|
on Education |
| By: | Cappellari, Lorenzo (Università Cattolica del Sacro Cuore); Lucifora, Claudio (Università Cattolica del Sacro Cuore) |
| Abstract: | We use survey data on cohorts of high school graduates observed before and after the Italian reform of tertiary education implementing the ‘Bologna process’ to estimate the impact of the reform on the decision to go to college. We find that individuals leaving high school after the reform have a probability of going to college that is 10 percent higher compared to individuals making the choice under the old system. We show that this increase is concentrated among individuals with good high-school performance and low parental (educational) background. We interpret this result as an indication of the existence of constraints (pre-reform) – for good students from less affluent household – on the optimal schooling decision. For the students who would not have enrolled under the old system we also find a small negative impact of the reform on the likelihood to drop-out from university. |
| Keywords: | university reforms, college enrolment, college drop-out |
| JEL: | I23 I28 J24 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp3444&r=edu |
| By: | Osipian, Ararat |
| Abstract: | Corruption in higher education is a newly emerging topic in the field of education research. There is a phenomenal growth in the number of media reports on corruption in higher education over the last decade. However, the rigorous systematic research on education corruption is virtually nonexistent. This paper considers corruption in higher education as reflected in the world media, including such aspects of corruption as its prevalence, patterns, and dominating forms. It follows publications in the specialized and the non-specialized media outlets in the United States, the United Kingdom, and the Russian Federation. The publications are grouped depending on the particular problem they address. This criterion has been chosen as best addressing the issue of corruption internationally. Socio-economic context of educational reforms and changes in each country leaves its print on major forms of corruption in higher education. The findings help to determine which aspects of corruption in higher education should be given more consideration in the future research and which ones might be prioritized, as well as how the national systems of higher education can be improved. |
| Keywords: | corruption; higher education; media; Russia; UK; US |
| JEL: | I23 I21 K42 |
| Date: | 2007–11–15 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8475&r=edu |
| By: | Christian Morrisson; Fabrice Murtin |
| Abstract: | This paper presents an historical database on educational attainment in 74 countries for the period 1870-2010. We use data on total enrolment in Primary, Secondary and at University to estimate average years of schooling using perpetual inventory methods. Several difficulties arise due to missing data. We use some simulations to assess the quality of schooling estimates and show that most of them become reliable around 1900. Then, we extend our series over the period 1960-2010 using Cohen and Soto (2007) database, which relies mainly on surveys. The correlation between the two sets of average years of schooling in 1960 is equal to 0.96. We use a measurement error framework to merge the two databases while correcting a systematic measurement bias in Cohen and Soto (2007); the latter comes from the fact that surveys conducted in the 1990s were used to infer average schooling in 1960 without taking into account differential mortality across educational groups. Basic descriptive statistics show a continuous spread of education that has accelerated in the second half of the twentieth century. We find evidence of fast convergence in years of schooling for a sub-sample of advanced countries during the 1870-1914 globalization period, and of modest convergence since 1980. Less advanced countries have been excluded from the convergence club in both cases. |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:pse:psecon:2008-22&r=edu |
| By: | Osipian, Ararat |
| Abstract: | Corruption in higher education has long been neglected as an area of research in the US. The processes of decentralization, commoditization, and privatization in higher education rise questions of accountability, transparency, quality, and access. Every nation solves problems of access, quality, and equity differently. Thus, although prosecuting corruption in higher education is part of the legal process in every country, the ways in which legal actions are undertaken differ. This paper addresses the question: How is corruption in higher education understood and defined in legal cases, what particular cases receive more attention, and how these cases correlate with the major educational reforms, changes, and socio-economic context in the nation? Specifically, it analyses records of selected legal cases devoted to corruption in the US higher education. Decentralized financing of higher education anticipates cost sharing based in part on educational loans. The US higher education sector grows steadily, and so do opportunities for abuse, including in educational loans. The rapid expansion of education sector leaves some grey areas in legislation and raises issues of applicability of certain state and federal laws and provisions to different forms of misconduct, including consumer fraud, deception, bribery, embezzlement, etc. Higher Education Act, False Claims Act, and Consumer Protection Act cover corruption as related to the state and the public sector; corruption as related to client, business owner, and an agent; and corruption as related to consumer-business relations. However, the legal frame is simplistic, while the system of interrelations in the higher education industry is rather complex. |
