The Philosophy of Liberty: Curricular Resources for Political Philosophy Courses

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The Philosophy of Liberty: Curricular Resources for Political Philosophy Courses

Collection Editor:

Institute for Humane Studies

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The Philosophy of Liberty: Curricular Resources for Political Philosophy Courses

Collection Editor:

Institute for Humane Studies Authors:

The Foundation for Economic Education Institute for Humane Studies

Libertarianism.org

Online:

< http://cnx.org/content/col23833/1.4/ >

OpenStax-CNX

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This selection and arrangement of content as a collection is copyrighted by Institute for Humane Studies. It is licensed under the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/).

Collection structure revised: May 7, 2018 PDF generated: July 19, 2018

For copyright and attribution information for the modules contained in this collection, see p. 72.

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Introduction

¹

About

Looking for engaging content for your political philosophy course? The Institute for Humane Studies has curated this collection of educational resources to help philosophy professors enrich their curriculum. Find short videos, lectures, and reading lists on everything from where rights come from to Peter Singer's "The Drowning Child". This collection is updated frequently with new content, so watch this space!

1. Classical Liberalism

1. Schools of Classical Liberalism 1. Introduction²

2. Milton Friedman and the Chicago School³ 3. Public Choice Economics

1. Public Choice⁴

2. Public Choice and Government Failure (Reading List)⁵ 4. The Austrian School of Economics

1. The Austrian School⁶

2. Introduction to the Austrian School of Economics (Reading List)⁷ 3. Friedrich Hayek on Liberty (Reading List)⁸

4. Human Action by Ludwig von Mises⁹ 5. Natural Rights

1This content is available online at <http://cnx.org/content/m65515/1.3/>.

2https://cnx.org/contents/JGm9tRRn@1.1:hBf67ZlL@2/Introduction

3https://cnx.org/contents/JGm9tRRn@1.1:OhM-pvW9@2/Milton-Friedman-and-the-Chicag

4https://cnx.org/contents/JGm9tRRn@1.1:9ha8BGTi@2/Public-Choice

5https://cnx.org/contents/JGm9tRRn@1.1:bvJhcdSn@1/Public-Choice-and-Government-F

6https://cnx.org/contents/JGm9tRRn@1.1:VCfaFOmW@2/The-Austrian-School

7https://cnx.org/contents/JGm9tRRn@1.1:_lNS9Nma@2/Introduction-to-the-Austrian-S

8https://cnx.org/contents/JGm9tRRn@1.1:34-e_4m4@2/Friedrich-Hayek-on-Liberty-Rea

9https://cnx.org/contents/JGm9tRRn@4.1:MWPQvZbY/Human-Action-by-Ludwig-von-Mis/

Available for free at Connexions <http://cnx.org/content/col23833/1.4>

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1. Natural Rights¹⁰

2. Ayn Rand: A Leading Lady of the Classical Liberal Tradition¹¹ 3. On Robert Nozick and Liberty¹²

6. Anarcho-Capitalism¹³ 7. What's Your View?¹⁴

2. The History of Classical Liberalism¹⁵

2. Capitalism vs. Socialism

1. Introduction¹⁶

2. What are Capitalism and Socialism?¹⁷ 3. What Motivated Adam Smith?¹⁸

4. The Case for Socialism- G.A. Cohen's Camping Trip¹⁹ 5. Adam Smith and the Follies of Central Planning²⁰ 6. The Practical Problems with Socialism²¹

7. Transition²² 8. Conclusion²³

3. Equality

1. Equality and Respect: How I'm Equal to Hugh Jackman²⁴ 2. Liberty & Equality²⁵

3. Equality and Respect: A Lecture²⁶ 4. Equality as an Ideal²⁷

5. Is There Too Much Inequality in America?: A Debate²⁸ 6. Equality: Whether and Why It Matters (Reading List)²⁹

7. Does Inequality Matter: Exploring Poverty and Finding a Way Out

1. Introduction to Income Inequality³⁰ 2. Thinking of Income Mobility³¹

10https://cnx.org/contents/JGm9tRRn@1.1:BneV8Ea-@2/Natural-Rights

11https://cnx.org/contents/JGm9tRRn@1.1:zFxOgEqv@1/Ayn-Rand-A-Leading-Lady-of-the

12https://cnx.org/contents/JGm9tRRn@1.1:5r29uh2n@1/On-Robert-Nozick-and-Liberty

13https://cnx.org/contents/JGm9tRRn@1.1:KImFpW4i@2/Anarcho-Capitalism

14https://cnx.org/contents/JGm9tRRn@1.1:oKRxW2g_@2/Whats-Your-View

15https://cnx.org/contents/JGm9tRRn@1.1:Jugczp9D@3/The-History-of-Classical-Liber

16https://cnx.org/contents/JGm9tRRn@3.1:MryF5F0W@1/Introduction

17https://cnx.org/contents/JGm9tRRn@3.1:z4QxhvAM@1/What-are-Capitalism-and-Social

18https://cnx.org/contents/JGm9tRRn@3.1:XvALBGSD@1/What-Motivated-Adam-Smith

19https://cnx.org/contents/JGm9tRRn@3.1:mfeW3b05@1/The-Case-for-SocialismGA-Coh

20https://cnx.org/contents/JGm9tRRn@3.1:GhuHhpGu@1/Adam-Smith-and-the-Follies-of-

21https://cnx.org/contents/JGm9tRRn@3.1:bfj_9QKf@1/The-Practical-Problems-with-So

22https://cnx.org/contents/JGm9tRRn@3.1:SZ0ElqTE@1/Transition

23https://cnx.org/contents/JGm9tRRn@3.1:4QzQytF9@1/Conclusion

24https://cnx.org/contents/JGm9tRRn@1.1:f1StqsYV@1/Equality-and-Respect-How-Im-Eq

25https://cnx.org/contents/JGm9tRRn@1.1:pvsL4OWT@1/LibertyEquality

26https://cnx.org/contents/JGm9tRRn@1.1:QuXmn0nz@1/Equality-and-Respect-A-Lecture

27https://cnx.org/contents/JGm9tRRn@1.1:ddhEmEq0@1/Equality-as-an-Ideal

28https://cnx.org/contents/JGm9tRRn@1.1:mOFGJ-AA@2/Is-There-Too-Much-Inequality-i

29https://cnx.org/contents/JGm9tRRn@1.1:HOW0cZWZ@3/Equality-Whether-and-Why-It-Ma

30https://cnx.org/contents/JGm9tRRn@3.1:55rH9fW7@1/Introduction-to-Income-Inequal

