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001			183505
003			IT-RoAPU
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008			220302t20142014nyu fo d z eng d
010			_a2013047698
019			_a(OCoLC)935423554
020			_a9780231152143 _qprint
020			_a9780231525541 _qPDF
024	7		_a10.7312/stig15214 _2doi
035			_a(DE-B1597)9780231525541
035			_a(DE-B1597)458519
035			_a(OCoLC)877769613
040			_aDE-B1597 _beng _cDE-B1597 _erda
050	0	0	_aHQ783 _b.S694 2014
072		7	_aBUS069030 _2bisacsh
082	0	4	_a300 _223
084			_aonline - DeGruyter
100	1		_aStiglitz, Joseph E. _eautore
245	1	0	_aCreating a Learning Society : _bA New Approach to Growth, Development, and Social Progress / _cJoseph E. Stiglitz, Bruce Greenwald.
264		1	_aNew York, NY : _bColumbia University Press, _c[2014]
264		4	_c©2014
300			_a1 online resource (680 p.) : _b‹B›Charts: ‹/B›45.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	0		_aKenneth J. Arrow Lecture Series
505	0	0	_tFrontmatter -- _tContents -- _tPreface -- _tAcknowledgments -- _tIntroduction -- _tPart One. Creating a Learning Society -- _tChapter One. The Learning Revolution -- _tChapter Two. On the Importance of Learning -- _tChapter Three. A Learning Economy -- _tChapter Four. Creating a Learning Firm and a Learning environment -- _tChapter Five. Market Structure, welfare, and Learning -- _tChapter Six. The Welfare Economics of Schumpeterian Competition -- _tPart Two. Analytics -- _tChapter Seven. Learning in a Closed economy-the Basic Model -- _tChapter Eight. A two-Period, N-Good Model with endogenous Labor Supply -- _tChapter Nine. Learning with Monopolistic Competition -- _tChapter Ten. Long-term Growth and innovation -- _tChapter Eleven. The Infant-Economy Argument for Protection: Trade Policy in a Learning environment -- _tPart Three. Policies for a Learning Society -- _tChapter Twelve. The role of industrial and trade Policy in Creating a Learning Society -- _tChapter Thirteen. Financial Policy and Creating a Learning Society -- _tChapter Fourteen. Macroeconomic and investment Policies for a Learning Society -- _tChapter Fifteen. Intellectual Property -- _tChapter Sixteen. Social transformation and the Creation of a Learning Society -- _tChapter Seventeen. Concluding remarks -- _tPart Four. Commentary and Afterword -- _tChapter Eighteen. Introductory remarks for the First Annual Arrow Lecture -- _tChapter Nineteen. Further Considerations -- _tChapter Twenty. Commentary: the Case for industrial Policy -- _tChapter Twenty-one. Commentary -- _tChapter Twenty-two. Commentary -- _tAfterword: Rethinking industrial Policy -- _tNotes -- _tReferences -- _tNotes on Contributors -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aIt has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J. Arrow's 1962 paper "Learning by Doing," they explain why the production of knowledge differs from that of other goods and why market economies alone typically do not produce and transmit knowledge efficiently. Closing knowledge gaps and helping laggards learn are central to growth and development. But creating a learning society is equally crucial if we are to sustain improved living standards in advanced countries. Combining accessible prose with technical economic analysis, Stiglitz and Greenwald provide new models of "endogenous growth," up-ending thowhe thinking about both domestic and global policy and trade regimes. They show well-designed government trade and industrial policies can help create a learning society, and how poorly designed intellectual property regimes can retard learning. They also explain how virtually every government policy has effects, both positive and negative, on learning, a fact that policymakers must recognize. They demonstrate why many standard policy prescriptions, especially those associated with "neoliberal" doctrines focusing on static resource allocations, have impeded learning. Among the provocative implications are that free trade may lead to stagnation whereas broad-based industrial protection and exchange rate interventions may bring benefits-not just to the industrial sector, but to the entire economy. The volume concludes with brief commentaries from Philippe Aghion and Michael Woodford, as well as from Nobel Laureates Kenneth J. Arrow and Robert M. Solow.
530			_aIssued also in print.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 02. Mrz 2022)
650		0	_aBusiness & Economics _xEducation.
650		0	_aElectronic books.
650		0	_aInformation society.
650		0	_aProgress.
650		0	_aSocial Science _xGeneral.
650		0	_aSocial learning.
650		7	_aBUSINESS & ECONOMICS / Economics / Theory. _2bisacsh
700	1		_aAghion, Philippe _eautore
700	1		_aArrow, Kenneth _eautore
700	1		_aArrow, Kenneth J. _eautore
700	1		_aGreenwald, Bruce _eautore
700	1		_aGreenwald, Bruce C. _eautore
700	1		_aSolow, Robert _eautore
700	1		_aStiglitz, Joseph E. _eautore
700	1		_aWoodford, Michael _eautore
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.7312/stig15214
856	4	0	_uhttps://www.degruyter.com/isbn/9780231525541
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9780231525541/original
942			_cEB
999			_c183505 _d183505