C. E. Ayres's Reliance on T. H. Huxley: Did Darwin's Bulldog Bite?

In David Seckler's Thorstein Veblen and the Institutionalists, the proposition is advanced that “Ayres out-Veblens Veblen and out Deweys Dewey”. This commonly held view of the intellectual orientation of the prominent American institutional economist, Clarence Edwin Ayres, places him as an intellectual descendent of philosopher John Dewey's pragmatism, and economist Thorstein B, Veblen's institutionalist economics. Certainly such an outlook is not incorrect, but it is also not adequate if one is to achieve an understanding of Ayres. A careful check of the indexes of Ayres's major works shows that his references preponderantly go not to Dewey and to Veblen, but to Adam Smith and Charles Darwin, Moreover, it is to the latter that Ayres turned in his effort to overturn the former. However, Ayres in interpreting Darwin relied not upon Dewey and Veblen, but rather upon Thomas Henry Huxley, the British physician turned scientist, who because of his outspoken advocacy of Darwin's evolutionary biology became known as “Darwin's bulldog.”     

John Dewey and Henry George: The Socialization of Land as a Prerequisite for a Democratic Public

John Dewey frequently praised Henry George, author of a plan to confiscate land values with a “single tax.” Scholars have failed to account for Dewey's support of George. Some have argued that it should not be taken seriously because it is at odds with their interpretation of Dewey's philosophy. This article demonstrates that Dewey perceived the socialization of land values as an essential step toward creating a true democracy. Furthermore, Dewey's interest in George was not an aberration; it was exemplary of his faith in ideology, theory, and transformative social policy. Despite contentions to the contrary, pragmatists of the early 20^th century never emphasized skepticism, moderation, or rote empiricism. In fact, Dewey embraced the philosophy of Henry George as a general theory of history of society. During the Great Depression, Dewey attacked the piecemeal reformism of the New Deal in favor of the comprehensive vision of Henry George.     

Clarence E. Ayres and the Legacy of German Idealism

Abstract . Based on the Clarence E. Ayres (1891-1972) papers at the University of Texas, this study traces the continuity among thinkers such as Kant, Hegel, Veblen, Dewey, and Ayres; the latter was a leading institutional economist following Veblen's death. Publicly acknowledging his intellectual debt to Veblen and Dewey, Ayres drew from these men some idealistic assumptions as well as the historicism that is implicit in his technological determinism or instrumental theory of knowledge. Thorstein Veblen and John Dewey owed a great deal to the philosophical tradition of idealism, regardless of the devotion to naturalism in their systems. The origins of Ayres's technological theory of value are found in Veblen and Dewey writings and back of them the legacy of German idealism. The vital link was a mutual acceptance that freedom was expressed in a cultural and historical form, realized in human activity. It was a process.     

Karol Wojtyła’s Katolicka Etyka Społeczna as Precursor and Hermeneutic Key to Pope John Paul II’s Economic Teaching

The highly anticipated publication of Karol Wojtyła’s Katolicka etyka społeczna (KES) in 2018 provides a novel and important basis for understanding the economic thinking of Pope John Paul II. The text is comprised of Wojtyła’s extensive lecture notes from the 1950s on the topic of Catholic social teaching and spans almost 500 pages. KES illustrates the future pope’s deep concern for economic justice as a young priest and his ambivalence towards capitalism, which persisted throughout his papacy. Given the size of KES, this article selectively focuses on Wojtyła’s treatment of topics of continuing relevance: the right of the Church to pronounce on economic matters; private property and the “social mortgage” on it; inequality, the just distribution of resources, and the “option for the poor”; the moral assessment of capitalism and Marxism; the dignity of labor and workers’ rights; and the role of conflict in promoting the common good. I contend that KES is consonant with the later papal teaching of John Paul II on economic justice and that it provides a hermeneutic key to understanding it. Furthermore, I argue that the “radicalism” of Karol Wojtyła on matters of economic justice in KES coheres with papal social teaching from Pope Paul VI through that of Pope Francis.     

ADAM SMITH AND THE ROLE OF THE METAPHOR OF AN INVISIBLE HAND

Daniel Klein and Brandon Lucas's ‘In a Word or Two, Placed in the Middle: The Invisible Hand in Smith's Tomes’, following a vague hint by Peter Minowitz (2004) , offers original physical evidence that Smith ‘deliberately placed the phrase “led by an invisible hand”– at the physical centre of both his masterworks’. Further, it suggests that the invisible‐hand paragraphs are a response to Rousseau (1755 ); and that in ‘numerous and rich ways’, centrality holds ‘special and positive significance in Smith's thought’. This paper acknowledges the physical centrality of the invisible‐hand metaphor, but questions whether centrality alone gives weight to wider claims that the ‘invisible hand’ was Smith's ‘central idea’. It draws upon Smith's Rhetoric Lectures (1763), and argues that the invisible‐hand paragraphs in The Theory of Moral Sentiments and Wealth of Nations identify the actual objects of the invisible‐hand metaphor. This paper insists that Adam Smith is the most reliable source for revealing what he meant. In contrast, most modern attributions of special meaning to Adam Smith's use of the metaphor ignore Smith's teaching on the use of metaphors and, instead, make numerous, and often mutually exclusive, claims that Smith had a ‘doctrine’ of ‘an invisible‐hand’.     

