Visualizzazione post con etichetta jasons brennan cracks. Mostra tutti i post
Visualizzazione post con etichetta jasons brennan cracks. Mostra tutti i post

domenica 20 ottobre 2019

COME VENDIAMO IL PRODOTTO "UNIVERSITA'"?

COME VENDIAMO IL PRODOTTO "UNIVERSITA'"?
Nessuno in questo prezioso libro afferma che l'università non serva, quel che si dice è che gode oggi di una colossale pubblicità ingannevole.
Poniamo che la Bayer presenti così al pubblico un suo nuovo farmaco, il "Collegra":
"... Finalmente disponibile per voi il Collegra! Il Collegra è una medicina diversa dalle altre. Assumendolo 256 volte all'anno per quattro anni, Collegra migliorerà il tuo ragionamento critico, il tuo ragionamento morale, le tue capacità analitiche e di calcolo. Ti trasformerà in una persona migliore con una mentalità più aperta. Ti renderà in grado di affrontare qualsiasi sfida. Ti preparerà per qualsiasi lavoro. Migliorerà notevolmente le tue capacità cognitive. Ti farà ottenere punteggi più alti nei test standardizzati, come LSAT o GMAT. Inoltre, ti aiuterà a guadagnare di più! In effetti, gli utenti di Collegra, nella media del loro ciclo vitale, guadagnano 800.000 mila euro in più rispetto ai non utenti. Il costo di Collegra varierà poi da persona a persona.
Avvertenza: assumere Collegra è più come sottoporsi a una chemioterapia che prendere una semplice pillola. Gli utenti devono sottoporsi al trattamento trascorrendo in un laboratorio almeno trenta ore alla settimana per trenta settimane all'anno per quattro anni affinché la cura sia efficace. La maggior parte degli utenti non sarà in grado di lavorare durante l'assunzione del Collegra...".
Ora immagina che la Bayer creda sinceramente in tutto ciò che dice. Ma supponiamo anche che la Bayer non abbia intrapreso nessuno dei test standard che le compagnie farmaceutiche debbono condurre per vendere farmaci negli Stati Uniti o in Europa. Non abbia condotto nessun studio clinico sul Collegra. Non abbia fatto esperimenti controllati e randomizzati. Tutto ciò che fornisce, al massimo, sono varie statistiche che mostrano che i consumatori della medicina superano per certe prestazioni chi non l'assume. Supponiamo inoltre che esistano buone ragioni per sospettare che questi "risultati" siano il risultato di un effetto di selezione, poiché la stessa Bayer ha scelto esplicitamente di somministrare il proprio farmaco solo a persone intelligenti, coscienziose, perseveranti e già di successo.
Domanda: la pubblicità della Bayer deve ritenersi ingannevole?
Ovviamente sì, almeno se per pubblicità ingannevole si intende il tentativo di vendere un prodotto in base all'affermazione secondo cui il prodotto offre determinati benefici, nonostante manchi completamente la prova che il prodotto sia all'altezza di quanto promesso. La turuffa, poi, sarebbe ancora più grave nella misura in cui il trattamento comporta un costo elevato per chi vi si sottopone. Nei nostri ordinamenti la Bayer farebbe una brutta fine se osasse tenere una simile condotta.
Ma è esattamente così che viene venduto il prodotto "università" nelle nostra società.
AMAZON.COM
Academics extol high-minded ideals, such as serving the common good and promoting social justice. Universities aim to be centers of learning that find the best and brightest students, treat them fairly, and equip them with the knowledge they need to lead better lives. But as Jason Brennan and Phi...

martedì 1 ottobre 2019

I DOGMI

Ecco i dogmi che segue l'economista quando discute:

1) Non esistono pasti gratis. Tradotto: se non paghi qualcosa è perché lo sta pagando qualcun'altro.
2) C'è sempre un vincolo di bilancio. Tradotto: la bilancia ha sempre due piatti: il pro e il contro.
3) Metti al centro il bastone e la carota. Tradotto: gli incentivi contano.
4) Conseguenze impreviste. Tradotto: ogni azione ha una conseguenza voluta e nove non volute.
5) Le regole costano. Tradotto: rinuncia alle regole buone la cui applicazione costa troppo.
6) Virtù minima. Tradotto: prdiligi le regole il cui rispetto non implica lesercizio di una virtù. Beato il paese che puo' fare a meno di eroi.

mercoledì 25 settembre 2019

LE BATTAGLIE DELLA DESTRA

https://feedly.com/i/entry/Nkn6RK6HwBgWrvMj84SxHg63I5Wn8O87ZvoPCQT30Mw=_16cb9260bdc:331df30:340e5e89
LE BATTAGLIE DELLA DESTRA
Ci sono proposte per il futuro? Niente?
Ne faccio una io.
Avete presente il mantra per cui "l' Italia produce pochi laureati"? Prima o poi, purtroppo, verrà affrontato producendo una nuvola di chiacchiere in grado di obnubilare il metodo adottato per risolverlo, ovvero abbassare ulteriormente gli standard delle nostre università.
Ecco, opporsi a questa prevedibile tendenza futura potrebbe essere una buona battaglia per la destra.

