Using a political economy framework to analyze the current problems facing US post-secondary education, The New Limits of Education Policy tackles the questions surrounding the future of higher education. This study provides an explanation as to why improvement of teaching and learning is not a high priority for the stakeholders involved. Roger Benjamin explains why heightened recognition by the State of the importance of human capital in the knowledge economy will create the external conditions that will, in turn, create the need for an altered incentive system for these stakeholders. He goes on to make a case for additional positive incentives that would reward behavior that improves teaching and learning. The political economy framework used here suggests that post-secondary education is a common pool problem (CPP) that may soon become a permanent crisis - a tragedy of the commons. The popular consensus that the post-secondary education sector, the venue for enhancing human capital, is not doing a good enough job is now combined with the prospect of continued rising costs and declining resources for colleges and universities. Anticipating a national debate about the CPP, Roger Benjamin emphasizes the need for evidence-based decision making to assist leaders in improving quality and reducing costs. The New Limits of Education Policy is an eye-opening, critical read for anyone with a vested interest in the future of higher education, including policy makers, administrators, and students and scholars of economics and public policy.

With this volume, the author demonstrates how a collective goods approach to higher education research can alleviate problems of rising costs, declining resources, and growing concerns about undergraduate learning. In taking this approach, the author presents new tools of analysis-borrowed from cognitive science, economics, data analytics, education technology and measurement science-to investigate higher education's place in society as a public or private good. By showing how these tools can be utilized to re-orient current research, this volume offers scholars and policy makers an argument for the large-scale use of scientific and economic approaches to higher education's most pressing issues.

The consequences of changing comparative advantage are transforming the economic landscapes of nations and regions around the globe. This book deals with the most significant economic factors in the rapidly changing Pacific Basin area. Part 1 considers the area's changing patterns of industrial development and trade and examines the general implications of such changes for national industrial development policies. Part 2 consists of a set of case studies of national industrial policies in the context of factors affecting industrial structures; how applicable these policies are to other countries in the region is a central theme. Part 3 addresses the specific issues of foreign investment and domestic labor in relation to economic growth and industrial development in the Pacific Basin. Finally, in Part 4 institutional arrangements are suggested that would facilitate economic growth while, at the same time, mitigating the serious negative consequences of changing economic advantage. Such negative consequences are to some extent pervasive and can destabilize social and political development and endanger formal and informal alliances; nevertheless, the segment of humanity that has adequate food, clothing, and shelter is being permanently widened in the Pacific Basin.

The consequences of changing comparative advantage are transforming the economic landscapes of nations and regions around the globe. This book deals with the most significant economic factors in the rapidly changing Pacific Basin area. Part 1 considers the area's changing patterns of industrial development and trade and examines the general implications of such changes for national industrial development policies. Part 2 consists of a set of case studies of national industrial policies in the context of factors affecting industrial structures; how applicable these policies are to other countries in the region is a central theme. Part 3 addresses the specific issues of foreign investment and domestic labor in relation to economic growth and industrial development in the Pacific Basin. Finally, in Part 4 institutional arrangements are suggested that would facilitate economic growth while, at the same time, mitigating the serious negative consequences of changing economic advantage. Such negative consequences are to some extent pervasive and can destabilize social and political development and endanger formal and informal alliances; nevertheless, the segment of humanity that has adequate food, clothing, and shelter is being permanently widened in the Pacific Basin.

With this volume, the author demonstrates how a collective goods approach to higher education research can alleviate problems of rising costs, declining resources, and growing concerns about undergraduate learning. In taking this approach, the author presents new tools of analysis-borrowed from cognitive science, economics, data analytics, education technology and measurement science-to investigate higher education's place in society as a public or private good. By showing how these tools can be utilized to re-orient current research, this volume offers scholars and policy makers an argument for the large-scale use of scientific and economic approaches to higher education's most pressing issues.

Why do America's public schools seem unable to meet today's social challenges? As competing interest groups vie over issues like funding and curricula, we seem to have lost sight of the democratic purposes originally intended for public education.

Public schools were envisioned by the Founders as democratically run institutions for instilling civic values, but today's education system seems more concerned with producing good employees than good citizens. Meanwhile, our country's diversity has eroded consensus about citizenship, and the professionalization of educators has diminished public involvement in schools.

This volume seeks to demonstrate that the democratic purposes of education are not outmoded ideas but can continue to be driving forces in public education. Nine original articles by some of today's leading education theorists cut a broad swath across the political spectrum to examine how those democratic purposes might be redefined and revived. It both establishes the intellectual foundation for revitalizing American schools and offers concrete ideas for how the educational process can be made more democratic.

The authors make a case for better empirical research about the politics of education in order to both reconnect schools to their communities and help educators instill citizenship. An initial series of articles reexamines the original premise of American education as articulated by important thinkers like Jefferson and Dewey. A second group identifies flaws in how schools are currently governed and offers models for change. A final section analyzes the value conflicts posed by the twin strands of democratic socialization and governance, and their implications for education policy.

