This paper introduces a new methodology to examine the empirical relationship

between democracy and economic growth. Democratic institutions are assumed to affect growth through a series of channels. We specify and estimate a full system of equations determining growth and the channel variables. Results suggest that democracy fosters growth by improving the accumulation of human capital and, less robustly, by lowering income inequality. On the other hand, democracy hinders growth by reducing the rate of physical capital accumulation and, less robustly, by raising the ratio of government consumption to GDP. Once all of these indirect effects are accounted for, the overall effect of democracy on economic growth is moderately negative. Our results indicate that democratic institutions are responsive to the demands of the poor by expanding access to education and lowering income inequality, but do so at the expense of physical capital accumulation.

For almost two centuries, Americans expected that their public schools would cultivate the personal, moral, and social development of individual students, create citizens, and bind diverse groups into one nation. Since the 1980s, however, a new generation of school reformers has been intent on using schools to solve the nations economic problems. An economic justification for public schoolsequipping students with marketable skills to help the nation compete in a global, information-based workplaceoverwhelmed other historically accepted purposes for tax-supported public schools.

Private sector management has become the model for public school systems as schools and districts are downsized, restructured, and outsourced. Recent reform proposals have called for government-funded vouchers to send children to private schools, the creation of self-governing charter schools, the contracting of schools to private entrepreneurs, and the partnerships with the business community in promoting new information technologies. But if there is a shared national purpose for education, should it be oriented only toward enhancing the countrys economic success? Is everything public for sale? Are the interests of individuals or selected groups overwhelming the common good that the founders of tax-supported public schools so fervently sought?

This volume explores the ongoing debates about what constitutes the common good in American public education, assessing the long-standing tensions between shared purposes and individual interests in schooling. It shows how recent school reform efforts, driven by economic concerns, have worsened the conflict between the legitimate interests of individuals and society as a whole, and demonstrates that reconstructing the common good envisioned by the founders of public education in the United States remains essential and unfinished work.

New theories and theory-based methodological approaches have found their way into Comparative Education - just as into Comparative Social Science more generally - in increasing number in the recent past. The essays of this volume express and critically discuss quite a range of these positions such as, inter alia, the theory of self-organizing social systems and the morphogenetic approach; the theory of long waves in economic development and world-systems analysis; historical sociology and the sociology of knowledge; as well as critical hermeneutics and post-modernist theorizing. With reference to such theories and approaches, the chapters - written by scholars from Europe, the U.S.A., Australia and New Zealand - outline alternative research agendas for the comparative study of the social and educational fabric of the modern world. In so doing, they also expound frames of reference for re-considering the intellectual shaping, or Discourse Formation, of Comparative Education as a field of study.

Within the sociological and educational literatures, there is a dearth of comparative and longitudinal work on changes in university curricula. Systematic empirical studies are especially rare. This article addresses the gap with a study of university history curricula in many countries between 1985 and 1994.

This book provides provocative material for training to foster dialogue about development strategies and policies in education. It is intended as a departure point for the building of a solid research foundation and the development of research capacity for the creation of a sound knowledge base for an education system.

This book provides multiple perspectives on reform within the Namibian education system during the first 5 years after independence. The primary intent is to stimulate discussion and debate about reform, while the secondary intent is to promote interest in research and evaluation to enhance the long-term capacity for systematic inquiry and professional reflection.

The Bulletin of the Atomic Scientists has grown up along with world politics and has, since 1945, offered a special perspective on issues of peace, security, and global well-being. Now its unique blend of international commentary on the arms race, accessible articles on scientific dimensions of politics, and acute political journalism is presented here in a way particularly suited to students of international relations and security studies. Widely known for his creative work in international affairs education, George A. Lopez joins with the former managing editor of the Bulletin, Nancy J. Myers, to select recent articles best illustrating a wide range of issues on peace and security. The volume editors shape and supplement these articles specifically for classroom use. Each chapter includes several thematically linked articles supplemented with maps, data charts, photos, editorial cartoons, and discussion questions. Completing the package of pedagogical features for the volume is a master chart of key terms and concepts in international relations showing their connection to the articles. This new text-reader zeroes in on the core of any international relations course and brings the controversies alive with informed, international voices and new views on age-old questions about the arms race, peace, security, and the prospects for a post-nuclear world politics.

Features articles from the Bulletin of the Atomic Sientists, a unique teaching resource, selected and edited especially for students of international studies. Provides chapter introductions and thematic overviews by leading IR scholar and teacher linking these articles to core course content. Includes maps, figures, tables, high impact photos, and clever, specially-commissioned editorial cartoons. Presents discussion questions framed to show how text-reader content illuminates IR theory and current events. Offers a master chart of key IR terms and concepts as they appear within the reader. Incorporates a wide diversity of international authors, topics, and perspectives. Combines historical perspective with current events. Unlike other readers, Peace and Security is thematicaly unified and cohesive. prospects for a post-nuclear world politics.

The argument is advanced that the level of university student political activity in a society tends to reflect the degree to which the student social status is developed and formulated as a social type. In societies in which this position is incorporated centrally and is given a great deal of distinctive meaning, political activity will tend to be high. This is particularly true when the student status is normatively incorporated in, regulated by, and given meaning with respect to the national political system. The educational system and the student status tend to be centrally incorporated and highly defined in modern societies because they provide normative and symbolic answers to certain crucial problems which arise in the nation-building process: the justification of the intergration and political authority of citizens and the legitimation and explanation of elite authority. Thus, students tend to be seen in most nations as a peculiarly important corporate constituent of the national society and tend to be more politically active than many other groups. The historically exceptional position of students in the United States and the recent changes toward a more typical level of politicization are considered.