Milton Friedman Economist As Public Intellectual
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SPECIAL ANALYSIS NATIONAL HIGH SCHOOL DEBATE TOPIC 1964-65 WHAT POLICY FOR CONTROL Of \WEAPONS SYSTEMS WOULD BEST INSURE THE PROSPECTS FOR WORLD PEACE? PUBLISHED AND DISTRIBUTED BY THE AMERICAN ENTERPRISE INSTITUTE g_g;-J��,�� 1012 FOURTEENTH STREET, N.W., WASHINGTON, D. C., 20005 EXECUTIVE 3·8205 THE AMERICAN ENTERPRISE INSTITUTE FOR PUBLIC POLICY RESEARCH, established in 1943, is o nonpartisan research and educational organization which studies notional policy problems. Institute publications toke two major forms: 1. LEGISLATIVE AND SPECIAL ANALYSES - factual analyses of current legislative proposals and other public policy issues before the Congress prepared with the help of recognized experts in the academic world and in the fields of low and government. A typical analysis features: (1) pertinent background, (2) o digest of significant elements, and (3) o discussion, pro and con, of the issues. The reports reflect no policy position in favor of or against specific proposals. 2. LONG-RANGE STUDIES - basic studies of major notional problems of significance for public policy. The Institute, with the counsel of its Advisory Boord, utilizes the services of competent scholars, but the opinions expressed ore those of the authors and represent no policy position on the port of the Institute. ADVISORY BOARD Poul W. McCracken, Chairman Professor, School of Business Administration, University of Mi chi gon Kori Brandt Stanley Parry Director Professor, Deportment Food Research Institute of Politicol Science Stanford University University of Notre Dome Milton Friedman Roscoe Pound Poul S. Russell Distinguished Professor Emeritus Service Professor of Economics Harvard University University of Chicago E. Blythe Stoson Gottfried Hoberler Deon Emeritus, Low School Golen L. -
Frank Knight 1933-2007 After Receiving His Ph.D
Frank Knight 1933-2007 After receiving his Ph.D. from Princeton University in 1959, Frank Knight joined the mathematics department of the University of Minnesota. Frank liked Minnesota; the cold weather proved to be no difficulty for him since he climbed in the Rocky Mountains even in the winter time. But there was one problem: airborne flour dust, an unpleasant output of the large companies in Minneapolis milling spring wheat from the farms of Minnesota. Frank discovered that he was allergic to flour dust and decided that he would try to move to another location. His research was already recognized as important. His first four papers were published in the Illinois Journal of Mathematics and the Transactions of the American Mathematical Society. At that time, J.L. Doob was one of the editors of the Illinois Journal and attracted some of the best papers in probability theory to the journal including some of Frank's. He was hired by Illinois and served on its faculty from 1963 until his retirement in 1991. After his retirement, Frank continued to be active in his research, perhaps even more active since he no longer had to grade papers and carefully prepare his classroom lectures as he had always done before. In 1994, Frank was diagnosed with Parkinson's disease. For many years, this did not slow him down mathematically. He also kept physically active. At first, his health declined slowly but, in recent years, more rapidly. He died on March 19, 2007. Frank Knight's contributions to probability theory are numerous and often strikingly creative. -
Kenneth J. Arrow [Ideological Profiles of the Economics Laureates] Daniel B
Kenneth J. Arrow [Ideological Profiles of the Economics Laureates] Daniel B. Klein Econ Journal Watch 10(3), September 2013: 268-281 Abstract Kenneth J. Arrow is among the 71 individuals who were awarded the Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel between 1969 and 2012. This ideological profile is part of the project called “The Ideological Migration of the Economics Laureates,” which fills the September 2013 issue of Econ Journal Watch. Keywords Classical liberalism, economists, Nobel Prize in economics, ideology, ideological migration, intellectual biography. JEL classification A11, A13, B2, B3 Link to this document http://econjwatch.org/file_download/715/ArrowIPEL.pdf ECON JOURNAL WATCH Kenneth J. Arrow by Daniel B. Klein Ross Starr begins his article on Kenneth Arrow (1921–) in The New Palgrave Dictionary of Economics by saying that he “is a legendary figure, with an enormous range of contributions to 20th-century economics…. His impact is suggested by the number of major ideas that bear his name: Arrow’s Theorem, the Arrow- Debreu model, the Arrow-Pratt index of risk aversion, and Arrow securities” (Starr 2008). Besides the four areas alluded to in the quotation from Starr, Arrow has been a leader in the economics of information. In 1972, at the age of 51 (still the youngest ever), Arrow shared the Nobel Prize in economics with John Hicks for their contributions to general economic equilibrium theory and welfare theory. But if the Nobel economics prize were given for specific accomplishments, and an individual could win repeatedly, Arrow would surely have several. It has been shown that Arrow is the economics laureate who has been most cited within the Nobel award lectures of the economics laureates (Skarbek 2009). -
