">DE-860</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-1046</subfield><subfield code="a">DE-1043</subfield><subfield code="a">DE-858</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">300</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Stiglitz, Joseph E.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Creating a Learning Society</subfield><subfield code="b">A New Approach to Growth, Development, and Social Progress</subfield><subfield code="c">Joseph E. Stiglitz, Bruce C. Greenwald</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York, NY</subfield><subfield code="b">Columbia University Press</subfield><subfield code="c">[2014]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (680 pages)</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Kenneth J. Arrow Lecture Series</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher’s Web site, viewed September 10 2015)</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending the thinking about both domestic and global policy and trade regimes. They show how well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits--not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Adult learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Critical pedagogy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Information society</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Organizational learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Progress</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Social learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Sozialwissenschaften, Soziologie, Anthropologie</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Erziehung</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Wirtschaft</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">BUSINESS & ECONOMICS</subfield><subfield code="x">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">SOCIAL SCIENCE</subfield><subfield code="x">General</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Bildungsökonomie</subfield><subfield code="0">(DE-588)4006664-2</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Lernen</subfield><subfield code="0">(DE-588)4035408-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Gesellschaft</subfield><subfield code="0">(DE-588)4020588-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Lernen</subfield><subfield code="0">(DE-588)4035408-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Gesellschaft</subfield><subfield code="0">(DE-588)4020588-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Bildungsökonomie</subfield><subfield code="0">(DE-588)4006664-2</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="8">1\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Greenwald, Bruce C.</subfield><subfield code="4">aut</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-23-DGG</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-028441037</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-1043</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-1046</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FAW_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-858</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FCO_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-859</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FKE_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-860</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FLA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-473</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">UBG_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">http://www.degruyter.com/doi/book/10.7312/stig15214</subfield><subfield code="l">DE-739</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">UPA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV043016159 |
| illustrated | Illustrated |
| indexdate | 2025-02-18T15:07:59Z |
| institution | BVB |
| isbn | 9780231525541 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028441037 |
| oclc_num | 1165501997 |
| open_access_boolean | |
| owner | DE-859 DE-860 DE-473 DE-BY-UBG DE-739 DE-1046 DE-1043 DE-858 |
| owner_facet | DE-859 DE-860 DE-473 DE-BY-UBG DE-739 DE-1046 DE-1043 DE-858 |
| physical | 1 online resource (680 pages) illustrations |
| psigel | ZDB-23-DGG ZDB-23-DGG FAW_PDA_DGG ZDB-23-DGG FCO_PDA_DGG ZDB-23-DGG FKE_PDA_DGG ZDB-23-DGG FLA_PDA_DGG ZDB-23-DGG UBG_PDA_DGG ZDB-23-DGG UPA_PDA_DGG |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Columbia University Press |
| record_format | marc |
| series2 | Kenneth J. Arrow Lecture Series |
| spelling | Stiglitz, Joseph E. aut Creating a Learning Society A New Approach to Growth, Development, and Social Progress Joseph E. Stiglitz, Bruce C. Greenwald New York, NY Columbia University Press [2014] © 2014 1 online resource (680 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Kenneth J. Arrow Lecture Series Description based on online resource; title from PDF title page (publisher’s Web site, viewed September 10 2015) It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending the thinking about both domestic and global policy and trade regimes. They show how well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits--not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow In English Adult learning Critical pedagogy Information society Organizational learning Progress Social learning Sozialwissenschaften, Soziologie, Anthropologie Erziehung Wirtschaft BUSINESS & ECONOMICS Education SOCIAL SCIENCE General Bildungsökonomie (DE-588)4006664-2 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Gesellschaft (DE-588)4020588-5 gnd rswk-swf Lernen (DE-588)4035408-8 s Gesellschaft (DE-588)4020588-5 s Bildungsökonomie (DE-588)4006664-2 s 1\p DE-604 Greenwald, Bruce C. aut http://www.degruyter.com/doi/book/10.7312/stig15214 Verlag Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Stiglitz, Joseph E. Greenwald, Bruce C. Creating a Learning Society A New Approach to Growth, Development, and Social Progress It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending the thinking about both domestic and global policy and trade regimes. They show how well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits--not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow Adult learning Critical pedagogy Information society Organizational learning Progress Social learning Sozialwissenschaften, Soziologie, Anthropologie Erziehung Wirtschaft BUSINESS & ECONOMICS Education SOCIAL SCIENCE General Bildungsökonomie (DE-588)4006664-2 gnd Lernen (DE-588)4035408-8 gnd Gesellschaft (DE-588)4020588-5 gnd |
| subject_GND | (DE-588)4006664-2 (DE-588)4035408-8 (DE-588)4020588-5 |
| title | Creating a Learning Society A New Approach to Growth, Development, and Social Progress |
| title_auth | Creating a Learning Society A New Approach to Growth, Development, and Social Progress |
| title_exact_search | Creating a Learning Society A New Approach to Growth, Development, and Social Progress |
| title_full | Creating a Learning Society A New Approach to Growth, Development, and Social Progress Joseph E. Stiglitz, Bruce C. Greenwald |
| title_fullStr | Creating a Learning Society A New Approach to Growth, Development, and Social Progress Joseph E. Stiglitz, Bruce C. Greenwald |
| title_full_unstemmed | Creating a Learning Society A New Approach to Growth, Development, and Social Progress Joseph E. Stiglitz, Bruce C. Greenwald |
| title_short | Creating a Learning Society |
| title_sort | creating a learning society a new approach to growth development and social progress |
| title_sub | A New Approach to Growth, Development, and Social Progress |
| topic | Adult learning Critical pedagogy Information society Organizational learning Progress Social learning Sozialwissenschaften, Soziologie, Anthropologie Erziehung Wirtschaft BUSINESS & ECONOMICS Education SOCIAL SCIENCE General Bildungsökonomie (DE-588)4006664-2 gnd Lernen (DE-588)4035408-8 gnd Gesellschaft (DE-588)4020588-5 gnd |
| topic_facet | Adult learning Critical pedagogy Information society Organizational learning Progress Social learning Sozialwissenschaften, Soziologie, Anthropologie Erziehung Wirtschaft BUSINESS & ECONOMICS Education SOCIAL SCIENCE General Bildungsökonomie Lernen Gesellschaft |
| url | http://www.degruyter.com/doi/book/10.7312/stig15214 |
| work_keys_str_mv | AT stiglitzjosephe creatingalearningsocietyanewapproachtogrowthdevelopmentandsocialprogress AT greenwaldbrucec creatingalearningsocietyanewapproachtogrowthdevelopmentandsocialprogress |