Suchergebnisse

Die Privatisierung von Staatsfunktionen ist eine vorherrschende Entwicklung im aktuellen Afrika, das von Armut, Auflösung der Institutionen und Gewalt geprägt ist. Dies bedeutet die Schaffung neuer Beziehungen zwischen den Individuen und dem Staat und eine Neudefinition der Machtbasis. (DÜI-Wgm)

Many rich countries are witnessing the rise of xenophobic political parties. The opposition to immigration and global redistributive policies is high. How can we pursue global justice in such non-ideal circumstances? Whatever the way we want to pursue global justice, it seems that a change in the political ethos of citizens from rich countries will be necessary. They must come to internalize some genuine concern for foreigners and relativize national identities. Can education contribute to the promotion of such cosmopolitan ethos? An overtly cosmopolitan educational agenda is not likely to be endorsed in these societies where national ties and national priority may be considered fully legitimate by the majority. Nevertheless, this paper argues, some more achievable educational aims may have desirable cosmopolitan spillover effects although it is not their primary purpose. Decentration, empathy, critical thinking, understanding of social reality and social mix can be defended as necessary for a better domestic society. Yet these aims also make the widespread development of a cosmopolitan ethos more likely. This paper thus considers the arguments that can be made for these educational aims and their potential effects on citizens' attitudes towards foreigners. Then, it discusses a possible tension with another aspect of national civic education: national integration.

Many rich countries are witnessing the rise of xenophobic political parties. The opposition to immigration and global redistributive policies is high. How can we pursue global justice in such non-ideal circumstances? Whatever the way we want to pursue global justice, it seems that a change in the political ethos of citizens from rich countries will be necessary. They must come to internalize some genuine concern for foreigners and relativize national identities. Can education contribute to the promotion of such cosmopolitan ethos? An overtly cosmopolitan educational agenda is not likely to be endorsed in these societies where national ties and national priority may be considered fully legitimate by the majority. Nevertheless, this paper argues, some more achievable educational aims may have desirable cosmopolitan spillover effects although it is not their primary purpose. Decentration, empathy, critical thinking, understanding of social reality and social mix can be defended as necessary for a better domestic society. Yet these aims also make the widespread development of a cosmopolitan ethos more likely. This paper thus considers the arguments that can be made for these educational aims and their potential effects on citizens' attitudes towards foreigners. Then, it discusses a possible tension with another aspect of national civic education: national integration.

Relative to backward firms, technologically-advanced firms source inputs from other advanced firms. These sourcing patterns lead to a magnification effect of technology adoption. A firm that adopts higher-technology increases the relative supply and demand for higher-technology inputs. As a result, it positively influences the technology of other firms in its production chain. Using data from a Colombian manufacturing survey, we provide evidence that advanced firms disproportionately value advanced inputs. More novel, we provide suggestive evidence that technological advancements in some firms increase the technology of other firms indirectly linked to them through a common input market.