Jun 26, 2019

A Lesson in Middle Grades Education for Minneapolis Public Schools Board of Education Director Bob Walser


At last evening’s (Tuesday, 25 June 2019) Minneapolis Public Schools Board of Education meeting of the Committee of the Whole, District Four Member Bob Walser made another of his outrageously erroneous statements, intoning that the first schools specifically provided for the middle grades did not appear until the 1950s.  Apparently, Walser had run across a reference to the advent of the middle school (as contrasted to the junior high) during the 1950s.  Walser leapt to the conclusion that until the 1950s, schools had been organized into elementary and high school institutions only, leading him to ask, “Why do we have middle schools anyway?”

 

Here for the edification of Walser and for the additional information base of my readers, is the answer to that question:  

 

A Review of How the “Junior High” School Concept Came into Being

 

Through the 19th century and into the early years of the 20th century, schools for students between elementary or “grammar” schools and those in high school were rare.  There was not a pressing need for any such schools, since the grammar school that in the 19th century typically encompassed grades one through six (1-6) accounted for the educational experience of most students, who did not even continue schooling beyond grade 6.

 

Then, as an increasing number of students did proceed into the years of grade 7 and grade 8 in the course of the first decade of the 20th century, many commentators expressed concern that there was not enough new content presented for students at these two grade levels in the grammar school curriculum.  Thus was born the idea of creating a “junior high” that would be offered at grades 7-8, with grammar school now encompassing just grades 1-6.  These junior highs were in fact modeled on the senior highs for which they were similarly named and to which they sent students directly from grade 8 into grade 9.  At both junior high schools and senior high schools, curricula focused on the subjects of mathematics, English, history, government, geography, natural science, art, music, physical education, industrial arts, and home economics.

 

But well into the 20th century, graduation from high school was not the expectation of most students, many of whom truncated their education somewhere in the midst of the grade 8 to grade 10 years.  Children of immigrant families from Ireland, Italy, and Eastern Europe were thought by many educators to be ill-suited for continuing education.  If they did reach high school, they were tracked into industrial arts courses, away from the classical liberal arts, and as soon as these students felt ready to take and extend what they knew into the workaday world, they did so.

 

As a consequence, “high” school really did function for much of the first half of the 20th century with a “high” level of academic instruction that in our current institutions as of the year 2019 would more nearly parallel community colleges (effectively grades 13-14, not the 9-12 of “high” school).  Accordingly, the “junior” “high” schools that were modeled on “high” schools tended to offer a challenging curriculum, and educators at this level also stereotypically thought of students as falling into categories within which many would drop out as unsuited to a challenging liberal arts curriculum.

 

At the turn of the 19th century into the 20th century, the educational expectations of the public differed dramatically from what they are in the context of life at year 2019.  I maintain a large personal library, with volumes that are relatively old in age (published over a century ago or more), of very recent publication, and in between.  A relatively old volume that I have is a Heath English Classics volume of The Tragedy of Hamlet :  Prince of Denmark, published out of Boston by D. C. Heath and Company in 1899, under the editorship of E. K. Chambers, B. A.  It is especially that latter titular designation that is of interest here. 

 

At the turn of those centuries, to have graduated from high school and gone on to college placed a person in the very highest educational levels of the American populace.  Obtaining a bachelor’s degree was regarded as an accomplishment approaching the kind of status that having a Ph. D. would bring today.  Today, it is not very likely that an editor of such a volume would even shout about her or his holding a master’s degree.  The expectation would be that a person with the right to comment authoritatively on works of Shakespeare would be a scholar holding a Ph. D.        

 

By extension, we would say that at the turn of the 19th century into the 20th century, those people who graduated from high school commanded the status of someone graduating with a bachelor’s degree today.  “High” school really meant “high” school, and junior high students were treated as high school students in training, expected to master a curriculum much broader and deeper than middle school curriculum in the year 2019 at which I now write.

 

So how did we go from “junior high school” to “middle school,” anyway? 

 

The Advent of the “Middle School”

 

This transition began in the middle reaches of the 20th century and accelerated during the 1960s and 1970s.  As the student population grew, and as Grade K (kindergarten) became more of an exercised option, decision-makers in many school districts across the nation moved Grade 6 into the junior high with Grade 7 and Grade 8.  Either by changing the name, or putting the designation on a new building, those making decisions increasingly opted for the appellation of “middle school,” rather than “junior high school.”

