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21. Toward a Free Market in Education: School Vouchers or Tax Credits?

Author:
Michael A. LaFerrara
Publication Date:
03-2011
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
More and more Americans are coming to recognize the superiority of private schools over government-run or “public” schools. Accordingly, many Americans are looking for ways to transform our government-laden education system into a thriving free market. As the laws of economics dictate, and as the better economists have demonstrated, under a free market the quality of education would soar, the range of options would expand, competition would abound, and prices would plummet. The question is: How do we get there from here? Andrew Bernstein offered one possibility in “The Educational Bonanza in Privatizing Government Schools” (TOS, Winter 2010-11): Sell government schools to the highest bidders, who would take them over following a transitional period to “enable government-dependent families to adjust to the free market.” This approach has the virtues of simplicity and speed, but also the complication of requiring widespread recognition of the propriety of a fully private educational system—a recognition that may not exist in America for quite some time.
Topic:
Economics, Education, and Government
Political Geography:
America

22. An Interview with Atlas Shrugged Movie Producer Harmon Kaslow

Author:
Craig Biddle
Publication Date:
03-2011
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
Craig Biddle: Thank you for joining me today, Harmon. I'm very excited about the Atlas Shrugged movie, and I know that TOS readers want to hear all about it. Harmon Kaslow: It's my pleasure. CB: How and when did you get involved in making this movie? HK: I got involved in April 2010 after being contacted by John Aglialoro, my coproducer. At that point, a movie had to be made quickly or John would lose the rights to it. So he contacted me to see if I might be able to help him put together a lower-budget version in short order. CB: As coproducers, what have been John's and your respective roles in the movie? HK: John's role was to keep the movie faithful to the book. Mine was to get the movie into production before June 15. John has probably read Atlas more than a dozen times, and during the process of writing the screenplay and getting the film into production, he was constantly rereading chapters, mulling over the elements of the story, and working to ensure that the production remained true to Rand's ideas. My job was to work with John to make the movie happen, to get all the pieces together so that we could say “action” and make certain the film was completed. CB: Atlas Shrugged is a 54-year-old story. Why do you think it matters today? HK: For starters, many events from the story parallel real-life events today. For instance, whereas in the story the government passes business-thwarting laws such as the “Anti-Dog-Eat-Dog Rule” and the “Equalization of Opportunity Bill,” in real life today the government is passing laws such as the “Emergency Economic Stabilization Act” and the “Patient Protection and Affordable Care Act.” But more fundamentally, the story matters because it dramatizes timeless philosophic truths about human nature, the role of reason in human life, the morality of rational self-interest versus predation or “greed,” the role of the government and of the citizen, and man's need of political and economic freedom. These truths will always matter. . . .
Topic:
Economics and Government

