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Why Free Speech on Campus Is Under Attack: Blame Marcuse – Article by Jeffrey A. Tucker

Why Free Speech on Campus Is Under Attack: Blame Marcuse – Article by Jeffrey A. Tucker

The New Renaissance Hat
Jeffrey A. Tucker
July 27, 2017
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This article was originally published by the Foundation for Economic Education on April 22, 2017.

It’s become routine. An outside lecturer like Charles Murray or FEE’s own Lawrence Reed is invited to lecture on campus, just to give a different perspective than students might be hearing in the classroom. It seems like the way academia is supposed to work: many ideas are presented as a contribution to a rich education and the student is given the tools to make up his or her own mind.

But instead of a fair hearing, the invited lecturer is met with protests and gets shouted down. Aggressive and belligerent students accuse the speaker of every manner of evil. It’s not even about providing an intellectual challenge. No one minds that. The protesters want to stop the speaker from saying anything. They intimidate, threaten, scream, shout, and drive the guest from campus. The victors claim that the campus has been made safe again.

Outsiders look at the attacks on visiting lecturers on campus and wonder why. What could be the harm in hearing an alternative point of view? Isn’t that the point of a university, and a higher education generally? Aren’t students supposed to be trusted with discernment enough to be exposed to a broad range of ideas?

None of it makes much sense, unless you understand a bizarre ideology that has exercised a massive influence in academia since the rise of the New Left in the late 1960s. In the old days, people associated the Left with an ethos akin to the ACLU today: the right to speak, publish, and associate. The turn that took place with the New Left actually flipped whatever remaining attachment that the Left had with freedom.

Blinded by Ideology

There was one major influence here: Herbert Marcuse, the father of the New Left and perhaps the most influential Marxist of the last half century, and his most famous essay from 1965: Repressive Toleration. It is here that you find the template for an upside-down view of freedom held by so many students today. In this essay, Marcuse explains that free speech and toleration are illusions so long as society has yet to conform to the Marxian ideal. So long as that is true, in fact, free speech must be suppressed and toleration itself must not be tolerated.

In some ways, this essay is a blueprint not only for an oppressive campus life dominated by left-wing hegemony; it also offers a rationale for the totalitarian state itself. But in order to understand where he is coming from, and why those under his influence can be so controlling and even terrifying toward basic standards of civility, you need to know the background of his thought.

Marcuse was born in 1898, one year before F.A. Hayek, whose life and ideas serve as a foil for the Frankfurt School that Marcuse represented. And like Mises, Marcuse was driven out of of his home by the Nazis and spent time in Geneva before coming to the United States as an emigre. Unlike Hayek and Mises, Marcuse was a dedicated Marxist, and a main influence in the extension of Marxist economic theory to cover a broader range of philosophical topics.

Both Marx and Marcuse were successors in the long tradition of left-Hegelian thought that opposed every aspect of the rise of laissez-faire commercial life in the 19th century. The Hegelian view was that what we call freedom for average people was a social mask for a meta-narrative of history that was grim and dreadful. Impersonal forces in history were at work creating struggles, clashes, and wars between large-scale social aggregates. The free market (and freedom generally) might look like harmony but it is an illusion to cover a terrible exploitation that the workers and peasants might not directly perceive but could be discerned by enlightened intellectuals.

The goal of history, in this view, is to realize some grand conclusive stage in which the social order ceases to be a messy place of marginal improvements in living standards and instead resembles some utopia as defined by intellectuals. The trick for this point of view is finding the necessary path from here to there.

Recall the strange way in which Marx’s view that the state must “wither away” became an ideological cover for the realization of the total state itself. It’s all about the transition. Yes, Marx said, the state will go away forever, but only once the new socialist man had been created and the reactionary forces keeping scientific socialism at bay were entirely expropriated (or exterminated).

Suppress Freedom to Gain It

As a dedicated Marxist (and left-Hegelian generally), Marcuse believed that the same was true for other bourgeois institutions like free speech, free press, and toleration. Yes, he shared the goal that we need all those things. “Tolerance is an end in itself,” he says with some promise that he could make some sense. “The elimination of violence, and the reduction of suppression to the extent required for protecting man and animals from cruelty and aggression are preconditions for the creation of a humane society.”