 

And these changes coincided with an ideological movement among educators and those who took some sort of elevated interest in public education.  By that time, there was a burgeoning “Middle School Movement” that was an offshoot of the so-called “progressive” approach to education that envisions many purposes of education aside from the impartation of knowledge from teacher to student.  The progressive creed that had taken hold at departments, colleges, and schools of education values process of delivery and the manner of information acquisition over the systematic dispensation of knowledge from teacher to student;  the constructivist approach, which is a subset of the progressive creed, eventually came into particular favor among professors of education.

 

Thus it was that standards had already been lowered by the 1970s, when the Middle School Movement took off.  People who belonged to the National Middle School Association took the lead in this movement, the adherents of which argued that the main task of educators in the middle school context was to assist students in developing socialization skills and negotiating the emotions and physical changes of early adolescence.  By the early 1980s, this movement was taking hold among decision-makers in locally centralized school districts, and by the early 1990s the notion of middle school purpose as socialization dominated the thought of middle school public educators. 

 

The rise of the middle school was accompanied by an increasingly popular theory holding that human brain development plateaus during ages 12-14, and that the brain at this point should not be overburdened with a lot of new information.  By the early to middle 1990s this theory had been thoroughly debunked by the preponderance of neuroscientific evidence, but its popularity did not abate among middle school educators.  Thus, for two decades, students had undergone a boring and unchallenging middle school education, impelling many parents to move students into suburban, private, and charter schools in search of more rigor (rarely finding it in charter schools).

 

The standards movement that inspired No Child Left Behind legislation undercut the socialization-as-purpose premise, but middle school education has not recovered from the errant curricular approach of the Middle School Movement.

 

Taking Middle School Curriculum to Unprecedented Heights

 

The curriculum for grades 6-8 that I present in Part Three:  Philosophy of Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect far eclipses in rigor the sort of unchallenging drivel that has passed for middle school education during the decades since the advent of the Middle School Movement;  it goes far beyond any content level that has ever been widely available at public middle schools.  It ensues upon the challenging curriculum that I present for grades K-5 and continues in direct sequence from grade 5.  By the time a grade 8 student would graduate from a middle school of my devising, she or he would have more knowledge than a current high school graduate has at the time that the knowledge-deprived student walks across the stage to snag a piece of paper that is a diploma in name only. 

 

There would be a good case for reinstituting the old moniker of “junior high” to connote connection to high school and the suggestion of rigor that “high” school should have.  But making major effort to make the name change might require more energy than a mere change in appellation would justify.  So I’ll stick with the name “middle school’ and put energy into advancing high quality curriculum.  Putting this curriculum in place takes the K-12 experience to unprecedented heights of knowledge that makes possible the recreation of true “high” schools providing curriculum at grades 9-12 that now typify the first and second collegiate years, with subject matter from the technological, vocational, and liberal arts.

Jun 25, 2019

Our Wish This July Fourth Must Be to Prevail Over Logically Errant and Morally Abominable Conservative Opposition to Democracy

Conservatism is logically errant and morally abominable.

Perpend:

The universe banged into existence almost 14 billion years ago, expanding in those processes that created the earth 10 billion years later.   Simple cells took life comparatively quickly, just under a billion years after the earth formed, but not until 500 million years ago did fish swim in the sea.  Amphibians crawled onto the earth about 360 million years ago, and reptiles roamed some 60 million years after that;  then about 200 million years ago mammals moved across the surface of this planet.  Birds flew across the skies at about 150 millions years ago, and flowers bloomed some 20 million years thereafter.  But not until 60 million years ago did the earth know primates, and the Great Apes did not make their terrestrial entrance until another 40 million years had transpired.  

Not until 2.5 million years ago---  tens of millions of years after the appearance of those Great Apes---  did creatures of the genus homo appear, and life ensued another million years before representatives of that genus walked upright.  Our more immediate progenitors, of the genus homo and the species sapiens, trod the expanses of East Africa for the first time only about 200 thousand years counting backward from this year of 2019.

So we are very young:  Human beings have only been on the earth 0.000044% (forty-four millionths of one percent) of the earth’s existence and only for 0.000014% (fourteen millions of one percent) of that expanse of time since the Big Bang.