| Keywords: | bribery; corruption; deception; fraud; higher education; law; loans; US |
| JEL: | I28 K42 I22 |
| Date: | 2007–11–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8471&r=edu |
| By: | Black, Sandra E. (University of California, Los Angeles); Devereux, Paul (University College Dublin); Salvanes, Kjell G. (Norwegian School of Economics and Business Administration) |
| Abstract: | Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes. This paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes such as IQ scores at age 18, educational attainment, teenage pregnancy, and earnings. Unlike much of the recent literature, we are able to separate school starting age from test age effects using scores from IQ tests taken outside of school, at the time of military enrolment, and measured when students are around age 18. Importantly, there is variation in the mapping between year and month of birth and the year the test is taken, allowing us to distinguish the effects of school starting age from pure age effects. We find evidence for a small positive effect of starting school younger on IQ scores measured at age 18. In contrast, we find evidence of much larger positive effects of age at test, and these results are very robust. We also find that starting school younger has a significant positive effect on the probability of teenage pregnancy, but has little effect on educational attainment of boys or girls. There appears to be a short-run positive effect on earnings of beginning school at a younger age; however, this effect has essentially disappeared by age 30. This pattern is consistent with the idea that starting school later reduces potential labor market experience at a given age for a given level of education; however, this becomes less important as individuals age. |
| Keywords: | education, earnings, IQ, teenage childbearing |
| JEL: | J1 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp3452&r=edu |
| By: | Osipian, Ararat |
| Abstract: | This study analyses the role of education in economic development in the republics of the former Socialist Bloc and more specifically the impact of human capital on per capita economic growth in transition economies in the Russian Federation, and Ukraine. The factors that are associated with the human capital in terms of education levels are analyzed in order to measure this impact. Our approach is to estimate the significance of educational levels for initiating substantial economic growth. We estimate a system of linear and log-linear equations accounting for different time lags in the possible impact of human capital on economic growth. |
| Keywords: | education; human capital; growth; transition; Russia; Ukraine |
| JEL: | O47 P24 J24 |
| Date: | 2007–01–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8463&r=edu |
| By: | Osipian, Ararat |
| Abstract: | This paper considers corruption in higher education in Ukraine as reflected in the national media, including such aspects as corruption in admissions to higher education institutions and corruption in administering the newly introduced standardized test. The major focus is on the opinions of the leading figures of the education reform on corruption in education. The national media presents points of view of both supporters of the reform and those in opposition to the reform. Despite disbelief that the standardized test faces among the leading educators and legislators, including politicians and rectors of higher education institutions, the government continues implementation of the reform. Even though the standardized test is not expected to solve the problem of corruption in education, as follows from the media reports and comments, its full scale country-wide implementation at this point appears to be a question of time. |
| Keywords: | bribery; corruption; higher education; mass media; opinions; Ukraine |
| JEL: | P36 D73 P37 |
| Date: | 2007–01–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8464&r=edu |
| By: | Richter, Wolfram F. (University of Dortmund) |
| Abstract: | Assuming a two-period model with endogenous choices of labour, education, and saving, it is shown to be second-best efficient not to distort the choice of education. In general this implies distorting the saving decision. Hence a strict order of policy priority is derived. Efficient tax policy ranks education higher than saving. The result assumes an isoelastic earnings function and holds else for arbitrary utility functions. Isoelasticity of earnings is justified with reference to the empirically well-founded Power Law of Learning. |
| Keywords: | endogenous choice of education, labour and saving, efficient taxation of human and nonhuman capital investment, power law of learning |
| JEL: | H21 I28 J24 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp3451&r=edu |
| By: | Sandra E. Black; Paul J. Devereux; Kjell G. Salvanes |