31https://cnx.org/contents/JGm9tRRn@3.1:mVCqX4Yu@1/Thinking-of-Income-Mobility

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3 3. Fuzzy Snapshots³²

4. Does It Matter?³³

5. Does It Matter? - More Thoughts³⁴ 6. We Can Help³⁵

7. Designing Policies³⁶ 8. Conclusion³⁷

5. Introduction to Political Philosophy

1. Introduction to Political Philosophy³⁸ 2. What Makes Institutions Just or Unjust³⁹ 3. Liberty: Who Needs It?⁴⁰

4. What Are Rights?⁴¹ 5. Why Property Rights?⁴² 6. Rawls's Distributive Justice⁴³

7. Skepticism about Distributive Justice⁴⁴ 8. Political Authority⁴⁵

9. Democracy and Voting⁴⁶ 10. Immigration Rights⁴⁷ 11. Labor Ethics⁴⁸

12. Market Failure vs. Government Failure⁴⁹ 13. Further Reading⁵⁰

6. Liberty

1. Self-Ownership and the Right to Say No⁵¹ 2. Liberty and Morality

1. Liberty & Virtue⁵²

2. Free Will and Human Dignity: A Love Story⁵³ 3. Individualism vs. Collectivism⁵⁴

32https://cnx.org/contents/JGm9tRRn@3.1:q4COu-km@1/Fuzzy-Snapshots

33https://cnx.org/contents/JGm9tRRn@3.1:9EKwRzRo@1/Does-It-Matter

34https://cnx.org/contents/JGm9tRRn@3.1:ogieamqV@1/Does-It-MatterMore-Thoughts

35https://cnx.org/contents/JGm9tRRn@3.1:5RswYk_r@1/We-Can-Help

36https://cnx.org/contents/JGm9tRRn@3.1:6Sa5U1lF@1/Designing-Policies

37https://cnx.org/contents/JGm9tRRn@3.1:W_V4m7f7@1/Conclusion

38https://cnx.org/contents/JGm9tRRn@3.1:N4hbmiu7@1/Introduction-to-Political-Phil

39https://cnx.org/contents/JGm9tRRn@3.1:9QGUTsc3@1/What-Makes-Institutions-Just-o

40https://cnx.org/contents/JGm9tRRn@3.1:ZWBUge-W@1/Liberty-Who-Needs-It

41https://cnx.org/contents/JGm9tRRn@3.1:aaGdHg4H@1/What-Are-Rights

42https://cnx.org/contents/JGm9tRRn@3.1:2sM5ofWX@1/Why-Property-Rights

43https://cnx.org/contents/JGm9tRRn@3.1:2qvcumVq@1/Rawlss-Distributive-Justice

44https://cnx.org/contents/JGm9tRRn@3.1:qIVyTTup@1/Skepticism-about-Distributive-

45https://cnx.org/contents/JGm9tRRn@3.1:Dyk-ZLbb@1/Political-Authority

46https://cnx.org/contents/JGm9tRRn@3.1:AL4E1SkJ@1/Democracy-and-Voting

47https://cnx.org/contents/JGm9tRRn@3.1:r390LNiY@1/Immigration-Rights

48https://cnx.org/contents/JGm9tRRn@3.1:gFQt6zhp@1/Labor-Ethics

49https://cnx.org/contents/JGm9tRRn@3.1:6Ye_PaHl@1/Market-Failure-vs-Government-F

50https://cnx.org/contents/JGm9tRRn@3.1:NPc1SPnp@1/Further-Reading

51https://cnx.org/contents/JGm9tRRn@1.1:hNO0oQ3o@1/Self-Ownership-and-the-Right-t

52https://cnx.org/contents/JGm9tRRn@1.1:qH7CXHnT@1/LibertyVirtue

53https://cnx.org/contents/JGm9tRRn@1.1:t6eJvTKZ@1/Free-Will-and-Human-Dignity-A-

54https://cnx.org/contents/JGm9tRRn@1.1:71SsLuGj@1/Individualism-vs-Collectivism

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4. The Road to Serfdom by F.A. Hayek

1. Summary⁵⁵

2. Planning and Power⁵⁶ 3. Background to Danger⁵⁷ 4. The Liberal Way of Planning⁵⁸ 5. The Great Utopia⁵⁹

6. Why the Worst Get on Top⁶⁰ 7. Planning vs. the Rule of Law⁶¹ 8. Is Planning `Inevitable'?⁶²

9. Can Planning Free Us from Care?⁶³ 10. Two Kinds of Security⁶⁴

11. Toward a Better World⁶⁵

7. Philosophical Thought Experiments

1. The Drowning Child: A Philosophical Thought Experiment⁶⁶ 2. The Spider in the Urinal: A Philosophical Thought Experiment⁶⁷

3. Should You Be Allowed to Buy or Sell Your Kidney?: Limits on Markets⁶⁸

8. The Scottish Enlightenment

1. Introduction to the Giants of the Scottish Enlightenment

1. Francis Hutcheson⁶⁹ 2. Adam Smith⁷⁰ 3. David Hume⁷¹

2. Adam Smith and David Hume: A Reading List⁷²

55https://cnx.org/contents/JGm9tRRn@4.1:f1X-OZs5/Summary

56https://cnx.org/contents/JGm9tRRn@4.1:rEnbq_Ap/Planning-and-Power

57https://cnx.org/contents/JGm9tRRn@4.1:IAtg5xdR/Background-to-Danger

58https://cnx.org/contents/JGm9tRRn@4.1:DPoh85Mh/The-Liberal-Way-of-Planning

59https://cnx.org/contents/JGm9tRRn@4.1:GvZRgiPz/The-Great-Utopia

60https://cnx.org/contents/JGm9tRRn@4.1:CFNi_yZ7/Why-the-Worst-Get-on-Top

61https://cnx.org/contents/JGm9tRRn@4.1:eNrBhkz7/Planning-vs-the-Rule-of-Law

62https://cnx.org/contents/JGm9tRRn@4.1:_T4rpG05/Is-Planning-Inevitable

63https://cnx.org/contents/JGm9tRRn@4.1:oxhZey2L/Can-Planning-Free-Us-from-Care

64https://cnx.org/contents/JGm9tRRn@4.1:CvK73Gqa/Two-Kinds-of-Security

65https://cnx.org/contents/JGm9tRRn@4.1:F8QoxmOV/Toward-a-Better-World

66https://cnx.org/contents/JGm9tRRn@1.1:q5IL3VL5@3/The-Drowning-Child-A-Philosoph

67https://cnx.org/contents/JGm9tRRn@1.1:YbPPA-XW@3/The-Spider-in-the-Urinal-A-Phi

68https://cnx.org/contents/JGm9tRRn@1.1:9NGy6qVF@1/Should-You-Be-Allowed-to-Buy-o

69https://cnx.org/contents/JGm9tRRn@1.1:FNmPERiR@3/Francis-Hutcheson

70https://cnx.org/contents/JGm9tRRn@1.1:ZGzcDv_Z@3/Adam-Smith

71https://cnx.org/contents/JGm9tRRn@1.1:zIGuMFpQ@3/David-Hume

72https://cnx.org/contents/JGm9tRRn@1.1:TK89vXJp@2/Adam-Smith-and-David-Hume-A-Re

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9. What Are Rights?

