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. | The Pedagogy of Economic Political and Social Crises Dynamics Construals and Lessons