| Abstract: | Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes. This paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes such as IQ scores at age 18, educational attainment, teenage pregnancy, and earnings. Unlike much of the recent literature, we are able to separate school starting age from test age effects using scores from IQ tests taken outside of school, at the time of military enrolment, and measured when students are around age 18. Importantly, there is variation in the mapping between year and month of birth and the year the test is taken, allowing us to distinguish the effects of school starting age from pure age effects. We find evidence for a small positive effect of starting school younger on IQ scores measured at age 18. In contrast, we find evidence of much larger positive effects of age at test, and these results are very robust. We also find that starting school younger has a significant positive effect on the probability of teenage pregnancy, but has little effect on educational attainment of boys or girls. There appears to be a short-run positive effect on earnings of beginning school at a younger age; however, this effect has essentially disappeared by age 30. This pattern is consistent with the idea that starting school later reduces potential labor market experience at a given age for a given level of education; however, this becomes less important as individuals age. |
| JEL: | I2 J1 J3 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:13969&r=edu |
| By: | Banerjee, Abhijit; Banerji, Rukmini; Duflo, Esther; Glennerster, Rachel; Khemani, Stuti |
| Abstract: | Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their efficiency. In India, the current government flagship program on universal primary education organizes both locally elected leaders and parents of children enrolled in public schools into committees and gives these groups powers over resource allocation, and monitoring and management of school performance. However, in a baseline survey we found that people were not aware of the existence of these committees and their potential for improving education. This paper evaluates three different interventions to encourage beneficiaries’ participation through these committees: providing information, training community members in a new testing tool, and training and organizing volunteers to hold remedial reading camps for illiterate children. We find that these interventions had no impact on community involvement in public schools, and no impact on teacher effort or learning outcomes in those schools. However, we do find that the intervention that trained volunteers to teach children to read had a large impact on activity outside public schools—local youths volunteered to be trained to teach, and children who attended these camps substantially improved their reading skills. These results suggest that citizens face substantial constraints in participating to improve the public education system, even when they care about education and are willing to do something to improve it. |
| Keywords: | community participation; development economics; educational economics |
| JEL: | I21 O12 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:6781&r=edu |
| By: | Furtado, Delia (University of Connecticut); Theodoropoulos, Nikolaos (University of Cyprus) |
| Abstract: | This paper examines the effects of education on intermarriage, and specifically whether the mechanisms through which education affects intermarriage differ by immigrant generation, age at arrival, and race. We consider three main paths through which education affects marriage choice. First, educated people may be better able to adapt to different cultures making them more likely to marry outside of their ethnicity (cultural adaptability effect). Second, because the educated are less likely to reside in ethnic enclaves, meeting potential spouses of the same ethnicity may be difficult (enclave effect). Lastly, if spouse-searchers value similarities in education as well as similarities in ethnicity, then the effect of education will depend on the availability of same-ethnicity potential spouses with a similar level of education (assortative matching effect). Using data from the 2000 U.S. Census, we find that controlling for the enclave effect, there is empirical evidence for both the cultural adaptability and assortative matching effects. Our estimates also suggest that assortative matching is relatively more important for the native born rather than the foreign born, for the foreign born that arrived young rather than old, and for Asians rather than Hispanics. We provide additional evidence suggestive of our hypotheses and discuss policy implications. |
| Keywords: | ethnic intermarriage, education, immigration |
| JEL: | J12 I21 J61 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp3448&r=edu |
| By: | Osipian, Ararat |