Right on! And yet, he says, “Such a society does not yet exist; progress toward it is perhaps more than before arrested by violence and suppression on a global scale.” Every exercise of freedom as it exists is loaded and dominated by existing elites, who skew the debate to favor their position. It’s not a level playing field because social inequities are so prevalent as to be decisive in all outcomes.

As with Marx, in other words, we’ve got a problem in the transition. The masses of people are being deluded by anti-Marxian practices by governments and power elites, practices which have unleashed every manner of horror: neo-colonial massacres, violence and suppression, racist exploitation, police state oppression, and the domination of society by forces of power.

You know the litany of evils, of course. But the more you read, the more you realize that the real problem according to Marcuse comes down to one word: capitalism. So long as that survives, the masses will be lacking in proper discernment to see and know what is true. In this case, toleration will only provide opportunities for the perpetuation of evil. “Tolerance is extended to policies, conditions, and modes of behavior which should not be tolerated because they are impeding, if not destroying, the chances of creating an existence without fear and misery.”

If we allow free speech and give a platform to non-Marxist ideas, the great Hegelian moment when we reach the end of history will continue to elude us.

For this reason, we need to adopt full-scale repression – at least until the end of history arrives. As Marcuse wrote:

They would include the withdrawal of toleration of speech and assembly from groups and movements which promote aggressive policies, armament, chauvinism, discrimination on the grounds of race and religion, or which oppose the extension of public services, social security, medical care, etc. Moreover, the restoration of freedom of thought may necessitate new and rigid restrictions on teachings and practices in the educational institutions which, by their very methods and concepts, serve to enclose the mind within the established universe of discourse and behavior – thereby precluding a priori a rational evaluation of the alternatives.

And to the degree to which freedom of thought involves the struggle against inhumanity, restoration of such freedom would also imply intolerance toward scientific research in the interest of deadly ‘deterrents’, of abnormal human endurance under inhuman conditions, etc.

Wait just a minute here. Did you catch that? Marcuse says that if you oppose policies like social security or Obamacare, you should be denied the freedom of speech and assembly. You should be shut up and beat up. The path toward true freedom is through massive real-world oppression. If you have the wrong views, you have no rights.

The entire essay is born of frustration that the Marxists have not yet won, that they continue to have to make a case for their perspective in the face of tremendous opposition. Given that he and his friends are part of a priesthood of truth, shouldn’t they just be declared the winners and contrary views suppressed?

In other words, it is possible to define the direction in which prevailing institutions, policies, opinions would have to be changed in order to improve the chance of a peace which is not identical with cold war and a little hot war, and a satisfaction of needs which does not feed on poverty, oppression, and exploitation. Consequently, it is also possible to identify policies, opinions, movements which would promote this chance, and those which would do the opposite. Suppression of the regressive ones is a prerequisite for the strengthening of the progressive ones.

What about freedom and stuff? We’ll get there, but first all opponents of how Marcuse defined freedom must be eliminated. In other words, this is not real freedom. It is a big excuse for suppression, despotism, and the total state.

Or as Marcuse said with characteristic bluntness, we must push the “cancellation of the liberal creed of free and equal discussion.” We must, he said, be “militantly intolerant.”

Who Rules?

Now, the question is: who should be in charge of deciding “the distinction between liberating and repressive, human and inhuman teachings and practices.” The answer is readily at hand: properly enlightened intellectuals like Marcuse and his friends, who must be put in charge of the regime managing the transition. As he puts it, a decider should be “in the maturity of his faculties as a human being.”

It is they who should speak and be charged with putting down contrary views. To Marcuse, it is no different from how society tries to control juvenile delinquents. They don’t have rights and freedoms. Neither should unenlightened adults persist in the failure to be Marxists like him.

Here we have a classic demonstration of the power of dogma. It can distort the world around you to the point that black becomes white, up is down, and slavery is freedom.

