The financial crisis in advanced economies and its impact on developing countries has put the longer term agenda of development – structural transformation of countries, of their growth, jobs, poverty and distribution – on the analytic and policy backburner. Day to day management of macro fundamentals in the global economy and the labour market have consumed decision makers with faltering GDP growth, soaring unemployment, and a resurgent threat of deflation. Without understanding and addressing the structural constraints and imbalances underpinning such global problems, the world economy is doomed to experience an increasing number of crises and emerging dualisms between countries. The aim of this book is to bring back a balance to the development debate by re-focusing on the structural development challenges faced by developing countries. The book develops a coherent analytical framework supported by a large body of new empirical evidence linking three core dimensions – the structure of growth, employment, and their macro drivers. Then, for each of these dimensions and relationships a variety of effective policies are also identified and elucidated with the added granularity of country cases.

It is widely believed that economic development in much of the world is not happening quickly enough. Indeed, the standard of living in some parts of the world has actually been declining. Many experts now doubt that the solution can be purely technical and economic; it must also be political and moral. This book brings together contributions from leading authorities, such as Joseph Stiglitz, Jean-Jacques Laffont and Daniel Hausman, on economics and political philosophy to survey current barriers to growth, including problems with policy and problems with concepts and thinking. Getting policies right, the contributors stress, is a complicated task in itself, but it also may not be enough; instead, people in both the developed and developing worlds may also need to reconsider basic and time-worn beliefs about facts, values, the measurement of data, rights, needs and the nature of government. Of interest to economics and policy makers, Development Dilemmas is a long-awaited addition to the debate over economics and political philosophy in the developing world.

Not only was E.P. Wigner one of the most active creators of 20th century physics, he was also always interested in expressing his opinion in philosophical, political or sociological matters. This volume of his collected works covers a wide selection of his essays about science and society, about himself and his colleagues. Annotated by J. Mehra, this volume will become an important source of reference for historians of science, and it will be pleasant reading for every physicist interested in forming ideas in modern physics.

`Scientific history of philosophy' was one of the professional branches of Soviet philosophy, and a place where philosophical culture was preserved in an often hostile environment. Situated between the ideological exigencies of the Soviet system with its Marxist-Leninist `theoretical foundation' and the need for an objective account of philosophy's past, Soviet history of philosophy displays the characteristic features of Soviet philosophy as a whole, including a forceful reappearance of its Hegelian background. This book is the only Western monograph on this important part of Soviet philosophy, thus filling the last main gap in Western `Philosophical Sovietology'. At the same time, it offers the first survey of Soviet philosophy after the disappearance of the Soviet system itself, embarking on an historical and meta-philosophical investigation of Soviet philosophical culture. The book will be of interest to students of Soviet and Russian philosophy, historians of philosophy and specialists in Soviet studies.

Chronicling a high-profile and ambitious teacher preparation reform project that took place across 11 diverse U.S. institutions, this volume examines the strategies, program changes, accomplishments, and challenges from the Teachers for a New Era Project (TNE). Exploring both the successes and tensions that arose from the program, this book contributes to future teacher education and program assessment endeavors, and offers lessons that can inform current policies and practices.

This book, first published in 1980, presents a comprehensive and detailed look at the problem of international militarisation. It examines the key issues, the meaning of the problem, the international context and the spread of militarism to the Third World, its fast growth and dangerous implications – including to the development of often poorer countries.

Originally published in 1976, the authors present a theory of cognitive development based upon an information-processing approach. This approach leads to the presentation of precise models of performance on a number of tasks derived from a set of critical quantitative concepts: elementary quantification, number concepts, conservation and transitivity. These models encompass both early and late developmental stages, and a process model of the developmental mechanism itself is outlined. Here is one of the first attempts to apply the information-processing view of cognitive psychology to developmental issues raised by empirical work in the Piagetian tradition. It includes an extensive analysis of the processing demands of several of the classic tasks and describes the development of a system capable of performing a wide range of other tasks, including the ability to be self-modifying. It provides an introduction to general concepts and detailed properties of cognitive models stated as production systems. It will be most valuable for students in cognitive development and related courses in developmental, cognitive, and educational psychology, as well as computer science.

This book presents a current, interdisciplinary perspective on language requisites from both a biological/comparative perspective and from a developmental/learning perspective. Perspectives regarding language and language acquisition are advanced by scientists of various backgrounds -- speech, hearing, developmental psychology, comparative psychology, and language intervention. This unique volume searches for a rational interface between findings and perspectives generated by language studies with humans and with chimpanzees. Intended to render a reconsideration as to the essence of language and the requisites to its acquisition, it also provides readers with perspectives defined by various revisionists who hold that language might be other than the consequence of a mutation unique to humans and might, fundamentally, not be limited to speech.

This is an edited (introduced and annotated) book by the Russian psychologist Lev Vygotsky who belongs to the most well-known social scientists of the previous century and whose body of writings still serves as a source of inspiration for present-day researchers in psychology, education, linguistics, and so on. The book had not been translated into any language and was virtually unknown to the scientific community, because it is extremely hard to find a copy of the original. The book will cause excitement among those familiar with Vygotsky’s writings, because it deals with an aspect of his life and work that is little known, notably his involvement with child studies or, as it is also known, pedology (paidology, paedology). Child studies was a new discipline launched by the American G. Stanley Hall which aimed to offer a comprehensive study of the child including psychological, educational, medical, and social aspects. The discipline enjoyed a brief popularity in the US and Europe until WW 1 and continued its existence in the USSR until 1936 when it was forbidden. The book gives a unique insight into Russian and Soviet pedology and will be interesting to anyone interested in developmental and general psychology, education, and the social history of these disciplines. As the book requires virtually no previous knowledge it can be read with profit by both undergraduate and graduate students and professors. An additional asset for those specifically interested in Vygotsky’s theorizing is that it shows a whole new light on the social-historical and political background of his ideas. The book is introduced by an essay that explains the historical embeddedness of Vygotsky’s ideas and the footnotes and list of brief biographies of key figures make it particularly easy to understand the book’s content and context.