"Since the end of the Cold War the human face of economics has gained visibility and generated new conversations among economists and other social theorists. The reductive and mechanical "economic systems" that characterized the capitalism-vs.-socialism debates of the mid-20th century have given way to pluralistic ecologies of economic provisioning in which complex agents cooperate via heterogeneous forms of production and exchange. This book examines how this pluralistic turn in economic thinking bears upon the venerable social-theoretic division of cooperative activity into (...) separate spheres of impersonal Gesellschaft and ethically thick Gemeinschaft. This book facilitates critical exchange among economists, philosophers, sociologists, anthropologists, and other social theorists by exploring the overlapping notions of cooperation, rationality, identity, reciprocity, trust, and exchange that emerge from multiple traditions of thought within and across their respective disciplines"--. (shrink)

With contributions from a galaxy of economists -€including David Colander, Robin Hahnel, Yanis Varioufakis and Fred Lee - this book is an important read and an€attempt to break down the varied barriers that have been erected to economic pluralism.

In this paper, I employ the pioneering works of Nussbaum, Sen, Saito, and Walker, in conjunction with the U.S. tradition of academic freedom, to outline a capability-centered vision of undergraduate education. Pace Nussbaum and Walker, I propose a short list of learning capabilities to which every undergraduate student should be entitled. This working definition of undergraduate education offers a starting point for discussion and experimentation. I employ it here to engage the current controversy in U.S. colleges and universities over the (...) nature, value, and legitimacy of undergraduate students’ academic freedoms. In contrast to the anti-indoctrination emphasis of David Horowitz’s Academic Bill of Rights, I argue that students’ academic freedoms can be more effectively secured through the articulation of “essential freedoms for liberal learning” whose principal focus is not the behavior or political affiliations of teachers but the intellectual needs and circumstances of students. (shrink)