THEATLANTIC.COM
Time spent studying is down, but GPAs are up.

mercoledì 21 agosto 2019

3 Why Most Academic Advertising Is Immoral Bullshit

3 Why Most Academic Advertising Is Immoral Bullshit
Note:3@@@@@@@@

Yellow highlight | Location: 874
Wharton, Harvard Business School, Stanford Graduate School of Business, Georgetown’s McDonough School of Business,
Note:IN COMPETIZIONE X IL MBA

Yellow highlight | Location: 876
EMBA programs are highly profitable. They’re expensive, but the students’ employers often pay their tuition.
Note:RESA

Yellow highlight | Location: 884
Many universities advertise to enhance their prestige. As an analogy, you might be surprised to see BMW, Mercedes Benz, or Rolex advertise to audiences that cannot afford their products.
Note:ANALOGIA

Yellow highlight | Location: 888
All things equal, the lower a university’s acceptance rate, the more prestigious it is.
Note:LA STRANEZZA

Yellow highlight | Location: 891
They want to trick the students into applying, so they can reject them, thus ensuring that the schools maintain a lower acceptance rate.
Note:HARVARD E YALE E LA PRESSIONE SUI DISPERATI

Yellow highlight | Location: 895
we’ll examine how they promise (or at least strongly insinuate) that they will transform students, teach them to think, and turn them into leaders.
Note:LE PALLE

Yellow highlight | Location: 898
They are not exactly lying, but selling snake oil.
Note:INTENDIAMOCI

Yellow highlight | Location: 901
Transformative Experience!
Note:Ttttttttttt

Yellow highlight | Location: 902
Harvard University offers a “transformative education.”
Note:IL MOTTO

Yellow highlight | Location: 905
“helping students grow intellectually, spiritually and emotionally
Note:AGEORGETOWN U

Yellow highlight | Location: 908
“develops principled leaders committed to serving both business and society.”
Note:GEORGETOWN

Yellow highlight | Location: 910
is committed to the idea of a liberal arts education through which students think and learn across disciplines, literally liberating or freeing the mind to its fullest potential.
Note:YEALE AH AH AH

Yellow highlight | Location: 915
you will learn to read critically, write cogently and think broadly.
Note:PRIVETON

Yellow highlight | Location: 923
You’ll be ready to live, work, and lead across global borders.”
Note:AMHREST COLLEGE

Yellow highlight | Location: 929
At Northwood University, leadership isn’t simply taught, it’s instilled.
Note:ES

Yellow highlight | Location: 933
at the “edge of possible . . . also known as the University of New Hampshire . . . there’s a new opportunity around every corner,
Note:ESEMPIO

Yellow highlight | Location: 935
George Mason University offers “a college experience like no other.” Their “top priority is to provide students with a transformational learning experience
Note:ESEMPIO

Yellow highlight | Location: 937
Two hours away, competitor James Madison University offers “A Better You.”
Note:Cccccc

Yellow highlight | Location: 945
Southern Methodist University proclaims, “World Changers Shaped Here.”
Note:ES

Yellow highlight | Location: 950
Hillsdale College “offers an education designed to equip human beings for self-government.
Note:Cccccccc

Yellow highlight | Location: 963
US college spends about $472,000 a year on marketing advertisements.
Note:MARKETING

Yellow highlight | Location: 969
a growing minority have started outsourcing their marketing to public relations firms,
Note:OUTSOURCI G MARKET

Yellow highlight | Location: 971
While some marketing may be necessary to sustain recruitment, every dollar spent on marketing has any number of other potential uses:
Note:LO SPRECO

Yellow highlight | Location: 976
The Wonder of the Liberal Arts!
Note:Ttttttttttttttt

Yellow highlight | Location: 977
Even engineering and business schools require students to spend far more time learning theory and abstract concepts
Note:SCUOLE NN PROFESSIONALI

Yellow highlight | Location: 978
focus on the liberal arts.
Note:IL CENTRO

Yellow highlight | Location: 979
Why study the liberal arts?
Note:LA DOMANDA

Yellow highlight | Location: 983
the intellectual skills of critical thinking, analysis of information, and effective expression of ideas.
Note:COSA INSTILLA L ARTE LIBERALE

Yellow highlight | Location: 987
how to think.
Note:PRI.MO BENEFICIO

Yellow highlight | Location: 988
how to learn.
Note:SECONTO

Yellow highlight | Location: 989
see things whole.
Note:TERZO

Yellow highlight | Location: 990
enhances students’ wisdom
Note:QUARTO

Yellow highlight | Location: 992
contributes to the students’ happiness.
Note:QUINTO

