A historia do capitalismo americano, em Harvard

Teaching the History of Capitalism
Harvard.edu

The history of capitalism first appeared as a framework for teaching. Much of the field’s strength and vitality thus far has been drawn from the enthusiastic reception it received from undergraduate and graduate students. The demand for courses that use historical methods to engage issues of political economy in innovative ways has often been overwhelming. Lectures, seminars, and tutorials on the topic are currently offered at a wide range of schools, including Harvard, Columbia, Princeton, Brown, the University of Chicago, the New School for Social Research, the University of Georgia, the University of Florida, and Vanderbilt. Indeed, the success of the history of capitalism as a field will be determined in classrooms and lecture halls, not merely in the archives and on the pages of scholarly journals. As students on campuses around the world increasingly interrogate the foundations of the current economic system, our success will depend on what we can offer to complement, enhance, and challenge the ways students think about the world around them.

In November 2011, the conference on Teaching the History of Capitalism gathered a small group of scholars in the field at Harvard University to reflect on their own teaching, learn from the wisdom and experience of our colleagues, and develop a clearer sense of the field’s pedagogical aims. The conversation focused on how the history of capitalism might enhance college curriculums. Several scholars who could not attend in person also sent their syllabi and suggestions.

Download and read the full report here.
Sample Syllabi in the History of Capitalism
Sean Adams, Florida University: History of American Capitalism
Sven Beckert, Harvard: History of American Capitalism
Sven Beckert and Christine Desan, Harvard: The Political Economy of Modern Capitalism
Elizabeth Blackmar, Columbia: The Rise of American Capitalism
Joanna Cohen, Queen Mary University of London: Creation of American Capitalism
Alison Frank, Harvard: Commodities in International History
Tami J. Friedman, Brock University: Wealth, Work and Power in the United States
Peter Knight, University of Manchester: Corporate Fictions
Jonathan Levy, Princeton: The History of American Capitalism
'' '' The American Corporation

Stephen Mihm, University of Georgia: The History of Money in America
Julia Ott, The New School: Wall Street in Crisis: A Geneology
'' '' Consumer Culture in American History

Seth Rockman, Brown: Capitalism, 1500-Present
Elizabeth Tandy Shermer, Claremont McKenna College: American Capitalism and Society: From Railroads to Starbucks
Benjamin Waterhouse, University of North Carolina: The History of American Business
'' '' University of North Carolina: Graduate Readings Seminar in American Economic History and the History of Capitalism

David Zimmerman, English, University of Wisconsin: American Capitalism and Its Discontents (Additional Literature)
This is an ongoing project; if you have taught a course dealing with the history of capitalism and are willing to share it, please send us your syllabus .

Attachment:
Teaching the History of Capitalism 2011.pdf

Capes: Professor visitante em Harvard (30 de Janeiro!!!)

Apressem-se atrasadinhos...

Programa CÁTEDRA CAPES/ UNIVERSIDADE DE HARVARD – PROFESSOR VISITANTE SENIOR NOS EUA

A CAPES, por meio da Coordenação Geral de Programas, e a Universidade de Harvard, tornam pública a realização de seleção de bolsista para a Cátedra CAPES/ Universidade de Harvard – Professor Visitante Sênior nos EUA.

Objetivos:

• Aprofundar a cooperação acadêmica entre instituições de ensino superior e centros de ciência e tecnologia brasileiros e americanos, a fim de promover o desenvolvimento da ciência e tecnologia em ambos os países;
• Aprofundar a cooperação entre pesquisadores e educadores de instituições de pesquisa e ensino superior no Brasil e seus pares da Universidade de Harvard;
• Aumentar o conhecimento na Universidade de Harvard sobre as contribuições de notáveis pesquisadores e educadores do Brasil, por meio da concessão de bolsa a notável pesquisador e professor sênior do Brasil, especialista em qualquer disciplina ou área acadêmica.

Benefícios:

• Estipêndio mensal: US$ 10.400,00 (dez mil e quatrocentos dólares americanos), por até um ano acadêmico de Harvard;
• Passagem aérea de ida e volta em classe econômica promocional;
• Estipêndio no valor de US$ 8.000,00 (oito mil dólares americanos), custeado pelo Centro David Rockefeller para Estudos Latino-Americanos da Universidade de Harvard, desde que o professor visitante permaneça em Harvard por, no mínimo, quatro meses; e,
• Acesso às instalações e serviços da Universidade de Harvard, normalmente fornecidos a acadêmicos visitantes, como espaço de escritório e conexão à internet, laboratórios e equipamentos apropriados, bibliotecas, e qualquer outra cortesia ou comodidade normalmente fornecida à comunidade acadêmica.

