Crises have been studied in many disciplines and from diverse perspectives for at least 150 years. Yet recent decades have seen a marked increase in the crisis literature, reflecting growing awareness of crisis phenomena from the 1970s onwards.

Responding to this mainstream literature, this edited collection makes six key innovations. First, it distinguishes between crises as event and crises as process, as well as crises as accidental events or as the result of system-generated processes. Second, it distinguishes crises that can be managed through established crisis-management routines from crises of crisis management. Third, it focuses on the symptomatology of crisis, i.e., the challenge of moving crisis symptoms to understanding underlying causes as a basis for decisive action. Fourth, it goes beyond the cliché that crises are both threat and opportunity by distinguishing valid accounts of the origins and present nature of a crisis, from more speculative accounts of what potentially exists. Fifth, it explores how crises can disorient conventional wisdom, thus provoking efforts to interpret and learn about crises and draw lessons after a crisis has ended. Finally, the sixth element is the move away from the conventional focus on executive authorities and disaster management agencies, instead turning attention towards how other social forces construe crises and attempt to learn from them.

Offering important insights into the pedagogy of crisis throughout, this collection will offer excellent reading to both researchers and postgraduate students.

part Part I|72 pages

Introducing some key themes

chapter 1|22 pages


2Organizational perspectives on crisiology and learning
ByKarim Knio, Bob Jessop

chapter 2|24 pages

The diversity of crisis literatures and learning processes

ByKarim Knio

part Part II|30 pages

Resilience in and through crises

chapter 4|13 pages

The 2008 crisis and the resilience of the neo-liberal order

ByAndrew Gamble

chapter 5|15 pages

Crises are the new normal

Governing through resilience
ByDavid Chandler

part Part III|64 pages

Non-learning, fantasy learning, and potential learning

chapter 6|16 pages

Vision and ideology in economic theory

104The post-crisis persistence of mainstream general equilibrium macroeconomics
ByMatthew Watson

chapter 7|18 pages

The crisis in democracy and authoritarian neoliberalism after the Eurozone crisis

Fantastic debates and power as affording not to learn from mistakes
ByMagnus Ryner

chapter 8|28 pages

After the crisis

Lessons on economic and political paradigms and policies
ByRobert Boyer

part Part IV|40 pages

Fetishistic or reflexive learning?

chapter 9|20 pages

The EU’s competitiveness fetish

168Industrial renaissance through internal devaluation, really?
ByAngela Wigger

part Part V|56 pages

Limits to learning and the scope for overcoming them

part Part VI|21 pages


chapter 14|19 pages

Critical realism, symptomatology and the pedagogy of crisis

ByBob Jessop, Karim Knio