Yellow highlight | Location: 994
To be liberally educated is to be transformed.
Note:ALTRA SLOGAN

Yellow highlight | Location: 994
frees your mind and helps you connect dots
Note:ALTRA

Yellow highlight | Location: 998
how to communicate your ideas; find and analyze information and data; adapt to new technology and professional trends; work with others to solve problems; and make confident, knowledgeable decisions.
Note:ALTRA ESPOSIZ VIRTÙ

Yellow highlight | Location: 1,008
appreciation for critical inquiry and independent thought and reasoning.
Note:COSA ENFATIZZA

Yellow highlight | Location: 1,023
help students write and communicate clearly; assist students in thinking through hard problems; and make students morally better and more aware, with a wider perspective. The word “transform” appears again and again.
Note:ALTRO ELENCHINO

Yellow highlight | Location: 1,028
Why Study Philosophy?
Note:Tttttttttttttt

Yellow highlight | Location: 1,029
To parents, philosophy may sound useless:
Note:IL PROBLEMA

Yellow highlight | Location: 1,032
Studying philosophy improves your writing, communication, thinking, finding connections, evaluating ideas, and so on. It prepares you for everything.
Note:TENTATIVI DI RIMEDIARE

Yellow highlight | Location: 1,034
philosophy itself brings unique benefits, especially in terms of standardized test preparation.
Note:IN PIÙ

Yellow highlight | Location: 1,037
Philosophy majors have the fourth highest overall GMAT scores of any major,
Note:I CAVALLI DI BATTAGLIA UNO...

Yellow highlight | Location: 1,038
Philosophy majors have the highest average LSAT
Note:SECONDO

Yellow highlight | Location: 1,039
Philosophy majors have the highest average GRE verbal and analytic writing scores
Note:TERZO

Yellow highlight | Location: 1,042
Philosophy majors have the highest midcareer salaries of all non-STEM majors,
Note:QUARTO

Yellow highlight | Location: 1,047
Philosophy students learn how to write clearly, and to read closely, with a critical eye; they are taught to spot bad reasoning, and how to avoid it in their writing and in their work.
Note:Cccccfcf

Yellow highlight | Location: 1,052
Studying philosophy can also help you get into graduate school. Philosophy majors excel on standardized tests like the GRE, GMAT, and LSAT.
Note:Cccccccccc

Yellow highlight | Location: 1,074
The study of philosophy develops one’s abilities to read and understand difficult material,
Note:Cccccccccc

Yellow highlight | Location: 1,084
they claim that studying philosophy makes you not only better at, well, doing philosophy, but also it trains you to be good at critical thinking in any and every walk of life. They do not just claim that the skills could be transferred to any area, but that studying philosophy, in fact, will induce you to transfer and apply those skills elsewhere.
Note:Ccccccc

Yellow highlight | Location: 1,092
Selection versus Treatment Effects
Note:Ttttttttttttt

Yellow highlight | Location: 1,093
“Drink this tea concoction every day for seven to ten days, and the cold is certain to go away.”
Note:A ROCETTA DELLA NONNA

Yellow highlight | Location: 1,095
colds generally disappear after seven to ten days anyway.
Note:EFFETTO SELEZIONE

Yellow highlight | Location: 1,098
Aiden’s teacher said, “We know we’re doing great work when we see them like this. They’re so much more mature now than they were three years ago.” Once again, Jason bit his tongue, but later said to his wife: “Yes, of course, they’re more mature. They started the program at age 3, and now they’re 6.”
Note:ALTRP ESEMPIO

Yellow highlight | Location: 1,111
People with bachelor’s degrees are generally smarter and more successful than people without bachelor’s degrees.
Note:COME INTERPRETI?

Yellow highlight | Location: 1,118
we would need to determine if A) philosophy makes people smarter, B) the people who study philosophy are, on average, smarter, or C) both statements are true.
Note:INDETERMINATO

Yellow highlight | Location: 1,119
When laypeople see graphs showing that philosophy majors have high GRE and LSAT scores, they tend to assume, “Wow, philosophy must make you smart, or at least teach you how to do well on such tests.”
Note:LAYPEOPLE

Yellow highlight | Location: 1,123
Treatment Effect: People who study philosophy become smarter
Note:1

Yellow highlight | Location: 1,125
Selection Effect: The people who choose to major in philosophy and who obtain a degree in philosophy are already smarter
Note:2

Yellow highlight | Location: 1,145
Obviously, a great deal of it is selection. After all, Harvard is exceptionally selective.
Note:CONGETTURA

Yellow highlight | Location: 1,157
classics are hard and require a lot of work and effort.
Note:IL LICEO CLASSICO...NN TI PREPARA MA SELEZIONA