It reminds me of the time that Leon Trotsky visited the New York subway and noticed that there were machines dispensing gum. He concluded that gum was a capitalist plot to keep the jaws of the workers moving so that they would not perceive their status as slaves having their surplus value stolen by capitalist exploiters.

And yet: sometimes gum is just gum.

So you wonder: where are these attacks on free speech coming from? They are coming from the academy where this stuff is taught to students of sociology, politics, and literature, from day one. It doesn’t mean that people are literally reading Marcuse or even that their professors have done so. Philosophy works this way. Bad ideas are like termites: you can’t entirely see them, and suddenly the whole house falls in.

Astute readers will notice a strange parallel between the ideas of Marcuse and those of the alt-right that imagines that violating the rights of people who disagree is the way to make progress toward real freedom. The model for the alt-right is the world of Pinochet: dissidents must be thrown out of helicopters.

Indeed, there is not much substantial difference between the Nazi politics of Carl Schmitt and the Marxist politics of Herbert Marcuse. They both exist within the same Hegelian ideological bubble, operating as mirror images of each other. One gives rise to the other in alternating sequences of action and reaction. Two sides of the same coin.

Each wants to suppress the other, which is why the complaints of alt-rightists are so disingenuous. They complain about having their free-speech rights violated, but they aspire to do exactly the same to their own enemies.

And, incidentally, censorship is like socialism: it works in theory but not in practice. Suppressing ideas subsidizes the demand for the very idea being put down. You can’t control the human mind by controlling speech alone.

What about Real Freedom?

As you read through this material, the question keeps coming back to you. What about actual freedom right now? What about actual speech right now? Not freedom and speech toward a specific goal, a spelled-out end of history scenario, but rather just real freedom and speech, right now. And what about commercial freedom itself, which has done more to improve the lives of regular people more than any imagined end-state of history as cobbled together by intellectual elites.

Exploring this left and right Hegelian literature makes you appreciate the absolute genius of the old liberal creed, and the handful of great intellectuals who upheld it through the 20th century against these dangerous and illiberal ideologies. Only in this literature will you discover the great truth that freedom right now, right where we are in this stage of history, is the only social goal truly worth fighting for.

Jeffrey Tucker is Director of Content for the Foundation for Economic Education. He is also Chief Liberty Officer and founder of Liberty.me, Distinguished Honorary Member of Mises Brazil, research fellow at the Acton Institute, policy adviser of the Heartland Institute, founder of the CryptoCurrency Conference, member of the editorial board of the Molinari Review, an advisor to the blockchain application builder Factom, and author of five books. He has written 150 introductions to books and many thousands of articles appearing in the scholarly and popular press.

This article was published by The Foundation for Economic Education and may be freely distributed, subject to a Creative Commons Attribution 4.0 International License, which requires that credit be given to the author. Read the original article.

Critical Thinking Doesn’t Mean What Most People Think – Article by Sanford Ikeda

Critical Thinking Doesn’t Mean What Most People Think – Article by Sanford Ikeda

The New Renaissance Hat
Sanford Ikeda
July 4, 2017
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Academics like to say that we teach “critical thinking” without thinking too critically about what it means to think critically.

Being Critical, Not Thinking Critically 

Too often in practice, people equate critical thinking with merely being skeptical of whatever they hear. Or they will interpret it to mean that, when confronted with someone who says something that they disagree with, they either:

a) stop listening (and perhaps then start shouting),

b) find a way to squeeze the statement into our pre-existing belief system (if we can’t we stop thinking about it), or

c) attempt to “educate” the speaker about why their statement or belief system is flawed. When this inevitably fails we stop speaking to them, at least about the subject in question.

Ultimately, each of these responses leaves us exactly where we started, and indeed stunts our intellectual growth. I confess that I do a, b, and c far too often (except I don’t really shout that much).

To me, critical thinking means, at a minimum, questioning a belief system (especially my own) by locating the premises underlying a statement or conclusion, whether we agree with it or not, and asking:

1) whether or not the thinker’s conclusions follow from those premises,

2) whether or not those premises are “reasonable,” or

3) whether or not what I consider reasonable is “reasonable” and so on.