1. What Are Rights?⁷³

2. Where Do Rights Come From?⁷⁴ 3. Positive Rights vs. Negative Rights⁷⁵ 4. Economic Vs. Civil Liberties⁷⁶ 5. The Nature of Rights⁷⁷

73https://cnx.org/contents/JGm9tRRn@1.1:Yv6-M8tC@1/What-Are-Rights

74https://cnx.org/contents/JGm9tRRn@1.1:Mph2zcpX@1/Where-Do-Rights-Come-From

75https://cnx.org/contents/JGm9tRRn@1.1:ylO7RuoH@1/Positive-Rights-vs-Negative-Ri

76https://cnx.org/contents/JGm9tRRn@1.1:hCQSwLyX@1/Economic-Vs-Civil-Liberties

77https://cnx.org/contents/JGm9tRRn@1.1:z-ln73y-@1/The-Nature-of-Rights

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Chapter 1

Classical Liberalism

1.1 Schools of Thought in Classical Liberalism

1.1.1 Introduction

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Figure 1.1: "Schools of Thought in Classical Liberalism, Part 1: Introduction" by the Institute for Humane Studies

Description

What is "classical liberalism?" Is it a specic set of beliefs, a philosophy, an economic theory, or something else? In this series, Dr. Nigel Ashford of the Institute for Humane Studies explores what classical liberalism sometimes referred to as "libertarianism" actually means. Dr. Ashford looks at 5 dierent schools of classical liberalism, and examines their similarities and dierences.

Watch on YouTube

https://www.youtube.com/watch?v=mc7ucjtzdHg² 1.1.1.1 Discussion Questions

Exercise 1.1.1.1 (Solution on p. 17.)

Which is not one of the schools of thought Nigel will talk about?

A. The Austrian School B. Anarcho-Capitalism C. The Chicago School D. Public Choice E. Natural Rights F. The Scottish School

2https://www.youtube.com/watch?v=mc7ucjtzdHg

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8 CHAPTER 1. CLASSICAL LIBERALISM

1.1.2 Milton Friedman and the Chicago School

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Figure 1.2: "Schools of Thought in Classical Liberalism, Part 2: Milton Friedman and the Chicago School" by the Institute for Humane Studies

Description

How should we assess the merits of a law or government program? Many laws are well-intended, but do they actually have good outcomes? According to Milton Friedman and the members of the "Chicago School," we need to look at empirical evidence and see the consequences of laws. Dr. Nigel Ashford of the Institute for Humane Studies takes a close look at the Chicago School.

1.1.2.1 Discussion Questions

According to members of the Chicago School, why is there such a gap between positive intentions and consequences of policies?

Which of the following is not a proper role of government according to the Chicago School of classical liberalism?

a. Protection through both military and the police.

b. The administration of justice.

c. Protection from negative externalities.

d. Protection of a minimum wage.

1.1.3 Public Choice Economics

1.1.3.1 Public Choice⁴

Figure 1.3: "Schools of Thought in Classical Liberalism, Part 3: Public Choice" by the Institute for Humane Studies

Description

Government grows and grows. Why? Is there any way to limit government? In this video, Dr. Nigel Ashford of the Institute for Humane Studies explores the intellectual school known as "public choice" which uses economic tools to study politics.

1.1.3.1.1 Discussion Questions

As Prof. Ashford says, public choice theorists are most concerned with how to limit the role of government.

Why does the government grow? When we already have a constitution with enumerated rights, why do we have this problem in the rst place?

Exercise 1.1.3.1.1 (Solution on p. 17.)

How does the Public Choice school determine the role of government?

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9 a. They look for a social contract.

b. They look at empirical results and how those results relate to hypotheses.

c. They look at causes of violence through coercion.

d. They look for the best way to increase social utility.

1.1.3.2 Public Choice Economics with Ivan Pongracic⁵

Figure 1.4: "Public Choice Economics with Ivan Pongracic" by the Institute for Humane Studies

Description

Professor Ivan Pongracic of Hillsdale College lectures on public choice economics during the Foundation for Economic Education;s 2011 Summer Seminar on Austrian Economics.

1.1.3.3 Public Choice and Government Failure (Reading List)⁶ 1.1.3.3.1 Description

Public choice economics uses economic tools to study political behavior. This reading list provides students with an introduction to important concepts in public choice economics, like logrolling and rent seeking, as well as some of the discipline's most important gures such as James Buchanan and Gordon Tullock.

1.1.3.3.2 Reading List

1.1.3.3.2.1 What Is the Public Choice Approach?

Buchanan, James M. The Collected Works of James M. Buchanan, Volume 1: The Logical Foundations of Constitutional Liberty, Liberty Fund, Inc., 1999.⁷

• Chapter 2, Politics Without Romance, pp. 45-59

Brennan, Georey, and James M Buchanan. The Normative Purpose of Economic Science. Interna- tional Review of Law and Economics, vol. 1, no. 2, 1981, pp. 155166.⁸

1.1.3.3.2.2 Factions, Interest Groups, and Self Interest

Madison, James, et al. The Federalist. Edited by George W. Carey and James McClellan, Liberty Fund, 2001. ⁹

• No. 10, pp. 42-49

Tullock, Gordon, et al. Government Failure: A Primer on Public Choice, Cato Institute, 2002.¹⁰

• Chapter 3, "Logrolling", pp. 29-41

• Chapter 4, "The Cost of Rent Seeking", pp. 43-51

7https://www.libertyfund.org/books/the-logical-foundations-of-constitutional-liberty

8http://www.sciencedirect.com/science/article/pii/0144818881900132

9http://oll.libertyfund.org/titles/carey-the-federalist-gideon-ed

10https://www.amazon.com/Government-Failure-Primer-Public-Choice/dp/1930865201

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10 CHAPTER 1. CLASSICAL LIBERALISM 1.1.3.3.2.3 Government Institutions, Transaction Costs, and Pressure Groups

Wittman, Donald. The Myth of Democratic Failure: Why Political Instituteions Are Ecient. University of Chicago Press, 1996. ¹¹

• Chapter 4, "Transaction Costs and the Design of Government Institutions", pg. 31-37

• Chapter 7, "Pressure Groups", pg. 76-86

1.1.3.3.2.4 Constitutions as Contracts for Liberty

Hayek, Friedrich A. The Constitution of Liberty. University of Chicago Press, 1978.¹²

• Chapter 9, "Coercion and the State", pp. 133-147

Buchanan, James, and Gordon Tullock. The Collected Works of James M. Buchanan, Volume 3: The Calculus of Consent: Logical Foundations of Constitutional Democracy. Vol. 3, Liberty Fund, Inc., 1999.

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• Chapter 6, "A Generalized Economic Theory of Constitutions", pp. 63-84 1.1.3.3.3 Host an Event on Your Campus

This reading list was used as the basis of an Exploring Liberty Discussion Colloquium hosted by the Institute for Humane Studies. Discussion colloquia are invite-only, Socratic seminar-style events hosted by a professor on their campus to discuss classical liberal ideas. Professors invite up to eighteen exemplary undergraduate students to participate in a day of energetic exploration and debate centered on a particular theme.

This is a great opportunity to spend time with students beyond the classroom, without grades and evaluation hanging over people's heads, and explore Big Ideas in a relaxed-but-rigorous environment. - IHS Faculty Partner

If you are interested in hosting an event on your campus, we invite you to submit a proposal ¹⁴ or contact us at oncampusprograms@TheIHS.org.

