Before the 99% occupied Wall Street... Before the concept of social justice had impinged on the social conscience... Before the social safety net had even been conceived... By the turn of the 20th Century, the era of the robber barons, Andrew Carnegie (1835-1919) had already accumulated a staggeringly large fortune; he was one of the wealthiest people on the globe. He guaranteed his position as one of the wealthiest men ever when he sold his steel business to create the United States Steel Corporation. Following that sale, he spent his last 18 years, he gave away nearly 90% of his fortune to charities, foundations, and universities. His charitable efforts actually started far earlier. At the age of 33, he wrote a memo to himself, noting ..".The amassing of wealth is one of the worse species of idolatry. No idol more debasing than the worship of money." In 1881, he gave a library to his hometown of Dunfermline, Scotland. In 1889, he spelled out his belief that the rich should use their wealth to help enrich society, in an article called "The Gospel of Wealth" this book. Carnegie writes that the best way of dealing with wealth inequality is for the wealthy to redistribute their surplus means in a responsible and thoughtful manner, arguing that surplus wealth produces the greatest net benefit to society when it is administered carefully by the wealthy. He also argues against extravagance, irresponsible spending, or self-indulgence, instead promoting the administration of capital during one's lifetime toward the cause of reducing the stratification between the rich and poor. Though written more than a century ago, Carnegie's words still ring true today, urging a better, more equitable world through greater social consciousness.
Words of wisdom from American philanthropist Andrew Carnegie Focusing on Carnegie's most famous essay, "The Gospel of Wealth," this book of his writings, published here together for the first time, demonstrates the late steel magnate's beliefs on wealth, poverty, the public good, and capitalism. Carnegie's commitment to ensuring and promoting the welfare of his fellow human beings through philanthropic deeds ranged from donations to universities and museums to establishing more than 2,500 public libraries in the English-speaking world, and he gave away more than $350 million toward those efforts during his lifetime. The Gospel of Wealth is an eloquent testament to the importance of charitable giving for the public good. For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators.
Since its publication in 1944, many Americans have described Gunnar Myrdal's An American Dilemma as a defining text on U.S. race relations. Here, Maribel Morey confirms with historical evidence what many critics of the book have suspected: An American Dilemma was not commissioned, funded, or written with the goal of challenging white supremacy. Instead, Morey reveals it was commissioned by Carnegie Corporation president Frederick Keppel, and researched and written by Myrdal, with the intent of solidifying white rule over Black people in the United States. Morey details the complex global origins of An American Dilemma, illustrating its links to Carnegie Corporation's funding of social science research meant to help white policymakers in the Anglo-American world address perceived problems in their governance of Black people. Morey also unpacks the text itself, arguing that Myrdal ultimately complemented his funder's intentions for the project by keeping white Americans as his principal audience and guiding them towards a national policy program on Black Americans that would keep intact white domination. Because for Myrdal and Carnegie Corporation alike, international order rested on white Anglo-Americans' continued ability to dominate effectively.
Three inescapable observations form the foundation of this report. First, deadly conflict is not inevitable. Violence on the scale of what we have seen in Bosnia, Rwanda, Somalia, and elsewhere does not emerge inexorably from human interaction. Second, the need to prevent deadly conflict is increasingly urgent. The rapid compression of the world through breathtaking population growth, technological advancement, and economic interdependence, combined with the readily available supply of deadly weapons and easily transmitted contagion of hatred and incitement to violence, make it essential and urgent to find ways to prevent disputes from turning massively violent. Third, preventing deadly conflict is possible. The problem is not that we do not know about incipient and large-scale violence; it is that we often do not act. Examples from "hot spots" around the world illustrate that the potential for violence can be defused through the early, skillful, and integrated application of political, diplomatic, economic, and military measures. The Carnegie Commission on Preventing Deadly Conflict does not believe in the unavoidable clash of civilizations or in an inevitably violent future. War and mass violence usually result from deliberate political decisions, and the Commission believes that these decisions can be affected so that mass violence does not result. To undertake effective preventive action, the Commission believes that we must develop an international commitment to the concept of prevention, a habit of preventive investment, more effective regimes for controlling destructive weaponry, and a working portfolio of legal standards that rest on a normative consensus regarding the responsibilities of governments to each other and to their peoples. Responsible leaders, key intergovernmental and nongovernmental institutions, and civil society can do far better in preventing deadly conflict than the record of this century and the current epidemic of violence suggest. c.
