chairman bill wrote:UtilityMonster wrote:I don't see what practical policy implications are derived from this.
It's quite simple. Resources are unfairly & unjustly apportioned. This gives some people an advantage that they would not usually have, and one that many can exploit to their benefit, without those denied that advantage having an opportunity to do similar. Capitalism is predicated on some having ownership & others not, yet the disparity in ownership is based on unfairness & often historical illegality and/or acts of power over others.
The practical policy implications are for a society that seeks to right these historical wrongs & provide a fairer society. That will not be a capitalist society.
Except I'm skeptical anyone has a clue how to reapportion property to be "fair." Everyone has a different conception. Should Native Americans be given the entire continent of America? That is technically correct, on the basis of historical right and wrong. Yet there would be bad consequences from attempting something like that. Likewise, I think there would be bad consequences from attempting any kind of mass transfer of property of the kind you speak of. Plus, we are already redistributing money from the wealthy to the poor via taxation. In the United States, the top 1% of taxpayers pay as much in income tax as the bottom 95%. This is the kind of wealth transfer from those who may have unfairly procured property to those who have been disadvantaged. Whether it is adequate or not to fix historical wrongs is besides the point, I think. What matters is not who was unfairly wronged 50 years, 100 years, or 1,000 years ago, but instead what is the proper course going forward to maximize human well-being. I don't think upending our way of doing things to "fairly" distribute things is the right approach.
Loren Michael wrote:There may still be a deep divide between words and action. I'm only less sure of that outside of America, not saying that it's only an American thing. My wholly unstudied impression is that there's still a protect-the-insiders, advancement-is-dependent-on-connections dynamic that the right protects in a lot of other places.
My impression is that this is just as common on the left, especially in developing nations and countries where both parties are corrupt. Regardless, the point is that, historically and presently, left wing parties are more hostile to free trade, and right wing parties are more friendly to it. Moreover, right wing parties advocate for it on the correct principles more often, even if in practice they implement different measures for cheap political gains at the expense of society.
In regards to the article link, that is a fantastic example, and I thank you for sharing it. The U.S. immigration system needs to be heavily overhauled, paving the way for all intelligent, qualified professionals to have easy access to relocating here if they so desire. The AMA is an example of the kind corrupt creators of barriers to entry to drive up wages for professionals at the expense of the broader public, which exacerbates income inequality. Having said that, I think having NAFTA is better than not having it, and it was passed by and most forcefully argued by a Democratic president, interestingly enough.
epete wrote:What's "clear" is that you aren't following your own argument. A couple of posts ago you were telling us it is basically impossible to fire a teacher. So which is it? Is it impossible, or are administrators protecting rubbish teachers?
Definitely an incisive point. However, I never said it was impossible to fire teachers, and what I think you meant to say was "Is it impossible and administrators are protecting rubbish teachers, or are they giving teachers more benefit of the doubt do to a cognizance of the challenges they face at lower income schools?" I think both are the case and need not be mutually exclusive. What I meant to convey was that teachers at failing public schools are sympathized with and not viewed as bad necessarily by the general public despite producing abysmal results for their students in the way teachers would be at magnet schools or private schools. I think people, and that includes administrators, understand that teachers at failing urban schools face unique hurdles in providing a decent education to their students. Indeed, I think administrators would have to be idiots to not recognize that fact.
epete wrote:In any market that doesn't protect the weak from the strong, then it by far will favour the strong. That's why inequality grows the more protective/redistributive regulations disappear. In terms of trade, the West has the strength due to their economic size, military power, and mature productive industries. That's a massive power imbalance. The weak need sheltering from this overpowering imbalance.
I fail to see how the power imbalance has any detrimental effects on the poor. They benefit from the power imbalance. It allows them to leapfrog technologies, benefit from wealthy countries' governmental expertise, and benefit from the outsourcing of manufacturing and service jobs that they would otherwise not receive.
epete wrote:I think job security is important for all employees, as a matter of both fairness and good social practice. That's why I support Unions, as without them we would all be working 14 hour days for scraps.
Uh, I guess that is why the 90%+ of workers in the US who aren't members of unions work 14 hour days for scraps.
epete wrote:I do think, however, we need to find the right balance between giving job security and good support to our employees, and being able to let the underperforming ones go.
Then you should oppose tenure on the basis of # of years worked, which is how it is currently doled out. It prevents us from firing the teachers unless they blatantly violate rules, even if they are absolutely horrendous, as they sometimes are.
epete wrote:Definitely. But I think every worker should be paid more too.
Sure, then we could have inflation and no one would be wealthier in real terms.
epete wrote:Depends on the metrics. As I said, it seems that most of the metrics are not necessarily the best things to teach the students. And doing a sort of pre- and post- comparison of achievement of a certain teacher's students will run into statistical challenges due to the small numbers involved and the large number of confounding factors.
So, in principle, I agree with you, but in practice I'm yet to be convinced how this would work.
Why is a standardized test that evaluates reading and math ability inadequate in at least partially answering this question? These tests are rigorous and holistic, take multiple days to complete, and genuinely provide us an excellent indication of a given child's capacity to read. Other factors definitely play a role in how well students do other than teaching performance, but I see no reason why it is impossible to roughly quantify those. Plus, huge increases in student performance after one year or no performance improvement at all must be accounted for at least in part by teacher performance. I'd rather have an imperfect measuring tool than none at all.
The question is not, "Can they reason?" nor, "Can they talk?" but rather, "Can they suffer?"