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Elizabeth Popp Berman - Creating the Market University: How Academic Science Became an Economic Engine | Princeton University Press - 2012, ebook 2015
US universities today serve as economic engines, performing the scientific research that will create new industries, drive economic growth, and keep the US globally competitive. But only a few decades ago, these same universities self-consciously held themselves apart from the world of commerce. Drawing on extensive historical research, EPB shows how the government--influenced by the argument that innovation drives the economy--brought about this transformation. Americans have a long tradition of making heroes out of their inventors. But before the 1960s and '70s neither policymakers nor economists paid much attention to the critical economic role played by innovation. However, during the late 1970s, a confluence of events--industry concern with the perceived deterioration of innovation in the US, a growing body of economic research on innovation's importance, and the stagnation of the larger economy--led to a broad political interest in fostering invention. The policy decisions shaped by this change were diverse, influencing arenas from patents and taxes to pensions and science policy, and encouraged practices that would focus specifically on the economic value of academic science. By the early 1980s, universities were nurturing the rapid growth of areas such as biotech entrepreneurship, patenting, and university-industry research centers. -- She is assistant professor of sociology at the SUNY-Albany. -- downloaded excerpt to Note
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july 2015 by dunnettreader
Alan Jacobs - the three big stories of modernity | TextPatterns July 2015
So far there have been three widely influential stories about the rise of modernity: the Emancipatory, the Protestant, and the Neo-Thomist. (..) all these narrators of modernity see our own age as one in which the consequences of 500-year-old debates conducted by philosophers and theologians are still being played out. I think all of these narratives are wrong. They are wrong because they are the product of scholars in universities who overrate the historical importance and influence of other scholars in universities, and because they neglect ideas that connect more directly with the material world. All of these grands recits should be set aside, and they should not immediately be replaced with others, but with more particular, less sweeping, and more technologically-oriented stories. The technologies that Marshall McLuhan called "the extensions of Man" are infinitely more important for Man's story, for good and for ill, than the debates of the schoolmen and interpreters of the Bible. Instead of grand narratives of the emergence of The Modern we need something far more plural: technological histories of modernity.
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july 2015 by dunnettreader

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