Data limite para inscrição:

Até 30 de janeiro de 2013.

Links disponíveis

• Inscrições on-line
• Formulários online
• Envio de documentos avulsos

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Documentos para download

Publicação na WEB	Nome do documento	Formatos disponíveis
11/12/2012	Edital 54/2012 - Cátedra CAPES/Harvard	DOC 172kb	PDF 102kb	SXW 110kb

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Conhecer a Historia: uma das poucas licoes uteis de Kissinger

Henry Kissinger foi um realista cínico, no limite imoral, e em todo caso amoral.
Foi um "bom" servidor do Estado americano, no sentido em que foi um Secretário de Estado eficiente, no curto prazo, pelo menos. 
Defendeu os interesse mesquinhos do império, mas não transformou o mundo, apenas "restaurou-o", como pretendiam os conservadores de Viena, que ele estudou tão bem em sua tese de doutorado.
Mas, preservou o outro império, o soviético -- que finalmente foi "destruído" por um idealista cínico, Ronald Reagan, não pelo fiel servidor do desejo de potência que sempre foi Kissinger --, assim como está preservando, atualmente, o poder despótico da China comunista.
A única lição, finalmente, que temos de aprender com Kissinger, é o estudo da História.
Paulo Roberto de Almeida 

What Henry told Harvard

 Stephen M. Walt  

Foreign Policy, Thursday, April 12, 2012 - 12:53 PM   Share

The big event at Harvard yesterday was "A Conversation with Henry Kissinger" at Sanders Theater. The event featured the 89-year old statesman reflecting on his time at Harvard, his career in government, and the future relationship between the United States and China, along with several other topics. He was joined in the discussion by my colleagues Graham Allison (who moderated) and Joseph Nye, and by Jessica Blankshain, a graduate student from the Department of Government.

I won't try to summarize the whole conversation, but instead merely highlight a couple of moments that I found especially interesting. First, at one point Kissinger said he thought the best academic preparation for government service was training in philosophy, political theory, and history. In particular, he argued that training in political theory taught you how to think in a disciplined and rigorous manner, and knowledge of history was essential for grasping the broader political context in which decisions must be made. It was clear that he also sees a grounding in history as essential for understanding how different people see the world, and also for knowing something about the limits of the possible.

I found this observation intriguing because these subjects are not what schools of public policy typically emphasize, even though they are supposedly in the business of preparing students for careers in public service. The canonical curriculum in public policy emphasizes economics and statistics (i.e., regression analysis), sometimes combined with generic training in "public policy analysis" and political institutions. The Kennedy School (where I teach) does require MPP students to take one core course in ethics (which is grounded in political philosophy), but there's no required course in history and each year I feel my students know less and less about that important subject. Instead, they flock to courses on "leadership," as if this quality was something you can learn in a classroom in a semester or two. I would love to have asked Kissinger to elaborate on how aspiring public servants are being trained these days.

After Joe Nye asked him if there were any decisions he made that he wished he could do over (a question that Kissinger mostly evaded), he went on to reflect on how his thinking has changed over time. He noted that he has had lots of time to read and reflect since leaving government service, and he said there were many things about the world that he understood better now than when he was serving in government. He also said he was not as "self-confident" in some of his judgments as he had been when he was younger. But then he said he wasn't sure this greater wisdom would make him a better policymaker. The reason, he said, is that being a policymaker requires a powerful sense of self-confidence, precisely because so many decisions are not clear-cut -- they are 51/49 judgment calls. As he put it, "You don't get rewarded for your doubts." And in those circumstances, a little bit of bravado goes a long way; it might even be a job requirement.

It was entirely predictable, of course, that the event was briefly disrupted by a vocal protester who was quickly escorted from the room. One of the questions asked during the Q and A took a similar approach, reciting a list of Kissinger's alleged crimes and ending with the question "How do you sleep at night?" I understand where such questions come from, but I've also thought this tactic is a remarkably ineffective way to try to make a political point. Disrupting public gatherings is a form of free speech and I wouldn't try to ban it, but my experience is that it is almost always counterproductive. The reason is simple: When someone gets up and starts shouting accusations, it violates our innate sense of courtesy and almost always turns the crowd against the protester and toward the person they are attacking. I like spirited discourse as much as the next person, but I've found that a respectful, well-aimed, and devastating question usually opens more minds and does more damage than passionate denunciations do.

http://walt.foreignpolicy.com/posts/2012/04/12/kissinger_returns