Yellow highlight | Location: 1,170
Universities, liberal arts divisions, and philosophy departments generally aren’t in a position to justifiably make such claims. They don’t know if these claims are true. Thus, we’ll argue, they’re engaging in what we’ll call “negligent advertising.”
Note:IL PUNTO

Yellow highlight | Location: 1,173
Negligent Advertising: The Pfizer Analogy
Note:Tttttttttttt

Yellow highlight | Location: 1,174
Introducing Collegra! Collegra is a drug unlike any other. If you take Collegra 256 times a year for four years, Collegra will improve your critical reasoning, moral reasoning, analytic, and quantitative skills. It will transform you into a better person with a global mindset. It will make you able to face any challenge. It will prepare you for any job. It will dramatically improve your cognitive skills. It will make you score higher on standardized tests, such as the LSAT or GMAT. Furthermore, it will help you make more money! Indeed, Collegra users, on average, earn an extra million dollars of lifetime income compared to nonusers. The cost of Collegra varies from person to person. Collegra is not covered by your insurance.
Note:PYBBLICITÀ DELLA PFIZER

Yellow highlight | Location: 1,182
Warning: Taking Collegra is more like undergoing chemotherapy than taking a pill. Users need to spend at least thirty hours a week for thirty weeks a year over four years for it to be effective. Most users will be unable to work at a job while taking Collegra. Side effects include increased tendency to engage in binge drinking and to acquire tens of thousands of dollars in debt. If
Note:Ccccccccccc

Yellow highlight | Location: 1,188
Now imagine that Pfizer sincerely believes everything it says. But suppose Pfizer has not engaged in any of the standard testing that drug companies must conduct in order to sell drugs in the US or Europe. They have conducted no clinical trials. They have done no randomized controlled experiments.
Note:CONTROFATTUALE

Yellow highlight | Location: 1,190
All they have, at most, are various statistics showing that drug users outperform nondrug users. Suppose, also, that they have good reason to suspect that their “findings” are the result of a selection effect, because Pfizer itself has explicitly chosen to only administer their drug to smart, conscientious, perseverant, and already successful people.
Note:Ccccccccccc

Yellow highlight | Location: 1,193
would Pfizer’s advertisement be unethical?
Note:DOMANDA

Yellow highlight | Location: 1,197
Negligent advertising: Selling a product based on the claim that the product delivers certain benefits, despite lacking evidence that the product, in fact, delivers those benefits.
Note:LA PAROLA GIUSTA

Yellow highlight | Location: 1,208
Negligent advertising is bad, but just how bad depends, in part, on the cost of the product.
Note:INOLTRE

Yellow highlight | Location: 1,224
If Pfizer engaged in any of this behavior, our academic colleagues would be up in arms.
Note:FONTE DELL INDIGNAZIONE

Yellow highlight | Location: 1,227
But, perhaps not surprisingly, we college professors hold ourselves and our employers to far lower moral standards than we hold others.
Note:IPOTESI

Yellow highlight | Location: 1,230
Problem 1: Universities Do Not Test Their Products
Note:Ttttttttrrrr

Yellow highlight | Location: 1,256
Problem 2: Evidence of Selection Effects
Note:Ttttttttttt

Yellow highlight | Location: 1,284
fact, we already have strong evidence of a selection effect. High school students who say they intend to major in philosophy have significantly higher than average SAT scores.
Note:INDIZIO

Yellow highlight | Location: 1,293
In general, studies on the positive benefits of philosophy are inconclusive; some show no effect, some show a negative effect, and some find a weak positive effect.
Note:LA REALTÀ

Yellow highlight | Location: 1,305
writing skills, lifetime income, employment rates, marital satisfaction, health, and whatnot.
Note:SUCCESSO =

Yellow highlight | Location: 1,309
“If 1,000 people with an IQ of 130, identical socioeconomic backgrounds, etc., go to Harvard, and 1,000 otherwise identical people go to a no-name school, how much better, on average, will the Harvard graduates do in life, if at all?”
Note:LA DOMANDA

Yellow highlight | Location: 1,311
Stacy Dale and Alan Krueger
Note:GLI ESPERTI

Yellow highlight | Location: 1,314
Bill Easterly
Note:ALTRO GURU

Yellow highlight | Location: 1,322
Krueger and Dale studied what happened to students who were accepted at an Ivy or a similar institution, but chose instead to attend a less sexy, “moderately selective” school. It turned out that such students had, on average, the same income twenty years later as graduates of the elite colleges.
Note:SINTESI DEGLI STUDI

Yellow highlight | Location: 1,331
Problem 3: Evidence of Signaling
Note:Ttttttttttt

Yellow highlight | Location: 1,334
The “Harvard” name adds a little in the short run, but not much in the long run.
Note:ATENZIONE