No wonder that we’ve made so many mistakes in this trial and error of a process called life.  We are, as the Lord Hamlet tells us, “a work of art,” “noble in reason,” “infinite in faculty.”  But we are still learning how to shape ourselves into the works of art that will make us worthy as the “paragons of the world,” to use our reason for creating conditions of peace, to call upon our faculties to be all that in our enormous potential we can be.


Cruelty of humanity toward humanity has been the dominant impulse for that time that humankind has walked the earth.  Early societies tended toward egalitarianism, but the caddish truculence in which the male of the species excels became the major mode of human interaction as those formations ironically called “civilization” emerged from 4,000 BCE:  For millennia thereafter, success and the title “Great” meant ability to conquer and dominate.  Athenians experimented with a very limited form of democracy, Romans evolved republican institutions of governance, Chinese developed bureaucratic position based on merit;  but even in these governing configurations, only males from the propertied classes had the privilege of citizenship or had overwhelming advantages in gaining bureaucratic position.

Even as we drew nearer to modernity, aristocrats dominated political systems.  China had its emperors, as did Japan, but in the latter emperors were mostly symbolic screens behind which a military aristocracy produced shoguns that had real power.  In Europe, aristocrats dominated the feudal Middle Ages (500-1500 CE) until the more militarily and politically successful aristocrats emerged as monarchs and assembled fiefdoms into nation-states:  Great Britain, France, Spain, Portugal, the Netherlands.  In Great Britain, the idea of limited monarchy gained materialization in the Glorious Revolution of 1687-1688, so that from that time forward a propertied British elite served via parliament as a legislative counter to monarchical power.    

By the late 18th century, the mercantile elite of Massachusetts in the thirteen colonies along the Atlantic seaboard took umbrage at parliamentary laws that threatened their class interests and incited other folk to rebellion.  By 1781 a slave-owning plantation magnate, George Washington, led the colonial forces to victory and in 1789 became the first president of the United States of America.  In addition to Washington among the first presidents, Thomas Jefferson, James Madison, and James Monroe also were slave owners;  and the populist president Andrew Jackson (terms spanned 1829-1837) expanded the electorate for white males but was vicious in his pro-slavery and anti-American Indian stances.

North and South tensions induced the Civil War and a truncated effort to bring former slaves into free citizenship as putatively delivered in the 13th, 14th, and 15th Amendments to the United States Constitution came to an end with the Compromise of 1877.  Supreme Court justices fell to new depths in their mostly morally corrupt history by ruling for segregation in Plessy v. Ferguson (1896).  Jim Crow and Black Code violations of the best features of the United States Constitution, along with 4600 lynchings between 1877 and 1965, motivated African Americans on their Great Northern Migration from 1915, even during a deeply racist phase of United States history in which Chinese, Japanese, Jews, eastern Europeans, and southern Europeans faced severe discrimination and urban squalor.

Neither these groups nor white women (the latter despite finally gaining the vote in 1920 via the 19th Amendment) advanced prospects for full citizenship until congressional liberals awoke to pass the Civil Rights Act (1964), Voting Rights Act (1965), equal economic opportunity legislation, and fair housing laws during the 1960s and early 1970s.

Congressional liberals awoke slowly but conservatives attempted to stay in their moral slumber through all of the advances wrought by Franklin Roosevelt’s New Deal (1930s), seminal civil rights legislation (1960s), and the women’s movement (l960s-1970s).

Conservatives by definition prefer society as formed by the experience of past decades and centuries;  they resist change for human betterment, as witnessed by conservative opposition to abolitionism, improved labor conditions, labor union formation, female suffrage, civil rights, women’s movement, gun control, environmental legislation, and matters of gender identity.  Only when certain attitudes regarding such matters as racial and gender equality become fixed in the ether of public opinion do conservatives relent and grudgingly adjust their professedly altered views.

As we approach Fourth of July celebrations of 2019, then, readers of the Star Tribune should be clear as to the logically errant and moral abomination that is conservatism and the intellectual poverty and moral depravity of proponents such as Stephen Young, Mitch Pearlstein, George Will, and opinion page editor Doug Tice.  These commentators can always be counted on to reveal their class and gender biases and their abject blindness to the facts of history.  They revere a deeply flawed set of Founders and the Constitution they produced, evidently unaware that the United States was born as a beneficiary of Enlightenment thinking but impeded by the biases of male patricians whose personal and professional habits contradicted the very ideals the Founders advanced.