1.1.4 The Austrian School of Economics

1.1.4.1 The Austrian School¹⁵

Figure 1.5: "Schools of Thought in Classical Liberalism, Part 4: The Austrian School" by the Institute for Humane Studies

Description

In this video, Dr. Nigel Ashford of the Institute for Humane Studies provides an introduction to the Austrian School of Economics and the works of Friedrich Hayek and Ludwig von Mises.

According to the Misesian axiom,

11https://www.amazon.com/Myth-Democratic-Failure-Political-Institutions/dp/0226904237

12https://www.amazon.com/Constitution-Liberty-Denitive-Collected-Works/dp/0226315398/ref=sr_1_1?s=books&ie=UTF8&qid=1502743988&sr=1- 1&keywords=constitution+of+liberty

13http://oll.libertyfund.org/titles/buchanan-the-calculus-of-consent-logical-foundations-of-constitutional-democracy

14https://www.tfaforms.com/428832

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11 a. Some things are empirically more valuable than others.

b. Value can never come from an individual.

c. Value is subjective.

d. Value is objective.

1.1.4.2 Introduction to the Austrian School of Economics (Reading List)¹⁶ 1.1.4.2.1 Description

The Austrian School of Economics produced some of the 20th century's most inuential economists including Israel Kirzner, Ludwig von Mises, and Nobel Prize winner Friedrich Hayek. This reading lists provides an introduction to the ideas of Austrian Economics, from the knowledge problem to the role of the government in the economy.

1.1.4.2.2.1 The Economic Point of View

Kirzner, Israel M. The Economic Point of View, edited by Peter J Boettke and Frederic Sautet, Liberty Fund, Inc., 2009.¹⁷

• Chapter 7, Economics as a Science of Human Action, pp. 151-189 1.1.4.2.2.2 Knowledge and Human Action

Buchanan, James M. The Collected Works of James M. Buchanan, Volume 6: Cost and Choice: An Inquiry in Economic Theory, Liberty Fund, Inc., 1999.¹⁸

• Chapter 2, "The Origins and Development of a London Tradition, pp. 17-36

• Chapter 3, "Cost and Choice", pp. 37-48

Hayek, Friedrich A., "The Use of Knowledge in Society." 1945 . Library of Economics and Liberty.¹⁹ 1.1.4.2.2.3 Market Process and Entrepreneurship

Hayek, Friedrich A. Individualism and Economic Order. University of Chicago Press, 1996.²⁰

• Chapter 5, "The Meaning of Competition, pp. 92-106

Schumpeter, Joseph. Capitalism, Socialism, and Democracy, Harper, 1950.²¹

• Chapter 7, "The Process of Creative Destruction", pp. 81-86

Kirzner, Israel. Creativity and/or Alertness: A Reconsideration of the Schumpeterian Entrepreneur.

Review of Austrian Economics, vol. 11, pp. 517.²²

17https://www.libertyfund.org/books/the-economic-point-of-view

18http://oll.libertyfund.org/titles/buchanan-cost-and-choice-an-inquiry-in-economic-theory-vol-6-of-the-collected-works

19http://www.econlib.org/library/Essays/hykKnw1.html

20https://mises.org/system/tdf/Individualism%20and%20Economic%20Order_4.pdf?le=1&type=document

21http://cnqzu.com/library/Economics/marxian%20economics/Schumpeter,%20Joeseph-Capitalism,%20Socialism%20and%20Democracy.pdf

22https://link.springer.com/article/10.1023/A%3A1007719905868

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12 CHAPTER 1. CLASSICAL LIBERALISM 1.1.4.2.2.4 The Logic of Interventionism

Mises, Ludwig von. Planning for Freedom and Other Essays and Addresses, Libertarian Press, 1952.²³

• Chapter 2, "Middle-of-the-Road Policy Leads to Socialism", pp. 18-35

Hayek, Friedrich A. The Road to Serfdom: Texts and Documents- The Denitive Edition, University of Chicago, 2007.²⁴

• Chapter 6, "Planning and the Rule of Law", pp. 112-123

Schumpeter, Joseph. Capitalism, Socialism, and Democracy, Harper, 1950.²⁵

• Chapter 12, "Crumbling Walls", pp. 131-142 1.1.4.2.3 Host an Event on Your Campus

If you are interested in hosting an event on your campus, we invite you to submit a proposal ²⁶ or contact us at oncampusprograms@TheIHS.org.

1.1.4.3 Friedrich Hayek on Liberty (Reading List)²⁷ 1.1.4.3.1 Description

Friedrich Hayek was undoubtedly one of the most important classical liberal thinkers in modern times.

Throughout his career, he sought to illustrate the importance of liberty to human ourishing. This reading list provides students with an introduction to Hayek's work on liberty, from the knowledge problem to his famous book The Constitution of Liberty.

1.1.4.3.2.1 The Knowledge Problem and Spontaneous Order

Hayek, Friedrich A., "The Use of Knowledge in Society." 1945 . Library of Economics and Liberty.²⁸ Hayek, Friedrich A. Law, Legislation, and Liberty, Volume 1: Rules and Order. University of Chicago Press, 1978.²⁹

• Chapter 2, "Cosmos and Taxis", pp. 35-54

• Notes, pp. 154-160

23https://mises.org/system/tdf/Planning%20for%20Freedom%20and%20Twelve%20other%20Essays%20and%20Addresses_2.pdf?le=1

&type=document

24https://www.amazon.com/Road-Serfdom-Documents-Denitive-Collected/dp/0226320553

25http://cnqzu.com/library/Economics/marxian%20economics/Schumpeter,%20Joeseph-Capitalism,%20Socialism%20and%20Democracy.pdf

28http://www.econlib.org/library/Essays/hykKnw1.html

29https://www.amazon.com/Law-Legislation-Liberty-Rules-Order/dp/0226320863

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13 1.1.4.3.2.2 Competition as a Discovery Procedure

Hayek, Friedrich A. Individualism and Economic Order. University of Chicago Press, 1996.³⁰

• Chapter 5, "The Meaning of Competition", pp. 92-106 1.1.4.3.2.3 The Constitution of Liberty

Hayek, Friedrich A. The Constitution of Liberty. University of Chicago Press, 2011.³¹

• Introduction, pp. 47-54

• Chapter 1, "Liberty and Liberties", pp. 57-72

• Chapter 2, "The Creative Powers of a Free Civilization", pp. 73-90

• Chapter 3, "The Common Sense of Progress", pp. 91-106

• Chapter 4, "Freedom, Reason, and Tradition", pp. 107-132

• Chapter 5, "Responsibility and Freedom", pp. 133-147 1.1.4.3.3 Host an Event on Your Campus

If you are interested in hosting an event on your campus, we invite you to submit a proposal ³² or contact us at oncampusprograms@TheIHS.org.

1.1.4.4 Human Action by Ludwig von Mises³³ 1.1.4.4.1 Get the Book

• Human Action by Ludwig von Mises (epub)³⁴

• Human Action by Ludwig von Mises (mobi)³⁵

1.1.4.4.2 About the Book

From the fall of 1934 until the summer of 1940 I had the privilege of occupying the chair of International Economic Relations at the Graduate Institute of International Studies in Geneva, Switzerland. In the serene atmosphere of this seat of learning, which two eminent scholars, Paul Mantoux and William E. Rappard, had organized and continued to direct, I set about executing an old plan of mine, to write a comprehensive treatise on economics. The bookNationalo¨konomie, Theorie des Handelns and Wirtschaftenswas published in Geneva in the gloomy days of May, 1940.

