Murray Needs a Model
Citation (APA): riccardo-mariani@libero.it. (2017). Murray Needs a Model [Kindle Android version]. Retrieved from Amazon.com
Parte introduttiva
Evidenzia (giallo) - Posizione 1
Murray Needs a Model— How About Mine? By Bryan Caplan
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t
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“Have you ever noticed that welfare gives bad incentives?”
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OVVIO 2
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“Have you ever noticed that some people are smarter than others?” (The Bell Curve.)
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OVVIO 2
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“Have you ever noticed that colleges don’t teach a lot of job skills?”
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L OVVIO
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“How dare he?” But within a few years, Murray’s common-sense questions changed the way we think.
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the “important neglected facts”
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1. Only a tiny minority of students want or are capable of getting a liberal education.
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FATTI
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2. For all other students, “[ F] our years is ridiculous.
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2
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3. Although students acquire few job skills in college, employers pay them extra anyway.
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3
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all of Murray’s observations match my experience.
Evidenzia (giallo) - Posizione 26
the connection between what they studied and what they need to know to do their job is virtually non-existent.
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But when he tries to explain
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...
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his story gets fuzzy.
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c
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he insists that “Employers are not stupid.”
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the entire labor market were centrally planned by university committees.
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x SEMBRA CHE
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What’s wrong with this picture?
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t
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Universities don’t “attach economic rewards”
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When firms overpay
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...
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the market charges them for their mistake.
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c
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Here’s what Murray should have said: “To a large extent, the BA is what economists call signaling.
Evidenzia (giallo) - Posizione 47
Individual students who go to college usually get a good deal; so do individual employers who pay a premium to educated workers. The problem is that this individually rational behavior is socially wasteful, because education is primarily about showing off, not acquiring job skills.”
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x SIGNALLING
Evidenzia (giallo) - Posizione 51
a coarse indicator of our intelligence and perseverance.
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LA LAUREA
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why haven’t certification tests caught on?
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E I TEST?
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The obvious explanation is that the first people in line to take the test would have high intelligence but low perseverance. After all, if they are smart enough to do well on the test, why are they so eager to avoid college? Are they lazy or something?[ 3]
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X COSA NN VA NEI TEST
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cutting the BA down to size will be a lot harder than Murray thinks.
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PER IL MODELLO SEGNALETOCO
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the BA works.
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we’ve got to make the BA less appealing. The most obvious route is to cut government spending for education.
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L UNICA SOLUZIONE
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crazy for government to subsidize anyone who wants to signal that he’s smart
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Suppose, for example, that people really had to fork over $ 30,000 per year to attend college. In this environment, there would be a strong demand for certification tests, apprenticeships, and so on, because many high-quality workers wouldn’t go to college.
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x IL MONDO DELLE RETTE PIENE
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In a world without education subsidies, they probably couldn’t afford college. Happily, though, they also wouldn’t need it.
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CONCLUSIONE
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Murray Is Selling His Own Argument Short By Bryan Caplan
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t
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My key problems with Murray’s essay are his arguments, not his conclusion.
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I don’t see that Murray has a coherent story
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The signaling model does
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The main losers are taxpayers
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Above-average high school graduates suffer a social punishment for their lack of a degree. But below-average high school graduates actually enjoy a social benefit relative to a perfect information meritocracy.
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x NN TUTTI I DIPLOMATI SONO SVANTAGGIATI
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The problem with the BA isn’t that it helps some people and hurts others. The problem is that it burns up valuable resources,
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Dropping Out and the Return to Education By Bryan Caplan
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t
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a lot of people who start the BA don’t finish.
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MURRAY
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college……is still too intellectually demanding for a large majority of students,
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c
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Murray’s strongest response to labor economists’ conventional wisdom that more people should be getting BAs because the rate of return is so high.
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x ORTODOSSIA ECON
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labor economists normally estimate the return to completed education. It only takes a small drop-out rate to drastically reduce the expected return
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x MA C È DI PIÙ
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Why Do Students Drop Out, and Does It Matter? By Bryan Caplan
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t
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If a completed year of education pays a 10% return, but the marginal student has a 6% chance of not completing a year of school for any reason, that student’s expected return to education will only be 3.4%.
Nota - Posizione 155
x DAL 10 AL 3
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But All the Other Countries Are Doing It! By Bryan Caplan
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t
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inefficient policies are often popular because systematically biased beliefs about economics are widespread.
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x CONTRO.IL LO FANNO ANCHE GLI ALTRO!
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protectionism and price controls
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economists overestimate the social return to education. Why? Because education is more about showing off than building human capital.
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the fact that “all the other countries are copying us” hardly shows that we’ve got it right.
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Thresholds: Who Needs Them? By Bryan Caplan
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t
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Closing Questions By Bryan Caplan
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t
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Foreign languages, history, physics, physical education… in my job, they rarely come up.
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response I’ve heard to my skepticism about the practicality of education is that so-called “useless” subjects improve job performance by “teaching us how to think.” But educational psychologists have been testing this hypothesis for over a century, under the heading of “transfer of learning.” (See Haskell 2000 for a survey). The punchline of this massive literature is that learning is highly specific; if there is such a thing as “learning how to think,” it occurs too rarely to see it in the most of the data.
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X IMPARARE A PENSARE?
