Empowering Global Citizens

Students also examine some alternate ways that countries and agencies are
working to go beyond just economic growth. Students may be divided into
different groups and present in groups on the different approaches being

used to examine development. Some topics may include the following:

1. Bhutan and its experience with “Gross National Happiness,” in—
cluding whether this idea is extendable and what “subjective well—
being” entails as a marker of development

2. A comparison of the “70er Development Report and the Human
Development Report

3. Stability and peace as indicators of development

4. Acemoglu, Johnson, and Robinson on the role of geography and

institutions in development (2001)

Students may question whether the main thesis of their topic is strong, rel—
evant, and practical in current contexts and whether these new approaches
to development can be further expanded. Do they believe there are gaps? If
so, what might those gaps be, and how can holistic and inclusive develop
ment be defined and measured?

Activity DE.3.4

The Political Economy of Growth and Development in
Latin America

Students begin by reading the following pieces:

0 a piece on the political economy of Latin America and its role in
the growth and development of the region (http://www.economist.
com/node/169641 14)

0 a piece on democracy and growth in Latin America (http:/ / foreign.
senate. gov/imo/media/doc/ReidwTestimony. pdf)

0 a piece on the need for Panama (Latin America’s fastest—growing
economy) to address issues of governance (http://www.economist.

com/node/18959000)