30https://mises.org/system/tdf/Individualism%20and%20Economic%20Order_4.pdf?le=1&type=document

31https://www.amazon.com/Constitution-Liberty-Denitive-Collected-Works/dp/0226315398

34https://fee.org/media/18141/mises-human_action_20160912.epub

35https://fee.org/media/18142/mises-human_action_20160912.mobi

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14 CHAPTER 1. CLASSICAL LIBERALISM The present volume is not a translation of this earlier book. Although the general structure has been little changed, all parts have been rewritten.

To my friend Henry Hazlitt I wish to oer my very special thanks for his kindness in reading the manuscript and giving me most valuable suggestions about it. I must also gratefully acknowledge my obligations to Mr. Arthur Goddard for linguistic and stylistic advice. I am furthermore deeply indebted to Mr. Eugene A. Davidson, Editor of the Yale University Press, and to Mr. Leonard E. Read, President of the Foundation for Economic Education, for their kind encouragement and support.

I need hardly add that none of these gentlemen is either directly or indirectly responsible for any opinions contained in this work.

LUDWIG VON MISES New York, February, 1949.

1.1.5 Natural Rights

1.1.5.1 Natural Rights³⁶

Figure 1.6

Description

Do people have human rights, or natural rights? Dr. Nigel Ashford of the Institute for Humane Studies examines the ""natural rights"" school of thought, in particular the theories of philosophers Ayn Rand and Robert Nozick.

1.1.5.1.1 Discussion Questions

What do Rand and Nozick mean by natural rights? From where do they arise? How do they want government to protect these rights?

The belief that natural rights exist because of human nature is a. instinctive.

b. theological.

c. deontological.

d. marxist.

1.1.5.2 Ayn Rand: A Leading Lady of the Classical Liberal Tradition³⁷

Figure 1.7: "Ayn Rand: A Leading Lady of the Classical Liberal Tradition" by the Institute for Humane Studies

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15 Description

How should we understand Ayn Rand's political philosophy? In this video, Professor Jennifer Burns of the University of Virginia argues that Rand belongs to the classical liberal tradition.

Watch on YouTube

https://www.youtube.com/watch?v=WZgVUCGva8w³⁸ 1.1.5.3 On Robert Nozick and Liberty³⁹

Figure 1.8: "On Robert Nozick and Liberty" by the Institute for Humane Studies

Description

According to Professor Chris Freiman of the College of William and Mary, the political philosophy of Robert Nozick is widely misunderstood. In this lecture, Professor Freiman discusses Nozick's views on liberty, equality, justice, and fairness.

Watch on YouTube

https://youtu.be/Ua1ImzbX1wg⁴⁰

1.1.6 Anarcho-Capitalism

⁴¹

Figure 1.9: "Schools of Thought in Classical Liberalism, Part 6: Anarcho-Capitalism" by the Institute for Humane Studies

Description

Do we even need a government? Some anarchist philosophers and economists don't think so. Dr. Nigel Ashford of the Institute for Humane Studies takes a look at anarcho-capitalism, with two a particular focus on the work of Murray Rothbard and David Friedman.

1.1.6.1 Discussion Questions

Do Rothbard and David Friedman think there is ever a good use of government? If not, what would take government's place?

Unlike his father, David Friedman believes that

a. markets are always more ecient than government.

b. markets and government always share goals.

c. markets and government are always equally ecient.

d. there are rare occasions when government is more ecient than the market.

38https://www.youtube.com/watch?v=WZgVUCGva8w

40https://youtu.be/Ua1ImzbX1wg

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1.1.7 What's Your View?

⁴²

Figure 1.10: "Schools of Thought in Classical Liberalism, Part 7: Conclusion: What's Your View?" by the Institute for Humane Studies

Description

What do you think the role of government should be? Are you in favor of anarchy or do you believe there is a role for the state? Should government be limited to protecting natural rights, or should it provide other services as well? Dr. Nigel Ashford encourages you to think deeply about your own beliefs and political philosophy, and draw your own conclusions.

Watch on YouTube

https://www.youtube.com/watch?v=nVTryhCeddQ⁴³ 1.1.7.1 Discussion Questions

What are your thoughts? Respond to Dr. Nigel Ashford's questions.

1.2 The History of Classical Liberalism

⁴⁴

Figure 1.11: "The History of Classical Liberalism" by the Institute for Humane Studies

Description

Today people often believe that classical liberalism is all about free market economics, but according to Dr. Stephen Davies of the Institute of Economic Aairs, this denition misses the mark. In this lecture, Dr. Davies explains three key insights from classical liberalism and how the ideology has inuenced how we approach subjects like history, economics, and even psychology.

Watch on YouTube

https://www.youtube.com/watch?v=0-pI8FrMNrs⁴⁵

1.2.1 Discussion Questions

Why is trade so important to libertarianism? What ideals does it point to?

43https://www.youtube.com/watch?v=nVTryhCeddQ

45https://www.youtube.com/watch?v=0-pI8FrMNrs

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17

Solutions to Exercises in Chapter 1

Solution to Exercise 1.1.1.1 (p. 7) F. The Scottish School

Solution to Exercise 1.1.2.1 (p. 8)

Policy makers fail to take into account self-interest in people, their negative human nature Solution to Exercise 1.1.2.2 (p. 8)

d. Protection of a minimum wage.

Solution to Exercise 1.1.3.1.1 (p. 8) a. They look for a social contract.

Solution to Exercise 1.1.4.1.1 (p. 10) c. Value is subjective.

Solution to Exercise 1.1.5.1.1 (p. 14) c. deontological.

Solution to Exercise 1.1.6.1 (p. 15)

a. markets are always more ecient than government.

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Chapter 2

Capitalism vs. Socialism

2.1 Introduction

¹

Figure 2.1: "On Demand Intro" by the Institute for Humane Studies

Description

Professor James Otteson gives a brief introduction to the Capitalism vs. Socialism course.

2.2 What are Capitalism and Socialism?

²

Figure 2.2: "What are Capitalism and Socialism" by the Institute for Humane Studies

Description

To begin his discussion of the morality of capitalism and socialism, Professor James Otteson denes the two philosophies.

2.2.1 Discussion Questions

Socialism is traditionally dened as the public ownership of the means of production, but Professor Otteson nds this denition lacking. How would you dene socialism? What about capitalism? Can you come up with denitions that encapsulate both the values and policies of capitalism and socialism?

2.3 What Motivated Adam Smith?

³

Figure 2.3: "What Motivated Adam Smith?" by the Institute for Humane Studies

19

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20 CHAPTER 2. CAPITALISM VS. SOCIALISM Description

What motivated Adam Smith to study economics? Professor James Otteson explains that he wanted to nd a way to improve the lives of the poorest in society.

Exercise 2.3.1 (Solution on p. 23.)

