Economics, Competition and Academia: An Intellectual History of Sophism Versus Virtue

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Edward Elgar Publishing, 2007 M01 1 - 148 páginas
There is much to be praised in this book. It is interesting and compelling reading. . . Economics, Competition and Academia is a well written book and well worth reading. It provides a coherent perspective of the main avenues by which societies have provi

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Contenido

Introduction markets c ompetition and higher education
1
Sophism academia and Greek economics
14
Adam Smith and sophism reaction to the endowment model
31
Virtue and early academia in the US
44
Academia and the rise of capitalism in the US
62
Corporate capitalism and the university as a business
78
Collegiate business schools in the US sophism or virtue
97
Academia in transition the road to sophism
121
Bibliography
133
Index
143
Derechos de autor

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Pasajes populares

Página 63 - It is better to be a human being dissatisfied than a pig satisfied ; better to be Socrates dissatisfied than a fool satisfied. And if the fool, or the pig, are of a different opinion, it is because they only know their own side of the question. The other party to the comparison knows both sides.
Página 38 - How selfish soever man may be supposed, there are evidently some principles in his nature, which interest him in the fortune of others, and render their happiness necessary to him, though he derives nothing from it except the pleasure of seeing it.
Página 58 - We have produced an article for which the demand is diminishing. We sell it at less than cost, and the deficiency is made up by charity. We give it away, and still the demand diminishes.
Página 64 - Laisserfaire, in short, should be the general practice : every departure from it, unless required by some great good, is a certain evil.
Página 81 - All that is spent during many years in opening the means of higher education to the masses would be well paid for if it called out one more Newton or Darwin, Shakespeare or Beethoven.
Página 39 - Have those public endowments contributed in general to promote the end of their institution ? Have they contributed to encourage the diligence, and to improve the abilities of the teachers ? Have they directed the course of education towards objects more useful, both to the individual and to the public, than those to which it would naturally have gone of its own accord ? It should not seem very difficult to give at least a probable answer to each of those questions.
Página 64 - The uncultivated cannot be competent judges of cultivation. Those who most need to be made wiser and better, usually desire it least, and if they desired it, would be incapable of finding the way to it by their own lights.
Página 59 - If by placing Latin and Greek upon their own merits, they are unable to retain their present place in the education of civilized and Christianized man, then let them give place to something better.

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Acerca del autor (2007)

Donald R. Stabile, Professor of the College, St Mary's College, Maryland, US

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