This exercise ranges from hard to excruciatingly uncomfortable – at least when it comes to examining my own beliefs. (I’ve found that if I dislike a particular conclusion it’s hard to get myself to rigorously follow this procedure; but if I like a conclusion it’s often even harder.)

Teaching Critical Thinking

Fortunately, people have written articles and books that offer good criticisms of most of my current beliefs. Of course, it’s then up to me to read them, which I don’t do often enough. And so, unfortunately, I don’t think critically as much as I should…except when I teach economics.

It’s very important, for example, for a student to critically question her teacher, but that’s radically different from arguing merely to win. Critical thinking is argument for the sake of better understanding, and if you do it right, there are no losers, only winners.

Once in a while, a student speaks up in class and catches me in a contradiction – perhaps I’ve confused absolute advantage with comparative advantage – and that’s an excellent application of genuine critical thinking. As a result we’re both now thinking more clearly. But when a student or colleague begins a statement with something like “Well, you’re entitled to your opinion, but I believe…” that person may be trying to be critical (of me) but not in (or of) their thinking.

It may not be the best discipline for this, but I believe economics does a pretty good job of teaching critical thinking in the sense of #1 (logical thinking). Good teachers of economics will also strategically address #2 (evaluating assumptions), especially if they know something about the history of economic ideas.

Economics teachers with a philosophical bent will sometimes address #3 but only rarely (otherwise they’d be trading off too much economic content for epistemology). In any case, I don’t think it’s possible to “get to the bottom” of what is “reasonable reasonableness” and so on because what ultimately is reasonable may, for logical or practical reasons, always lie beyond our grasp.

I could be wrong about that or indeed any of this. But I do know that critical thinking is a pain in the neck. And that I hope is a step in the right direction.

Sanford (Sandy) Ikeda is a professor of economics at Purchase College, SUNY, and the author of The Dynamics of the Mixed Economy: Toward a Theory of Interventionism. He is a member of the FEE Faculty Network.

This article was published by The Foundation for Economic Education and may be freely distributed, subject to a Creative Commons Attribution 4.0 International License, which requires that credit be given to the author. Read the original article.

What the Self-Esteem Movement Got Disastrously Wrong – Article by Dan Sanchez

What the Self-Esteem Movement Got Disastrously Wrong – Article by Dan Sanchez

The New Renaissance Hat
Dan Sanchez
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One of Saturday Night Live’s most popular skits in the early 90s was a mock self-help show called “Daily Affirmation with Stuart Smalley.” Smalley, played by now-Senator Al Franken, would begin each show by reciting into the mirror, “I’m good enough, I’m smart enough, and, doggone it, people like me.”

This was a spoof of the “self-esteem movement,” which in the 80s had been all the rage. In that decade, self-esteem became a hot topic for motivational speakers and almost a book genre unto itself. In 1986, California even established a self-esteem “State Task Force.” But by the next decade, the movement had degenerated into an easy late-night punchline. Even today, Smalley’s simpering smile is the kind of image that the term “self-esteem” evokes for many.

Generation Barney

The self-esteem movement is also widely blamed for its influence on American schools and families. In the name of building self-esteem, teachers and parents showered children with effusive, unconditional praise. In the name of protecting self-esteem, kids were sheltered from any criticism or adverse consequences. The sugary rot spread to children’s television as well. Many of today’s young adults were raised on Barney the Dinosaur, who gushed with “feel-good” affirmations just as sappy as Smalley’s.

I am reminded of a moment from my own education career in the early 2000s. I had designed a classroom game for preschoolers, and one of my colleagues, a veteran early childhood educator, objected that my game involved competition and winners. “Your game can’t have a winner, because that means other kids will be losers,” she explained.

According to critics, this kind of mollycoddling has yielded a millennial generation full of emotionally fragile young adults who, in the workplace, expect praise and affirmation simply for showing up, and who can’t cope with (much less adapt to) constructive criticism. It is also partially blamed for the rise of politically-correct university “snowflakes” (aka “crybullies”) and their petulant demands for “safe spaces” on campus.

