Free Thoughts

The Libertarianism.org blog.

Aaron Ross Powell | Free Thoughts Blog

This will force the content region to render to handle an Omega bug.

Exploring Liberty: The Machinery of Freedom with David D. Friedman

I’m excited to announce that we’ve just released the latest in our Exploring Liberty series of original lectures on the theory and history of libertarianism.

This new lecture features David D. Friedman, distinguished economist, political philosopher, and the author of many books including The Machinery of Freedom: Guide to a Radical Capitalism. Friedman lays the groundwork for a society based exclusively on voluntary transactions and offers a few additional conclusions he has reached in the years after the first edition of The Machinery of Freedom was published in 1973.

An MP3 audio file of the lecture is available for those of you who’d like to listen on the go — and we also have an audio podcast of the entire Exploring Liberty series on iTunes. 

Excursions Tuesday: Joseph Priestley and the Critics of State Education

Today Smith moves from the roots of state education to the history of its critics. He begins the series with a discussion of Joseph Priestley, the Englishman who discovered oxygen.

Revisionist works on the history of education are of uneven value, to say the least. Some blame the problems of American education on “capitalism” – that ever-popular bogeyman of restless intellectuals. For example, in Schooling in Capitalist America (1976),  Samuel Bowles and Herbert Gintis throw everything except the proverbial kitchen sink at the feet of capitalism, including “drugs, suicide, mental instability, personal insecurity, predatory sexuality, depression, loneliness, bigotry, and hatred….” This is alarming news, indeed, but it is at least good to know that such problems do not exist in noncapitalistic societies. (Only academics could get away with this kind of Marxian claptrap.)

Even among the better revisionist works we find a troubling omission: Most pay scant attention, if any, to the libertarian critics of state schooling who flourished during the eighteenth and nineteenth centuries. Yet these advocates of free-market education – or “Voluntaryists,” as they called themselves in nineteenth-century Britain – predicted that governmental control of education would result in precisely those problems that revisionists later complained about.

Read it here.


New Video Featuring Our Own George H. Smith on Resisting Authority

Today we posted video of a talk Libertarianism.org regular George H. Smith gave back in 1996 on the moral right to resist authority, chiefly from the perspective of the American Revolution.

Excursions Tuesday: Aristotle and Education

Today George H. Smith continues his examination of the intellectual roots of state education by turning to the views of Plato’s most famous student.

Aristotle (384-322 BCE) was born in Stagira, a small coastal town in the political orbit of Macedonia. He traveled to Athens while still in his teens and enrolled in Plato’s Academy, where he remained for almost twenty years. Plato’s influence on Aristotle was profound, but there were also significant differences. For example, Aristotle criticized Plato’s stress on uniformity; and, in response to Plato’s call to institute communal property among the guardians (the elite class of rulers), Aristotle defended private property with arguments that would be used for centuries thereafter.

Aristotle explicitly repudiated the notion of limited government that was defended by some of his contemporaries. He quoted the sophist Lycophron as saying that a government exists “for the sake of alliance and security from injustice” and that laws should serve as “a surety to one another of justice.” Aristotle disagreed. Rather than confine itself to this negative function — the enforcement of justice — the state should actively promote the good  life.

Read it here.

Libertarianism without Argument

I want to start by thanking J. C. Lester for joining Libertarianism.org as a guest blogger. His ideas are provocative and worth discussing, as is obvious from his first post. Here I’d like to briefly raise two questions I have about how he applies Popper to libertarianism. The first deals with the system for falsifying theories. The second is about the strategic value of critical rationalism.

Can Libertarianism Be Fals​ified?

The basic idea of falsification is that a theory cannot be ​proved​ (there could always be some piece of evidence waiting out there that would contradict it) but it can be ​falsified​ (a piece of evidence is found that contradicts it). If critical rationalism applies to libertarianism, it must be true, if nothing else, that libertarianism is subject to falsification.

What would that look like? Does libertarianism make predictions that are subject to falsification? It’s true that free market economics makes predictions. We might say that a policy of protectionism will harm our own economy. If protectionism turns out to not​ harm the economy, then (that principle of) free market economics is falsified.

But Popper fully admits that, given the fallibility of humans and the instruments they use to examine evidence, we probably shouldn’t toss out a theory based on a single piece of contradictory evidence. After all, the evidence might be bad. We might have read our meter wrong. And so on. We shouldn’t give up on a theory too easily, in other words.

So it’d take more than one instance of protectionism working before we throw Adam Smith and Bastiat out the window. The trouble might be, however, that this wiggle room proves too much—that, when we’re talking about theories like libertarianism or socialism or free market economics or protectionism, there’s just no way to come up with the kind of evidence needed to pronounce something false.

Take the stimulus. Clearly the impact of it counts as evidence against economic theories. But evidence of what? And against which theories? Paul Krugman might argue that the stimulus failed to spark the kind of growth we hoped because it wasn’t big enough—and had it been smaller, we’d be in much worse shape than we are. My Cato colleagues, on the other hand, might argue that the stimulus never could’ve worked in the first place, and so it was, by definition, too big. Furthermore, each side is perfectly capable of modifying their underlying theories to allow even fully interpretable evidence. Maybe there was something really special about this particular time for stimulus that made it not work when it otherwise would, or work when it otherwise wouldn’t.

These sorts of questions become even more difficult to deal with when we’re talking about abstract political philosophy ideas like liberty or equality. If I adopt a high liberal position, for instance, and do so because I value equality over liberty, what sort of evidence might prove me wrong?

Spreading Liberty without Arguments

This brings me to my second concern with critical rationalism as the basis for libertarianism. Simply put, what motivates non-libertarians to listen? It seems at least plausibly rational for high liberals, communitarians, or conservatives to say, “Sure I haven’t disproved your theory, but you haven’t given me any reason to believe it, either.”

Put another way, does critical rationalist libertarianism rely upon libertarianism being the default position within political philosophy, one that must be proved wrong before we’re justified in believing anything else? If it does, that seems like quite a hurdle in getting non-libertarians to accept it.

Excursions Tuesday: Plato’s Case Against Free-Market Education

George H. Smith continues his look at the intellectual roots of state education. This week he shows how history’s first great philosopher wasn’t a fan of educational freedom.

Plato’s argument that average people are not competent judges of educational quality was closely linked to his dislike of Athenian democracy, which he regarded as little more than mob rule. Plato harbored a deep distrust of the common man in politics and in every activity that requires special training.  Derogatory references abound in the Platonic dialogues to the “nondescript mob,” the “ignorant multitude,” “the great beast,” and so forth.

This is the major reason why Plato attacked the sophists and Athenian free-market education. Educational entrepreneurs give the public what it wants and so cater to ignorance and vulgar desires.  As Plato says the Republic: “Each of these private teachers who work for pay, whom the politicians call Sophists, inculcates nothing else than these opinions of the multitude which they opine when they are assembled, and calls this knowledge wisdom.”

Read the rest here.

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