23. Economics in Atlas Shrugged

Author:
Richard M Salsman
Publication Date:
03-2011
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
Economics is widely regarded today as dry, lifeless, boring. But given what economics properly studies, this should not be the case. Economics studies the production and exchange of material values in a division of labor society. We live in a material world; we produce material values in order to live and prosper; and we exchange these values for those produced by others in order to live even better lives. In other words, economics studies one of the major means by which people live and achieve happiness. Why, then, do so many people regard this science as boring? And what could remedy the situation? The answers may be gleaned by comparing two books, each of which has sold millions of copies over the past five decades: Ayn Rand's Atlas Shrugged (1957) and Paul Samuelson's Economics (1948). The first is a story about the role of reason in man's life and about what happens to an economy when the men of the mind go on strike. The second is the quintessential economics text of the 20th and 21st centuries, and is generally assigned reading for beginning students in the field.1 Although Atlas is a work of fiction, and although Rand was not an economist, her novel is replete with economic truths. Conversely, although Economics is a work of nonfiction, and although Samuelson was a Nobel-winning economist, his book is full of economic falsehoods. And whereas the truths in Atlas are dramatized with passion and excitement, the falsehoods in Economics are conveyed by way of lifeless, boring prose.2 Lest one assume that the reason Atlas is more exciting than Economics is merely a matter of the different mediums, one being fiction and the other nonfiction, observe that Rand's nonfiction—and much other nonfiction—is hands-down more exciting than many works of fiction (ever read The Catcher in the Rye?). Nor is people's boredom with economics due to Samuelson's book per se. But his text and those influenced by it, which represent the modern approach to the subject, have largely contributed to the way economics is taught and viewed today. To see the difference between the modern approach to economics and that dramatized in Atlas, let us consider the essence of each with respect to six key areas: the source of wealth, the role of the businessman, the nature of profit, the essence of competition, the result of production, and the purpose of money. The Source of Wealth Samuelson and company contend that wealth results essentially from labor applied to raw materials (or “natural resources”)—and by “labor” they mean physical or manual labor, not mental labor. The general idea is that the economic value of a good or service reflects the physical labor that went into making it. This is known as the “labor theory of value,” and it was originally advanced by classical economists including Adam Smith, David Ricardo, and Karl Marx.3 This theory is widely accepted today, especially by the Left. In the late 19th century, however, some free-market economists, trying to counter the growing Marxist charge that labor was being robbed by greedy capitalists, amended the theory to say that “consumer desires” also determine value, jointly with labor. This approach—dubbed “neoclassical economics”—is now largely accepted and is the prevalent view in today's textbooks. Ayn Rand, in contrast, holds that the mind—human thinking and the resulting intelligence—is the primary source of wealth. The mind, she says, directs not only physical labor but also the organization of production; “natural resources” are merely potential wealth, not actual wealth; and consumer desires are not causes of wealth but results of it. Each great producer in Atlas—Hank Rearden, Dagny Taggart, Francisco D'Anconia, Ellis Wyatt, Ken Danagger, Midas Mulligan, or John Galt—is dedicated first and foremost to using his mind. Each thinks, plans long-range, and produces goods or services thereby. Atlas dramatizes this principle in many ways, but perhaps most vividly through the work of Rearden. In one scene he is in his steel mill looking on as the first heat of the first order of his revolutionary new metal is poured. He reflects back on the ten long years of thought and effort it took him to get to this point. He had purchased a bankrupt mill even as experts dismissed the venture and industry as hopeless. Rearden has breathed life back into both. Rand writes that “his was a lifetime lived on the axiom that the constant, clearest most ruthless function of his rational faculty was his foremost duty” (p. 122). Here is an indication of the production process in his mill: “Two hundred tons of metal which was to be harder than steel, running liquid at a temperature of four thousand degrees, had the power to annihilate every wall of the structure and every one of the men who worked by the stream. But every inch of its course, every pound of its pressure and the content of every molecule within it, were controlled and made by a conscious intention that had worked upon it for ten years” (p. 34). Rand shows that Rearden's mind is the source of this wealth, and that labor and materials had stood idle until his mind showed up for work. Others in Atlas voice the textbook view of the entrepreneur. Rearden's wife dismisses his achievements: “Intellectual pursuits are not learned in the marketplace,” she scowls; “it's easier to pour a ton of steel than it is to make friends” (p. 138). A hobo in a diner accosts Dagny Taggart with a similar attitude: “Man is just a low-grade animal, without intellect,” he growls; “[his] only talent is an ignoble cunning for satisfying the needs of his body. No intelligence is required for that. . . . [W]itness our great industries—the only accomplishments of our alleged civilization—built by vulgar materialists with the aims, the interests and the moral sense of hogs” (p. 168). Perhaps an economist might recognize the nature of Rearden's achievement? As the metal is poured a train passes by the mills, and inside, a professor of economics asks a companion, “Of what importance is an individual in the titanic collective achievements of our industrial age?” (p. 33). The “importance” is happening just outside his window, but he doesn't see it, conceptually speaking. Nor do others. “The passengers paid no attention; one more heat of steel being poured was not an event they had been taught to notice” (p. 33). Professors such as this one had taught them not to notice. Such scenes illustrate how intelligence creates wealth, how business success entails a long-range process of thought and planning carried out by a focused individual—and how little this is understood. Yet Dagny understands—as is evident in the scene where she takes her first run on the John Galt Line, traveling on a track and over a bridge made of that as-yet untried Rearden Metal, at unprecedented speeds. . . .
Topic:
Economics