Yellow highlight | Location: 1,336
why, in general, college students make more money than others? There are two basic theories that could explain this: •Human capital theory: Wages are determined by productivity, and productivity is determined by skills.
Note:PRIMA DOMANDA E PRIMA RISPOSTA

Yellow highlight | Location: 1,341
Signaling theory: It’s difficult and costly for employers to sort good potential employees from bad ones. However, to complete a college degree, especially from an “elite” school or with a “difficult” major, requires students to pass a lengthy and difficult admission process, and then survive four years of jumping through hoops, pass mentally difficult (even if useless) classes, and so on.
Note:SECONDA TEORIA

Yellow highlight | Location: 1,347
Academic marketing pushes the human capital theory. But it’s possible that the signaling theory explains some, most, or even all of the gains college graduates receive.
Note:LA SFIDA

Yellow highlight | Location: 1,352
Bryan Caplan’s The Case Against Education
Note:L ESPERTO

Yellow highlight | Location: 1,363
Problem 4: Evidence Most Students Don’t Learn Soft Skills
Note:TtttttttttttSoft...critical thinking analitical thinking problem solving writing

Yellow highlight | Location: 1,364
nonrandom selection is at play
Note:IL PROBLEMA DEI TEST

Yellow highlight | Location: 1,366
In principle, we could test majors by testing students’ skills before college, randomly assigning thousands of students to different majors, and then test them again after they complete their majors.
Note:IL TEST IDEALE

Yellow highlight | Location: 1,369
However, it’s easier to measure whether college as a whole adds value.
Note:AV

Yellow highlight | Location: 1,372
it’s possible these skills fade away after students leave college.
Note:DISSOLVENZA

Yellow highlight | Location: 1,374
Richard Arum and Josipa Roksa published Academically Adrift: Limited Learning on College Campuses.
Note:OPUS

Yellow highlight | Location: 1,375
depressing statistics.
Note:Cccccccx

Yellow highlight | Location: 1,383
critical thinking, analytical reasoning, problem solving, and writing.”
Note:SOFT SKILL

Yellow highlight | Location: 1,386
the CLA tests the soft skills that liberal arts curricula are supposed to “instill,”
Note:Ccccccc

Yellow highlight | Location: 1,407
our best available long-term, comprehensive study found no evidence that most students learn much.
Note:CONLUSIONE

Yellow highlight | Location: 1,408
Problem 5: Students Don’t Seem to Transfer Soft Skills
Note:Tttttttttt

Yellow highlight | Location: 1,412
these classes teach students how to think.
Note:ASSUNTO DELLE LIBERAL ARTS....FILOSOFIA CLASSICI LEYTERATURA...

Yellow highlight | Location: 1,413
logic, analysis, conceptual clarification, and interpretation.
Note:LE SKILLS SELLE LIBRAL ARTS

Yellow highlight | Location: 1,413
isolate cause and effect, to assess reasons, and to evaluate arguments.
Note:Cccccccccc

Yellow highlight | Location: 1,415
A liberal arts major can learn “hard skills” specific to this or that job in a few weeks,
Note:LE VIRTÙ

Yellow highlight | Location: 1,419
Most professors continue to take it for granted;
Note:DOGMA

Yellow highlight | Location: 1,424
Liberal arts schools do not merely claim that their students will be interpreting Shakespeare, reading difficult historical texts, or finding holes in philosophical arguments. They assert that students can and will use those “skills” to interpret the stock market, devise better marketing methods, read difficult corporate memos, or find holes in a strategic business plan.
Note:TRANSFERT LEARNING

Yellow highlight | Location: 1,435
As Caplan summarizes: Can believers in the power of learning-how-to-think back up teachers’ boasts with hard evidence? For the most part, no.
Note:LETTERATURA TRANSFERT LEARNING

Yellow highlight | Location: 1,438
As a rule, students only learn the material you specifically teach them
Note:Cccccccccccc

Yellow highlight | Location: 1,440
Richard Haskell
Note:GURU

Yellow highlight | Location: 1,441
research findings over the past nine decades clearly show that as individuals, and as educational institutions, we have failed to achieve transfer of learning on any significant level.
Note:CONCLUSION

Yellow highlight | Location: 1,443
Douglas Detterman
Note:GURU

Yellow highlight | Location: 1,445
there is very little empirical evidence showing meaningful transfer to occur
Note:CONC

Yellow highlight | Location: 1,447
Terry Hyland and Steve Johnson
Note:GURU

Yellow highlight | Location: 1,448
we believe that the pursuit of [general transferable] skills is a chimera-hunt,
Note:ccccccccccc

Yellow highlight | Location: 1,450
How do educational psychologists know? One way is to run experiments.
Note:PRIMA VIA DI CONOSCENZA

Yellow highlight | Location: 1,456
Another investigative strategy is to ask students to apply their classroom skills outside the classroom, and then see if they’re any good at it. In general, they’re not.
Note:ALTRA VIA