The Vanity of the Economist: A Comment on Peart and Levy's The “Vanity of the Philosopher”*

Abstract . In the Vanity of the Philosopher, Sandra Peart and David Levy reconsider “postclassical” economics from the vantage point of Adam Smith's “analytical” egalitarianism. Analytical egalitarianism is assumed, not proved; and Peart and Levy's criticisms of many 19^th‐ and early 20^th‐century economists, as well as eugenics in general, depend on equivocating between analytical and substantive egalitarianism. They fail to provide a non–question‐begging critique of eugenics.     

Narrative pedagogy,technology, and curriculum transformation in nursing education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Transformative educational technologies: An interview with Chris Dede

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

The role of technology in transforming higher education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

New technologies,new pedagogies: Finding the grail in higher education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Leadership in educational technology: Insights from the corporate world

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Keynes' Investments

Abstract . It is well known that in The General Theory, Keynes is very critical of the stock exchange market, an institution, he says, that “cannot be claimed as one of the outstanding triumphs of laissez-faire capitalism.” At the same time much of his income was derived from speculation in commodities, stocks and foreign exchange. Some questions raised by Keynes’ way of making a living are addressed. When did his market activities begin? Did he, as some detractors allege, take advantage of insider information? What principles of behavior did he follow in his buying and selling? What was his attitude toward his way of making a living? And, above all do the views expressed in The General Theory reflect the influence of Keynes’ market experience? It is suggested that there is, in fact, a close relation between Keynes’ financial experiences and some of his distinctive economic theories. His experiences, interpreted in the light of his Apostolic-Moorean beliefs, caused the deeply critical attiiude toward the whole financial system that one finds in The General Theory's chapter 12.     

Henry George and the Classical Scientific Research Program: George's Modification of It and His Real Significance for Future Generations

Abstract . Henry George's revision of classical economics was based on a new “hard core” assumption linking efficiency, equity, and social welfare to a revised concept of property rights in land. However, rather than create new core supporting “protective belt” theories, George either accepted or, when necessary, modified existing classical theories especially those which threatened his new hard core, for example, classical “wages-fund” theory. Consequently, George's adaptation of the Ricardian “stationary state” model was less accurate than mainstream classical economics in its predictions concerning the behavior of the distributive shares of income over time, and the effects of technological change on economic growth and economic welfare. Without its own protective belt, George's classicism became a special case of classical economics whose value, nevertheless, existed in its effective criticism of classical property rights theory.     

On the Economics of Moral Preferences

Abstract . The long‐standing critique of the “economic model of man” has gained new impetus, not least due to the broadening research in behavioral and experimental economics. Many of the critics have focused on the apparent difficulty of traditional rational choice theory to account for the role of moral or ethical concerns in human conduct, and a number of authors have suggested modifications in the standard model in response to such critique. This article takes issue with a quite commonly adopted “revisionist” strategy, namely, seeking to account for moral concerns by including them as additional preferences in an agent's utility function. It is argued that this strategy ignores the critical difference between preferences over outcomes and preferences over actions, and that it fails to recognize that “moral preferences” belong in the second category. Preferences over actions, however, cannot be consistently accounted for within a theoretical framework that focuses on the rationality of single actions. They require a shift of perspective, from a theory of rational choice to a theory of rule‐following behavior.     

Henry George and the Classical Scientific Research Program: The Economics of Republican Millennialism

Abstract . Henry George's classicism was evident in his acceptance of “hard core” assumptions inherent in classical economic analysis, notably that rational self-interested behavior exercise in competitive markets maximized economic welfare. However, George's “stage theory,” the “Law of Human Progress,” led him to reject the classical nexus between social and economic welfare. The emergence of an exchange economy improved efficiency and economic welfare, but institutional changes lagged behind, particularly the redefinition of property rights. Consequently, economic growth based on land as a private rather than public good widened the gap between economic efficiency and social welfare. Hence George's paradox of poverty amidst progress. George resolved the equity efficiency conflict by treating land as a public good. Then, the sale of monopoly rights to land through the “single tax” on land rents captured the difference between the private and social costs of land use.     