Spanning philosophy, history, sociology, and political science, this book brings together the best current thinking about the specifics of education policy--vouchers, charter schools, national testing--and about the role of deliberation in a democracy. It offers a cogent alternative to the exchange paradigm and shows how much more needs to be understood about an issue so vital to America's future.

Why do America's public schools seem unable to meet today's social challenges? As competing interest groups vie over issues like funding and curricula, we seem to have lost sight of the democratic purposes originally intended for public education.

Public schools were envisioned by the Founders as democratically run institutions for instilling civic values, but today's education system seems more concerned with producing good employees than good citizens. Meanwhile, our country's diversity has eroded consensus about citizenship, and the professionalization of educators has diminished public involvement in schools.

This volume seeks to demonstrate that the democratic purposes of education are not outmoded ideas but can continue to be driving forces in public education. Nine original articles by some of today's leading education theorists cut a broad swath across the political spectrum to examine how those democratic purposes might be redefined and revived. It both establishes the intellectual foundation for revitalizing American schools and offers concrete ideas for how the educational process can be made more democratic.

The authors make a case for better empirical research about the politics of education in order to both reconnect schools to their communities and help educators instill citizenship. An initial series of articles reexamines the original premise of American education as articulated by important thinkers like Jefferson and Dewey. A second group identifies flaws in how schools are currently governed and offers models for change. A final section analyzes the value conflicts posed by the twin strands of democratic socialization and governance, and their implications for education policy.

Spanning philosophy, history, sociology, and political science, this book brings together the best current thinking about the specifics of education policy--vouchers, charter schools, national testing--and about the role of deliberation in a democracy. It offers a cogent alternative to the exchange paradigm and shows how much more needs to be understood about an issue so vital to America's future.

One outcome of the declining economic growth and rising political conflict of the 1980s has been a renewed interest in political theory and increased questioning about the durability of the capitalist state. More and more political scientists are critically assessing the prevailing pluralist vision of the relationships between the state and the economy. Is the capitalist state able to adjust to crises and contradictions? What is the role of the state in changing--deteriorating--economic circumstances? How should we understand competing interpretations on the relative autonomy of the state, the nature of property rights, the legitimation crisis? This collection of five original essays by seven of the best-known political-economy theorists addresses the interconnections between the economy and the polity and embodies the leading theoretical approaches to the political economy of the state.

In 15 all-new essays, this volume explores how science fiction and fantasy draw on materials from ancient Greece and Rome, 'displacing' them from their original settings-in time and space, in points of origins and genre-and encouraging readers to consider similar 'displacements' in the modern world. Modern examples from a wide range of media and genres-including Philip Pullman's His Dark Materials and the novels of Helen Oyeyemi, the Rocky Horror Picture Show and Hayao Miyazaki's Spirited Away, and the role-playing games Dungeons and Dragons and Warhammer 40K-are brought alongside episodes from ancient myth, important moments from history, and more. All together, these multifaceted studies add to our understanding of how science fiction and fantasy form important areas of classical reception, not only transmitting but also transmuting images of antiquity. The volume concludes with an inspiring personal reflection from the New York Times-bestselling author of speculative fiction, Catherynne M. Valente, offering her perspective on the limitless potential of the classical world to resonate with experience today.

In 15 all-new essays, this volume explores how science fiction and fantasy draw on materials from ancient Greece and Rome, 'displacing' them from their original settings-in time and space, in points of origins and genre-and encouraging readers to consider similar 'displacements' in the modern world. Modern examples from a wide range of media and genres-including Philip Pullman's His Dark Materials and the novels of Helen Oyeyemi, the Rocky Horror Picture Show and Hayao Miyazaki's Spirited Away, and the role-playing games Dungeons and Dragons and Warhammer 40K-are brought alongside episodes from ancient myth, important moments from history, and more. All together, these multifaceted studies add to our understanding of how science fiction and fantasy form important areas of classical reception, not only transmitting but also transmuting images of antiquity. The volume concludes with an inspiring personal reflection from the New York Times-bestselling author of speculative fiction, Catherynne M. Valente, offering her perspective on the limitless potential of the classical world to resonate with experience today.

For all its concern with change in the present and future, science fiction is deeply rooted in the past and, surprisingly, engages especially deeply with the ancient world. Indeed, both as an area in which the meaning of "classics" is actively transformed and as an open-ended set of texts whose own 'classic' status is a matter of ongoing debate, science fiction reveals much about the roles played by ancient classics in modern times. Classical Traditions in Science Fiction is the first collection dedicated to the rich study of science fiction's classical heritage, offering a much-needed mapping of its cultural and intellectual terrain. This volume discusses a wide variety of representative examples from both classical antiquity and the past four hundred years of science fiction, beginning with science fiction's "rosy-fingered dawn" and moving toward the other-worldly literature of the present day. As it makes its way through the eras of science fiction, Classical Traditions in Science Fiction exposes the many levels on which science fiction engages the ideas of the ancient world, from minute matters of language and structure to the larger thematic and philosophical concerns.