Visualizzazione post con etichetta #cato education. Mostra tutti i post
Visualizzazione post con etichetta #cato education. Mostra tutti i post

martedì 7 marzo 2017

Murray Needs a Model di bryan caplan

Murray Needs a Model
riccardo-mariani@libero.it
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
Nota - Posizione 4
t
Evidenzia (giallo) - Posizione 7
“Have you ever noticed that welfare gives bad incentives?”
Nota - Posizione 8
OVVIO 2
Evidenzia (giallo) - Posizione 8
“Have you ever noticed that some people are smarter than others?” (The Bell Curve.)
Nota - Posizione 9
OVVIO 2
Evidenzia (giallo) - Posizione 10
“Have you ever noticed that colleges don’t teach a lot of job skills?”
Nota - Posizione 11
L OVVIO
Evidenzia (giallo) - Posizione 12
“How dare he?” But within a few years, Murray’s common-sense questions changed the way we think.
Evidenzia (giallo) - Posizione 16
the “important neglected facts”
Evidenzia (giallo) - Posizione 17
1. Only a tiny minority of students want or are capable of getting a liberal education.
Nota - Posizione 17
FATTI
Evidenzia (giallo) - Posizione 18
2. For all other students, “[ F] our years is ridiculous.
Nota - Posizione 18
2
Evidenzia (giallo) - Posizione 20
3. Although students acquire few job skills in college, employers pay them extra anyway.
Nota - Posizione 21
3
Evidenzia (giallo) - Posizione 23
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.
Evidenzia (giallo) - Posizione 27
But when he tries to explain
Nota - Posizione 27
...
Evidenzia (giallo) - Posizione 28
his story gets fuzzy.
Nota - Posizione 28
c
Evidenzia (giallo) - Posizione 29
he insists that “Employers are not stupid.”
Evidenzia (giallo) - Posizione 30
the entire labor market were centrally planned by university committees.
Nota - Posizione 31
x SEMBRA CHE
Evidenzia (giallo) - Posizione 33
What’s wrong with this picture?
Nota - Posizione 33
t
Evidenzia (giallo) - Posizione 33
Universities don’t “attach economic rewards”
Evidenzia (giallo) - Posizione 38
When firms overpay
Nota - Posizione 38
...
Evidenzia (giallo) - Posizione 38
the market charges them for their mistake.
Nota - Posizione 39
c
Evidenzia (giallo) - Posizione 45
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.”
Nota - Posizione 49
x SIGNALLING
Evidenzia (giallo) - Posizione 51
a coarse indicator of our intelligence and perseverance.
Nota - Posizione 51
LA LAUREA
Evidenzia (giallo) - Posizione 54
why haven’t certification tests caught on?
Nota - Posizione 54
E I TEST?
Evidenzia (giallo) - Posizione 55
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]
Nota - Posizione 58
X COSA NN VA NEI TEST
Evidenzia (giallo) - Posizione 61
cutting the BA down to size will be a lot harder than Murray thinks.
Nota - Posizione 62
PER IL MODELLO SEGNALETOCO
Evidenzia (giallo) - Posizione 62
the BA works.
Evidenzia (giallo) - Posizione 65
we’ve got to make the BA less appealing. The most obvious route is to cut government spending for education.
Nota - Posizione 66
L UNICA SOLUZIONE
Evidenzia (giallo) - Posizione 66
crazy for government to subsidize anyone who wants to signal that he’s smart
Evidenzia (giallo) - Posizione 70
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.
Nota - Posizione 72
x IL MONDO DELLE RETTE PIENE
Evidenzia (giallo) - Posizione 72
In a world without education subsidies, they probably couldn’t afford college. Happily, though, they also wouldn’t need it.
Nota - Posizione 73
CONCLUSIONE
Evidenzia (giallo) - Posizione 83
Murray Is Selling His Own Argument Short By Bryan Caplan
Nota - Posizione 87
t
Evidenzia (giallo) - Posizione 93
My key problems with Murray’s essay are his arguments, not his conclusion.
Evidenzia (giallo) - Posizione 94
I don’t see that Murray has a coherent story
Evidenzia (giallo) - Posizione 95
The signaling model does
Evidenzia (giallo) - Posizione 97
The main losers are taxpayers
Evidenzia (giallo) - Posizione 106
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.
Nota - Posizione 107
x NN TUTTI I DIPLOMATI SONO SVANTAGGIATI
Evidenzia (giallo) - Posizione 108
The problem with the BA isn’t that it helps some people and hurts others. The problem is that it burns up valuable resources,
Evidenzia (giallo) - Posizione 110
Dropping Out and the Return to Education By Bryan Caplan
Nota - Posizione 114
t
Evidenzia (giallo) - Posizione 116
a lot of people who start the BA don’t finish.
Nota - Posizione 116
MURRAY
Evidenzia (giallo) - Posizione 116
college……is still too intellectually demanding for a large majority of students,
Nota - Posizione 117
c
Evidenzia (giallo) - Posizione 121
Murray’s strongest response to labor economists’ conventional wisdom that more people should be getting BAs because the rate of return is so high.
Nota - Posizione 123
x ORTODOSSIA ECON
Evidenzia (giallo) - Posizione 123
labor economists normally estimate the return to completed education. It only takes a small drop-out rate to drastically reduce the expected return
Nota - Posizione 124
x MA C È DI PIÙ
Evidenzia (giallo) - Posizione 137
Why Do Students Drop Out, and Does It Matter? By Bryan Caplan
Nota - Posizione 140
t
Evidenzia (giallo) - Posizione 152
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
Evidenzia (giallo) - Posizione 162
But All the Other Countries Are Doing It! By Bryan Caplan
Nota - Posizione 165
t
Evidenzia (giallo) - Posizione 179
inefficient policies are often popular because systematically biased beliefs about economics are widespread.
Nota - Posizione 181
x CONTRO.IL LO FANNO ANCHE GLI ALTRO!
Evidenzia (giallo) - Posizione 182
protectionism and price controls
Evidenzia (giallo) - Posizione 183
economists overestimate the social return to education. Why? Because education is more about showing off than building human capital.
Evidenzia (giallo) - Posizione 185
the fact that “all the other countries are copying us” hardly shows that we’ve got it right.
Evidenzia (giallo) - Posizione 187
Thresholds: Who Needs Them? By Bryan Caplan
Nota - Posizione 190
t
Evidenzia (giallo) - Posizione 204
Closing Questions By Bryan Caplan
Nota - Posizione 207
t
Evidenzia (giallo) - Posizione 217
Foreign languages, history, physics, physical education… in my job, they rarely come up.
Evidenzia (giallo) - Posizione 223
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.
Nota - Posizione 229
X IMPARARE A PENSARE?