Adam Smith endorsed free trade because

a. he believed it would help those in his own societal class.

b. he believed it would help the poorest in society.

c. it was the most logical system.

d. he considered businesses to be of the utmost importance.

2.4 The Case for Socialism- G.A. Cohen's Camping Trip

⁴

Figure 2.4: "The Case for Socialism G A Cohen's camping trip" by the Institute for Humane Studies

Description

Professor James Otteson describes one of the most compelling arguments for socialism, G.A. Cohen's Why Not Socialism?.

Through his example of a camping trip, Cohen advocates the values of a. equality and community.

b. equality and liberty.

c. community and caring.

d. giving and community.

2.5 Adam Smith and the Follies of Central Planning

⁵

Figure 2.5: "Adam Smith and the Follies of Central Planning" by the Institute for Humane Studies

Description

In The Theory of Moral Sentiments, Adam Smith wrote that central planning of the economy and society could never work. Professor James Otteson explains why.

According to Adam Smith, central planners do not make plans that include a. every single section of the community.

b. pre-existing problems in the community.

c. a government that will provide benets to the poor.

d. the individual's desires.

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21

2.6 The Practical Problems with Socialism

⁶

Figure 2.6: "The Practical Problems with Socialism" by the Institute for Humane Studies

Description

Professor James Otteson describes some of the practical problems posed by socialism, from problems with applying G.A. Cohen's camping trip on a larger scale to overcoming the knowledge problem.

The idea that big problems are solved by single solutions, when in fact they are best solved with many smaller solutions, is known as the

a. Knowledge Problem.

b. Totalizing Fallacy.

c. Dierence Principle.

2.7 Transition

⁷

Figure 2.7: "Transition" by the Institute for Humane Studies

2.7.1 Supplementary Videos

1. Does Capitalism Exploit Workers?⁸

2. Liberty and Community: Marx and Smith on Commercial Societies⁹ 3. Free Will and Human Dignity: A Love Story¹⁰

4. Liberty and Equality¹¹

5. Rawls and Nozick on Equality and Liberty¹² 6. Liberty and Virtue¹³

7. Social Justice and Its Critics¹⁴ 8. What's Right About Social Justice?¹⁵

2.8 Conclusion

¹⁶

Figure 2.8: "On Demand Conclusion" by the Institute for Humane Studies

8https://www.youtube.com/watch?v=4Ttbj6LAu0A

9https://www.youtube.com/watch?time_continue=1&v=RtKXARC3OXM

10https://www.youtube.com/watch?v=u1uBfCKLNrI

11https://www.youtube.com/watch?v=eplF1TxAlsM

12https://www.youtube.com/watch?v=dube_eTjgRA

13https://www.youtube.com/watch?v=6HIdSjxgb84

14https://www.youtube.com/watch?v=hYH3jNkg8G8

15https://www.youtube.com/watch?v=lx6LTyMxyQQ

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22 CHAPTER 2. CAPITALISM VS. SOCIALISM Description

Professor James Otteson wraps up what you've learned about the arguments for capitalism versus socialism.

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23

Solutions to Exercises in Chapter 2

Solution to Exercise 2.3.1 (p. 20)

b. he believed it would help the poorest in society.

Solution to Exercise 2.4.1 (p. 20) a. equality and community.

Solution to Exercise 2.5.1 (p. 20) d. the individual's desires.

Solution to Exercise 2.6.1 (p. 21) b. Totalizing Fallacy.

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24 CHAPTER 2. CAPITALISM VS. SOCIALISM

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Chapter 3

Equality

3.1 Equality and Respect: How I'm Equal to Hugh Jackman

¹

Figure 3.1: "Libertarian Philosophy: How I'm Equal to Hugh Jackman" by the Institute for Humane Studies

Description

According to the Declaration of Independence, we're all supposedly equal, but Professor Aeon Skoble of Bridgewater State University is not as wealthy as Bill Gates, as tough as Vin Diesel, or as sexy as Hugh Jackman. In this video, Professor Skoble explains what it means to treat people as equals.

Watch on YouTube

https://www.youtube.com/watch?v=OdWnheg3p40²

3.2 Liberty & Equality

³

Figure 3.2: "Liberty & Equality" by the Institute for Humane Studies

Description

Are liberty and equality in tension with one another? According to Professor James Otteson explains, it depends on how you dene equality. In this video, professor traces two conceptions of equality, formal equality and material equality.

Watch on YouTube

https://youtu.be/eplF1TxAlsM⁴

3.2.1 Discussion Questions

What are the two types of equality which Prof. Otteson outlines? Which challenges classical liberalism, and what are the threats?

2https://www.youtube.com/watch?v=OdWnheg3p40

4https://youtu.be/eplF1TxAlsM

25

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26 CHAPTER 3. EQUALITY

3.3 Equality and Respect: A Lecture

⁵

Figure 3.3: "Equality and Respect" by the Institute for Humane Studies

Description

In this lecture, Professor Aeon Skoble of Bridgewater State University discusses the relationship between moral equality and rights and the tension between individual liberty and equality of outcome

Watch on YouTube

https://www.youtube.com/watch?v=6zmGDbsf2Fk⁶

3.3.1 Discussion Questions

Prof. Skoble explains that natural rights are what make the equality of moral worth for all people a reality, and that natural rights must be negative rights. Could a government work by only promoting negative rights? As Prof. Skoble asks, how could a government promote equality and liberty equally, if at all?

3.4 Equality as an Ideal

⁷

Figure 3.4: "Equality as an Ideal" by the Institute for Humane Studies

Description

Philosophers across many dierent ideologies argue that equality is an important human ideal. But what type of equality should we strive for? In this lecture, Professor Mark LeBar of Florida State University reviews four dierent kinds of equality and the obstacles in achieving them.

Watch on YouTube

https://www.youtube.com/watch?v=cdHeQDOR4⁸

3.4.1 Discussion Questions

Even as Prof. LeBar debunks normative equality as necessary for government to impose, what importance does he give to equality? Does he name a certain type of equality?

3.5 Is There Too Much Inequality in America?: A Debate

⁹

Figure 3.5: "Debate: Is There Too Much Inequality in America?" by the Institute for Humane Studies

Description

The question of income inequality has become a key issue in contemporary politics. What caused the distribution of wealth in America to become so lopsided in favor of the 1%? What are the best ways to even

6https://www.youtube.com/watch?v=6zmGDbsf2Fk

8https://www.youtube.com/watch?v=cdHeQDOR4

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27 the playing eld? How can society best help its poorest? Does inequality even matter? The Institute for Humane Studies asked two professors Professor Steve Horwitz, economist at St. Lawrence University, and Professor Jerey Reiman, philosopher at American University- to answer questions about wealth, fairness, inequality in the United States. This is their debate.

Watch on YouTube

https://www.youtube.com/watch?v=p047te7AWzY¹⁰

3.6 Equality: Whether and Why It Matters (Reading List)

¹¹

3.6.1 Description

This reading list examines the dierent perspectives of philosophers such as Robert Nozick, G.A. Cohen, and Friedrich A. Hayek on income equality and encourages students to consider whether and why equality matters.