Date: To: September 22, 1 997 Mr Ian Johnston©
22-SEP-1997 16:36 NOBELSTIFTELSEN 4& 8 6603847 SID 01 NOBELSTIFTELSEN The Nobel Foundation TELEFAX Date: September 22, 1 997 To: Mr Ian Johnston© Company: Executive Office of the Secretary-General Fax no: 0091-2129633511 From: The Nobel Foundation Total number of pages: olO MESSAGE DearMrJohnstone, With reference to your fax and to our telephone conversation, I am enclosing the address list of all Nobel Prize laureates. Yours sincerely, Ingr BergstrSm Mailing address: Bos StU S-102 45 Stockholm. Sweden Strat itddrtSMi Suircfatan 14 Teleptelrtts: (-MB S) 663 » 20 Fsuc (*-«>!) «W Jg 47 22-SEP-1997 16:36 NOBELSTIFTELSEN 46 B S603847 SID 02 22-SEP-1997 16:35 NOBELSTIFTELSEN 46 8 6603847 SID 03 Professor Willis E, Lamb Jr Prof. Aleksandre M. Prokhorov Dr. Leo EsaJki 848 North Norris Avenue Russian Academy of Sciences University of Tsukuba TUCSON, AZ 857 19 Leninskii Prospect 14 Tsukuba USA MSOCOWV71 Ibaraki Ru s s I a 305 Japan 59* c>io Dr. Tsung Dao Lee Professor Hans A. Bethe Professor Antony Hewlsh Department of Physics Cornell University Cavendish Laboratory Columbia University ITHACA, NY 14853 University of Cambridge 538 West I20th Street USA CAMBRIDGE CB3 OHE NEW YORK, NY 10027 England USA S96 014 S ' Dr. Chen Ning Yang Professor Murray Gell-Mann ^ Professor Aage Bohr The Institute for Department of Physics Niels Bohr Institutet Theoretical Physics California Institute of Technology Blegdamsvej 17 State University of New York PASADENA, CA91125 DK-2100 KOPENHAMN 0 STONY BROOK, NY 11794 USA D anni ark USA 595 600 613 Professor Owen Chamberlain Professor Louis Neel ' Professor Ben Mottelson 6068 Margarldo Drive Membre de rinstitute Nordita OAKLAND, CA 946 IS 15 Rue Marcel-Allegot Blegdamsvej 17 USA F-92190 MEUDON-BELLEVUE DK-2100 KOPENHAMN 0 Frankrike D an m ar k 599 615 Professor Donald A. -
Education Policy and Friedmanomics: Free Market Ideology and Its Impact
Education Policy and Friedmanomics: Free Market Ideology and Its Impact on School Reform Thomas J. Fiala Department of Teacher Education Arkansas State University Deborah Duncan Owens Department of Teacher Education Arkansas State University April 23, 2010 Paper presented at the 68th Annual National Conference of the Midwest Political Science Association Chicago, Illinois 2 ABSTRACT The purpose of this paper is to examine the impact of neoliberal ideology, and in particular, the economic and social theories of Milton Friedman on education policy. The paper takes a critical theoretical approach in that ultimately the paper is an ideological critique of conservative thought and action that impacts twenty-first century education reform. Using primary and secondary documents, the paper takes an historical approach to begin understanding how Friedman’s free market ideas helped bring together disparate conservative groups, and how these groups became united in influencing contemporary education reform. The paper thus considers the extent to which free market theory becomes the essence of contemporary education policy. The result of this critical and historical anaysis gives needed additional insights into the complex ideological underpinnings of education policy in America. The conclusion of this paper brings into question the efficacy and appropriateness of free market theory to guide education policy and the use of vouchers and choice, and by extension testing and merit-based pay, as free market panaceas to solving the challenges schools face in the United States. Administrators, teachers, education policy makers, and those citizens concerned about education in the U.S. need to be cautious in adhering to the idea that the unfettered free market can or should drive education reform in the United States. -
GEORGE J. STIGLER Graduate School of Business, University of Chicago, 1101 East 58Th Street, Chicago, Ill
THE PROCESS AND PROGRESS OF ECONOMICS Nobel Memorial Lecture, 8 December, 1982 by GEORGE J. STIGLER Graduate School of Business, University of Chicago, 1101 East 58th Street, Chicago, Ill. 60637, USA In the work on the economics of information which I began twenty some years ago, I started with an example: how does one find the seller of automobiles who is offering a given model at the lowest price? Does it pay to search more, the more frequently one purchases an automobile, and does it ever pay to search out a large number of potential sellers? The study of the search for trading partners and prices and qualities has now been deepened and widened by the work of scores of skilled economic theorists. I propose on this occasion to address the same kinds of questions to an entirely different market: the market for new ideas in economic science. Most economists enter this market in new ideas, let me emphasize, in order to obtain ideas and methods for the applications they are making of economics to the thousand problems with which they are occupied: these economists are not the suppliers of new ideas but only demanders. Their problem is comparable to that of the automobile buyer: to find a reliable vehicle. Indeed, they usually end up by buying a used, and therefore tested, idea. Those economists who seek to engage in research on the new ideas of the science - to refute or confirm or develop or displace them - are in a sense both buyers and sellers of new ideas. They seek to develop new ideas and persuade the science to accept them, but they also are following clues and promises and explorations in the current or preceding ideas of the science. -