Yellow highlight | Location: 1,457
Barry Leshowitz
Note:IL GIR

Yellow highlight | Location: 1,470
Leshowitz gave students an easy question. These students had spent years training to answer questions like this, but couldn’t do it.
Note:I SUOI ESPERIMENTI

Yellow highlight | Location: 1,478
Summary
Note:Ttttttttttttt

Yellow highlight | Location: 1,489
What Should We Do about It?
Note:Ttttttttt

Yellow highlight | Location: 1,500
While drug companies are subject to FDA regulations and can be sued
Note:LA DIFFERENZA

Yellow highlight | Location: 1,505
Regulate academic marketing the way we regulate other forms of marketing,
Note:PRIMA SOLUZIONE

Yellow highlight | Location: 1,506
Launch and succeed in a class-action lawsuit
Note:2

Yellow highlight | Location: 1,508
Face competition from alternative forms of education
3

HL 1 Neither Gremlins nor Poltergeists

1 Neither Gremlins nor Poltergeists
Note:1@@@@@Istituzione

Yellow highlight | Location: 50
gremlins, as you know, are horrid little beasts. At night, they creep around and sabotage your stuff.
Note:G

Yellow highlight | Location: 52
Poltergeists are incorporeal spirits that possess your home.
Note:ANCORA PIÙ INSIDIOSI XCHÈ SENZA CORPO

Yellow highlight | Location: 54
mythical saboteurs.
Note:ENTRAMBI

Yellow highlight | Location: 55
most people have trouble understanding how an event could happen without someone or something making it happen.
Note:FACILE CAPIRE XCHÈ SI INVENTANO QS LEGGENDE

Yellow highlight | Location: 57
god or spirit
Note:LEGGENDE

Yellow highlight | Location: 59
blame Wall Street.
Note:ALTRA CAPRI

Yellow highlight | Location: 60
harder time comprehending how many things that happen in society could be the product of human action but not human design.
Note:LA FATICA DEL PROFANO

Yellow highlight | Location: 63
some powerful person or group chose to create the change.
Note:SOLUZIONE COMPLOTTISTA

Yellow highlight | Location: 64
Blame George Soros, or Charles Koch, or the Russian hackers, or the Rothschilds, or the.
Note:SPIRITELLI COME G E P

Yellow highlight | Location: 69
If lots of people do something bad, it’s probably because the incentives induce them to do it.
Note:LA SCOPERTA DEGLI ECONOMISTI

Yellow highlight | Location: 70
we can explain the incentives people face by examining the institutions
Note:DOVE GUARDARE...NN SPIRITELLI NÈ COMPLOTTI

Yellow highlight | Location: 71
Nobel laureate and economist Douglass North
Note:IL PADRE

Yellow highlight | Location: 71
“the rules of the game in a society
Note:ISTITUZIONE

Yellow highlight | Location: 73
often appear by accident, or emerge spontaneously from previous trends,
Note:ORIGINE ISTITUZ

Yellow highlight | Location: 80
Against Gremlins and Poltergeists in Higher Education
Note:Tttttttttt

Yellow highlight | Location: 84
“Gremlins” are corporeal individuals who sabotage higher education for their own sinister ends.
Note:X ESEMPIO LE LOBBY INDUSTRIALI O I FILANTROPI O I BUROCRATI

Yellow highlight | Location: 86
“Poltergeists” in this case refers to intellectual movements, ideas, ideologies, and attitudes that possess and corrupt academia.
Note:ALTRA SPIEGA....IDEOLOGIA

Yellow highlight | Location: 91
Most academic marketing is semi-fraudulent, grading is largely nonsense, students don’t study or learn much, students cheat frequently, liberal arts education fails because it presumes a false theory of learning, professors and administrators waste students’ money and time in order to line their own pockets, everyone engages in self-righteous moral grandstanding to disguise their selfish cronyism, professors pump out unemployable graduate students into oversaturated academic job markets for self-serving reasons, and so on.
Note:I PROBLEMI DELL UNIVERSITÀ

Yellow highlight | Location: 96
Bad behaviors result from regular people reacting to bad incentives
Note:LA TESI

Yellow highlight | Location: 97
Bad Incentives Explain Bad Behavior
Note:Ttttttttttt

Yellow highlight | Location: 100
Breaking the Law, Breaking the Law
Note:Ttttttttt ESEMPI DI STORIE A SUPPORTO DELLA TESI

Yellow highlight | Location: 102
the department voted to hire a particular candidate, who happened to be a white male. Their second choice candidate was a white woman. On paper, the man’s résumé was superior to the woman’s.
Note:A CHI ASSEGNARE IL RUOLO?