The United States has for most of its history been an unwieldy amalgam of the police state overlain with the trappings of democracy, much like South Africa from the 1950s forward in its advancement of an apartheid system modeled on the Jim Crow South.  Conservatives have energetically opposed all social and political advances at those historical junctures when leftist radicals shamed timid liberals into action for the common good.

Humanity, still in its infancy, will make many mistakes in the years and decades to come.  But we cannot afford our currently colossal mistakes to endure for centuries.  For the needed advancements in racial, gender, and environmental matters to proceed, radicals must become more persistent and liberals must be ever more deeply shamed;  conservatives, in their illogic and immorality will be useless until dragged into the brightest light of the public ether.

Thus the wish for every American this July Fourth should be that we continue to seek the democracy that we imagine ourselves to be, knowing that we must overcome conservative recalcitrance every step along the way.      

Jun 24, 2019

Acts II >>>>> Seeking Eternity, Part Two

She now felt impelled to suffuse other women with the Brightest Light and to release men from Darkness.


 

But Male resisted, citing six thousand years of Law and Custom.  Male’s vision was impeded by Life as It Had Been:  He confused Depravity and Divinity.  Clinging to rules of human infancy, he summoned the brutality of Caddish Conquest, the only means to power he knew;  but he now faced Her Force, Her Power, Her Love.  Unready at this juncture to receive, he therefore had to confront, the Power of Love.  He was knocked to his knees and fell prostrate for centuries.

 

She ventured forth with Women of the Light, first a dozen, then three thousand, then a global contingent.  They crossed oceans, traversed deserts, scaled mountains, moved across valleys and onto plains.  They entered cities, where their message resonated most especially with those whom they sought with greatest ardor, those She had long lamented, that refuse of humanity piled high on dunghills and cast into the shadows of dank and dirty alleys, liquored lounges, ratty receptacles.  To Her and the Women of Light flocked those with vanished veins, babbling brains, hardened hearts, sunken souls, tales longing to be told.  She and the Women heard the tales, gave their time, bestowed the Listening Ear.  From humanity shamed came humanity reclaimed:  Out of the Darkness legged legions to the Light.

 

For millennia Male had promoted Division and Discord as fundamental to terrestrial power.  Female advanced Unity and Harmony, those apostles of Supreme Love.  Forward came Women from across the globe, countering Male Truculence with the Power of Unbounded Love.  Brother had faltered since the coming of the Light, but the very Power of that Luminance healed and nurtured Brother, even as Female used her Power to advance Meaning rather than Conquest.

 

For She was the Word That Always Been, Immortal, Beyond Time and Space.  Awakened now in her Current Incarnation, she was primed to advance Unbounded Love, Eternal Good, Renewed Joy, Recovered Essence, Latent Become Blatant, the Road to Eternity.

 

Forward went She, flanked by the Women of Light.

Jun 18, 2019

>Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, Volume V, No. 10, April 2019 >>>>> Front Matter, Copyright, and Contents


Volume V, No. 10                                                                           

April 2019

                              

Journal of the K-12 Revolution

Essays and Research from Minneapolis, Minnesota

               

A Publication of the New Salem Educational Initiative

Gary Marvin Davison, Editor

 

Providing Knowledge Sets That the

Teachers of the Minneapolis Public Schools

Fail to Impart to Their Students

 

A Five-Article Series         

                                                                                                                                                                         

Gary Marvin Davison, Ph. D.

Director, New Salem Educational Initiative

 

New Salem Educational Initiative

Minneapolis, Minnesota

 

A Five-Article Series         

 

Copyright © 2019 by Gary Marvin Davison

New Salem Educational Initiative

 

Contents

 

Introductory Comments:

 

Article #1

Economics:  Micro-Fundamentals of an Excellent Liberal Arts Education

 

Article #2

Psychology:  Micro-Fundamentals of an Excellent Liberal Arts Education

 

Article #3

Political Science:  Micro-Fundamentals of an Excellent Liberal Arts Education

Introduction to Political Science and the History of Governance

 

Article #4

American History:  Micro-Fundamentals of an Excellent Liberal Arts Education

 

Article #5
World Religions:  Micro-Fundamentals of an Excellent Liberal Arts Education

>Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, Volume V, No. 10, April 2019 >>>>> Introductory Comments


Introductory Comments

 

So wretched are curriculum and teacher quality at the Minneapolis Public Schools (MPS) that I have moved to expose the deficiencies of the district in my Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect;  and via my Fundamentals of an Excellent Liberal Arts Education provide to my students in the New Salem Educational Initiative the education of excellence that they are not getting in MPS schools.