| Abstract: | Higher education in the U.S. may be characterized by complexity and plurality of forms. The Ivy League universities and those trying to replicate them, or so-called “wanna be” universities, coexist with numerous large public institutions, four-year colleges and community colleges. While the former are actively involved in business-driven projects in research and services, the latter are quite distant from these processes. Nevertheless, all of them serve the industries, first of all by training professionals for these industries. In this sense community colleges are not less linked to businesses than major research universities. Curriculum in community colleges is tailored to meet the demands of specific industries and more so often local labor markets. Woshburn (2005) presents the negative sides of the impact of industries on the academia in the book titled University Incorporated: The Corporate Corruption of American Higher Education. This book would be of high interest for policymakers, managers, and theorists. While policymakers, university administrators, and business managers will appreciate good description of forms of cooperation of industries and universities as well as problems that such cooperation creates or exacerbates and some of the prescriptions, offered by the author, theorists will find wealth of material on which to build some concepts and theories of social and ethical responsibility versus commercialization and perhaps even some interesting niches for possible corrupt activities in higher education. |
| Keywords: | corruption; education; methodology; university |
| JEL: | K42 I22 |
| Date: | 2007–01–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8461&r=edu |
| By: | Floristeanu, Elena |
| Abstract: | The paper advances the idea that although at a regional and global level education is considered to be a promoter of progress and development the investments in this field differ very much. A comparative analysis of education expenses of different countries form all over the world is done in terms of the objectives and indicators measuring the financing initiatives. The results are used as an argument showing that the educational systems need global, public and private support. At the same time, they reinforce the idea that sustainable highly competitive human resources can not be generated unless there are sufficient financial resources. |
| Keywords: | education, financing, resources, public expenditure, private expenditure |
| JEL: | H0 H52 |
| Date: | 2008–04–17 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8311&r=edu |
| By: | Osipian, Ararat |
| Abstract: | The book Battling Corruption in America’s Public Schools by Segal (2004) is well written, easy to read, very interesting and provocative, and offers to the reader a wealth of detailed information of corrupt cases in the system of public schooling as well as an overview of corrupt practices overall. The major contribution of the book is in its description of corruption and unsuccessful actions to prevent it as well as prescriptions that in the author’s opinion may help fight corruption. This makes the book groundbreaking research in the field of educational corruption, and corruption in public secondary education in particular. However, the book cannot be viewed as a revolutionary work. It is explained first of all by the absence of theoretical and methodological contributions to the interdisciplinary field of corruption, as well as by the lack of sophisticated theoretical lenses and frameworks applied in researching the topic. It is obvious that deeper theoretical developments are needed. |
| Keywords: | bribery; corruption; education; fraud; methodology |
| JEL: | K42 I22 |
| Date: | 2007–01–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8473&r=edu |
| By: | Marie-Hélène Cloutier; John Cockburn; Bernard Decaluwé |
| Abstract: | Education is often promoted as the solution to poverty in the developing world. Yet, fiscal discipline has led to reductions in public spending on education. We examine the poverty impacts of a cut in public subsidies to higher education, accompanied by corresponding tax cuts, in a general equilibrium framework applied to Vietnam. This policy is shown to have strong and complex impacts through various channels: a direct increase in the private costs of higher education, a reduction in education investments, a shift in the economy's skills mix in favor of unskilled workers, a rise in the wage premium for skilled workers, education and consumer price changes, etc. When all of these contrasting impacts are taken into account, we find that a higher education subsidy cut reduces welfare and increases poverty in Vietnam. While rural and agricultural households would benefit from this reform, urban and non-agricultural households would lose out. |
| Keywords: | Computable general equilibrium model, public expenditures, education, Vietnam, welfare, poverty |
| JEL: | C68 H42 H52 I21 I32 J24 O53 |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:lvl:lacicr:0804&r=edu |
| By: | Natalia Kuznetsova; Irina Peaucelle |
| Abstract: | This article investigates the relationships between the evolution of Russian social psychology and the transformations of the modes of education in Russia. Social psychology is a science born the last century and also a status of the social conscience of people, forged historically on the basis of proper cultural artifacts. In Russia education is mainly the process of human development and, like wherever, it is the institution of knowledge transmission. We show on the case of Russian history that the scientifically proven educational practice can contribute enriching development of social conscience after ideological and economic shocks. |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:pse:psecon:2008-23&r=edu |
| By: | Jashim Uddin Ahmed (North South University, Bangladesh) |