Yellow highlight | Location: 108
The department asked to hire the male candidate. The provost—let’s call him Jeff—said no.
Note:UN RETTORE IMPEGNATO NEL NN DISCRIMINARE

Yellow highlight | Location: 111
He would carefully craft statements about hiring that would induce professors to inadvertently violate Title VII of the Civil Rights Act.
Note:IL RETTORE FA PRESSIONI IN UN CERTO SENSO...PERCHÈ?

Yellow highlight | Location: 118
Why did Jeff do this?
Note:DIETRO CI SONO CATTIVI INCENTIVI

Yellow highlight | Location: 121
The department in question was mostly male. According to federal and local regulations, the department could thus be presumed guilty of discrimination by disparate impact. If someone sued the university, it would automatically be considered guilty
Note:PRIMO INCENTIVO NASCOSTO...SCILLA

Yellow highlight | Location: 124
Jeff wanted to avoid a disparate impact suit, so he had an incentive to actively discriminate in favor of women. But this is also illegal, as it is a form of disparate treatment.
Note:CARIDDI

Yellow highlight | Location: 128
Today, the male candidate is a full professor and endowed chair at a research university; the female candidate is an untenured assistant professor at a liberal arts college.
Note:LA SOLUZIONE ADOTTATA...ASSUMERE TUTTI

Yellow highlight | Location: 132
Nancy at the Aspen Institute
Note:SECONDO CASO

Yellow highlight | Location: 133
Jason asks students to complete the “Ethics Project.”
Note:1000 EAURO DATI A CISCUN GRUPPO DI STUDENTI X FARE DEL BENE

Yellow highlight | Location: 135
Students are free to do almost anything: Start a business, run a fundraiser,
Note:Cccccccc

Yellow highlight | Location: 141
Nancy, a former high-level administrator at Georgetown’s business school, invited Jason to present on Ethics Projects to the Aspen Undergraduate Business
Note:DOPO IL VGRANDE SUCCESSO

Yellow highlight | Location: 142
Jason mentioned that one group of first-year undergraduates had created and sold “Hoya Drinking Club” t-shirts for a hefty $700 profit.
Note:IL CASO ILLUSTRATO ALLA PLATEA

Yellow highlight | Location: 151
“What if something bad happened? What if another bad thing happened? You should require students to tell you ahead of time what they will do and how they’ll do it.
Note:LA PREOCCUPAZ DI NANCY ESPRESSE A J

Yellow highlight | Location: 153
“Sorry, Nancy, but what you see as dangers and flaws I see as the very point of the project.”
Note:RISPOSTA

Yellow highlight | Location: 157
“If students do something that bothers parents, such as selling beer pong shirts, the parents won’t call you, Jay. They’ll call me.
Note:LA PREOCCUPAZ DI N ESPRESSA FUORI DAI DENTI...GENITORI DALLA DENUNCIA FACILE

Yellow highlight | Location: 163
to explain Nancy’s bad behavior, we need not posit that she’s a bad person. Rather, her job was not to educate students or produce scholarship. Her job was to raise money, manage lower-level administrators,
Note:L AFFOSSATRICE DEL PROGETTO

Yellow highlight | Location: 166
No Cookies for You Unless I Get Some, Too
Note:ttttttttttt TERZO CASO

Yellow highlight | Location: 166
Brown University’s president and engineering faculty wanted to convert the “division” of engineering into a distinct school of engineering.
Note:UNA DISTINZIONE RILEVANTE X I REGOLAMENTI

Yellow highlight | Location: 170
engineering needed a majority approval vote from Brown’s assembled faculty.
Note:DIFESA DELLA LORO CAUSA

Yellow highlight | Location: 172
creating such a school would help them but not come at anyone else’s
Note:OTTIMO PARETIANO

Yellow highlight | Location: 175
she said she opposed allowing the change unless the new school agreed to devote at least one faculty line to hiring a sociologist who would study engineers and engineering from a social scientific perspective.
Note:IL RICATTO DI UN OROF DI SOCIOLOGIA

Yellow highlight | Location: 178
Brown engineering was understaffed in genuine engineering professors. It needed engineers, not a sociologist of engineering.
Note:PURTROPPO

Yellow highlight | Location: 181
“I won’t let you bake cookies for yourself unless you give me some.”
Note:UNA TENTAZIONE TROPPO FORTE ANCHE X LE BRAVE XSONE

Yellow highlight | Location: 182
Great Teaching! Now Shape Up or You’re Fired
Note:4 CASO

Yellow highlight | Location: 183
Years ago, a national magazine extolled a colleague’s exceptional teaching.
Note:IL GRANDE INSEGNANTE SENZA CATTEDRA

Yellow highlight | Location: 186
Research brings the school prestige. Teaching does not.
Note:ECCO XCHÈ