 

In the cases of students who come to me post-grade 8, time is of the essence;  thus, I am now at work on a micro-version of Fundamentals of an Excellent Liberal Arts Education, so that my students may take ACT or SAT exams and apply for and gain entrance to colleges and universities upon the essence of the education that they should receive but do not in MPS schools.

 

Readers of this April 2019 edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota, will find articles giving the five chapters from my micro-version of  Fundamentals of an Excellent Liberal Arts Education  >>>>>


>>>>>     Economics:  Micro-Fundamentals of an Excellent Liberal Arts Education


>>>>>     Psychology:  Micro-Fundamentals of an Excellent Liberal Arts Education


>>>>>     Political Science:  Micro-Fundamentals of an Excellent Liberal Arts Education


>>>>>     American History:  Micro-Fundamentals of an Excellent Liberal Arts Education


>>>>>     World Religions:  Micro-Fundamentals of an Excellent Liberal Arts Education


Please proceed now to these articles, contemplating as your read the enriched experience that students arriving on college or university campuses have when they possess these knowledge sets in their mental files.

>Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, Volume V, No. 10, April 2019 >>>>> Article #1 >>>>> Economics: Micro-Fundamentals of an Excellent Liberal Arts Education


Economics is typically divided into two categories, Microeconomics and Macroeconomics.  The fundamentals of the two courses of study are given as follows.

 

Microeconomics

 

Microeconomics is the major category of economics concerned with individuals (consumers, investors, workers, wage earners, and family members) and business firms.

 

Topics studied in microeconomics include important matters relevant to individual business firms, such as markets for goods and services, supply and demand for certain goods and services (during a given period and over time), prevailing conditions in certain industries (housing, automobiles, durable goods, and nondurable goods), hourly wages and salaries paid to employees, capital expenditures (labor, equipment, buildings, advertising), stock market performance of individual firms, corporate income and sales taxes as they affect performance of business firms, and business profitability as affected by government policy and market conditions also falls within the study of microeconomics.

 

Important matters pertinent to individuals that fall within the scope of microeconomics include consumer decisions and the reasons for them;  consumer confidence;  individual investments in stocks, bonds, and real estate;  wages and salaries earned by employees;  working conditions;  and household budgets.

 

Key Terms in Microeconomics

 

1)  goods >>>>>  industrial or agricultural items sold to consumers in stores;  examples include 

groceries, shoes, cars, appliances, and pharmaceuticals (medicines)

 

2)  services >>>>>  actions taken by business operators in behalf of consumers willing to pay 

for satisfaction of wants or needs;  examples include hair styling,

restaurant-provided food, auto repair, landscaping, and plumbing

 

3)  wage >>>>>   payment to a worker calculated on a per hour basis, generally paid weekly or biweekly

 

4)  salary >>>>>  payment to a worker calculated on an annual basis, generally paid monthly

 

5)  market >>>>>  consumers considered together for their willingness to buy certain goods or services

 

6)  producers >>>>>  those who manufacture goods and provide services

 

7)  consumers >>>>>  those who use (consume) goods or services provided by others

 

8)  supply >>>>>  the amount of a good or service provided by producers

9)  demand >>>>>  the amount of a given good or service sought by consumers

 

10)  the economy >>>>>  the system whereby businesses supply goods and services to meet consumer

 demand, and whereby workers are paid for their labor

                                                               

11)  consumer confidence >>>>>  the level of optimism or pessimism felt by consumers as to the present and future of the economy

 

10)  Consumer Confidence Index >>>>>  a calculation of consumer confidence in a given year as

compared to consumer confidence that prevailed in a base year (base year is currently 1985); the comparison is given on a scale in which the base year is assigned the number of 100.

 

11)  durable goods >>>>>  a good that lasts a long time, such as cars, washing machines, and ovens

 

12)  nondurable goods >>>>>  goods that are consumed quickly, such as food and pharmaceuticals

 

13)  stock >>>>>  a share in a company sold to investors, paid back in dividends

 

14)  bond >>>>>  a loan to a private company or government, to be repaid in principal and interest

 

15)  principal >>>>>  the original amount provided by a lender

 

16)  interest >>>>>  the percentage that a borrower agrees to pay to a lender for the use of her or his

money, in addition to repayment of principal

 

15)  real estate >>>>>  land that has commercial value and thus is bought and sold

 

Fundamental Concept in Microeconomics:  the Law of Supply and Demand

 

The fundamental concept in microeconomics is the Law of Supply and Demand.  This law predicts that producers will provide the amount of goods and services demanded by consumers.