| Abstract: | The purpose of this article is to define and discuss technology transfer via science parks or subsidiries companies in the context of higher education. Examples of university technology transfer will be given, and issues surrounding the topic will be discussed here. In the knowledge economy, university technology transfer activities are increasingly crucial as a source of regional and national economic development and revenue for the university. We have discussed here two UK universities technology transfer and their invovement in the local and regioanl economy in details. |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:aiu:abewps:57&r=edu |
| By: | Jens Kratzmann; Thorsten Schneider |
| Abstract: | Although in Germany, there is a regular age of school entry, some children start school later than usual and some children start ahead of schedule. While there has been some decrease in delayed school entries in the last years, the rate of premature school entry has increased substantially. Paradoxically, while the delayed entry is primarily because professionals rate a child as not ready for school, the premature entry is mainly based on parents¿ choice. The first aim of the paper is to discover whether kindergarten attendance can reduce the risk of a delayed entry. The arguments and hypotheses are mainly based on the theory on the ecology of human development of Bronfenbrenner. The empirical analyses demonstrate that low educated families profit most by kindergarten attendance, but only if the child begins attending the care institution before reaching age four. The second aim concerns theoretical and empirical considerations in regard to the decision of prematurely entering school. Therefore, we apply common sociological models on educational choice to the situation of school entry. Socio-economic conditions are not as important at this point as compared with a delay in school entry. However, there are some income effects indicating that higher income parents try to avoid further payments for kindergarten by fostering a premature entry to elementary schools, which is free of fees. The analyses are based on over 1.400 children in the relevant age group and their parents taking part in the large nationwide German Socio-Economic Panel Study (SOEP). |
| Keywords: | child care, school entry, educational inequality, educational choice |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:diw:diwsop:diw_sp100&r=edu |
| By: | Taleb Ahmad; Wolfgang Härdle; Sigbert Klinke; Shafeeqah Al Awadhi |
| Abstract: | E-learning plays an important role in education as it supports online education via computer networks and provides educational services by utilising information technologies. We present a case study describing the development of an Arabic language elearning course in statistics. Discussed are issues concerning e-learning in Arab countries with special focus on problems of the application of e-learning in the Arab world and the difficulties concerning the design Arabic platforms such as language problems, cultural and technical problems, especially ArabTeX works difficulty with LaTeX format. Thus Wiki is offered as a solution to such problems. Wiki supports LaTeX and other statistical programs, for instance R, andWiki offers the solution to language problems. Details of this technology are discussed and a solution as to how this system can serve in building an Arab platform is presented. |
| Keywords: | E-learning, MM*Stat, Wiki, ArabTeX, Statistical software |
| JEL: | I21 C19 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:hum:wpaper:sfb649dp2008-030&r=edu |
| By: | Alrubaie, falah.K.Ali |
| Abstract: | The challenge facing the Arab states at the present time, is how to preserve the gains they achieved in the sphere of human development and giving it a sustainable, by addressing the deficiencies and problems experienced by many of those indicators, and the future development will depend in the Arab world on how to tackle the obstacles that face human development in each country individually, and therefore the Arab states to exert more effort to achieve reforms in the economic sphere through diversification of the structure of the national economy to ensure sustainability in the development process and social importance of controlling the phenomenon of the rise in the rates of population growth and reform imbalance in the situation of women and paying attention to health and the eradication of communicable diseases and in the cultural field need to work on building a modern Arab culture and subjective, can be a centre of the development process, that occupies the site of this new culture heart engine that revolve around economic development processes and human, cultural, scientific, technological and creative, through raising the level of investment in human capital, building the knowledge and skill estimated and intensify education programmes and training and qualification of the workforce, and encourage spending on research and development and interest in the culture of individuals and encourage them to use advanced technical knowledge in the sector and ensure the right to education for all and promote freedom in the cultural and educational institutions and consolidate the foundations of democratic dialogue, in order to raise the efficiency of work and renovation, development and the eradication of illiteracy, because of illiteracy is deterrent to development and social progress and stress-year basic education for all, expansion and diversity in educational institutions, secondary and tertiary and higher education to meet the demands of the labour market and focus on the principle of lifelong education and the preparation of the self-learning which helps rights to adapt to the reality where the player not only continued, or future, only entrench equality and appreciation to all branches of human knowledge and experience, whether pursuant mentally, in practice, organizational, technical, productive, educational or aesthetic |
