Towards A Theory Of Development

Is it possible to explain and predict the development of living things? What is development? Answers to these innocuous questions are far from straightforward. To date, no systematic, targeted effort has been made to construct a unifying theory of development. This text offers a unique exploration of the foundations of ontogeny by asking how the development of living things should be understood. It explores the key concepts of developmental biology, asks whether general principles of development can be discovered, and examines the role of models and theories. This book analyses a wealth of approaches to concepts, models and theories of development, such as gene regulatory networks, accounts based on systems biology and on physics of soft matter, the different articulations of evolution and development, symbiont-induced development, as well as the widely discussed concepts of positional information and morphogenetic field, the idea of a 'programme' of development and its critiques, and the long-standing opposition between preformationist and epigenetic conceptions of development. --

In these essays, David Harvey searches for adequate conceptualizations of space and of uneven geographical development that will help to understand the new historical geography of global capitalism. The theory of uneven geographical development needs further examination: The extreme volatility in contemporary political economic fortunes across and between spaces of the world economy cries out for better historical-geographical analysis and theoretical interpretation. The political necessity is just as urgent since social inequalities have increased in recent decades. Fiscal crises have cascaded across much of the developing world with devastating results from Mexico to Indonesia, Russia and Argentina. Simultaneously, the different oppositional movements to neoliberalism create both opportunities and barriers in the search for alternatives. Harvey shows that this search needs to be supported by a deeper theoretical understanding of the roles of space and uneven geographical development in shaping the world around us. .

In recent years human rights have assumed a central position in the discourse surrounding international development, while human rights agencies have begun to more systematically address economic and social rights. This edited volume brings together distinguished scholars to explore the merging of human rights and development agendas at local, national and international levels. They examine how this merging affects organisational change, operational change and the role of relevant actors in bringing about change. With a focus on practice and policy rather than pure theory, the volume also addresses broader questions such as what human rights and development can learn from one another, and whether the connections between the two fields are increasing or declining. The book is structured in three sections: Part I looks at approaches that combine human rights and development, including chapters on drivers of change; indicators; donor; and legal empowerment of the poor. Part II focuses on organisational contexts and includes chapters on the UN at the country level; EU development cooperation; PLAN’s children’s rights-based approach; and ActionAid’s human rights-based approach. Part III examines country contexts, including chapters on the ILO in various settings; the Congo; Ethiopia; and South Africa. Human Rights and Development in the new Millennium: Towards a Theory of Change will be of strong interest to students and scholars of human rights, development studies, political science and economics.

Provides a stimulating and substantive intellectual history of social science and development theories, helping towards an understanding of development theory and development problems in the three worlds. Describes early, primarily European, theories on development and how they were enriched, challenged and transformed in response to Third World realities. It moves on to discuss how this body of theory, Marxist and non-Marxist, has become increasingly relevant for understanding structural development problems, which are occurring in the rich world, and the relationships between development theory and the mainstream social sciences.

In the past knowledge was considered static, but epistemologists now take that as soon as an entity of knowledge crystallizes it must dissolve again in the current of new developments of understanding. Here Piaget brings scientific analysis, without philosophical presuppositions, to bear on the understanding of knowledge as a process. This approach to knowledge underlines the benefits of interdisciplinary studies; and Piaget puts forward specific proposals for cooperation between philosophy, linguistics, cybernetics, political economy, demography, logic, epistemology and experimental teaching methods. It is the contention of this great theoretician that such interdisciplinary work could lead to a whole "circle of sciences", in which wide-ranging disciplines would link hands in a general theory of knowledge. -- Back cover.

Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.

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What is Thinking? – Trying to Define an Equally Fascinating and Elusive Phenomenon Human thinking is probably the most complex phenomenon that evolution has come up with until now. There exists a broad spectrum of definitions, from subs- ing almost all processes of cognition to limiting it to language-based, sometimes even only to formalizable reasoning processes. We work with a “medium sized” definition according to which thinking encompasses all operations by which cog- tive agents link mental content in order to gain new insights or perspectives. Mental content is, thus, a prerequisite for and the substrate on which thinking operations are executed. The largely unconscious acts of perceptual object stabilization, ca- gorization, emotional evaluation – and retrieving all the above from memory inscriptions – are the processes by which mental content is generated, and are, therefore, seen as prerequisites for thinking operations. In terms of a differentia specifica, the notion of “thinking” is seen as narrower than the notion of “cognition” and as wider than the notion of “reasoning”. Thinking is, thus, seen as a subset of cognition processes; and reasoning processes are seen as a subset of thinking. Besides reasoning, the notion of thinking includes also nonexplicit, intuitive, and associative processes of linking mental content. According to this definition, thinking is not dependant on language, i. e. also many animals and certainly all mammals show early forms of thinking.