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their Kâ€"12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessmentsâ€"whatever their purposeâ€"cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.
How philanthropy has shaped America in the twentieth century American philanthropy today expands knowledge, champions social movements, defines active citizenship, influences policymaking, and addresses humanitarian crises. How did philanthropy become such a powerful and integral force in American society? Philanthropy in America is the first book to explore in depth the twentieth-century growth of this unique phenomenon. Ranging from the influential large-scale foundations established by tycoons such as John D. Rockefeller, Sr., and the mass mobilization of small donors by the Red Cross and March of Dimes, to the recent social advocacy of individuals like Bill Gates and George Soros, respected historian Olivier Zunz chronicles the tight connections between private giving and public affairs, and shows how this union has enlarged democracy and shaped history. Demonstrating that America has cultivated and relied on philanthropy more than any other country, Philanthropy in America examines how giving for the betterment of all became embedded in the fabric of the nation's civic democracy.
Most parents today have accepted the message that the first three years of a baby's life determine whether or not the child will grow into a successful, thinking person. But is this powerful warning true? Do all the doors shut if baby's brain doesn't get just the right amount of stimulation during the first three years of life? Have discoveries from the new brain science really proved that parents are wholly responsible for their child's intellectual successes and failures alike? Are parents losing the "brain wars"? No, argues national expert John Bruer. In The Myth of the First Three Years he offers parents new hope by debunking our most popular beliefs about the all-or-nothing effects of early experience on a child's brain and development. Challenging the prevailing myth -- heralded by the national media, Head Start, and the White House -- that the most crucial brain development occurs between birth and age three, Bruer explains why relying on the zero to three standard threatens a child's mental and emotional well-being far more than missing a few sessions of toddler gymnastics. Too many parents, educators, and government funding agencies, he says, see these years as our main opportunity to shape a child's future. Bruer agrees that valid scientific studies do support the existence of critical periods in brain development, but he painstakingly shows that these same brain studies prove that learning and cognitive development occur throughout childhood and, indeed, one's entire life. Making hard science comprehensible for all readers, Bruer marshals the neurological and psychological evidence to show that children and adults have been hardwired for lifelong learning. Parents have been sold a bill of goods that is highly destructive because it overemphasizes infant and toddler nurturing to the detriment of long-term parental and educational responsibilities. The Myth of the First Three Years is a bold and controversial book because it urges parents and decision-makers alike to consider and debate for themselves the evidence for lifelong learning opportunities. But more than anything, this book spreads a message of hope: while there are no quick fixes, conscientious parents and committed educators can make a difference in every child's life, from infancy through childhood, and beyond.
Dale Carnegie's 'How to Win Friends & Influence People' is a timeless self-help classic that explores the art of building successful relationships through effective communication. Written in a straightforward and engaging style, Carnegie's book provides practical advice on how to enhance social skills, improve leadership qualities, and achieve personal and professional success. The book is a must-read for anyone looking to navigate social dynamics and connect with others in a meaningful way, making it a valuable resource in today's interconnected world. With anecdotal examples and actionable tips, Carnegie's work resonates with readers of all ages and backgrounds, making it a popular choice for personal development and growth. Carnegie's ability to distill complex social principles into simple, actionable steps sets this book apart as a timeless guide for building lasting relationships and influencing others positively. Readers will benefit from Carnegie's wisdom and insight, gaining valuable tools to navigate social interactions and achieve success in their personal and professional lives.