 

Under ideal conditions, supply and demand are in equilibrium;  that is to say, producers provide the exact level of goods and services that consumers demand, according to their wants and needs.

 

Under less than ideal conditions, supply and demand are out of sync (not in equilibrium, not in balance, not well-matched).  This disequilibrium occurs when consumers want more of certain goods and services than producers can provide;  or when producers provide more of certain goods and services than consumers are willing to buy.  Under conditions in which supply and demand are not in sync, inflation or deflation occur.  These concepts are covered in the following section on macroeconomics.                                

               

Macroeconomics

 

Macroeconomics is the major category of economics concerned with aggregate production and consumption, the functioning of the national economy taken as a whole,  and involving policy made at the national level of governance.

 

Topics studied in macroeconomics include federal fiscal and monetary policy in drawing up the federal budget, the resulting structure of the federal budget, as well as national debt and national deficit.  Monetary policy requires the release of money by the Federal Reserve System into the economic system of consumers and producers;  inevitably, this policy responds to and affects conditions of inflation and deflation, and conditions of recession and depression.

 

Macroeconomics also involves matters pertinent to Gross National Product (GNP), Gross Domestic Product (GDP);  standard of living;  median income;  taxation as affecting workers, businesses, and industries;  sectoral divisions indicating categories of the national economy include the primary sector (agriculture);  secondary sector (industry);  and tertiary sector (service).

 

Terms most likely to need clarification are given below:

 

 1)  federal fiscal policy >>>>>  policy made by decision-makers at the national level as to

                                                        expenditures and revenue

 

2)  federal monetary policy >>>>>  policy made by decision-makers at the national level as to

                                                                                supply of money from the Federal Reserve

`              `                             

3)  Federal Reserve System >>>>>  the system of 12 banks into which national currency printed at the

National Mint is deposited and from which currency is released through loans and transfers

 

4)  federal budget >>>>>  structure of expenditure and revenue identified by policy makers at the

national level of governance 

 

5)  balanced budget >>>>> situation in which expenditure and revenue are in equilibrium (perfectly

matched or in sync)  

 

6)  national deficit (federal deficit) >>>>>  situation for a given year in which the federal government has less revenue than expenditure;  this was $476 billion fiscal year 2014  

 

7)   national debt (federal debt) >>>>>  accumulated national deficits resulting in total federal

government expenditure exceeding total revenue;  this was about $18.15 trillion

in fiscal year 2014 

 

8)  inflation >>>>>  situation in which prices rise because demand exceeds supply;  or because banks and consumers hold dollars for which the availability for needed or wanted goods and services are not available

 

9)  deflation >>>>>  situation in which prices decline because supply exceeds demand;  or because banks and consumers hold too few dollars to pay for needed or wanted goods and services

 

10)  fiscal quarters >>>>>  division of the year into three-month groups  for measuring economic growth

 

11)  economic growth >>>>>  percentage increase of the Gross Domestic Product, annually or quarterly

 

12)  Gross Domestic Product (GDP) >>>>>  total value of goods and services provided within the nation

 

13)  Gross National Product (GNP) >>>>>  total value of goods and services provided by domestic

companies for sale within the nation or in foreign countries 

 

14)  standard of living >>>>> quantitative measure of the ability of consumers to pay for the goods and services that they want or need

 

15)  median income >>>>>  the level of income that falls exactly at the middle in a distribution of

income from highest to lowest (or lowest to highest)  

 

Fundamental Aspects of Macroeconomics:  Fiscal Policy, Monetary Policy, and Economic Growth

 

In the realm of macroeconomics, the most important are those pertinent to fiscal policy, monetary policy, and economic growth.

               

Fiscal Policy

 

Fiscal policy at the national level (federal governmental level) concerns decisions made in constructing the federal budget. 

