Economic and Business History Seminars

Some have not yet been updated for the current academic year. Let me know of any that should be added.

Yale Economic History Workshop

Harvard Seminar in Economic History

Hagley Research Seminars

Northwestern Seminar in Economic History

Newberry History of Capitalism Seminars

Harvard Business School Business History Seminar

Princeton Economic History Workshop

Washington Area Economic History Seminar

NYU Stern Economic History Seminar

Queen’s University Centre for Economic History

LSE Economic History Seminars

Economic and Social History at Cambridge

Some thoughts on a liberal arts education

 

I recently listened to an episode of the Podcast Word on Fire in which Bishop Robert Barron and Brandon Vogt discussed Why Liberal Arts Matter. Although I agreed with their conclusions regarding the need to support the humanities, I disagreed with their overall interpretation of a liberal arts education.

Bishop Barron defines liberal arts by going back to the root of the word liberal in the Latin word liber, which means free. He argues that in the context of  liberal arts, free refers to disciplines that are free from utility. He provides as examples of liberal arts English and Philosophy, which he claims do not have practical utility, but are higher sciences because they are simply good in themselves. Vogt notes that the liberal arts are “sometimes called the humanities.” I think the notion that the liberal arts and the humanities are synonymous is actually fairly common. Leaving aside the claim that the humanities do not have utility, I don’t think that making liberal arts and humanities synonymous is supported by the traditional use of the term liberal arts, and I do not think it is a useful definition for the present.

The traditional understanding of the liberal arts was that it referred to the education appropriate to a free person, a person who was fully eligible to participate in society.  One traditional view held that there were seven liberal arts: grammar, logic, rhetoric, astronomy, arithmetic, geometry, and music.  These clearly do not coincide with what we now regard as the humanities. They suggest, instead, that a free person needed a broad set of skills and knowledge, including critical thinking, clarity of expression, and an understanding of the world they lived in.

Barron’s view suggests that there are disciplines that are liberal arts and disciplines that are not. You could, for instance, obtain a liberal arts education by studying only English, or only Philosophy, or somewhat more broadly, only the Humanities. If on the other hand, if you think of a liberal arts education as an education that prepares someone to fully participate in society, studying only the Humanities would not qualify as a liberal arts education. A liberal arts education in terms of the original definition, the education appropriate to a free person, refers to the totality of the education rather than specific disciplines. It requires an education that promotes critical thinking, clarity of expression and breadth of knowledge associated with the original conception of a liberal arts education. An education only in the humanities will not achieve this goal.

Things have changed since the Classical World in which the idea of a liberal education was developed. In general, we no longer think of free people as a subcategory of the population. But it is still reasonable to ask what sort of education will prepare people to fully participate in society. Students do need to study the humanities, but they also need to study the social and natural sciences, and mathematics. The sort of disciplines that Barron would contrast with the liberal arts, such as engineering, computer science, and business are subjects that people increasingly need some knowledge of to be informed citizens. One could even argue that education that leads directly to an income is now an essential part of a liberal arts education. Unlike the past a free person is less likely to able to depend upon their inherited wealth and status for their livelihood.

In other words, I don’t think it is particularly productive to divide disciplines into those that are liberal arts and those that are not. Instead, we should think of a liberal arts education as one that includes numerous disciplines, giving students a wide array of skills and the breadth of knowledge to live successful and fulfilling lives and make valuable contributions to society.

 

Some Economic History of Media and the Spread of Hate

 

Tianyi Wang, “Media, Pulpit, and Populist Persuasion: Evidence from Father Coughlin”

American Economic Review VOL. 111, NO. 9, SEPTEMBER 2021 (pp. 3064-92)

Or listen to

Demagoguery on the Airwaves with Tianyi Wang at the AEA Research Highlights Podcast.

 

Desmond Ang, “The Birth of a Nation: Media and Racial Hate,” American Economic Review VOL. 113, NO. 6, JUNE 2023 ungated version

(pp. 1424-60)

 

Or listen to 

Tracing the Impact of Early Popular Media on Racial Hate in the U.S. with Desmond Ang

At the Econofact Chat Podcast.

 

Elena Esposito, Tiziano Rotesi, Alessandro Saia, Mathias Thoenig. “Reconciliation Narratives: The Birth of a Nation after the US Civil War,” American Economic Review VOL. 113, NO. 6, JUNE 2023 (pp. 1461-1504) ungated version

I don't know of a podcast to go with this one yet

A Couple of Podcasts I've Been Listening To

The best news in podcasting is that my favorite podcast, The Economic History Podcast , is back after more than a year. In a new episode, Sean Kenny talks to Peter Lindert about Making Social Spending Work. 

I have also been listening to Promises, Promises with Tess Wilkerson-Ryan and Dave Hoffman. Promises, Promises is about contract law and in each episode they discuss a particular case. I believe they did the podcast for their law students during lockdown, and they always address what a student should take a way from the case in terms of answering law school exam questions. Although it is directed toward law school students I think the cases should be of interest to anyone who wants to understand how market economies actually work. Moreover, they have so much fun discussing the cases I almost wish I had gone to law school. 

The Economics Major as the Path to Law School

 One of the things that Gary Hoover talked to Kennedy Owen about in in this video was the things that an economics major prepares students for. He mentioned that many of his students have gone on to law school and noted that Econ was the major that tended to do the best on the LSAT.

This is from the Law School Admissions Council. 

You can see that Economics majors have the highest mean and median LSAT scores as well as one of the highest admission rates.

More Time to Speak Econ

Kennedy Owen produces interviews at a pretty rapid pace. She has posted several new ones since I blogged about Time to Speak Econ a few days ago, including this one with Gary Hoover.

