05368oam 2200661 a 450 991095852220332120081020111337.097982160256109780313366055031336605510.5040/9798216025610(CKB)2480000000001177(MH)012010095-9(SSID)ssj0000481117(PQKBManifestationID)12142329(PQKBTitleCode)TC0000481117(PQKBWorkID)10468708(PQKB)10953388(Au-PeEL)EBL2055170(CaPaEBR)ebr11057266(CaONFJC)MIL787799(OCoLC)909772610(OCoLC)261176790(DLC)ABC0313366063(MiAaPQ)EBC2055170(DLC)BP0313366055BC(DLC)BP9798216025610BC(Perlego)4168962(EXLCZ)99248000000000117720081017e20092023 uy 0engurcnu||||||||txtccrThirteen persistent economic fallacies /E.J. Mishan1st ed.Westport, Conn. :Praeger Publishers,2009.New York :Bloomsbury Publishing (US),2023.1 online resource (xxiv, 102 p. )Sequel to the author's 21 popular economic fallacies.9780313366062 0313366063 Includes bibliographical references and index.Fallacy 1 : U.S. goods cannot compete effectively with those produced by cheap labor in countries such as China -- Fallacy 2 : Immigrant labor confers economic benefits on the host country -- Fallacy 3 : Globalization acts to raise living standards in the West -- Fallacy 4 : Countries forming a common market reap economic benefits -- Fallacy 5 : Rent controls are necessary during a housing shortage -- Fallacy 6 : The fact that women's earnings are significantly below those of men is evidence of discrimination -- Fallacy 7 : A reduction in building costs will reduce house prices -- Fallacy 8 : Jobs are lost when a factory or business closes down, and vice versa -- Fallacy 9 : A competitive private enterprise economy tends to produce economic efficiency -- Fallacy 10 : A subsidy to university education is justified since it promotes equality of opportunity and confers benefits on society as a whole -- Fallacy 11 : The national debt is a burden on future generations -- Fallacy 12 : Inflation is caused by an excessive increase in the supply of money -- Fallacy 13 : The rate of economic growth over time is a good index of the growth of people's satisfaction.E. J. Mishan, an iconoclastic economist who has taught at such schools as the London School of Economics and the New School for Social Research, is in this volume a provocateur, smashing staunchly held beliefs of the right (free trade and common markets are good for the economy), and the left (local jobs are always lost when factories close down, pay disparity between men and women signifies discrimination). He also pokes holes in the accepted wisdom held by all, arguing for example that economic growth does not necessarily improve lives. Those who believe the fallacies Mishan exposes to the light of reason in this book are, however, neither ignorant nor careless. The fallacies are all plausible, and intelligent people can be forgiven for believing them. Mishan simply wants readers to see these thirteen popular, persistent fallacies for what they are: Humbug. Mishan's scintillating text is apolitical. In arguing that immigration does not benefit a country's economy, for example, he is not arguing in favor of restricting immigration. Rather, his goal is to test the assumptions behind the dearly held positions of both the left and the right or to expose what he calls the breathtaking fatuity that counts as wisdom these days. Mishan wants to interject common sense and logic into today's debates over the economy and, especially, the political arguments that translate into legislation that has a negative impact on people. Mishan's ideas breathe new life into debates gone stale by ideology. As he notes, the fallacies in this volume travel in the highest circles, from debates in Congress to the pages of the Wall Street Journal, Time, and The Economist. Most are things