 

Federal Budget

The exact composition of the federal budget varies but features broad structural similarities from year to year.  The following figures are from a budget proposed during winter 2015 during the Obama administration:

 

(Winter 2015)

 

Spending >>>>>              $3.9 trillion

 

Revenue >>>>>                               $3.5 trillion

 

Deficit     >>>>>                                $0.4 trillion   ($400 billion)

 

Taxes are by far the largest source of revenue for the government, comprising approximately 94% and include the following:

 

Federal Government Revenue

 

Personal Income taxes     >>>>>                               46%

 

Payroll taxes                         >>>>>                                31%

 

Corporate taxes                  >>>>>                                14%

 

Excise                                      >>>>>                                   3%

 

Subtotal                                  >>>>>                                94%

 

Other                                       >>>>>                                   6%

Federal Government

Revenue________________________________

 

Total                                         >>>>>                             100%

Federal Government

Revenue

 

On the spending side, the Mandatory (Entitlement) Programs of Social Security, Medicare, and Medicaid comprise approximately 47% of all expenditures. 

 

Mandatory spending as a whole (including interest on debt, immigration reform, and programs falling under the category, “other”) totals 71% of all spending. 

 

Defense is the largest category of discretionary spending at approximately 16% of all federal government expenditures as proposed in the Obama budget;  discretionary spending as a whole takes approximately 29%. 

 

Federal government spending falls into two broad categories:

 

discretionary spending >>>>>  optional spending on programs deemed to be important

 

mandatory (entitlement) spending >>>>>  spending that must meet a certain dollar amount as

                                a result of payments fixed by congressional statute (law passed by the U. S. Congress)

                                                              

Note >>>>>

 

Entitlement spending refers especially to the programs of Social Security, Medicaid, and Medicare.  

 

Mandatory spending is typically understood as the broader term covering entitlement spending and all other spending fixed by congressional statute.

 

Federal Government Spending

 

Mandatory Spending (Entitlement Programs), Total All Expenditures

                                                      

Social Security                     >>>>>                                24%

 

Medicare                               >>>>>                                14%

 

Medicaid                                >>>>>                                  9%__

 

Subtotal                                  >>>>>                                47%

 

Other                                       >>>>>                 24%

Mandatory

Spending

 

Mandatory Spending        >>>>>                 71%

 

(as total of all federal

government spending)

 

Discretionary Spending

 

Defense                                >>>>>                  16%

 

Non-Defense                    >>>>>                  13%

 

Subtotal                               >>>>>                  29%

 

(as total of all federal

government spending)

­­­­

Total                                      >>>>>               100%

Federal Government

Spending

 

 

Monetary Policy

                             

Monetary policy concerns the amount of dollars available in the economy for purchases, investments, and loans.  While matters of the federal budget do affect the money supply, the number of dollars available in the economy is powerfully influenced by the Federal Reserve System, frequently termed simply, the Federal Reserve, or by the even shorter appellation, “The Fed.”

 

The Federal Reserve System

                                                                   

The Federal Reserve is comprised of twelve (12) districts in major urban centers across the United States, each functioning as a kind of supra-bank for the member banks in its district.  Banks that are federally insured by the FDIC (Federal Deposit Insurance Corporation) and thus part of each district’s network of banks, are required by law to maintain a certain percentage of the money deposits in reserve, either at its own bank or at the district federal reserve bank.  The amount required for each bank varies according to the size and value of the holdings of the bank, but in recent years the ratio to total deposits in the bank has fallen between 8% and 18%. 

 

The Fed monitors the health of the economy as measured in job growth;  percentage of the work force employed;  expansion of activity by small businesses, medium-sized firms, and corporations;  and the relationship of wages to prices. 

 

When prices rise significantly faster than wages, this condition is one indicator that inflation has become a problem.  Generally a 2% annual rate of inflation is acceptable as long as unemployment is not much higher than about 5%.  If unemployment rises above 5%, wage growth also tends to lag, and prices rising faster than the 2% level would become a problem. 

 

Sustained stagnation in wage growth, business inventories, housing construction, and automobile production serves as an indicator that the economy needs stimulation.  While free market purists dislike heavy government spending, in recent times (including, notably, the period during 2009 when recession [two successive quarters of no economic growth or negative economic growth] hit the economy) the federal government has in fact acted to inject money into the economy.  At the level of fiscal policy, government spending stimulates the economy with investments in infrastructure and social programs in ways that create jobs and motivate entrepreneurs to expand businesses.  At the level of monetary policy, the Fed acts to inject additional dollars into the economy in three main ways:

 

First, the Fed can reduce reserve ratios of its member banks so as to increase the amount of money available to those banks to lend to individuals and businesses.

 

Second, the Fed can set interests rates low, so that its member banks may borrow at lower cost from the federal district bank (one of the twelve---  the one located in a bank’s district.)

