Education - off the rails

Boyes' directs us to the State of NY for an illustration of the "process" by which the state achieves goals. This example is valuable for many reasons - perhaps the most important is Boyes' conclusion - that Bastiat still is central to understanding much of what happens in a coercive society and that these perverse outcomes are entirely predictable. This example is also illustrative of Browning's argument in Stealing from Each Other - the Oct. 2009 ASET book for discussion. Browning makes clear the moral foundation of the arguments surrounding the use of coercive state power to limit or eliminate individual liberties. Much of the early part of his book focuses on the role that egalitarianism plays in both the rhetoric and argumentation. Examining the statist view, Browning correctly sees that interventionists see equality of outcome as morally just, that is there must be equal outcome for a society to be just. One of the many methods used by the state to achieve this goal is public education - which Browning also correctly classifies as a welfare or redistributive program of the state.

Two contrasting views of education prompt me to think about Douglass North's analysis of the role of learning in economic change. The two posts deal with education - the process, while North is thinking of both the process and the outcome. The role of learning in economic growth is one that deserves serious reflection - while it is unclear what that relationship may be, the impact of learning seems significant. Moreover, the formal and informal institutional context of learning (and by implication education) serves as the constrain that limits the impact of learning.

With all that said, the 2008 Nobel winner in economics sees command systems as the mode to optimize education. It is not clear the Krugman believes that education and learning are closely related, but he is clear that education cannot take place without the state.

Paul Krugman: The Uneducated American

The Uneducated American, by Paul Krugman, Commentary, NY Times: If you had to explain America’s economic success with one word, that word would be “education.” In the 19th century, America led the way in universal basic education. Then, as other nations followed suit, the “high school revolution” of the early 20th century took us to a whole new level. And in the years after World War II, America established a commanding position in higher education.

But that was then. The rise of American education was, overwhelmingly, the rise of public education — and for the past 30 years our political scene has been dominated by the view that any and all government spending is a waste of taxpayer dollars. Education, as one of the largest components of public spending, has inevitably suffered.

My reading is that Krugman has this partially correct - if education in the 17-19th centuries in the US was "successful" it is in large part due to the emergent path that education was allowed to follow. And, while the state dictated "universal" (a misnomer of course) education - the responsibility for learning rested with the institutions of the family and church.

I also agree with Krugman that the crisis in education is a pressing one - a result of the altogether predictable consequences of the perverse incentives of the institution of public education. The second post which is well worth a read is by a parent who writes of a public school teacher in a highly rated school who lacked knowledge of the emergent concepts in the field (computer science). The post is titled - Beware Book Learning and the parent writes:

"This example supports the claim that it is mostly the students not the teachers who makes good schools good, and that even in computer science signaling takes precedence over learning."

Krugman and this parent have unintentionally opened a dialogue - they both work from the premise that education in the US is in crisis. As a public school teacher I would agree, and the crisis is deepening. The two offer drastically differing perspectives on the course of action to take. Krugman is confident that the state can resolve the problem - it is merely a matter of resources. In a post earlier this month I referenced Ken Rogoff's public response to the "confidence" (arrogance?) of one of Krugman's Nobel winning colleagues. More money, spent correctly will rectify the problem. Our parent, on the other hand, with direct knowledge of education on his child offers a more penetrating critique by pointing out the result of the institutional constraints of a state owned and directed enterprise. He observes of this public school teacher:

"Yes it makes sense for this teacher to ignore modularity if the AP exam ignores it. And perhaps it even makes sense for the exam to ignore it since modularity tests might take lots longer than other tests. But for someone with five years experience teaching computing at the nation’s best public high school to not even know that modularity goes way beyond objects – that seems a sad example of off-the-rails book learning."

Off the rails . . . I can't help but think of Bastiat's railroad and the recent discussion in the press of Bentham v Hume. The David Brooks article generated a great deal of discussion, and this posting (planners v doers) does a nice job of contextualizing the planner v searcher dichotomy. Planners like Krugman are confident that they have the answer, searchers such as the parent in Virginia engage in a process that can evolve in emergent responses - but only in the context of liberty.

So, the debate in education is a great way to view the debate over liberty - on one hand those who wish take away choice and liberty and coerce a solution or plan to be part of the expansive state and on the other hand those of us who stand for liberty and fear that it is leaving the station.