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Fiscal crises have cascaded across much of the developing world with devastating results, from Mexico to Indonesia, Russia and Argentina. The extreme volatility in contemporary political economic fortunes seems to mock our best efforts to understand the forces that drive development in the world economy. David Harvey is the single most important geographer writing today and a leading social theorist of our age, offering a comprehensive critique of contemporary capitalism. In this fascinating book, he shows the way forward for just such an understanding, enlarging upon the key themes in his recent work: the development of neoliberalism, the spread of inequalities across the globe, and 'space' as a key theoretical concept. Both a major declaration of a new research programme and a concise introduction to David Harvey's central concerns, this book will be essential reading for scholars and students across the humanities and social sciences.

Towards a Theory of Mime is a genuinely unique book about non-verbal communication and performance. Combining a broad global history of the evolution of human communication with an introduction to the general practice of mime, Alexander Iliev traces a lineage from Marceau and Barrault to his own distinguished practice as performer and teacher. The book moves from a fascinating description of the first principles of gestural language to a stunning sequence of specific exercises in practical training. Written in a sometimes poetic, always accessible and often humorous style, Towards a Theory of Mime conveys complex ideas in a strikingly accessible way. Alexander Iliev has over forty years experience practising and teaching both theatre and anthropology around the world. He is currently Associate Professor at the National Academy in Sofia.

Instruction is an effort to assist or to shape growth. In devising instruction for the young, one would be ill advised indeed to ignore what is known about growth, its constraints and opportunities. And a theory of instruction - and this book is a series of exercises in such a theory - is in effect a theory of how growth and development are assisted by diverse means.

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Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.

People's participation has begun to influence the practice of development substantially. This study provides an interpretation of how participation occurs, uses case studies to highlight various approaches, and develops elements of a strategy and a methodology.

First published in 1989, Towards a Theory of Schooling explores and debates the relationship between school and society. It examines the form and function of one of humankind’s most important social institutions, following the cutting edge of pedagogic innovation from mainland Europe through the British Isles to the USA. In the process, the book throws important light upon the origins and evolution of the school based notions of class, curriculum, classroom, recitation and class teaching.

Decision-Making gets significant coverage in the business press and as an academic topic in business schools. However, there is a dearth of information on the transpersonal consideration on decision-making and how it effects leaders and leadership in human-systems. Maximizing positive results in human-systems, requires the decision-maker to maintain a constant consideration of both local and non-local elements impacting and being impacted by the decision(s) being made. This book introduces the concept of "Scope of Decision" as a way of arriving at higher quality decisions by considering them from a greater distance from the decision-maker in the time-space continuum. The author designed and used a unique exemplar modeling paradigm to conduct the research, using the proven methodologies of phenomenography and neurolinguistic modeling. This study presented in this book attempts to offer some insight on the transpersonal process of "intentionality" in decision-making, specifically as it applies to making high-quality decisions in human-systems. As stated in the title this study was not intended to be exhaustive, but rather to open new pathways of consideration and knowing in regard to the topic of decision-making. The conclusions arrived at read like a compass pointing to the means for dramatically improving your decision-making, and are best described in the sometimes hauntingly poetic language of the participants as they explore and discover their own processes for what goes into making exquisite decisions.

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Neoclassical economic theory and development economics have failed to deliver the much higher rates of growth and overall development that they promised would result from the freeing up of markets. This book takes issue with the nostrums that underlie free market policies in both developing countries and the rich industrial nations. The contributors want to rethink economics as a discipline and development as a process. Economics needs to redefine many of its concepts to reflect the complex realities of functioning economies. And development needs to be reconceived as a process of social change, in which each country's particular history and institutional workings take centre stage. They point the way to a much more sophisticated understanding of economic development. The ultimate prize, if theory can be grounded in a more accurate analysis of social change, is policies that really will deliver higher economic growth and greater social justice worldwide.

First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

In April 1992, the world witnessed a renewal in South Central Los Angeles of the urban violence that exploded over a quarter of a century earlier. As in 1965, the spark that ignited the firestorm was Black rage over police brutality. But in both eras the tinder was prepared by decades of social neglect and political disenfranchisement that have left the predominantly non-white urban poor trapped and virtually without hope. Race, Politics, and Economic Development strips away the veneer of mass-media images to examine the underlying causes of Black urban poverty and to recommend means to escape the seemingly endless cycle of retributive violence that it spawns. The book brings together Black activists and scholars, including two former mayors of American cities, to analyse the theoretical and practical problems currently facing the Black community in the United States. The essays collected here are dominated by three key themes: that political influence, power, and wealth are major factors in determining social welfare policies directed at Blacks, the poor and the working class; that both liberal and conservative policies over the last fifty years are no longer effective in alleviating a growing human service crisis among Blacks; and that the political mobilization of impoverished sectors of the Black community is absolutely critical in resolving the problem of poverty in urban America. Drawing on new work in the social sciences, political theory, and economics, and also on the contributors' activist experiences, these essays represent a pathbreaking new agenda for the participation of grassroots Black leaders in developing and implementing urban policy. Contributors: Jeremiah Cotton, Julianne Malveaux, Mack H. Jones, Charles P. Henry, Walter Stafford, William Fletcher Jr., Eugene Newport, Sheila Ards, Jacqueline Pope, Keith Jennings, Lloyd Hogan, Richard Hatcher.