everybody knows. He hopes, therefore, to expose the concerned citizen to the shock-treatment of discovering that much of what passes for conventional economic wisdom is in fact fallacious. As the Economist pointed out in its glowing review of the first edition of this book, Dr. Mishan has written the perfect book for anyone wishing to start the study of economics. EconomicsEconomics.330Mishan E. J(Edward J.),1917-24593Mishan E. J(Edward J.),1917-24593DLCDLCBOOK9910958522203321Thirteen persistent economic fallacies4335757UNINAThis Record contains information from the Harvard Library Bibliographic Dataset, which is provided by the Harvard Library under its Bibliographic Dataset Use Terms and includes data made available by, among others the Library of Congress03984oam 2200673 c 450 991096576570332120251202090341.03-657-77948-510.30965/9783657779482(CKB)4330000000532727(nllekb)BRILL9783657779482(MiAaPQ)EBC6514198(Au-PeEL)EBL6514198(OCoLC)1243541252(Brill | Schöningh)9783657779482(Brill | Schöningh)9783657779482(EXLCZ)99433000000053272720251202d2014 uy 0gerurun| uuuuardacontentrdamediardacarrierHegemonie und autorisierende VerführungThomas Bedorf, Christiane Thompson, Alfred Schäfer, Paul Mecheril, Ralf Mayer, Tobias Nikolaus Klass, Sönke Ahrens, Gerhard Gamm, Andreas Hetzel, Daniel Krenz-Dewe, Michael Wimmer, Alfred Schäfer, Alfred Schäfer1st ed.PaderbornBrill | Schöningh20141 online resourceTheorieforum Pädagogik63-506-77948-6 Includes bibliographical references.Preliminary Material /Alfred Schäfer -- Die An-Archie der Ordnung und das Problem der Bindung /Alfred Schäfer -- Zur paradoxen Konstruktion des ethischen Lebens /Andreas Hetzel -- Einsicht, Charisma, Zwang /Daniel Krenz-Dewe and Paul Mecheril -- Autorisierende Verführung als pädagogische Entpolitisierungsstrategie /Alfred Schäfer -- Autorisierung durch Evidenzorientierung /Christiane Thompson -- Depotenzierungen eines Nicht-Wissenden: Lektionen über Emanzipation /Tobias Nikolaus Klass -- Bindung und Distinktion /Ralf Mayer -- Unversöhnte Anerkennung im pädagogischen Prozess /Thomas Bedorf -- Das Demokratieversprechen des Partizipationsdiskurses /Sönke Ahrens and Michael Wimmer -- Einen Anfang machen /Gerhard Gamm -- Autorin und Autoren /Alfred Schäfer.Wenn es keine letzten Sinnbestimmungen mehr gibt, dann stellt sich die Frage, warum bestimmte Bedeutungen, Ordnungsvorstellungen und ihnen entsprechende Praktiken dennoch scheinbar als selbstverständlich gelten.Eine Begründung, die auf rationaler Basis das Vernünftige vom Unvernünftigen, das Sinnvolle vom Sinnlosen, das Wahre vom Unwahren trennt, ist kaum noch vorstellbar, wenn die Kriterien für eine Abgrenzung selbst umstritten bleiben. Aber dominante oder hegemoniale Sinnordnungen bleiben dennoch umstritten: Sie müssen ihre Akzeptanz und Bindungskraft gegen konkurrierende Perspektiven immer wieder neu hervorbringen und verteidigen. Dies mag einerseits durch die Abgrenzung gegenüber dem als »unvernünftig« oder »sinnlos« Etikettierten geschehen; andererseits wird es aber auch darauf ankommen, für die eigene »Vernünftigkeit« zu werben. Es wird autorisierende Verführungsstrategien geben, die auf unterschiedliche Weise die Bindung an das scheinbar Selbstverständliche sichern sollen.Theorieforum Pädagogik6.PädagogikErziehungswissenschaftBildung und ErziehungPädagogikErziehungswissenschaftBildung und Erziehung370.1Bedorf ThomasctbThompson ChristianectbSchäfer AlfredctbMecheril PaulctbMayer RalfctbKlass Tobias NikolausctbAhrens SönkectbGamm GerhardctbHetzel AndreasctbKrenz-Dewe DanielctbWimmer MichaelctbSchäfer AlfrededtMiAaPQMiAaPQMiAaPQBOOK9910965765703321Hegemonie und autorisierende Verführung3982917UNINA