An Unknown Ideal

Ironically, these criticisms would be heartily endorsed by the father of the self-esteem movement. The whole thing was kicked off by an influential 1969 book titled The Psychology of Self-Esteem, written by Nathaniel Branden (1930-2014), a psychotherapist and one-time colleague and lover of Ayn Rand. It was the first of a long series of books by Branden about self-esteem, which included The Disowned Self (1971), Honoring the Self (1983), How To Raise Your Self-Esteem (1987), and The Power of Self-Esteem (1992).

In The Six Pillars of Self-Esteem (1994), his definitive book on the subject, Branden expressed deep dissatisfaction with prevailing discussions of the concept, especially after the movement became an explosive fad in the 80s. In that period, the concept of self-esteem was distorted by what Branden called “the oversimplifications and sugar-coatings of pop psychology.” Branden declared that:

“I do not share the belief that self-esteem is a gift we have only to claim (by reciting affirmations, perhaps). On the contrary, its possession over time represents an achievement.” [Emphasis added here and below.]

As Branden understood and explained it, self-esteem was an action-oriented, tough-minded concept. If Branden had been Stuart Smalley’s therapist, he would have advised him to stop mouthing empty self-compliments into the mirror and instead to start building real self-esteem through deep reflection and concrete action.

Branden especially deplored how badly education reformers were getting self-esteem wrong. He wrote:

“We do not serve the healthy development of young people when we convey that self-esteem may be achieved by reciting “I am special” every day, or by stroking one’s own face while saying ‘I love me’…”

He elaborated that:

“I have stressed that ‘feel good’ notions are harmful rather than helpful. Yet if one examines the proposals offered to teachers on how to raise students’ self-esteem, many are the kind of trivial nonsense that gives self-esteem a bad name, such as praising and applauding a child for virtually everything he or she does, dismissing the importance of objective accomplishments, handing out gold stars on every possible occasion, and propounding an ‘entitlement’ idea of self-esteem that leaves it divorced from both behavior and character. One of the consequences of this approach is to expose the whole self-esteem movement in the schools to ridicule.”

Branden further clarified:

“Therefore, let me stress once again that when I write of self-efficacy or self-respect, I do so in the context of reality, not of feelings generated out of wishes or affirmations or gold stars granted as a reward for showing up. When I talk to teachers, I talk about reality-based self-esteem. Let me say further that one of the characteristics of persons with healthy self-esteem is that they tend to assess their abilities and accomplishments realistically, neither denying nor exaggerating them.”

Other-Esteem

Branden also criticized those who:

“…preferred to focus only on how others might wound one’s feelings of worth, not how one might inflict the wound oneself. This attitude is typical of those who believe one’s self-esteem is primarily determined by other people.”

Indeed, what most “self-esteem” advocates fail to understand is that other-reliant “self-esteem” is a contradiction in terms. Far from building self-esteem, many of the counselors, teachers, and parents of yesteryear obstructed its growth by getting kids hooked on a spiritual I.V. drip of external validation. Instead of self-esteem, this created a dependence on “other-esteem.”

It is no wonder then that today we are faced with the (often exaggerated) phenomenon of young, entitled, high-maintenance validation-junkies in the classroom and the workplace. Their self-esteem has been crippled by being, on the one hand, atrophied by the psychic crutches of arbitrary authoritarian approval, and, on the other hand, repeatedly fractured by the psychic cudgels of arbitrary authoritarian disapproval.

Almost entirely neglected has been the stable middle ground of letting children learn to spiritually stand, walk, and run on their own: to build the strength of their self-esteem through the experience of self-directed pursuits, setting their own standards, and adapting to the natural consequences of the real world.

