Debating Political Economy: An Approach to Teaching the United States and the World

2017 ◽  
Vol 103 (4) ◽  
pp. 997-1003
Author(s):  
Patrick Iber
Author(s):  
W. W. Rostow

I have tried in this book to summarize where the world economy has come from in the past three centuries and to set out the core of the agenda that lies before us as we face the century ahead. This century, for the first time since the mid-18th century, will come to be dominated by stagnant or falling populations. The conclusions at which I have arrived can usefully be divided in two parts: one relates to what can be called the political economy of the 21st century; the other relates to the links between the problem of the United States playing steadily the role of critical margin on the world scene and moving at home toward a solution to the multiple facets of the urban problem. As for the political economy of the 21st century, the following points relate both to U.S. domestic policy and U.S. policy within the OECD, APEC, OAS, and other relevant international organizations. There is a good chance that the economic rise of China and Asia as well as Latin America, plus the convergence of economic stagnation and population increase in Africa, will raise for a time the relative prices of food and industrial materials, as well as lead to an increase in expen ditures in support of the environment. This should occur in the early part of the next century, If corrective action is taken in the private markets and the political process, these strains on the supply side should diminish with the passage of time, the advance of science and innovation, and the progressively reduced rate of population increase. The government, the universities, the private sector, and the professions might soon place on their common agenda the delicate balance of maintaining full employment with stagnant or falling populations. The existing literature, which largely stems from the 1930s, is quite illuminating but inadequate. And the experience with stagnant or falling population in the the world economy during post-Industrial Revolution times is extremely limited. This is a subject best approached in the United States on a bipartisan basis, abroad as an international problem. It is much too serious to be dealt with, as it is at present, as a domestic political football.


2010 ◽  
Vol 8 (1) ◽  
pp. 305-306
Author(s):  
Graciana del Castillo

This is a highly readable book that provides strong and rigorous arguments to prove a thesis that is intuitive to many but still denied by some—that the United States foreign policy of using military intervention, occupation, and reconstruction to establish liberal democracies across the world is more likely to fail than to succeed.


2012 ◽  
pp. 146-150
Author(s):  
Rose M. Brewer

What is clear to me in this current moment of capitalist crisis and the demand for its alternative is this: African peoples throughout Africa and the diaspora – the United States, Brazil, the Caribbean, Europe – are at the center of dispossession: social, economic, political, and environmental.


1997 ◽  
Vol 51 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Louis W. Pauly ◽  
Simon Reich

Liberal and critical theorists alike claim that the world political economy is becoming globalized. If they are right, leading corporations should gradually be losing their national characters and converging in their fundamental strategies and operations. Multinational corporations (MNCs) should be the harbingers of deep global integration. In fact, recent evidence shows little blurring or convergence at the cores of firms based in Germany, Japan, or the United States.


2016 ◽  
Vol 115 (777) ◽  
pp. 23-28 ◽  
Author(s):  
Jonathan Kirshner

The United States is unrepaired and still vulnerable; Europe is hobbled and encumbered by the patchwork straitjacket of its political economy. The rest of the world, less directly affected by the crisis, is actively searching for something different.


1997 ◽  
Vol 16 (2) ◽  
pp. 16-23
Author(s):  
R. Fletcher-Carter ◽  
Doris Páez

For teachers of deaf or hard-of -hearing students, knowledge of their students' cultures can serve as an aid in their approach to teaching. A student, particularly one who is deaf or hard of hearing, attending school in a rural community of the United States belongs to or is influenced by at least four cultural groups: (a) family, (b) neighborhood/vicinity, (c) community, and (d) school. To understand the world of each student requires that educators explore the child's uniqueness or “personal culture.” A framework for exploring the personal cultures of rural, deaf or hard of hearing students, strategies for gathering cultural information, and a means for applying the cultural information in curricular adaptations are presented in this article.


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