CHAPTER 2020 Wanting Robustness in Macroeconomics$
CHAPTER 2020 Wanting Robustness in Macroeconomics$ Lars Peter Hansen* and Thomas J. Sargent{ * Department of Economics, University of Chicago, Chicago, Illinois. [email protected] { Department of Economics, New York University and Hoover Institution, Stanford University, Stanford, California. [email protected] Contents 1. Introduction 1098 1.1 Foundations 1098 2. Knight, Savage, Ellsberg, Gilboa-Schmeidler, and Friedman 1100 2.1 Savage and model misspecification 1100 2.2 Savage and rational expectations 1101 2.3 The Ellsberg paradox 1102 2.4 Multiple priors 1103 2.5 Ellsberg and Friedman 1104 3. Formalizing a Taste for Robustness 1105 3.1 Control with a correct model 1105 3.2 Model misspecification 1106 3.3 Types of misspecifications captured 1107 3.4 Gilboa and Schmeidler again 1109 4. Calibrating a Taste for Robustness 1110 4.1 State evolution 1112 4.2 Classical model detection 1113 4.3 Bayesian model detection 1113 4.3.1 Detection probabilities: An example 1114 4.3.2 Reservations and extensions 1117 5. Learning 1117 5.1 Bayesian models 1118 5.2 Experimentation with specification doubts 1119 5.3 Two risk-sensitivity operators 1119 5.3.1 T1 operator 1119 5.3.2 T2 operator 1120 5.4 A Bellman equation for inducing robust decision rules 1121 5.5 Sudden changes in beliefs 1122 5.6 Adaptive models 1123 5.7 State prediction 1125 $ We thank Ignacio Presno, Robert Tetlow, Franc¸ois Velde, Neng Wang, and Michael Woodford for insightful comments on earlier drafts. Handbook of Monetary Economics, Volume 3B # 2011 Elsevier B.V. ISSN 0169-7218, DOI: 10.1016/S0169-7218(11)03026-7 All rights reserved. -
Alan Stuart Blinder February 2020
CURRICULUM VITAE Alan Stuart Blinder February 2020 Address Department of Economics and Woodrow Wilson School of Public & International Affairs 284 Julis Romo Rabinowitz Building Princeton University Princeton, NJ 08544-1021 Phone: 609-258-3358 FAX: 609-258-5398 E-mail: blinder (at) princeton (dot) edu Website : www.princeton.edu/blinder Personal Data Born: October 14, 1945, Brooklyn, New York. Marital Status: married (Madeline Blinder); two sons and four grandchildren Educational Background Ph.D., Massachusetts Institute of Technology, l97l M.Sc. (Econ.), London School of Economics, 1968 A.B., Princeton University, summa cum laude in economics, 1967. Doctor of Humane Letters (honoris causa), Bard College, 2010 Government Service Vice Chairman, Board of Governors of the Federal Reserve System, 1994-1996. Member, President's Council of Economic Advisers, 1993-1994. Deputy Assistant Director, Congressional Budget Office, 1975. Member, New Jersey Pension Review Committee, 2002-2003. Member, Panel of Economic Advisers, Congressional Budget Office, 2002-2005. Honors Bartels World Affairs Fellow, Cornell University, 2016. Selected as one of 55 “Global Thought Leaders” by the Carnegie Council, 2014. (See http://www.carnegiecouncil.org/studio/thought-leaders/index) Distinguished Fellow, American Economic Association, 2011-. Member, American Philosophical Society, 1996-. Audit Committee, 2003- Fellow, American Academy of Arts and Sciences, 1991-. John Kenneth Galbraith Fellow, American Academy of Political and Social Science, 2009-. William F. Butler Award, New York Association for Business Economics, 2013. 1 Adam Smith Award, National Association for Business Economics, 1999. Visionary Award, Council for Economic Education, 2013. Fellow, National Association for Business Economics, 2005-. Honorary Fellow, Foreign Policy Association, 2000-. Fellow, Econometric Society, 1981-. -
Texte Intégral
