It is refreshing to find this article on the Bloomberg website, read by many in the business community.
Noah Smith explains clearly that: (a) policymakers in the Trump era are Gaga about markets; (b) markets aren’t right for every problem.
“My Bloomberg View colleague Tyler Cowen has a running series of blog posts bearing the title “Markets in Everything.” Plenty of other economists and writers have picked up the phrase, and with good reason — it’s evocative of a powerful idea that defined much of Western political economy in the later part of the 20th century. The idea is that markets — systems of property rights with free buying and selling — are the best way to organize a vast array of human interactions.
“Decades after the Beatles sang “Can’t Buy Me Love,” a whole generation of libertarian thinkers were wondering how much better the world would be if people could buy and sell everything. Some, like authors Jason Brennan and Peter Jaworski, took this idea to radical extremes, arguing that everything from body parts to school grades should be up for sale. Though few would go that far, the idea certainly seemed to fit with a political era of privatization and deregulation. Economists tended to like the idea for a more prosaic reason — mathematical models with so-called complete markets are a lot easier to solve.
“In the U.S., marketism is still making inroads. The Trump administration is considering a plan to replace many military functions with private contractors in Afghanistan. Donald Trump also canceled an Obama-era proposal for a rule against getting paid for donating bone marrow. On the left, many thinkers support legalizing prostitution. The Internal Revenue Service is experimenting with using private debt collectors. Efforts to reduce the use of corporate prisons have stalled.
“For the most part, this isn’t a good thing. Like every ideology, marketism has its limits, and like every movement it eventually overreached. There are plenty of reasons that a vast array of human interaction should be carried out without money or any kind of quid pro quo. And unsurprisingly, these problems crop up in many of the areas of human life into which people are now trying to push markets…
“Transaction costs can also arise from natural human emotions. Imagine if someone offered you money to be their friend. If you’re a normal human being, the idea of boiling friendship down to a cold, self-interested exchange would probably feel repellent to you. Sex, which often creates an emotional attachment even deeper than friendship, is similar, which may help explain why so many societies frown on prostitution. And letting people sell their organs for money is inherently disgusting to many.
Within companies, people often prize loyalty to coworkers or to an organization. That may explain the surprising yet common finding that direct monetary incentives often reduce work performance rather than increase it. Privatizing the army, tax collectors and prisons is a bad idea, because it ignores the crucial function that loyalty, dedication, idealism and commitment play among combat troops, bureaucrats and prison guards.”
Just substitute or add the words “public schools,” and you can see that this argument is very apropos current education policy debates.

This article reminded me of one I read a year or so ago in the Wharton magazine written by a professor of economics and ethics, but I don’t recall his name. I do remember the key points. He claimed that essential human services do not belong in the marketplace. Since the primary goal of any business is profit, people that depend on the service will harmed because the business will constantly cut corners and seek ways to lower the bottom line. Those that depend on the essential service will also experience hardship when the company moves capital in order to expand. Businesses never rest; they constantly seek new markets to expand. Privatization is a bad idea for education, health care, prisons and the military. In order for government to provide these services, there must be some level of regulation and oversight, or we will repeat the types of problems we had in the VA.
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Diane From the article: “Some, like authors Jason Brennan and Peter Jaworski, took this idea to radical extremes, arguing that everything from body parts to school grades should be up for sale. Though few would go that far, the idea certainly seemed to fit with a political era of privatization and deregulation.
Body parts and school grades are extreme examples, but show clearly the limits of market-only thinking. Unless everyone begins with financial security, market-only thinking corrupts a culture by victimizing the poor, children, and those who, for whatever reason, have few resources, by holding their well-being hostage to market-only forces. For instance, who wouldn’t sell a kidney if your child is going hungry or needs an operation that you couldn’t pay for if you devoted 5 years of your salary to it? What’s next? A heart?
On the other side of that equation, those who would buy a kidney may be desperate, but they are still participating in a kleptocracy where extortion and an abuse of power is the accepted working method.
And if you don’t already know, selling grades undercuts the whole idea of excellence by disregarding the development that is supposed to occur in the student through undergoing the process. Money is morally fungible and cannot be depended on to be the end-all to quality or development, though we seem to be slippery-sloping in that direction in exponential fashion. Russia and America: Political brothers-to-be?
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I have made similar arguments before. It is almost as if these people were unaware that in addition to competition, there is collaboration and team work. They seem to want everything to consist of teams of one, which leaves us with kids needing to compete in school for food and housing, surgical teams fighting over who gets to use the scalpel, and football teams which can’t run plays because there is is no motivation for giving up one’s body making a block when another gets to carry or throw the ball and look good doing it.
