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The article analyses theoretical foundations of the development of an inclusive society in Ukraine. It demonstrates significance of theoretical investigations by D. Acemoglu and J.A. Robinson into the development of inclusive political and economic institutions as established practices of an inclusive society. The article investigates methodological possibilities of a mono-causal «simple theory» approach, which D. Acemoglu and J.A. Robinson use to clarify the main contours of economic and political development of different countries from the Neolithic revolution till now. The key idea of the two US scientists is that all the roots of poverty can be traced to politics and political processes. These topics form the subject of their analysis. We note that D. Acemoglu and J.A. Robinson maintain institutional point of view and argue that societies' growth requires effective institutions. Inclusive institutions, such as property rights, access to markets, equality before the law, access to infrastructure, support for economic and social mobility, and investment in human capital are needed for economic development. By contrast, extractive institutions enable the appropriation of rent by privileged groups in society, i.e. the elites. These institutions only redistribute resources rather than supporting development. They discriminate and expropriate. D. Acemoglu and J.A. Robinson consider political institutions fundamental to economic growth. They divide these into inclusive and extractive institutions as well. For D. Acemoglu and J.A. Robinson, politics is the process of a society choosing the rules governing its activities, and political institutions are the key determinant in the result of the struggle for economic gain – the prosperity of a nation, groups or specific individuals. Political institutions determine who has power in society and what power can be used for. Inclusive political institutions are characterised by plurality – various interest groups affecting political decisions. Under such conditions, the ...

The article analyses American experts' theoretical explorations of the risks of educational inequality as a national threat in the era of creativity, using E. Moretti's theory as an example. In the 1980s, education level began to turn into the most influential driver in the life of the American society – and human capital, for the first time in history, appeared as crucial in the global race to the top. The US researchers take a pragmatic approach to the analysis of new competitive environment, focusing on internal and external conditions for the US' preservation of its leadership in innovation. It is emphasised that the US, on one hand, devotes a lot of attention to developing the education system and improving its citizens' education levels and, on the other hand, 'tempts' the most talented and educated professionals from all over the world. At the same time, the US academics avoid mythologizing education and citizens' education levels as a panacea for all negative phenomena in society. Instead, they focus on the ambivalent trends in social development driven by growth in the importance of education and citizens' education levels. E. Moretti thinks it appropriate to use the term 'the Great Divergence' to define the new divisions in the US. For although the American cities are no longer segregated by race, they are increasingly segregated by their inhabitants' education levels. Moreover, this divergence in the economic indicators is accompanied by the socio-cultural divergences in family life, political preferences, life expectancy, and other indicators. 'The Great Divergence', according to E. Moretti, had already created three "USAs". The first pole is the innovation hubs – the cites where the highly-educated workers and the developed innovation sector concentrate. The second one is the cities dominated by the traditional industries. The latter inevitably decline, losing jobs and residents. In between the two poles are the cities which can follow either scenario. E. Moretti warns that the country which is ...