Branden also noted that self-esteem is not promoted by:

“…identifying self-worth with membership in a particular group (“ethnic pride”) rather than with personal character. Let us remember that self-esteem pertains to that which is open to our volitional choice. It cannot properly be a function of the family we were born into, or our race, or the color of our skin, or the achievements of our ancestors. These are values people sometimes cling to in order to avoid responsibility for achieving authentic self-esteem. They are sources of pseudo self-esteem. Can one ever take legitimate pleasure in any of these values? Of course. Can they ever provide temporary support for fragile, growing egos? Probably. But they are not substitutes for consciousness, responsibility, or integrity. They are not sources of self-efficacy and self-respect. They can, however, become sources of self-delusion.”

This helps to explain the emotional fragility of young people obsessed with “identity politics,” especially the perverse pride in group victimhood that pervades the campus left. It also speaks to the agitation and resentment of today’s crop of white nationalists and other right-wing “identitarians.” As Ayn Rand wrote:

“The overwhelming majority of racists are men who have earned no sense of personal identity, who can claim no individual achievement or distinction, and who seek the illusion of a “tribal self-esteem” by alleging the inferiority of some other tribe.”

Authentic self-esteem promotes, not codependency and fragility, but independence, enterprise, resilience, adaptability, and a growth mindset: exactly the character traits that individuals, young and old, need more of in today’s economy and political climate.

It is nothing short of tragic that the confusions of the so-called self-esteem movement have turned an indispensable concept into an object of ridicule and blame. Far from being the source of our problems, self-esteem is the missing solution.

dan-sanchezDan Sanchez

Dan Sanchez is Managing Editor of FEE.org. His writings are collected at DanSanchez.me.

This article was originally published on FEE.org and may be freely distributed, subject to a Creative Commons Attribution 4.0 International License, which requires that credit be given to the author. Read the original article.

The ADA Attack on Online Courses Hurts the Disabled, Too – Article by Alex Tabarrok

The ADA Attack on Online Courses Hurts the Disabled, Too – Article by Alex Tabarrok

The New Renaissance HatAlex Tabarrok
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The Department of Justice has sent a letter to UC Berkeley threatening a lawsuit unless the university modifies all of its free online educational materials to meet conditions of accessibility. In response the Vice Chancellor for Undergraduate Education writes:

…we have attempted to maximize the accessibility of free, online content that we have made available to the public. Nevertheless, the Department of Justice has recently asserted that the University is in violation of the Americans with Disabilities Act because, in its view, not all of the free course and lecture content UC Berkeley makes available on certain online platforms is fully accessible to individuals with hearing, visual or manual disabilities.

…We look forward to continued dialog with the Department of Justice regarding the requirements of the ADA and options for compliance. Yet we do so with the realization that, due to our current financial constraints, we might not be able to continue to provide free public content under the conditions laid out by the Department of Justice to the extent we have in the past.

In many cases the requirements proposed by the department would require the university to implement extremely expensive measures to continue to make these resources available to the public for free. We believe that in a time of substantial budget deficits and shrinking state financial support, our first obligation is to use our limited resources to support our enrolled students. Therefore, we must strongly consider the unenviable option of whether to remove content from public access.

In short, the DOJ is saying that unless all have access, none can and UC Berkeley is replying that none will. I sympathize with UC Berkeley’s position. The cost of making materials accessible can be high and the cost is extremely high per disabled student. It would likely be much cheaper to help each disabled student on an individual basis than requiring all the material to be rewritten, re-formatted and reprogrammed (à la one famous example).

An even greater absurdity is that online materials are typically much easier to access than classroom materials even when they do not fully meet accessibility rules. How many teachers, for example, come with captions? (And in multiple languages?) How about volume control? How easy is it for the blind to get to campus? In theory, in-class materials are also subject to the ADA but in practice everyone knows that that is basically unworkable. I guarantee, for example, that professors throughout the UC-system routinely show videos or use powerpoints that do not meet accessibility guidelines. Thus, by raising the costs of online education, the most accessible educational format, the ADA may have the unintended consequence of slowing access. Put simply, raising the costs of online education makes it more difficult for anyone to access educational materials including the disabled.

Addendum: By the way, if you are wondering, all of MRU’s videos for our Principles of Microeconomics and Principles of Macroeconomics courses are captioned in English and most are also professionally captioned in Spanish, Arabic and Chinese.