| Keywords: | An Analysis to human development indicators in the Arab States |
| JEL: | J24 |
| Date: | 2006–04–05 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:8362&r=edu |
| By: | Nicolas van Zeebroeck (Centre Emile Bernheim, Solvay Business School, Université Libre de Bruxelles, Brussels.); Bruno van Pottelsberghe (Centre Emile Bernheim, Solvay Business School, Université Libre de Bruxelles, Brussels, DULBEA, Université Libre de Bruxelles and ECARES, Université Libre de Bruxelles.); Dominique Guellec (OECD -DSTI, Paris.) |
| Abstract: | The sharp increase in academic patenting over the past 20 years raises important issues regarding the generation and diffusion of academic knowledge. Three key questions may be raised in this respect: What is behind the surge in academic patenting? Does patenting affect the quality and quantity of universities' scientific output? Does the patent system limit the freedom to perform academic research? The present paper summarizes the existing literature on these issues. The evidence suggests that academic patenting has only limited effects on the direction, pace and quality of research. A virtuous cycle seems to characterise the patent-publication relationship. Secondly, scientific anti-commons show very little effects on academic researchers so far, limited to a few countries with weak or no research exemption regulations. In a nutshell, the evidence leads us to conclude that the benefits of academic patenting on research exceed their potential negative effects. |
| Keywords: | Patent systems, Research Exemption, Academic Patenting. |
| JEL: | O31 O34 O50 |
| Date: | 2008–04 |
| URL: | http://d.repec.org/n?u=RePEc:sol:wpaper:08-013&r=edu |
| By: | Ian Hathaway; Sameer Khatiwada |
| Abstract: | In this paper we provide a comprehensive critical analysis of research that has investigated the impact of financial education programs on consumer financial behavior. In light of the evidence, we recommend that future programs be highly targeted towards a specific audience and area of financial activity (e.g. homeownership or credit card counseling, etc.), and that this training occurs just before the corresponding financial event (e.g. purchase of a home or use of a credit card, etc.). |
| Keywords: | Financial literacy |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedcwp:0803&r=edu |
| By: | Paul Carlin (Department of Economics, Indiana Unviersity-Purdue University Indianapolis); Michael Kidd; Patrick Rooney (Department of Economics, Indiana Unviersity-Purdue University Indianapolis); Brian Denton |
| Abstract: | The paper contributes to the growing literature on wage determination within academia. The data arise from a pay-equity study carried out in a single Midwestern U.S. university over the 1996-7 academic year. The focus is upon understanding differences between male-female pay, and in particular why females earn approximately 20% less than their male counterparts. Do gender differences in the balance between research, teaching and service hold the key? Econometric results suggest that objective measures of productivity and subjective peer review ratings both play a significant role in male earnings determination. Interestingly academic productivity, however measured, fails to plays a significant role in the female wage specifications. |
| Keywords: | Gender, Earnings Gap, Productivity |
| JEL: | J3 J7 |
| Date: | 2007–12 |
| URL: | http://d.repec.org/n?u=RePEc:iup:wpaper:wp200703&r=edu |
| By: | Sebastiano Nerozzi (University of Palermo, Dipartimento di Studi su Politica, Diritto e Società); Pierluigi Nuti |
| Abstract: | This paper examines Adam Smith’s vision of family life and the role of the family in society as it stems from the Theory of Moral Sentiments. We first discuss textual evidences of Smith’s vision of gender differences and of the relationships between the sexes. Then we turn to TMS’s analysis of marriage and family life, exploring the importance of sentiments in strengthening family bonds and in fostering individuals’ moral education. Then we enlarge our perspective, considering Smith’s view on the role of the family within society, especially as market and non market relationships are concerned. Finally, we focus on Smith’s vision of the possible threats which life in Commercial societies may impose to family life, loosening parental ties and weakening those fellow-feelings which, according to Smith, play a paramount role in the moral education and proper behaviour of individuals in a free society. On the whole this paper acts as a first step in a wider project which includes the Wealth of Nations and focuses especially on economic issues regarding family life. |
| Keywords: | Adam Smith; Moral Philosophy; Family; Gender; Education. |
| JEL: | A B12 B31 I J16 |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:frz:wpaper:wp2008_04&r=edu |
| By: | Milena Patricia Valens Upegui |
| Abstract: | REVISTA SOCIEDAD Y ECONOMIA # 13 TEMA CENTRAL: Conflicto Social y Violencia |
| Date: | 2008–04–03 |
| URL: | http://d.repec.org/n?u=RePEc:col:000172:004628&r=edu |