“Virtually all human societies are marked by inequality, at a level that surpasses what could be expected from normal differences in individuals’ capabilities alone.” So begins this new approach to the greatest social ill of our time, and nearly every other era. From a country with one of the world’s lowest rates of income and social imbalance, award-winning Swedish analyst Per Molander’s book changes the conversation about the causes and effects of inequality. Molander addresses the obvious questions that other pundits often avoid—including why the wealthiest countries, such as the United States, have the greatest incidences of inequality. Drawing from anthropology, statistics, references to literature, and political science, Molander looks at his subject across various political and ideological systems to examine policies that have created more just societies, and demonstrate how we can enact similar changes in the name of equality. In doing so, he presents a persuasive and moving case that humankind is much greater than the inequalities it has created.
This book presents a unified approach to the problem of inequality, combining results from a variety of research fields – the human life cycle, group dynamics, networks, markets, and economic geography. Its main message is that inequality emerges as the natural result of mechanisms operating both in individual human development and in social interaction. It posits that inequality is not an anomalous deviation from a naturally egalitarian social structure; quite to the contrary, inequality is to be expected as part of the human condition. The author states that the growth of inequality, on the other hand, is not a natural law – the level and character of inequality can be affected by collective decisions. This perspective on human inequality has potentially far-reaching consequences both for the political philosophy of inequality and for public policy-making. This book is of interest to a wide interdisciplinary social science readership, including public policy, decision sciences, economic geography, and life course studies.
What lessons does the current economic crisis in Sweden offer for other economies? Written in a clear and precise style and using modern theories of macroeconomics and economic policy to analyze Sweden's serious economic situation, Turning Sweden Around outlines recommendations for change that are both unusual and provocative. Combining economic and political analysis it covers wide-ranging areas and broad structural issues that encompass the necessity for institutional reforms as well as economic change.The plunge in Sweden's economy has taken many by surprise, showing how much more vulnerable Sweden has been to macroeconomic disturbance than previously believed. Since 1990 industrial output has fallen dramatically, total unemployment has grown to 12 percent, the public sector deficit is 13 percent of GDP, and since the country shifted to a floating exchange rate last fall, the krona has depreciated by more than 20 percent.The authors identify the deficiencies of Sweden's economic and political institutions, and suggest remedies that cut across virtually all aspects of economic and political life: product and factor markets, the system of wage formation, the public sector, and central and local government. They show that many of the current problems stem from an unclear division of responsibilities, describing a government that has taken on so many tasks that it is unable to fulfill its core obligations. Three chapters tackle the basic problems in the Swedish economy -- stability, efficiency, and growth -- while a fourth chapter suggests how to change the political system to strengthen democracy.
“Virtually all human societies are marked by inequality, at a level that surpasses what could be expected from normal differences in individuals’ capabilities alone.” So begins this new approach to the greatest social ill of our time, and nearly every other era. From a country with one of the world’s lowest rates of income and social imbalance, award-winning Swedish analyst Per Molander’s book changes the conversation about the causes and effects of inequality. Molander addresses the obvious questions that other pundits often avoid—including why the wealthiest countries, such as the United States, have the greatest incidences of inequality. Drawing from anthropology, statistics, references to literature, and political science, Molander looks at his subject across various political and ideological systems to examine policies that have created more just societies, and demonstrate how we can enact similar changes in the name of equality. In doing so, he presents a persuasive and moving case that humankind is much greater than the inequalities it has created.
This book presents a unified approach to the problem of inequality, combining results from a variety of research fields – the human life cycle, group dynamics, networks, markets, and economic geography. Its main message is that inequality emerges as the natural result of mechanisms operating both in individual human development and in social interaction. It posits that inequality is not an anomalous deviation from a naturally egalitarian social structure; quite to the contrary, inequality is to be expected as part of the human condition. The author states that the growth of inequality, on the other hand, is not a natural law – the level and character of inequality can be affected by collective decisions. This perspective on human inequality has potentially far-reaching consequences both for the political philosophy of inequality and for public policy-making. This book is of interest to a wide interdisciplinary social science readership, including public policy, decision sciences, economic geography, and life course studies.
From St. Jerome to Hypertext is an ambitious attempt to chart the terrain of literary translation - its history, theory and practice. It examines translation from linguistic, extralinguistic and philosophical perspectives and poses a range of important questions, including: the extent to which a linguistically creative original text should be reduced to fit existing norms in translation; whether translators should render the author's voice or the author's vision; how a translator might bridge the gender gap, generation gap, cultural gap, geographical distance, and distance in time; the way in which one translates texts which are themselves multilingual; whether the Bible is a technical book, a primary source, a drama or a revelation; the impact that processes of internationalization, multimedia communication and technological innovations might have on literature in translation. Individual chapters offer detailed treatmemnt of topis such as the relationship between author and translator, wordplay and language games, syntax, cultural biotes, understanding and meaning, and the process of translation.
This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved. Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features: *an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science; *a novel contribution to the current debate on how to understand motivation, participation and learning; and *a new methodology of studying learning in action. Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful. Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.
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