The new edition of this best-selling text has been thoroughly revised and updated to take into account new issues which have become salient in the period since the first and second editions were published. Several new chapters have been added and others combined or re-written to assess the growing supra-national regionalization of the international economy, the emergence of India and China as new super-powers, and the possibilities for the continued governance of the global system. A new author has been added to strengthen the analytical embrace of the book given the untimely death of Paul Hirst in 2003.

Globalization in Question''s third edition is a continuing intervention into current discussions about the nature and prospects of globalization. The book has far-reaching implications which will be of interest to students and academics in a number of disciplines including politics, sociology, economics and geography, as well as to journalists and policy-makers.

New military technologies will alter how wars are fought and will influence the balance of power. Changes in the global environment will provide new causes of conflict and will change economic priorities. As a result, the state will survive as the key social institution and populations will look to it to acquire and to distribute scarce resources like water, energy and land. Many of the changes that seem transformatory today, like globalization, the internet and mass consumerism, will be shown to be less significant than we believe them to be.

Hirst puts such changes into perspective by comparing them with the revolutionary changes in the sixteenth and seventeenth centuries in Europe: the firepower revolution, the rise of the sovereign territorial state and the parallel development of the international system, and the creation of world trade. These basic structures of the modern world are still with us and will remain, despite major changes in twenty-first-century society.

This book will appeal to students of politics, political sociology & international relations as well as the interested general reader.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

The new edition of this best-selling text has been thoroughly revised and updated to take into account new issues which have become salient in the period since the first and second editions were published. Several new chapters have been added and others combined or re-written to assess the growing supra-national regionalization of the international economy, the emergence of India and China as new super-powers, and the possibilities for the continued governance of the global system. A new author has been added to strengthen the analytical embrace of the book given the untimely death of Paul Hirst in 2003.

Globalization in Question''s third edition is a continuing intervention into current discussions about the nature and prospects of globalization. The book has far-reaching implications which will be of interest to students and academics in a number of disciplines including politics, sociology, economics and geography, as well as to journalists and policy-makers.

New military technologies will alter how wars are fought and will influence the balance of power. Changes in the global environment will provide new causes of conflict and will change economic priorities. As a result, the state will survive as the key social institution and populations will look to it to acquire and to distribute scarce resources like water, energy and land. Many of the changes that seem transformatory today, like globalization, the internet and mass consumerism, will be shown to be less significant than we believe them to be.

Hirst puts such changes into perspective by comparing them with the revolutionary changes in the sixteenth and seventeenth centuries in Europe: the firepower revolution, the rise of the sovereign territorial state and the parallel development of the international system, and the creation of world trade. These basic structures of the modern world are still with us and will remain, despite major changes in twenty-first-century society.

This book will appeal to students of politics, political sociology & international relations as well as the interested general reader.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.