"Providing an in-depth, novel analysis of education's role in today's economy by scrutinizing its theoretical underpinnings, this volume critiques the suitability of the current, dominant economic framework for education and for shaping educational policymaking worldwide. Critically examining the history and philosophy that underpin our present societal understanding of the link between economics and education, the book argues for an urgent redefining of education's role in the economy, based on intellectual foundations that significantly differ from our current, dominant conceptions. Across seven chapters, the book posits that the adoption of a new philosophical framework, the reshaping of economic and educational aims, and the adjustment of our educational system are each necessary to better promote human flourishing. Ultimately providing a platform to entirely reconsider the idea that the primary aim of education is to serve the economic system - in particular, economic growth - this book will appeal to scholars, researchers and postgraduate students studying educational policy, the philosophy of education, and the history of education more broadly. Education policymakers and academics studying education and the economy may also find this book of interest"--

Providing an in-depth, novel analysis of education’s role in today’s economy by scrutinizing its theoretical underpinnings, this volume critiques the suitability of the current, dominant economic framework for education and for shaping educational policymaking worldwide. Critically examining the history and philosophy that underpin our present societal understanding of the link between economics and education, the book argues for an urgent redefining of education’s role in the economy based on intellectual foundations that significantly differ from our current, dominant conceptions. Across seven chapters, the book posits that the adoption of a new philosophical framework, the reshaping of economic and educational aims, and the adjustment of our educational system are each necessary to better promote human flourishing. Ultimately providing a platform to entirely reconsider the idea that the primary aim of education is to serve the economic system – in particular, economic growth – this book will appeal to scholars, researchers, and postgraduate students studying educational policy, the philosophy of education, and the history of education more broadly. Education policymakers and academics studying education and the economy may also find this book of interest.

Far from offering a thin patina of "niceness" spread over standard educational philosophy, Steven Loomis and Paul Spears set forth a vigorous Christian philosophy of education that seeks to transform the practice of education. Beginning with a robust view of human nature, they build a case for a decidedly Christian view of education that still rightfully takes its place within the marketplace of public education.

Learn to live the message of the Good Samaritan and make a global impact, using the resources already at your disposal. If there were a popularity contest among all the parables of Jesus, the Good Samaritan would probably win. Nobody is against the Good Samaritan because being against the Good Samaritan is like being against Mother Theresa or Oskar Schindler or the firefighters who ran into the World Trade Center. In that same popularity contest, the Shrewd Manager would probably finish last. The Shrewd Manager is lazy, deceitful, and double-crossing. Yet in this alluringly freakish parable, Jesus actually holds up the Shrewd Manager as an example, as he does with the Good Samaritan. This book is about learning to live the message of the Good Samaritan in the context of the globalized world of the twenty-first century. This means learning to love our global neighbor wisely by harnessing the resources at our disposal—our time, talents, opportunities, and money—on behalf of those who are victims of injustice, disease, violence, and poverty. The early disciples were pretty clueless about worldly resources such as time, talent, and money—and unfortunately today we still don’t really get it. There are too many kind, well-intentioned twenty-first-century people with indisputably good intentions but whose impact on the needy is hampered by their inability to diagnose problems properly, harness the resources available to them to solve the right problems, and understand cause-and-effect relationships. Shrewd Samaritan will help develop a framework to better love and care for our neighbors in an age of globalization, when the people in our neighborhoods, or at least those in our potential sphere of influence, has expanded dramatically. Increasingly it will become our global neighbor who takes us out of our comfort zone and challenges us with the needs of a broken world.

This book outlines benefits and moral dimensions of economic growth. It provides evidence from the past two centuries showing the relationship between growth and human well-being, greater global income equality and environmental improvements and sustainability.

In this book, Nobel Prize-winning economist Edmund Phelps draws on a lifetime of thinking to make a sweeping new argument about what makes nations prosper--and why the sources of that prosperity are under threat today. Why did prosperity explode in some nations between the 1820s and 1960s, creating not just unprecedented material wealth but "flourishing"--meaningful work, self-expression, and personal growth for more people than ever before? Phelps makes the case that the wellspring of this flourishing was modern values such as the desire to create, explore, and meet challenges. These values fueled the grassroots dynamism that was necessary for widespread, indigenous innovation. Most innovation wasn't driven by a few isolated visionaries like Henry Ford and Steve Jobs; rather, it was driven by millions of people empowered to think of, develop, and market innumerable new products and processes, and improvements to existing ones. Mass flourishing--a combination of material well-being and the "good life" in a broader sense--was created by this mass innovation. Yet indigenous innovation and flourishing weakened decades ago. In America, evidence indicates that innovation and job satisfaction have decreased since the late 1960s, while postwar Europe has never recaptured its former dynamism. The reason, Phelps argues, is that the modern values underlying the modern economy are under threat by a resurgence of traditional, corporatist values that put the community and state over the individual. The ultimate fate of modern values is now the most pressing question for the West: will Western nations recommit themselves to modernity, grassroots dynamism, indigenous innovation, and widespread personal fulfillment, or will we go on with a narrowed innovation that limits flourishing to a few? A book of immense practical and intellectual importance, Mass Flourishing is essential reading for anyone who cares about the sources of prosperity and the future of the West.

Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe. Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.