This post first appeared at Marginal Revolution.

Alex Tabarrok is a professor of economics at George Mason University. He blogs at Marginal Revolution with Tyler Cowen.

The Homeschooling Revolution – Article by Ron Paul

The Homeschooling Revolution – Article by Ron Paul

The New Renaissance Hat
Ron Paul
September 9, 2013
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Opposing infringement on parental control of education and promoting alternatives to government-run schools is a vital task for the liberty movement. When government usurps parents’ right to control their child’s education, it is inevitable that the child will be taught the values of government officials, rather than of the parents. The result is an education system with a built-in bias toward statism. Over time, government-controlled education can erode the people’s knowledge of, and appreciation for, the benefits of a free society.

This is why throughout my congressional career I fought against any legislation that infringed on a parent’s right to control their child’s education, especially any legislation that limited a parent’s right to homeschool. Many so-called education experts claim that parents who are not “government-certified” educators cannot provide their children with a quality education. However, the numerous studies showing that homeschooled children out-perform their publicly educated peers in every academic category shows that most parents are more than capable of providing their children with an excellent education.

The Internet has made it easier than ever for parents to homeschool.  Because of my interest in promoting alternatives to government-controlled education, this month I am launching my own homeschool curriculum. The Ron Paul Curriculum consists of a rigorous program of study in history, economics, mathematics, and the physical and natural sciences.

Older students will also have the opportunity to gain experience creating and running their own on-line business.  Frequent written assignments will ensure that students have the maximum opportunity to develop strong communication skills.

Students and parents are invited to participate in on-line interactive forums. The goal of the forums is to maximize participation so the student is not a passive recipient of information conveyed by the teachers.  Instead, the students are encouraged to actively engage with their fellow students so the students can learn from each other as well as from the program’s instructors.

Of course, many of the offerings, particularly in history and economics, reflect my belief and interest in the freedom philosophy.  However, unlike the pro-statist curriculum used in government-run schools, the curriculum does not place promoting an ideological agenda ahead of ensuring that students receive a quality education. The economic curriculum will cover all significant schools of economic thought, but will emphasize the free-market “Austrian” school.

Parents interested in providing their children with a quality education that incorporates knowledge of the principles of liberty will find this program a good investment. The curriculum also does not shy away from addressing the crucial role religion played in the development of western civilization. However, the materials are drafted in way that any Christian, Jewish, Muslim, or atheist parent who wants their children to receive a top-notch education incorporating the history, philosophy, and economics of liberty, can feel comfortable using the curriculum.

I expected interest in my curriculum to grow over the years, as the young people who have recently become interested in the ideas of liberty marry and start their own families. These men and women will want to make sure their children’s education includes instruction in the ideas of liberty that was lacking in their government-provided-and-controlled education.

I am excited to be able to help provide the increasing number of parents interested in homeschooling with a quality curriculum that emphasizes the history and philosophy of liberty and free-market economics of the Austrian school. For more information on my homeschool curriculum, please see here.  And to order a copy of my new book The School Revolution: A New Answer for Our Broken Education System, see here.

Ron Paul, MD, is a former three-time Republican candidate for U. S. President and Congressman from Texas.

This article is reprinted with permission from the Ron Paul Institute for Peace and Prosperity.

The Best Novels and Plays about Business: Results of a Survey – Article by Edward W. Younkins

The Best Novels and Plays about Business: Results of a Survey – Article by Edward W. Younkins

The New Renaissance Hat
Edward W. Younkins
May 10, 2013
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My Koch Research Fellows, Jomana Krupinski and Kaitlyn Pytlak, and I conducted a survey of 250 Business and Economics professors and 250 English and Literature professors. Colleges and universities were randomly selected and then professors from the relevant departments were also randomly selected to receive our email survey. They were asked to list and rank from 1 to 10 what they considered to be the best novels and plays about business. We did not attempt to define the word “best”,  leaving that decision to each respondent. We obtained sixty-nine usable responses from Business and Economics professors and fifty-one from English and Literature professors. A list of fifty choices was given to each respondent and an opportunity was presented to vote for works not on the list. When tabulating the results, ten points were given to a novel or play in a respondent’s first position, nine points were assigned to a work in the second position, and so on, down to the tenth listed work, which was allotted one point. The table below presents the top twenty-five novels and plays for each group of professors. Interestingly, fifteen works made both top-25 lists. These are noted in bold type.
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The Best Novels and Plays about Business

