The Pedagogy of Economic, Political and Social Crises by Jessop, Bob -- Read -- Imperial Library of Trantor

Index

Cover Half Title Series Page Title Page Copyright Page Table of Contents List of illustrations Notes on contributors Preface List of abbreviations PART I: Introducing some key themes

1. Introduction: organizational perspectives on crisiology and learning

The mosaic of crisis literature Models of crisis management Organizational learning Plan of the book Notes References

2. The diversity of crisis literatures and learning processes

Two possible ways of dealing with the crisis-learning nexus Towards a critical realist treatment of crisis and learning Notes References

3. Valid construals and/or correct readings? On the symptomatology of crises

To posit or not to posit crises? Once more: crisis, what crisis? Symptomatology The pedagogy of crisis Conclusions Notes References

PART II: Resilience in and through crises

4. The 2008 crisis and the resilience of the neo-liberal order

The resilience of the neo-liberal order Structural dilemmas The political backlash References

5. Crises are the new normal: governing through resilience

Introduction Resilience: governing through crisis The ontologization of crisis Conclusion: immanence as a form of governance Notes References

PART III: Non-learning, fantasy learning, and potential learning

6. Vision and ideology in economic theory: the post-crisis persistence of mainstream general equilibrium macroeconomics

Schumpeter on vision and ideology Seeing through the Arrow-Debreu lens Vision, ideology and the second generation of general equilibrium Nobel Laureates Conclusion References

7. The crisis in democracy and authoritarian neoliberalism after the Eurozone crisis: fantastic debates and power as affording not to learn from mistakes

Introduction The federalist Kaleckians The left intergovernmentalists Europe’s iron cage: from disciplinary neoliberalism to authoritarian neoliberalism Conclusions Notes References

8. After the crisis: lessons on economic and political paradigms and policies

1 A taxonomy of crises 2 The golden age in developed economies: Reducing social inequalities with high and stable growth 3 The end of the ‘golden age’: The success of market-led regimes and their crises 4 The state and economic policy: A new paradigm 5 The welfare state, growth and social justice 6 How globalization may invalidate past lessons 7 Conclusions Notes References

PART IV: Fetishistic or reflexive learning?

9. The EU’s competitiveness fetish: industrial renaissance through internal devaluation, really?

1 EU crisis management revisited 2 Industrial renaissance through internal devaluation 3 The authoritarian guise of internal devaluation 4 Driving and contesting forces internal devaluation as industrial policy 5 Conclusions References

10. The legitimacy crisis within international criminal justice and the importance of critical, reflexive learning

A framework for analysing legal mobilization in international criminal justice Analysing the pursuit of international criminal justice Conclusion References

PART V: Limits to learning and the scope for overcoming them

11. Insouciance, indifference and any inspiration in the face of emergent global crises?

Introduction: global transition through global crisis? “No worries” The necessity but insufficiency of crises: on essential preparations Glimmers of hope from Rio+20 and the SDGs? Conclusion Notes References

12. The permanent crisis of development aid

The evolution of development aid Expansion and connection of the aid agenda Conclusions Notes References

13. Crisis, common sense and the limits to learning in EU external governance

On EU external governance When “crisis in” meets “crisis of”: EU external governance and the Ukrainian crisis Meaning-making in the EU institutional terrain: Ukraine as a crisis in EU’s external governance Ukraine and the crisis of EU’s external governance Notes References

PART VI: Conclusions

14. Critical realism, symptomatology and the pedagogy of crisis

Critical realism Theoretical and methodological lessons on crisis dynamics Lessons on symptomatology Lessons on crisis learning Learning and fast policy Conclusions Notes References

Index

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