Time to Speak on Econ

 I received an email yesterday from Kennedy Owen, who is currently a junior in high school, telling me about Time to Speak on Econ a series of interviews she has done with economists. I checked them out and noticed there was one with the economic historian Josh Rosenbloom. I listened to the interview with Rosenbloom and then a couple of others. I like them. She asks questions about the education and careers of each person from the perspective of a young person who is considering studying economics in college. She has one of my favorite qualities in an interviewer: she asks relatively broad questions and then just lets the interviewee talk. 

I hope other people find them useful and enjoyable.

Recent NBER Meetings

 

Yes, NBER charges for downloads of working papers, but you can watch some recent meetings for free. By the way, it has also been my experience that you can usually find ungated versions of most NBER working papers if you look around.

 

I think both the Race and Stratification Economics and the Development of the American Economy meetings should be of interest to readers of this blog.

 

The final presentation at the Race and Stratification meeting is University of Mary Washington economics alum Lavar Edmonds, who is currently working on a Ph.D. in economics at Stanford, presenting his research on the impact of HBCU trained teachers.

 

I also liked that the Race and Stratification meeting about how one could incorporate race and stratification economics into introductory economics courses.

 

NBER Race and Stratification Working Group on YouTube

 

https://www.nber.org/conferences/race-and-stratification-working-group-spring-2023

 

Caste-based and Racial Wealth Inequality in India and the United States

Ishan Anand, Indian Institute of Technology Delhi

 

Discussants:

Ellora Derenoncourt, Princeton University and NBER

Ashwini Deshpande, Ashoka University

 

Perceptions of Racial Gaps, their Causes, and Ways to Reduce Them

Matteo F. Ferroni, Boston University

Stefanie Stantcheva, Harvard University and NBER

 

Discussants:

Michael Kraus, Yale University

Candis Watts Smith, Duke University

 

Unequal Gradients: Sex, Skin Tone, and Intergenerational Economic Mobility

Luis A. Monroy-Gómez-Franco, University of Massachusetts, Amherst

Roberto Vélez-Grajales, Centro de Estudios Espinosa Yglesias

Gastón Yalonetzky, Leeds University

 

Discussants:

Art Goldsmith, Washington and Lee University

Chantal Smith, Washington and Lee University

 

Teaching Discrimination in Introductory Economics: An Approach Incorporating Stratification Economics

Jorgen M. Harris, Occidental College

Mary Lopez, Occidental College

 

Complementary Investments Over the Life Course and the Black-White Earnings Gap

Sonia R. Bhalotra, University of Warwick

Damian Clarke, Universidad de Chile

Atheendar Venkataramani, University of Pennsylvania and NBER

 

Estimating Disenfranchisement in U.S. Elections, 1870-1970

Jeffery A. Jenkins, University of Southern California

Thomas R. Gray, University of Texas at Dallas

 

The Determinants and Impacts of Historical Treaty-Making in Canada

Donn. L. Feir, University of Victoria

Rob Gillezeau, University of Toronto

Maggie E.C. Jones, Emory University and NBER

 

A Simple Model of Group Conflict, Inequality and Stratification

Daniele Tavani, Colorado State University

Brendan Brundage, Colorado State University

 

Discussants:

Pablo Beramendi, Duke University

Patrick L. Mason, University of Massachusetts Amherst

 

Racial Disparities in the Tax Treatment of Marriage

Janet Holtzblatt, Tax Policy Center

Swati Joshi, Brookings Institution

Nora R. Cahill, Brookings Institution

William Gale, Brookings Institution

 

Not so Black and White: Uncovering Racial Bias from Systematically Misreported Trooper Reports

Elizabeth Luh, University of Michigan

 

Economic Inequality and Stratification after a Natural Disaster

Anita Alves Pena, Colorado State University

 

Role Models Revisited: HBCUs, Same-Race Teacher Effects, and Black Student Achievement

Lavar C. Edmonds, Stanford University

Discussant:

Michael Gottfried, University of Pennsylvania

Karolyn Tyson, Georgetown University

 

 

NBER Development of the American Economy Program meeting on YouTube

 

https://www.nber.org/conferences/development-american-economy-program-meeting-spring-2023

 

A Penny for Your Thoughts

Walker Hanlon, Northwestern University and NBER

Stephan Heblich, University of Toronto and NBER

Ferdinando Monte, Georgetown University and NBER

Martin B. Schmitz, Vanderbilt University

 

Legal Activism, State Policy, and Racial Inequality in Teacher Salaries and Educational Attainment in the Mid-Century American South

Elizabeth U. Cascio, Dartmouth College and NBER

Ethan G. Lewis, Dartmouth College and NBER

This paper was distributed as Working Paper 30631, where an updated version may be available.

 

US Educational Mobility in the Early Twentieth Century

Martha J. Bailey, University of California, Los Angeles and NBER

Abdul Raheem Shariq Mohammed, Northeastern University

Paul Mohnen, University of Pennsylvania

 

The Value of Ratings: Evidence from their Introduction in Securities Markets

Asaf Bernstein, University of Colorado at Boulder and NBER

Carola Frydman, Northwestern University and NBER

Eric Hilt, Wellesley College and NBER

This paper was distributed as Working Paper 31064, where an updated version may be available.

 

Germ Theory at Home: The Role of Private Action in Reducing Child Mortality during the Epidemiological Transition

James J. Feigenbaum, Boston University and NBER

Lauren Hoehn-Velasco, Georgia State University

Sophie Li, Boston University

 

“Muddling Through or Tunnelling Through?”: UK Monetary and Fiscal Exceptionalism during the Great Inflation

Michael D. Bordo, Rutgers University and NBER

Oliver Bush, Bank of England

Ryland Thomas, Bank of England