Yellow highlight | Location: 188
we faculty—the ones who vote on tenure—don’t personally benefit from our colleagues being good teachers.
Note:IL RICERCATORE CI AIUTA A PUBBLICARE..L INSEGNANTE NN CI INSEGNA NULLA

Yellow highlight | Location: 190
If our colleagues are smart, people assume we’re smart.
Note:L INTELLIGENZA DELL INSEGNANTE È SCONOSCIUTA...GLI ALLIEVI NN VOTANO X LE CATTEDRE

Yellow highlight | Location: 191
Why Jason Bought a Standing Desk
Note:Tttttttttttt

Yellow highlight | Location: 193
Jason automatically receives at least $7,500 a year to spend on books, travel, data, copy-editing fees, or anything else related to his work,
Note:ANCHE GLI AUTORI HANNO INCENTIVI

Yellow highlight | Location: 195
university doesn’t allow him to roll over any unused funds to the next year. If he’s frugal or conservative, other people benefit, not him.
Note:SPESSO DISTORTI

Yellow highlight | Location: 197
when Jason still had $2,000 left in his account, he decided to experiment with a standing desk. Guess how much he spent?
Note:UN ANNO PARTICOLARE

Yellow highlight | Location: 202
Academia without Romance
Note:Tttttttttt

Yellow highlight | Location: 202
romantic view
Note:TIPICO DEGLI ACCADEMICI

Yellow highlight | Location: 203
noble purposes.
Note:Ccccccccc

Yellow highlight | Location: 203
discovers new truths and transmits
Note:Ccccccc

Yellow highlight | Location: 204
fights hunger and disease.
Note:Cccccccc

Yellow highlight | Location: 204
fights oppression and poverty.
Note:Cccccccccc

Yellow highlight | Location: 205
advances social justice
Note:Cccccccc

Yellow highlight | Location: 210
As the psychologists Nicolas Epley and David Dunning have discovered, most people have an inflated view of their own moral character.
Note:SOPRAVVALUTAZIONE

Yellow highlight | Location: 213
hardwired to deceive ourselves
Note:SIMLER HANSON

Yellow highlight | Location: 218
you’ll want to blame outsiders—gremlins and poltergeists—for disrupting the system.
Note:QUANDO TI SENTI BUONO

Yellow highlight | Location: 221
economists would often just assume that government agents or people working in non-profits would always be competent and motivated to do the right thing.
Note:PRIMA DELLA PUBLIC CHOICE

Yellow highlight | Location: 222
governments and nongovernmental organizations (NGOs) are made up of saints and angels rather than real people.
Note:PER SCRIVERE MDELLI SENZA FEEDBACK

Yellow highlight | Location: 232
As we’ll demonstrate throughout this book, many of the tools Buchanan and other economists use to explain political behavior also explain higher ed.
Note:IL LIBRO

Yellow highlight | Location: 235
people are people.
Note:NN ESTREMIZZARE NEL SENSO OPPOSTO

Yellow highlight | Location: 242
there are good people and bad people. Bad things happen when bad people rule;
Note:ALTRA FORMA DI ROMANTICISMO

Yellow highlight | Location: 246
When you see bad behavior, you ask: •What incentives do the rules create?
Note:L ALTERNATIVA

Yellow highlight | Location: 251
Imperfect rules create bad incentives that, in turn, create bad behavior.
Note:DI SOLITO

Yellow highlight | Location: 255
development economists both Left and Right largely agree that certain institutions—stable governments, open markets, robust protection of private property—are necessary for sustained economic growth and to end extreme poverty.10 But economists don’t know how to induce the countries that lack these institutions to adopt them.
Note:TIPICO STALLO

Yellow highlight | Location: 262
the romantic theories make saving the world look easy.
Note:UN GUAIO DEL ROMANTICISMO

Yellow highlight | Location: 264
Seven Big Economic Insights
Note:Ttttttttt

Yellow highlight | Location: 267
There are no free lunches. Trade-offs are everywhere.
Note:PRIMA PILLOLA ECONOMICA

Yellow highlight | Location: 295
There are always budget constraints.
Note:SECONDO

Yellow highlight | Location: 315
Incentives matter.
Note:TERZO

Yellow highlight | Location: 330
The Law of Unintended Consequences
Note:Cccccccccc

Yellow highlight | Location: 349
People often break the rules when they can.
Note:CcccccENFORCEMENT

Yellow highlight | Location: 363
Rules shape the incentives,
Note:6

Yellow highlight | Location: 372
good rules economize on virtue.
Note:7

Yellow highlight | Location: 377
The Bad Business Ethics of Higher Ed
Note:Tttttttttt

Yellow highlight | Location: 381
little serious work has been done on the “business ethics” of universities.
Note:BUSINESS ETHIC

Yellow highlight | Location: 386
To whom is an organization responsible? Whose interests must it serve? 2.What moral limits do organizations face in the pursuit of their goals?
LA DOMANDE DI B E