24. How an Economy Grows and Why It Crashes

Author:
Daniel Wahl
Publication Date:
09-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
Very few economists predicted an economic catastrophe in 2007. Even following the crash, many continued to claim that our present economic course was fine. As for today? “Three years into the mess, economists now offer remedies that strike most people as frankly ridiculous. We are told that we must go deeper into debt to fix our debt crisis, and that we must spend in order [to] prosper” (pp. xi–xii). The source of such seeming obliviousness, according to Peter and Andrew Schiff, is the early-20th-century economist John Maynard Keynes. According to the Schiffs, Keynes taught that governments could smooth market volatility, increase employment, boost growth, and raise living standards simply by going into more debt and printing more money. Although they grant that Keynes was smart, the Schiffs say he developed some very stupid economic ideas—ideas that are false, dangerous, and causing the collapse of America's economy. The Schiffs set out to counter these harmful ideas in How an Economy Grows and Why It Crashes. The book is an extended allegory of U.S. economic history, with supplementary discussions and illustrations. It begins with three men living on a tropical island, each subsisting on one fish per day, which he catches with his bare hands. One of the men, Able, devises a better way to catch fish: a net. Thus equipped, he hopes to catch more fish, and faster, leaving himself spare time to make new clothes. . . .
Topic:
Economics and Government
Political Geography:
United States

25. From the Editor

Author:
Craig Biddle
Publication Date:
10-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
Welcome to the Fall 2010 issue of TOS—and a special welcome to our new Canadian readers who, with this issue, are discovering the Standard via newsstands in Canada's largest bookstore chain, Chapters/Indigo. We are excited to add our northern neighbors to the list of countries we infiltrate with principled discussion of the moral and philosophical foundations of freedom.
Topic:
Economics and Islam
Political Geography:
America and Canada

26. An Interview with John Allison about Pro-Capitalism Programs in American Universities

Publication Date:
10-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
I recently spoke with Professor John Allison about his efforts and successes in creating pro-capitalist programs in American universities. Professor Allison was the CEO of BB for twenty years, during which time the company's assets grew from $4.5 billion to $152 billion. He now teaches at Wake Forest University. —Craig Biddle Craig Biddle: Hello, John, and thank you for joining me. John Allison: It is a pleasure to be with you. Photo courtesy Wake Forest University CB: Let me begin with a couple of questions about your work at Wake Forest. I understand that you joined the faculty in March 2009 as a Distinguished Professor of Practice—a fitting title given your decades of applying philosophy to business. What has your work at the university entailed so far? And how have your ideas been received? JA: I've primarily been involved in teaching leadership both to students and to some of the administrators in the university. I taught a course on leadership last fall, and I've been participating in various courses taught by other professors on finance, mergers and acquisitions, and organizational development. But my focus is on leadership. My ideas have been well received. The students take great interest in talking to someone who has been in the real world and been successful in business. I think they appreciate that perspective. CB: Through the BB Charitable Foundation, you've established programs for the study of capitalism at a number of American universities. How many of these programs are there now? What unifies them? And what generally do they entail? JA: BB has sponsored sixty-five programs to date, and they're all focused on the moral foundations of capitalism. While many people recognize that capitalism produces a higher standard of living, most people also believe that capitalism is either amoral or immoral. Our academic question is: How can an immoral system produce a better outcome? We believe that capitalism is moral and that this is why it is so successful. We think it is critically important that we not only win the battle over economic efficiency, but that we engage in and win the debate over ethics as well.
Topic:
Economics
Political Geography:
America

27. How an Economy Grows and Why It Crashes

Author:
Daniel Wahl
Publication Date:
10-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
Very few economists predicted an economic catastrophe in 2007. Even following the crash, many continued to claim that our present economic course was fine. As for today? “Three years into the mess, economists now offer remedies that strike most people as frankly ridiculous. We are told that we must go deeper into debt to fix our debt crisis, and that we must spend in order [to] prosper” (pp. xi–xii). The source of such seeming obliviousness, according to Peter and Andrew Schiff, is the early-20th-century economist John Maynard Keynes. According to the Schiffs, Keynes taught that governments could smooth market volatility, increase employment, boost growth, and raise living standards simply by going into more debt and printing more money. Although they grant that Keynes was smart, the Schiffs say he developed some very stupid economic ideas—ideas that are false, dangerous, and causing the collapse of America's economy. The Schiffs set out to counter these harmful ideas in How an Economy Grows and Why It Crashes. The book is an extended allegory of U.S. economic history, with supplementary discussions and illustrations. It begins with three men living on a tropical island, each subsisting on one fish per day, which he catches with his bare hands. One of the men, Able, devises a better way to catch fish: a net. Thus equipped, he hopes to catch more fish, and faster, leaving himself spare time to make new clothes.
Topic:
Economics
Political Geography:
United States

