completely ignoring questions of quality…
yes, we have lots of rotten ‘economic science’, whodathunkit
Of course in a free market, everybody would be entirely literature in Austrian economics and they’d all agree with what you think, because that’s quality, right? Then there’s the cooked chicken flying into our mouths and seas turning into lemonade.
A great deal of the “economics” done at top universities is high quality stuff, unfortunately, I believe it to be wrongheaded and irrelevant.
A great deal of what you write on this forum is high quality stuff, unfortunately I believe it to be wrongheaded and irrelevant.
If one values education then they value the quality of it over the quantity of it.
There are few things that disapoint me in life: Those shrink wrapped pastries that you find in convenience stores and the “free” primary education system. Government K-12 schools are such an utter bore. Truly private schooling (no government subsidized test organizations like the colledge board, and no subsidized secondary education) would offer much more skill specialization and variety than the collosal public education sector has to offer. I don’t think the mandated schooling other countries have to offer would give much in the way of competitive advantage to private sector education of a relatively advanced economy like the US.
No disagreement here.
Re: subsidized education, it’s not so much that it’s always better than free market education, but that, in regards to the economy of the free nation, it is an education that is essentially freely provided to them by the hampered nation, paid for by the hampered nation’s taxpayers. In the free market, an educated worker is an investment that the market takes care of. In this mixed market, the people in the free nation no longer invest as much in the education since the workers that are now available to them are already educated. This is beneficial to an overwhelming majority of individuals (including those that need to compete more – hence the alleged second assumption was never something I assumed) in the marketplace but can lead to permanent losses for others who would have thrived had the market been totally free.
I know longer agree with my original suggestion to make education subsidization of education an exception to the rule, thanks to the responses to this thread.
That’s not necessarily true. They may or may not prefer quality over quantity. It depends whether they prefer specialization or basic understanding. And it depends what the cost of a quality education is.
Also, if one values money (for it’s function), they value a greater purchasing power, which naturally equates to a greater quantity, ceteris paribus.
If they value greater velocity of exchange, they would value a greater or more accessible supply.