Creating a Learning Society: A New Approach to Growth, Development, and Social Progress

Joseph E. Stiglitz, Bruce C. Greenwald

It has long been recognized that an improved standard of living results from advances in technology, not from the accumulation of capital. It has also become clear that what truly separates developed from less-developed countries is not just a gap in resources or output but a gap in knowledge. In fact, the pace at which developing countries grow is largely a function of the pace at which they close that gap. Thus, to understand how countries grow and develop, it is essential to know how they learn and become more productive and what government can do to promote learning. In Creating a Learning Society, Joseph E. Stiglitz and Bruce C. Greenwald cast light on the significance of this insight for economic theory and policy. Taking as a starting point Kenneth J.

Business & EconomicsBusiness & Economics · medium confidenceBusiness & Economics81 signalsLlm Classifier: Business & Economics -> Business & EconomicsAward Category: PROSE Award for Economics -> Business & EconomicsKeyword Classifier: Business & Economics -> Business & EconomicsTechnology, Computing & AIBusiness, Capitalism & CorporationsEnergy, Extraction & ResourcesMoney, Markets & Economic Policy
Experimental book profileGenerated by GPT-5.4 nano · may contain inaccuracies

This is an unverified interpretation of the catalog description, offered as an opt-in discovery experiment—not as bibliographic fact.

  1. 01 Central figures

    None extracted with sufficient confidence.

    These suggestions did not meet the normal display threshold and are more likely to be wrong.

    • Kenneth J.36%
  2. 02 Central places

    None extracted with sufficient confidence.

  3. 03 Suggested argument

    Improved standards of living and development depend primarily on technological advances and on closing countries’ knowledge gaps, so growth and productivity rise according to how quickly they learn, with government promoting learning.

    Model confidence 80%

  4. 04 Reading orientation

    62 / 100 academic

    Academic

    An estimate of intended readership and scholarly apparatus—not quality or importance.

Confidence percentages are the model's own estimates. Profile confidence: 73%.