I will be in Indianapolis as an FTE representative for the Liberty Fund “Co-Sponsored Alliance Meeting”, March 17-19, 2008.
This meeting will consist of two Socratic sessions on the morning of the 18th followed by 4 breakout sessions relating to the logistics of Liberty Fund conference.
Socratic Session One
Why Liberty? A Collection of Liberty Fund Essays
On Liberty - JS Mill
The Use of Knowledge in Society - FA Hayek
Capitalism and Freedom
Socratic Session Two
Why Liberty? A Collection of Liberty Fund Essays
A Place of Learning - M Oakeshott
Breakout session one
Discussion Leading
Database Management
Breakout session two
Program design and best practices
Conference guidelines and administration
Breakout session three
Liberty Fund Conference Program
Proposal Development
Breakout session four
Readings and copyrights
Conference evaluation and feedback
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Readings as the basis of the Socratic Sessions
Session I: Why Liberty?
John Alvis - Freedom as a Necessary of Human Nature
JS Mill - On Liberty
FA Hayek - The Use of Knowledge in Society
Milton Friedman - Capitalism and Freedom
Session II: Educating for Liberty
Douglas Den Uly - Education as a Civil Soceity
Pierre Goodrich - Advice on Wabash Curriculum
Michale Oakeshott - The Voice of Liberal Learning
Michael Oakeshoot's first essay - A Place of Learning in The Voice of Liberal learning uses the metaphor of conversation to capture learning. He writes: "Human learning is a reflective engagement in which what is learned is no merely a detached fragment of information but is understood or misunderstood and is expressed in words which have meanings."<7>
John B. Bennett in Liberal Learning as Conversation discusses Oakeshoot's use of conversation as learning:
"There are, therefore, good reasons to look to conversation as a metaphor for education, one informed by the values of liberal learning. Unlike many of our received images, conversation points toward the cultural importance of individual participation in engagement with the voices that constitute our human inheritance; it highlights the importance of the active engagement of those participating -- faculty and students alike -- as well as the significance of elements of self-involvement and reflexivity. It also reminds us of the need for hospitable openness to the other, be the other multicultural, global, near or far. And it illustrates the importance of observing a covenant with the other in mutual learning, not simply a contract of mutual convenience."
FA Hayel's The Use of Knowledge in Society presents a comparison and contrast between the theory of economics and the problem that economics confronts:
Dwight Lee writes:
"If you want to learn as much as possible about economics from just one article, read Friedrich A. Hayek's “The Use of Knowledge in Society,” published in the September 1945 issue of The American Economic Review. First, no other article explains the economic problem as clearly. Second, none provides a better understanding of the superiority of market economies. Third, it exposes one of the most deplorable fallacies in the standard approach to teaching economics. Finally, it throws a spotlight on the dangerous ignorance of economic planning."
Liberty Fund Partners
Acton Institute
Bill of Rights Institute
Center for the American Idea
Foundation for Teaching Economics
Frasier Institute
Institute for Humane Studies
Instituto Liberal
Intercollegiate Studies Institute
PERC
Universidad Francisco Marroquin
Review-The New York Review of Books, December 6, 1990 JOHN SEARLE
Is such a theory in The Voice of Liberal Learning, by the English philosopher Michael Oakeshott? In his book we are in an altogether different intellectual atmosphere from the debate about the "canon." The book is a collection of elegantly written essays, usually lectures delivered for a particular occasion or other. Both the elegance of the prose and the occasional nature of the articles sometimes get in the way of the presentation of a coherent, overall philosophy of education. Also Oakeshott uses certain words in special ways. He apparently thinks it is important that he does not say much about "education," "tradition," or "subjects," but talks instead of "learning," "inheritance," "voices," and "conversation." However, it is possible to extract from these essays something of Oakeshott's conception of the relationships between human beings and culture, and the consequences these have for what he likes to call "learning." Oakeshott is usually characterized as a "conservative," but if that is true, it is more in the sense in which Hume and Burke are conservatives, rather than in the sense of contemporary American or British politics.
http://www.ditext.com/searle/searle1.html
Capitalism and Freedom - Chapter 1 - The Relationship Between Economic Freedom and Political Freedom
Relating to his book Capitalism and Freedom
"Economic Freedom, Human Freedom, Political Freedom"
by Milton Friedman
Delivered November 1, 1991
"That brings out an enormous paradox, the one that as I said caused me to rethink the relationship among different kinds of freedom. The British colonies that were given their political freedom after World War II have for the most part destroyed the other freedoms. Similarly, at the very time officials of the British Colonial Office were imposing economic freedom on Hong Kong, at home in Britain a socialist government was imposing socialism on Britain. Perhaps they sent the backward people out to Hong Kong to get rid of them. It shows how complex the relationship is between economic freedom and political freedom, and human freedom and political freedom. Indeed, it suggests that while economic freedom facilitates political freedom, political freedom, once established, has a tendency to destroy economic freedom."
http://www.sbe.csuhayward.edu/~sbesc/frlect.html
Farr, Lord, and Wolfenbarger Paper
http://www.freetheworld.com/papers/Farr_Lord_and_Wolfenbarger.pdf
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