Samuel Bowles

Bio: Samuel Bowles is an academic researcher from Santa Fe Institute. The author has contributed to research in topics: Population & Redistribution (cultural anthropology). The author has an hindex of 80, co-authored 309 publications receiving 40614 citations. Previous affiliations of Samuel Bowles include University of Siena & Harvard University.

Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life

Abstract: The Contradictions Of Liberal Educational Reform Beyond the Educational Frontier: The Great American Dream Freeze Broken Promises: School Reform in Retrospect * Education And The Structure Of Economic Life At the Root of the Problem: The Capitalist Economy Education, Inequality, and the Meritocracy Education and Personal Development: The Long Shadow of Work * The Dynamics Of Educational Change The Origins of Mass Public Education Corporate Capital and Progressive Education The Transformation of Higher Education and the Emerging White-Collar Proletariat Capital Accumulation, Class Conflict, and Educational Change * Getting There Educational Alternatives Education, Socialism, and Revolution

In search of homo economicus: Behavioral experiments in 15 small-scale societies

Abstract: We can summarize our results as follows. First, the canonical model is not supported in any society studied. Second, there is considerably more behavioral variability across groups than had been found in previous cross-cultural research, and the canonical model fails in a wider variety of ways than in previous experiments. Third, group-level differences in economic organization and the degree of market integration explain a substantial portion of the behavioral variation across societies: the higher the degree of market integration and the higher the payoffs to cooperation, the greater the level of cooperation in experimental games. Fourth, individual-level economic and demographic variables do not explain behavior either within or across groups. Fifth, behavior in the experiments is generally consistent with economic patterns of everyday life in these societies.

Endogenous Preferences: The Cultural Consequences of Markets and Other Economic Institutions

Abstract: Drawing on experimental economics, anthropology, social psychology, sociology, history, the theory of cultural evolution as well as more conventional economic sources, I review models and evidence concerning the impact of economic institutions on preferences, broadly construed. I identify a number of ways in which the form of economic organization of a society appears to influence the process of human development by shaping tastes, the framing of choice situations, psychological dispositions, values, and other determinants of individual behavior. I conclude by commenting on some implications for economic theory and policy analysis.

“Economic man” in cross-cultural perspective: Behavioral experiments in 15 small-scale societies

Abstract: Researchers from across the social sciences have found consistent deviations from the predictions of the canonical model of self-interest in hundreds of experiments from around the world. This research, however, cannot determine whether the uniformity re- sults from universal patterns of human behavior or from the limited cultural variation available among the university students used in virtually all prior experimental work. To address this, we undertook a cross-cultural study of behavior in ultimatum, public goods, and dictator games in a range of small-scale societies exhibiting a wide variety of economic and cultural conditions. We found, first, that the canonical model - based on self-interest - fails in all of the societies studied. Second, our data reveal substantially more behavioral vari- ability across social groups than has been found in previous research. Third, group-level differences in economic organization and the structure of social interactions explain a substantial portion of the behavioral variation across societies: the higher the degree of market integration and the higher the payoffs to cooperation in everyday life, the greater the level of prosociality expressed in experimental games. Fourth, the available individual-level economic and demographic variables do not consistently explain game behavior, either within or across groups. Fifth, in many cases experimental play appears to reflect the common interactional patterns of everyday life.

The iron cage revisited institutional isomorphism and collective rationality in organizational fields

Abstract: What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

Research Methods in Education

Abstract: Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

疟原虫var基因转换速率变化导致抗原变异[英]／Paul H, Robert P, Christodoulou Z, et al//Proc Natl Acad Sci U S A

Abstract: 抗原变异可使得多种致病微生物易于逃避宿主免疫应答。表达在感染红细胞表面的恶性疟原虫红细胞表面蛋白1（PfPMP1）与感染红细胞、内皮细胞、树突状细胞以及胎盘的单个或多个受体作用，在黏附及免疫逃避中起关键的作用。每个单倍体基因组var基因家族编码约60种成员，通过启动转录不同的var基因变异体为抗原变异提供了分子基础。

The New Meaning of Educational Change

Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change