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ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.

As interest grows in theories of lifelong learning not only across society but also as an area of serious academic study, the need has arisen for a thorough and critical study of the phenomenon. This text addresses this need, looking at the processes involved in human learning from birth to old age.

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KADOC Studies on Religion, Culture and Society 5In the twenty years after the end of World War II, a Third World was added to the Cold War concepts of the First and Second worlds, and postwar decolonization ushered in an era of development. For the first time, theories and policies designed to eradicate underdevelopment became prominent on the agenda of the United Nations. This international evolution inevitably had a dramatic impact on socialism and Christian democracy, two major ideologies with their roots in Western Europe. Both became part of the global political dialogues taking place beyond Europe's borders. The result was a sometimes violent clash of Western and non-Western belief systems.In Towards an Era of Development, Peter Van Kemseke explores the questions of whether political ideologies were being used as vehicles for promoting national interests and if socialism and Christian democracy were forced on developing nations or naturally spread to new parts of the globe. Van Kemseke also offers an assessment of the success of these ideologies in their new territories.

This book makes the bold attempt at proposing a new general theory of economic development. The main premise is that economic institutions and policies must embody ‘economic discrimination’ if there is to be any chance of real economic development. By economic discrimination, the author means ‘treating differences differently’ by selecting and supporting economic entities and behaviour that contribute positively to the economy. The book identifies markets, government and corporations as the ‘holy trinity of economic development’, that is, the three most important institutions that must work together via economic discrimination to steer the economy towards real transformative progress. The book also warns against the current trend of economic egalitarianism or ‘not treating differences differently’ because it destroys economic incentives and results in an array of economic problems including growth stagnation.

Towards a Re-Definition of Development: Essays and Discussion on the Nature of Development in an International Perspective reconsiders the generally accepted definition of development based on the assumption that there is no universal method for comprehending development and no one major principle for elucidating its evolution. The emphasis is on the so-called white, Western, and wealthy developed countries. Divided into two parts, this book begins with a critical analysis of the nature of development and the conditions necessary for a developed world. The irreversibility of technical and industrial evolution is considered, along with the role of science and technology in development; the control of evolution and the meaning of progress; the role of the major political and economic units in world development; and conditions for the economic and political independence of developing countries. The second part explores various facets of development strategy and theory, paying particular attention to conceptions and misconceptions of development as well as the notion of peace. This monograph should be of interest to economists, social and political scientists, and social and economic policymakers.

How does nursing knowledge develop and how do we incorporate this knowledge into the practice of nursing? Is it possible for nursing theory to address the needs of clinical practice? These key questions in the field of nursing are explored in this groundbreaking work. Based on their five-year experience as co-chairs of the New England Knowledge Conferences and the contributions of nurse clinicians and academics, the book addresses issues critical to improving the quality and delivery of health care. Concentrating on four major themes--the current state of nursing knowledge, the philosophy of nursing knowledge, the integration of nursing knowledge with practice, and examples of the impact on health care delivery when nursing knowledge is applied--Nursing Knowledge Development and Clinical Practice gives concrete examples of how nursing knowledge can improve nursing practice and overall health care delivery both today and in the future.

This book explores a new theory of the firm produced through an exchange between management theory and economics. In the process economics is seen to provide a foundational element for strategy research whilst developing a more realistic theory of the firm with a greater emphasis on its internal features. The success of competence theories of the firm also reflects their ability to explain significant trends in the business world, notably the declining importance of conglomerates and critical features in the success of Asian and Japanese business.

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Fredrik Svenaeus' book is a delight to read. Not only does he exhibit keen understanding of a wide range of topics and figures in both medicine and philosophy, but he manages to bring them together in an innovative manner that convincingly demonstrates how deeply these two significant fields can be and, in the end, must be mutually enlightening. Medicine, Svenaeus suggests, reveals deep but rarely explicit themes whose proper comprehension invites a careful phenomenological and hermeneutical explication. Certain philosophical approaches, on the other hand - specifically, Heidegger's phenomenology and Gadamer's hermeneutics - are shown to have a hitherto unrealized potential for making sense of those themes long buried within Western medicine. Richard M. Zaner, Ann Geddes Stahlman Professor of Medical Ethics, Vanderbilt University