‘The giving layer of the internet’: A critical history of GoFundMe's reputation management,platform governance,and communication strategies in capturing peer-to-peer and charitable giving markets

GoFundMe, founded in 2010, has already profoundly impacted giving practices, introducing many laypersons to the empowering potentials and user-friendly affordances of peer-to-peer fundraising. Overall, GoFundMe's extraordinary success as a for-profit company in traditionally nonprofit charitable giving markets can be attributed to: normalizing their platform as the go-to destination for people seeking help; tasking the beneficiaries themselves with crafting appeals for support; restricting forms of support to money; deferring responsibility to donors to assess the legitimacy of appeals; and dominating the market by acquiring competitors and pursuing growth wherever possible. No charity could plausibly adopt such an operating model and GoFundMe's lean, hands-off, self-policing approach has attracted sharp criticism over the years. Nonetheless, the company has not humbly reined in their ambition but expanded it even further. This paper outlines three broad phases through which GoFundMe has defended their capture of “the giving layer of the internet.” Initially, GoFundMe espoused ideals of utopian disruption and soteriological solutionism, selling their platform as a “take-action button” and user-friendly means of empowering everyday citizens to improve the lives of others. Later, after attracting more divisive causes and criticisms of its revenue model, GoFundMe adopted forms of reputational repair and attempted neutrality, insisting that their for-profit platform could be accommodative to all worldviews and persons willing to embrace “positive precarization.” More recently, as “neutral” stances became untenable and fundraising success rates increasingly grim, GoFundMe pivoted toward strategies of state critique and civic capture. Specifically, GoFundMe have: more pointedly highlighted state failures; actively aligned themselves with social movements; shifted away from relying solely on peer-to-peer fundraising; and instead partnered more with established nonprofits. However, as GoFundMe's expansion inevitably means becoming entangled in sensitive political matters, the company's ambition to become the key intermediary in all charitable giving is facing acute challenges.     

Estimation and recent behavior of urban population and employment density gradients

The monocentric model of urban structure predicts that urban population density declines with distance from the central business district. Using the negative exponential function to approximate the decline, Mills (E. S. Mills, “Studies in the Structure of the Urban Economy,” Johns Hopkins Press, Baltimore, Md. (1972)) estimated population and employment density gradients from 1948 to 1963 for a sample of 18 SMSAs. This paper updates Mills' estimates and examines recent patterns in population and employment suburbanization. The updated series estimated here is obtained using a “corrected” version of Mills' method. The original procedure incorporated a bias which Mills noted and later corrected (E. Mills and K. Ohta, in “Asia's New Giant” (Patrick and Rosovsky, Eds.), The Brookings Institution, Washington, D.C. (1976)). The comparability of the series begun by Mills and extended here is not interrupted, however, because, as Mills suspected, the bias is indeed small provided SMSA data are used. On the other hand, Urbanized Area definitions of metropolitan areas cause the original and corrected versions to yield significantly different results. This finding has implications for the appropriate choice of data for urban studies.     

Uncertainty and the Economy of Exclusion: Insights from Post‐Keynesian Institutionalism

Critics of Pope Francis’s Evangelii gaudium argue that recent economic growth and reductions in inequality are evidence that his notion of the “economy of exclusion” is misguided. However, Francis alludes to another type of exclusion—increased uncertainty generated by technological change that affects citizens even in developed nations. Drawing from Post‐Keynesian institutionalist theory, this article argues that this condition is common in capitalism, and that grassroots reforms are needed to ensure shared prosperity.     

Henry George's Theory of State's Agenda: The Origins of His Ideas on Economic Policy in Adam Smith's Moral Theory

Abstract . The tension between Henry George's reformism and his laissezfaire liberalism was resolved through a system of natural liberty George derived from the relation between Adam Smith's ethics and economics. Crucial for George's nonutilitarian philosophy of government was the interdependence between the moral sense (sympathy) and the prevailing socioeconomic order. In the appropriate institutional environment, the role of the government was diminished since the pervasive moral sense insured justice by monitoring the individual's pursuit of economic self-interest. In contrast, a defective socio economic order required government intervention. For example, land monopoly and the maldistribution of income undermined the role of sympathy, promoted excessive self interest and the breakdown of the system of natural liberty. Government action through the single tax eliminated the “fear of want,” restored an operative moral sense and guaranteed justice in society. Under these conditions, government can provide additional services for a growing society without being susceptible to “corrupt and tyrannous” behavior.     

Discrimination and Favoritism in the U.S. Labor Market: The Cost to a Wage Earner of Being Female and Black and the Benefit of Being Male and White

Abstract . The hypothesis that Black female wage earners face greater wage discrimination than their White female or Black male counterparts is supported by evidence derived from a version of a widely used method for decomposing wage differentials. This version allows one to measure both the “cost” of being a female or Black wage earner and the “benefit” of being a male or White wage earner. The approach yields a model which is validated by testing with Census Bureau samples (n_1,2,3,4= 23,800). The empirical test indicates that when skills are fairly comparable, the Black female earns an average wage nearly 21 percent lower than the White male average, whereas the White female's average was 15.5 percent lower. It suggests that being female has a relatively greater impact on Black female wages than being Black.