Business and Economics Professors
Points
English and Literature Professors
Points
1.   Atlas Shrugged, Ayn Rand
457
1.   Death of a Salesman, Arthur Miller
282
2.   The Fountainhead, Ayn Rand
297
2.   Bartleby: The Scrivener, Herman Melville
259
3.   The Great Gatsby, F. Scott Fitzgerald
216
3.   The Great Gatsby, F. Scott Fitzgerald
231
4.   Death of a Salesman, Arthur Miller
164
4.   The Jungle, Upton Sinclair
143
5.   Time Will Run Back, Henry Hazlitt
145
5.   Babbitt, Sinclair Lewis
126
6.   The Jungle, Upton Sinclair
136
6.   Glengarry Glen Ross, David Mamet
121
7.   The Gilded Age, Mark Twain and Charles Dudley Warner
95
7.   The Rise of Silas Lapham, William Dean Howells
98
8.   Glengarry Glen Ross, David Mamet
89
8.   American Pastoral, Philip Roth
85
9.   God Bless You, Mr. Rosewater, Kurt Vonnegut, Jr.
57
9.   The Confidence Man, Herman Melville
75
10. Other People’s Money, Jerry Sterner
57
10. The Fountainhead, Ayn Rand
75
11. Bartleby: The Scrivener, Herman Melville
55
11. A Hazard of New Fortunes, William Dean Howells
66
12. A Man in Full, Tom Wolfe
48
12. The Octopus, Frank Norris
65
13. Babbitt, Sinclair Lewis
47
13. Atlas Shrugged, Ayn Rand
62
14. The Man in the Gray Flannel Suit, Sloan Wilson
43
14. Nice Work, David Lodge
62
15. Rabbit is Rich, John Updike
41
15. The Big Money, John Dos Passos
59
16. Major Barbara, George Bernard Shaw
39
16. The Gilded Age, Mark Twain and Charles Dudley Marner
58
17. Dombey and Son, Charles Dickens
33
17. Rabbit is Rich, John Updike
55
18. The Goal, Eliyahu M. Goldratt
33
18. Seize the Day, Saul Bellow
55
19. The Driver, Garet Garrett
32
19. Mildred Pierce, James M. Gain
54
20. Executive Suite, Cameron Hawley
32
20. The Financier, Theodore Dreiser
53
21. The Way We Live Now, Anthony Trollope
32
21. Dombey and Son, Charles Dickens
51
22. American Pastoral, Philip Roth
29
22. Sometimes a Great Notion, Ken Kesey
45
23. The Octopus, Frank Norris
29
23. The Last Tycoon, F. Scott Fitzgerald
44
24. Sometimes a Great Notion, Ken Kesey
28
24. The Moviegoer, Walker Percy
43
25. North and South, Elizabeth Gaskell
27
25. God Bless You, Mr. Rosewater, Kurt Vonnegut, Jr.
39

 

Dr. Edward W. Younkins is Professor of Accountancy at Wheeling Jesuit University. He is the author of Capitalism and Commerce: Conceptual Foundations of Free Enterprise [Lexington Books, 2002], Philosophers of Capitalism: Menger, Mises, Rand, and Beyond [Lexington Books, 2005] (See Mr. Stolyarov’s review of this book.), and Flourishing and Happiness in a Free Society: Toward a Synthesis of Aristotelianism, Austrian Economics, and Ayn Rand’s Objectivism [Rowman & Littlefield Pub Incorporated, 2011] (See Mr. Stolyarov’s review of this book.). Many of Dr. Younkins’s essays can be found online at his web page at www.quebecoislibre.org. You can contact Dr. Younkins at younkins@wju.edu