3.6.2 Reading List

3.6.2.1 Introduction

Friedman, Milton. Capitalism and Freedom, Chicago University Press, 2002.¹²

• Chapter 10, "The Distribution of Income", pp. 161-176

Milanovic, Brando. The Haves and the Have Nots, Basic Books, 2010.¹³

Inequality Among Citizens of the World, pp. 149-164

O'Neill, Martin. The Facts of Inequality. Journal of Moral Philosophy, vol. 7, 2010, pp. 397409. ¹⁴ 3.6.2.2 Freedom and Equality

Hayek, Friedrich A. Law, Legislation, and Liberty, Volume 2: The Mirage of Social Justice, University of Chicago Press, 1982.¹⁵

• Chapter 9, "Social or Distributive Justice", pp. 62-100

Nozick, Robert. Anarchy, State, and Utopia, Basic Books, 2013.¹⁶

• Chapter 7, Section 1, pp. 149-182

Cohen, G A. Self-Ownership, Freedom, and Equality, Cambridge University Press, 1995.¹⁷

• Self-Ownership, World-Ownership, and Equality, pp. 67-91

Cohen, G A. Why Not Socialism. Princeton University Press, 2009, pp. 1-23.¹⁸

10https://www.youtube.com/watch?v=p047te7AWzY

12https://www.amazon.com/Capitalism-Freedom-Anniversary-Milton-Friedman/dp/0226264211

13https://www.amazon.com/Haves-Have-Nots-Idiosyncratic-History-Inequality/dp/0465031412

14http://booksandjournals.brillonline.com/content/journals/10.1163/174552410x511383

15https://www.amazon.com/Law-Legislation-Liberty-Mirage-Justice/dp/0226320839

16https://www.amazon.com/Anarchy-State-Utopia-Robert-Nozick/dp/0465051006

17https://www.amazon.com/Self-Ownership-Freedom-Equality-Studies-Marxism/dp/0521477514

18https://www.amazon.com/Why-Not-Socialism-G-Cohen/dp/0691143617

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28 CHAPTER 3. EQUALITY 3.6.2.3 Equality and Status

Anderson, Elizabeth. What Is the Point of Equality? Ethics, vol. 109, no. 2, 1999, pp. 287337.¹⁹ Elizabeth Anderson and David Schmidtz on Equality. Performance by Elizabeth Anderson, and David Schmidtz.²⁰

3.6.2.4 Does Equality Really Matter?

Part, Derek. Equality or Priority? Ratio, vol. 10, no. 3, 1997, pp. 202221.²¹ Frankfurt, Harry. Equality as a Moral Ideal Ethics, vol. 98, 1987, pp. 2143.²²

3.6.3 Host an Event on Your Campus

If you are interested in hosting an event on your campus, we invite you to submit a proposal ²³ or contact us at oncampusprograms@TheIHS.org.

3.7 Does Inequality Matter?: Exploring Poverty and Finding a Way Out

3.7.1 Introduction to Income Inequality

²⁴

3.7.1.1 Welcome to Does Inequality Matter: Exploring Poverty and Finding a Way Out Have you ever been concerned with income inequality? If so, this is the place for you. We've curated a list of fantastic videos from many perspectives to help you think about income inequality in a new way. Here's how it works:

1. Watch the introductory videos featuring Professor Sean Mullholland of Stonehill College.

2. Watch the supplementary videos linked below.

3. Answer multiple choice questions at the end of each section.

4. Consider what you've learned. Does inequality matter? What are the most eective ways to alleviate inequality?

Figure 3.6: "Introduction to Income Inequality" by the Institute for Humane Studies

19http://philosophyfaculty.ucsd.edu/faculty/rarneson/ElizabethAndersonWhatIsthePointofEquality.pdf

20http://www.philostv.com/elizabeth-anderson-and-david-schmidtz/

21http://diego-rios.fr/Webpage/FILOSOFIA_POLITICA_-_UTDT_les/Part%20Equality%20and%20Priority.pdf

22https://www.law.upenn.edu/institutes/cerl/conferences/prioritarianism_papers/Session3Frankfurt.pdf

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29 3.7.1.2 Supplementary Videos

1. How wealth inequality is dangerous for America²⁵ : When people talk about inequality, they're often concerned with income inequality. This video argues why we should be concerned about income inequality and why we should be even more concerned by wealth inequality.

2. What Wasn't Said in "Wealth Inequality In America"²⁶ : Professor Steve Horwitz of St. LLawrence University argues that discussions of income inequality miss a central point: Are the poor in our society able to lift themselves out of poverty?

Which of the following statements is true?

a. The rate of return on wealth is lower than the growth rate of the overall economy.

b. The top 1% of Americans takes home 40% of national income.

c. Income inequality is at its highest rate since the Great Depression.

d. The top 1% of Americans holds 20% of the national wealth.

A key factor that some graphs of income inequality miss is income mobility over time. Why is this factor important?

a. Income levels cannot be accurately measured at one time.

b. Income levels are dynamic and can shift greatly from one generation to the next.

c. It isn't. Income mobility does not change interpretation of any data.

d. Income levels uctuate rapidly from one year to the next.

3.7.2 Thinking of Income Mobility

²⁷

Figure 3.7

3.7.3 Fuzzy Snapshots

²⁸

Figure 3.8: "Mobility Intro" by the Institute for Humane Studies

Description

According to Professor Sean Mulholland of Stonehill College, statistics about income inequality provides only a fuzzy snapshot of the economy. In order get a full snapshot, Mulholland says, we also need to examine income mobility.

25https://www.youtube.com/watch?v=6Xa9T2OMzmw

26https://www.youtube.com/watch?v=44LHBViTZI0

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30 CHAPTER 3. EQUALITY 3.7.3.1 Supplementary Videos

1. Is there Income Mobility in America?²⁹ : Are the rich getting richer while the poor get poorer?

Professor Sean Mulholland uses several statistical measures and nds that this common perception may not be accurate. A surface-level examination of statistics may indicate that the poor are getting poorer, but a more thorough study shows that there is more income mobility in the United States than many might think.

From 1967 to 2009, the share of total income for the poorest Americans decreased. However, a. the share of total income was measured incorrectly in 1967.

b. the actual amount of income increased.

c. social programs made wealth unnecessary.

d. the share of income for the wealthiest Americans also fell.

3.7.4 Does It Matter?

³⁰

Figure 3.9: "Inequality Problem Into" by the Institute for Humane Studies

Description

According to Professor Sean Mulholland of Stonehill College, some economists are concerned by rising inequality, while others are not. Professor Mulholland introduces these dierences in opinion.

3.7.4.1 Supplementary Videos

1. Daron Acemoglu on Why Nations Fail³¹: Professor Daron Acemoglu of MIT argues that institutions that promote equality are crucial to prosperity.

2. Does U.S. Economic Inequality Have a Good Side?³² : Professor Richard Epstein of New York Uni- versity argues that wealth inequality acts as a driving force for innovation.

Extractive institutions

a. are designed by the elite to take resources away from the general population.

b. remove the inuence of special interest groups from politics.

c. redistribute wealth to the less wealthy.

d. limit private property rights.

