Decimator said:
It isn't a strawman. Russ is saying that if you try to make people equal, evidence suggests that all you'll manage to do is make everyone poorer. You are part of "everyone," therefore you would have to accept a lower standard of living to reach your goals.
Focusing on this question of whether equality of opportunity will in fact result in an overall poverty of outcome, let's consider this very socialistic design for an education system.
All education 100% publicly funded. All school materials provided free. Dental and health care free. Travel to and from school free. Every child is fed a hot 3 course meal every day. Compulsory schooling only starts at 7. No testing until children are 15 years old. No national standards. No school inspections. School days are short. School is 150 days a year. All teachers have a masters degree and further teaching qualification.
This is an education system clearly designed to achieve maximum equality of opportunity. And the result is a system that not only delivers a more equal outcome (the gap between best and worst performers is smaller) but the system's overall performance puts it right at the top of the world rankings. Oh, and the costs come out still around the OECD average.
The country is of course Finand. Its story is told nicely in this OECD chapter...
http://www.oecd.org/pisa/pisaproducts/46581035.pdf
But political point scoring aside, the Finnish school reforms are really worth digging into because they exemplify the kind of healthy local~global, competitive~co-operative, dynamic that I have been talking about. They illustrate how to go beyond the stale one-dimensional thinking of communism or neo-liberal capitalism.
We have been hearing some purposeful caricatures about how socialism is meant to operate. But the Finns did not bulldoze through some centrally designed system to ensure conformity. Instead they only imposed the general global enabling conditions (such as free everything). And they carefully avoided the usual top-down controlling stuff - the all too horribly familiar neo-liberal imposition of market disciplines meant to create competition, such as testing, standards, inspections, etc. Instead, schools were allowed to develop their own local standards and methods. They were encouraged to develop a healthy adaptive variety.
Which for me, in my opinion, underlines the screaming irony of "free market neo-liberal capitalism". It does end up being totalitarian.
If your imperative is to impose "the disciplines of the market place" on social institutions like education, health, etc, then that is used to justify some quite grotesque and extreme state-level actions by those in power.
In the name of the public good, you can get rid of public schools and invite in corporations with charter schools. You can do away with school boundaries and make schools compete for pupils on their test scores.
This is personal because I saw the effects of neo-liberal philosophy in the UK. On the basis of market logic, they brought in batches of tests for primary school kids. The result was that my children were being obssessively coached and judged on only what those superficial tests required. There was nothing freeing or enabling about the outcome. It actually felt totalitarian.
Happily I shifted my kids to New Zealand which, somewhat like Finland, has a proud history of inquiry-based, publicly-funded, schooling. And which also arguably performs as well as Finland on its results, once you factor in that NZ spends proportionately a lot less, and also has to cover one of the most ethnically diverse school populations.
But the neo-liberals are wanting to chip away at this demonstrable success on the basis of their one-dimensional ideological belief. A right-wing government has just brought in national standards. It is trialling charter schools. The system ain't broke but in totalitarian fashion they are right at this moment trying to impose sweeping changes in my town. First they announced a couple of weeks back what they were going to do - close some 30 schools - then they are offering the token "local consultation" afterwards. The Orwellian nature of the exercise can be guessed by the fact that this is officially classified as "rejuvenation".
So when it comes to neo-liberal meddling with the identity of local communities, with the lengths ideologues will go to to ensure that
absolute equality of competitive pressure penetrates every last crevice of society, there is little need to create fantasies of "purposeful caricature" here. The reality is quite scary enough.
Again, my argument - as exemplified by the Finnish education system - is that any social/political/economic system needs to balance the rival drivers of local competition and global co-operation.
So at the level of the individual, there has to be some reasonable balance when it comes to the "equality of opportunity". You want a system within which people are motivated to strive, and yet not overly coerced to strive. Where they are free to follow their own interests/abilities as much as possible, yet also are responding to the more general needs of society (its requirement for certain skills, certain abilities).
Likewise when it comes to the global system measure of "equality of outcome", again the aim is for some adaptive balance, not either perfect equality (no statistical variance), nor perfect inequality (no statistical mean).
Having to juggle two complementary drivers of policy might seem "too complex", but I bet the Finns now understand it.