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Noah Smith has criticized vouchers as failed market efforts, but has defended Charters on his twitter feed. I got into it with him, but he really wasn’t willing to look at the arguments from the NEPC against the CREDO study, which he accepts. So he’s a work in progress as far as school privatization. If we could get him it would be significant.
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He has taken a first step. He needs to think about the rationale for funding two separate school systems, one free to choose its students.
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Once education becomes a market we lose perspective on education’s main purpose: to help young people learn and grow into responsible citizens. Instead of starting with the needs of our young people, the main focus is on selling more products and reducing the costs of providing the service. This explains to some extent why TFA, depersonalized learning, charters, vouchers and non-professional teachers, become legitimized. They are all cheaper ways to deliver the “service” of education. The students are no longer the priority; money is.
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retired teacher Yes/yes/yes. And I think the main fallacy of the technology movement into schools is the equation of (a) technology and computer use with (b) children’s intense interest level; and so with their potential educational development. It seems to me that the idea is pervasive that children’s intense interest level will persist for formal education and so (the thinking goes) technology and computers will be Cure-Alls for what they see presently as poor schooling and poor teaching.
But first, technology can be only a part of education of the whole person, on principle,; and second, it’s not formal education that keeps children interested but rather its fun and games aspect, coupled with children’s autonomy-of-act that keeps them coming back?
I am sure the attraction for children increases with the addition of technology to the classroom, at least for the moment. However, I wonder what happens when technology becomes a way to separate the adult-teacher from the student (especially in the younger grades) and other children from this child; and (in the wrong hands) a way to impose learning on a child who is constitutionally reluctant to such imposition.
If my suspicion is correct, and I think it is, our oligarch’s (as amateur “educators) present love affair with technology has a hidden joker in it. That is, embedded in it are the same problems that plague ANY teaching environment. Those problems are just waiting to emerge when we slowly bring rote-seat learning into the schoolroom “monitored” by hard-line disciplinarians (classroom babysitters) who, like those amateurs, have no clue about what qualified teaching is about.
For formal well-directed education, it still comes back to the daily engagement of a qualified, well-trained, well-supported, and well-resourced classroom teacher. Under those circumstances (including a reasonable student-teacher-ratio), teachers can bring classroom technology under the umbrella-principles that constitute good teaching, and the institutional provision of consistently qualified education–need I say in a democracy where everyone being well-educated is the accepted ideal. . . . “to help young people learn and grow into responsible citizens.”
Besides the instant overreach of inpatient and unsavory charter owners, the above joker emerges in the relative poor performance of charters and, later, of (de)personalized instruction via technology. I suppose: “We’ll see.” But Neither vouchers nor charters, privatization, nor technology will fix the problems that public education has been dealing with for a very long time. Until we understand the problems of education in the fullness of their cultural context, the joker will remain awake and keep coming back.
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This reminds me of a really interesting book written by a Harvard Economist, Michael Sandel – “What money can’t buy”. And an equally interesting criticism about the book: https://philosophynow.org/issues/98/What_Money_Cant_Buy_The_Moral_Limits_of_Markets_by_Michael_Sandel
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Markets in Everything did a report on fostercare/adoption and the ‘price’ for children. At one point I had the info from the actual study which I cannot lay my hands on at this time.
There is no case of privatization ever working, that we’ve been able to find, but especially in Child Protective Services.
https://www.economist.com/blogs/freeexchange/2010/05/markets_everything
Everything thing you speak of here, everything from racism, to fraud, to abuse in the schools is magnified in CPS. Instead of books, and real estate, and privacy, it’s children. Some go for more than others.
Sad.
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Pip More than “sad.” It’s dangerous as it’s evidence of degeneration and derangement.
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Nice piece. I just “shared” it on Facebook.
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Add health care and criminal justice to the list of issues that are not supposed to be “free market.”
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There are no free markets . There are rules “regulations ” set and enforced by the state on almost every economic endeavor . Invariably they tend to benefit those with political power. the power to decide who gets what. Who usually are the biggest cheerleaders of the myth of free markets.
As simple as how infrastructure is allocated . I am sitting here typing sending a digital signal over a fiber optic cable, that runs on a right of way through my neighbors property. Not only can he not charge me or the cable provider . He has no choice about it running through his property. Why should I pay for a road running toward your factory.
Or why should I pay to educate children to work in your factory or why should they receive an education in STEM rather than the Humanities
What immigration policy will be..As that we do not nor could have unlimited immigration . What is an H1b or H2b .
What rights do workers have or better what rights are they denied .
Patents that impose artificial price support not only accepted but pushed by the most vociferous free marketeers, in FREE TRADE
agreements. . ……..
The focus of our recent Trade agreements “Intellectual Property rights.!!!!
And when the free deregulated markets crashed and burned we had socialism come to the rescue. ………
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