28. Capitalism Unbound: The Incontestable Moral Case for Individual Rights

Author:
Ari Armstrong
Publication Date:
04-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
With Congress debating far-reaching bills to expand federal control of health care, politicians and pundits blaming the economic downturn on allegedly free markets, President Obama fulfilling his promise to "spread the wealth around," and dozens of czars overseeing wide swaths of American life, it seems that capitalism is in retreat. A rousing defense of capitalism, therefore, could not have come at a better time, and that is what Andrew Bernstein provides in his new book, Capitalism Unbound. Bernstein ably defends the achievements of the Industrial Revolution, presents the moral foundation for capitalism, skewers socialism, and indicates in some respects how several disasters-including the recent housing bust-were caused by government meddling in the economy. Capitalism Unbound is an updated and highly condensed version of Bernstein's 2005 book, The Capitalist Manifesto: The Historic, Economic and Philosophic Case for Laissez-Faire. With the new book, Bernstein promises "the essential points-presented in a simple, easy to read format" (p. ix). He begins his sixteen-page Prologue, "The Primordial Struggle for Individual Liberty," by mentioning that capitalism rests on the "moral code . . . of an individual's inalienable right to his own life" (p. 1). After recounting the American Revolution as a key example of the furthering of individual rights, Bernstein applies the principle of rights to issues such as contracts, property, and employment. He then defines some key terms, including capitalism ("the system of individual rights, including property rights, in which all property is privately owned"), freedom (protection "against the initiation of force by either private citizens or the government"), and statism ("the subordination of the individual to the state [and] the repudiation of inalienable individual rights") (pp. 10-11). The prologue concludes with a discussion of some of history's most horrifying instances of statism, including tribal dictatorships, Soviet communism, National Socialism, and Islamic theocracy. The rest of the book is divided into three parts, about the historical, moral, and economic superiority of capitalism, respectively. In Part One, "The Historic Superiority of Capitalism," Bernstein first summarizes the impoverished conditions of preindustrial Europe. He then explains how, inspired by Enlightenment thinkers, innovators of 18th-century England and 19th-century America achieved profound advances in technology and economic production, created goods and services that radically improved the living conditions of the common person, and often amassed fortunes in the process. These productive giants include steam engineer James Watt, steel titan Andrew Carnegie, and oil pioneer John D. Rockefeller, who by the height of his dominance had driven oil prices from fifty-eight cents to eight cents per gallon (p. 52). Bernstein reviews many of the economic advances of the Industrial Revolution, such as the enormous expansion of cotton cloth-spun English cotton increased twenty-four-fold between 1765 and 1784 alone-enabling "hundreds of millions of people worldwide . . . to dress . . . comfortably, cleanly, and hygienically" (pp. 34-35, emphasis removed). . . .
Topic:
Economics
Political Geography:
America and Europe

29. India in Focus: "India's Commonwealth Games: A National Disgrace"

Author:
Chak Kakani
Publication Date:
12-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
Over the past few years, the Indian government spent $8.5 billion to host the Commonwealth Games (CWG), a multisport event akin to the Olympics, which were held in New Delhi from October 3 through 14, 2010.1 The official purpose of the CWG was to generate “national prestige” for India.2 But the Games did no such thing. In fact, the CWG were a national disgrace. The games showcased a contradiction embraced by Indians that threatens to destroy the economic and political progress they have achieved over the past two decades.
Topic:
Economics
Political Geography:
India and New Delhi

30. An Interview with Andrew Schiff about Fishing Nets, Hut Gluts, and other Economic Matters

Author:
Andrew Schiff
Publication Date:
12-2010
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
The author and investor discusses his book, the state of economy, the cause of America's financial problems, and investment possibilities under the circumstances
Topic:
Security and Economics
Political Geography:
United States