According to Professor Epstein, higher marginal tax rates a. increase production and decrease wealth distribution.

b. decrease production and have little eect on wealth distribution.

c. have little eect on production and increase wealth distribution.

d. decrease production and increase wealth distribution.

29https://www.youtube.com/watch?v=UbueX92CKPk

31https://www.youtube.com/watch?v=2z5RAZlv2UQ

32https://www.youtube.com/watch?v=7pq79lYauZo

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31

3.7.5 Does It Matter? - More Thoughts

³³

Figure 3.10: "Inequality Problem Conclusion" by the Institute for Humane Studies

Description

Professor Sean Mulholland of Stonehill College discusses whether and when he is concerned by economic inequality

1. Living in Poverty USA³⁴: This video describes what life at the poverty line looks like.

2. Suburb in Wealthy Illinois County Sees Unexpected Rise in Poverty³⁵ : A suburban neighborhood of one of the nation's wealthiest counties has experienced a surprising rise in the number of people living below the poverty line a trend that accelerated in suburbs across the country during the recession.

Elizabeth Brackett of WTTW Chicago reports.

Which of these would be unhelpful in ending poverty in the long run?

a. Job training b. Free childcare

c. College Grants d. Subsidies

Which of the following statements is true about funding for welfare programs?

a. Government funding goes disproportionately to urban areas.

b. Funding as dramatically reduced the number of people living below the poverty line in the wake of the 2008 nancial crisis.

c. Welfare recipients typically rely on local funding more than federal funding.

d. Federal funding has proven more eective than state or local funding.

3.7.6 We Can Help

³⁶

Figure 3.11: "Poverty Conclusion" by the Institute for Humane Studies

3.7.7 Designing Policies

³⁷

Figure 3.12: "Policies Intro" by the Institute for Humane Studies

34https://www.youtube.com/watch?v=MHPz8YPys2w

35https://www.youtube.com/watch?v=T9ZFoI0CNqU

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32 CHAPTER 3. EQUALITY Description

Professor Sean Mullholland introduces a few public policies that could help alleviate poverty.

1. World Poverty: Foreign Aid vs. Charity That Actually Works³⁸ : Professor Matt Zwolinski of the University of San Diego discusses why foreign aid often fails to help poor people and proposes a better solution.

2. Working More to Earn Less | Why the Poor Stay Poor³⁹ : What if I told you that the government is keeping people poor in our welfare system by paying less when they work more? Professor Mulholland argues that this is happening every day. Well-intentioned welfare programs drastically decrease benets at certain income thresholdswhich in eect can make a breadwinner and his/her family worse o when they start earning more.

3. Racial Inequality in the Criminal Justice System⁴⁰ : Minorities are grossly overrepresented in U.S.

prisons, and Professor Daniel D'Amico argues that the root of the problem may lie with the criminal justice system itself.

4. What You Should Know About School Choice⁴¹: Professor Angela Dills of Providence College explains how school choice would benet low income and minority students.

Why is giving directly to the poor more eective than top-down foreign aid systems?

a. Private charities giving directly to the poor are able to raise far more money.

b. Governments and NGOs often lack the local knowledge needed to provide aid eectively.

c. Voters are extremely hostile towards foreign aid programs.

d. Trick question! Foreign aid has been extremely eective at reducing poverty.

Perverse incentives created by a sudden cuto of benets a. oer rewards for working more.

b. make nding work more dicult.

c. oer rewards for working less.

d. compete with corporations.

Why are minorities over represented in US prisons?

a. Minorities are inherently more violent.

b. Overt racism in the writing of anti-drug laws.

c. Police ocers are incentivized to arrest minorities.

d. People with dierent levels of wealth face dierent costs and benets to participating in the drug trade.

Which of the following is NOT true about school choice?

a. It raises the quality of schooling.

b. It lowers the cost of schooling.

38https://www.youtube.com/watch?v=TIrEbiUIVQQ

39https://www.youtube.com/watch?v=NH-3HlrnHQs

40https://www.youtube.com/watch?v=He5bHG1OA

41https://www.youtube.com/watch?v=GPvotHZNpyE

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33 c. Parents of students enrolled in a school choice system are more satised with the safety of

their children in school.

d. It disproportionately helps high-income students.

3.7.8 Conclusion

⁴²

Figure 3.13: "Policies Conclusion" by the Institute for Humane Studies

Description

Professor Sean Mullholland of Stonehill College explains which public policies he believes would best help alleviate income inequality.

The Philosophy of Liberty: Curricular Resources for Political Philosophy Courses

The Philosophy of Liberty: Curricular Resources for Political Philosophy Courses

Collection Editor:

Institute for Humane Studies

The Philosophy of Liberty: Curricular Resources for Political Philosophy Courses

Collection Editor:

Institute for Humane Studies Authors:

The Foundation for Economic Education Institute for Humane Studies

Libertarianism.org

Online:

< http://cnx.org/content/col23833/1.4/ >

OpenStax-CNX

Table of Contents

Introduction

About

Table of Contents

1. Classical Liberalism

2. Capitalism vs. Socialism

3. Equality

5. Introduction to Political Philosophy

6. Liberty

7. Philosophical Thought Experiments

8. The Scottish Enlightenment

9. What Are Rights?

Chapter 1

Classical Liberalism

1.1 Schools of Thought in Classical Liberalism

1.1.1 Introduction

1.1.2 Milton Friedman and the Chicago School

1.1.3 Public Choice Economics

1.1.4 The Austrian School of Economics

1.1.5 Natural Rights

1.1.6 Anarcho-Capitalism

1.1.7 What's Your View?

1.2 The History of Classical Liberalism

1.2.1 Discussion Questions

Solutions to Exercises in Chapter 1

Chapter 2

Capitalism vs. Socialism

2.1 Introduction

2.2 What are Capitalism and Socialism?

2.2.1 Discussion Questions

2.3 What Motivated Adam Smith?

2.4 The Case for Socialism- G.A. Cohen's Camping Trip

2.5 Adam Smith and the Follies of Central Planning

2.6 The Practical Problems with Socialism

2.7 Transition

2.7.1 Supplementary Videos

2.8 Conclusion

Solutions to Exercises in Chapter 2

Chapter 3

Equality

3.1 Equality and Respect: How I'm Equal to Hugh Jackman

3.2 Liberty & Equality

3.2.1 Discussion Questions

3.3 Equality and Respect: A Lecture

3.3.1 Discussion Questions

3.4 Equality as an Ideal

3.4.1 Discussion Questions

3.5 Is There Too Much Inequality in America?: A Debate

3.6 Equality: Whether and Why It Matters (Reading List)

3.6.1 Description

3.6.2 Reading List

3.6.3 Host an Event on Your Campus

3.7 Does Inequality Matter?: Exploring Poverty and Finding a Way Out

3.7.1 Introduction to Income Inequality

3.7.2 Thinking of Income Mobility

3.7.3 Fuzzy Snapshots

3.7.4 Does It Matter?

3.7.5 Does It Matter? - More Thoughts

3.7.6 We Can Help

3.7.7 Designing Policies

3.7.8 Conclusion