Working Paper History as heresy: unlearning the lessons of economic orthodoxy O'SULLIVAN, Mary Abstract In spring 2020, in the face of the covid-19 pandemic, central bankers in rich countries made unprecedented liquidity injections to stave off an economic crisis. Such radical action by central banks gained legitimacy during the 2008-2009 global financial crisis and enjoys strong support from prominent economists and economic historians. Their certainty reflects a remarkable agreement on a specific interpretation of the Great Depression of the 1930s in the United States, an interpretation developed by Milton Friedman and Anna Schwartz in A Monetary History of the United States (1963). In this article, I explore the origins, the influence and the limits of A Monetary History’s interpretation for the insights it offers on the relationship between theory and history in the study of economic life. I show how historical research has been mobilised to show the value of heretical ideas in order to challenge economic orthodoxies. Friedman and Schwartz understood the heretical potential of historical research and exploited it in A Monetary History to question dominant interpretations of the Great Depression in their time. Now that [...] Reference O'SULLIVAN, Mary. History as heresy: unlearning the lessons of economic orthodoxy. Geneva : Paul Bairoch Institute of Economic History, 2021, 38 p. Available at: http://archive-ouverte.unige.ch/unige:150852 Disclaimer: layout of this document may differ from the published version. 1 / 1 FACULTÉ DES SCIENCES DE LA SOCIÉTÉ Paul Bairoch Institute of Economic History Economic History Working Papers | No. 3/2021 History as Heresy: Unlearning the Lessons of Economic Orthodoxy The Tawney Memorial Lecture 2021 Mary O’Sullivan Paul Bairoch Institute of Economic History, University of Geneva, UniMail, bd du Pont-d'Arve 40, CH- 1211 Genève 4. -
Nine Lives of Neoliberalism
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Plehwe, Dieter (Ed.); Slobodian, Quinn (Ed.); Mirowski, Philip (Ed.) Book — Published Version Nine Lives of Neoliberalism Provided in Cooperation with: WZB Berlin Social Science Center Suggested Citation: Plehwe, Dieter (Ed.); Slobodian, Quinn (Ed.); Mirowski, Philip (Ed.) (2020) : Nine Lives of Neoliberalism, ISBN 978-1-78873-255-0, Verso, London, New York, NY, https://www.versobooks.com/books/3075-nine-lives-of-neoliberalism This Version is available at: http://hdl.handle.net/10419/215796 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative -
Free to Choose
June 9, 2005 COMMENTARY Free to Choose By MILTON FRIEDMAN June 9, 2005; Page A16 Little did I know when I published an article in 1955 on "The Role of Government in Education" that it would lead to my becoming an activist for a major reform in the organization of schooling, and indeed that my wife and I would be led to establish a foundation to promote parental choice. The original article was not a reaction to a perceived deficiency in schooling. The quality of schooling in the United States then was far better than it is now, and both my wife and I were satisfied with the public schools we had attended. My interest was in the philosophy of a free society. Education was the area that I happened to write on early. I then went on to consider other areas as well. The end result was "Capitalism and Freedom," published seven years later with the education article as one chapter. With respect to education, I pointed out that government was playing three major roles: (1) legislating compulsory schooling, (2) financing schooling, (3) administering schools. I concluded that there was some justification for compulsory schooling and the financing of schooling, but "the actual administration of educational institutions by the government, the 'nationalization,' as it were, of the bulk of the 'education industry' is much more difficult to justify on [free market] or, so far as I can see, on any other grounds." Yet finance and administration "could readily be separated. Governments could require a minimum of schooling financed by giving the parents vouchers redeemable for a given sum per child per year to be spent on purely educational services. -
Friedman's Monetary Framework
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Papers in Economics Friedman’s Monetary Framework: Some Lessons Ben S. Bernanke t is an honor and a pleasure to have this opportunity, on the anniversary of Milton and Rose Friedman’s popular classic, Free to Choose, to speak on I Milton Friedman’s monetary framework and his contributions to the theory and practice of monetary policy. About a year ago, I also had the honor, at a conference at the University of Chicago in honor of Milton’s ninetieth birthday, to discuss the contribution of Friedman’s classic 1963 work with Anna Schwartz, A Monetary History of the United States.1 I mention this earlier talk not only to indicate that I am ready and willing to praise Friedman’s contributions wherever and whenever anyone will give me a venue but also because of the critical influ- ence of A Monetary History on both Friedman’s own thought and on the views of a generation of monetary policymakers. In their Monetary History, Friedman and Schwartz reviewed nearly a cen- tury of American monetary experience in painstaking detail, providing an his- torical analysis that demonstrated the importance of monetary forces in the economy far more convincingly than any purely theoretical or even economet- ric analysis could ever do. Friedman’s close attention to the lessons of history for economic policy is an aspect of his approach to economics that I greatly admire. Milton has never been a big fan of government licensing of profession- als, but maybe he would make an exception in the case of monetary policy- makers.