 

Third, the Fed (as an institution operating at the national level) is authorized to buy---  paying generously in making the purchases---  U. S. Treasury bonds from current holders, who deposit the

money in their own banks, which then have more available to lend to individual customers who want to buy cars, houses, and other major items;  and to businesses that seek to hire more workers, purchase equipment, build new facilities.

 

Conversely, if the economy shows signs of overheating---  with inflation high and businesses seeming to expand recklessly---  the Fed may act along the same lines as given above---  but in the opposite direction---  1) raising the reserve ratios;  2) increasing interest rates;  and 3) selling bonds at favorable rates, so as to bring dollars off the private market and into the Fed’s own vaults.

 

The Nobel-prizewinning economist Milton Friedman was a monetarist who thought that the Fed would do better to expand the money supply at a slow, steady rate,---  theoretically decreasing uncertainty---  rather than alternately to increase or decrease the money supply.  But ever since the Great Depression, most economists have agreed that some flexibility in decreasing or increasing the money supply is necessary.

 

Three Great Economists:   Adam Smith, Karl Marx, and John Maynard Keynes

 

Adam Smith (1723-1790)

 

Adam Smith is the author of the masterpiece of economic theory, The Wealth of Nations (1776), which details his key ideas.  Smith asserted that there is an Invisible Hand that guides a capitalist economy---   an economic system in which entrepreneurs are at liberty to assume the personal risk of starting businesses and to fail or succeed according to their judgments as to purchase of equipment, hiring of workers (labor), investment in new buildings, and prices charged.  Smith took the lead at the early historical stage of capitalist development in calling for a laissez faire economy in which the government mostly stays out of private enterprise, sticking with the provision of public order (domestic security through municipal police forces and international security

through an appropriately strong army) and a national infrastructure of transportation and communication networks.  Smith was very optimistic about the future of the capitalist system.

 

 

Karl Marx (1818-1883)

 

The two most famous works of Karl Marx were The Communist Manifesto and Das Kapital  (Capital).  The former work is a small in size, a pamphlet running about 30 pages.  The latter work provides enormous detail and demonstrates Marx’s prodigious powers of analysis.

 

Mark and his cowriter (Frederich Engels) wrote that history proceeds so as to feature two oppositional economic classes.  While there had been hunting-gathering and early agricultural societies living under conditions of egalitarian primitive communism, other historical stages had featured hierarchical class division and conflict, as follows:  slave society (master versus slave) feudal society (aristocrats versus serfs), and by Marx’s own day,  capitalist society, (bourgeoisie versus proletariat).  

According to Marx, each history operates according to a dialectic in which a thesis is counterpoised to an antithesis, with a resulting synthesis that is something entirely new.  This would be true as socialism replaced capitalism in a new synthesis.  But at the socialist stage a dictatorship of the proletariat would rule in behalf of the working class, each member of which would have its material needs met fairly, in accordance with the work that each laborer was reasonably able to provide.  Then, as humanity transformed itself through more cooperative endeavors, there would be a “withering away of the state” as communism replaced socialism and people satisfied all of their material and cultural needs in a supreme egalitarian spirit of cooperative labor.

 

John Maynard Keynes (1883-1946)

 

John Maynard Keynes wrote his The General Theory of Employment, Interest, and Capital during the Great Depression of the 1930s, a time during which capitalism seemed to be faltering.

Keynes wrote that such periods of severe unemployment were likely to occur as capitalist owners and managers proved far less able to adjust to changing market conditions than Adam Smith had predicted.  Keynes’s analysis of economic history instilled in him the conviction that there would be periodic upturns and downturns in the economy that occurred because market conditions pertinent to labor supply, availability and cost of key raw materials, and fluctuations in consumer taste and purchasing capacity would at times proved unpredictable.  During times of severe downturn, such as that of the Great Depression, labor might suffer prolonged periods of unemployment and “underemployment equilibrium” whereby highly skilled labor had to settle for low-skill and low-paid jobs.

 

Keynes held that government must step in to provide additional spending when private capitalists are reluctant to do so or prove unable to make those new investments that propel the free enterprise system.  Keynesian government spending policy undergirded the New Deal of Franklin Roosevelt and continues to provide the theoretical underpinning and practical policy for fiscal and monetary policy in the United States today.  Keynesian economics, especially with regard to the amount of government spending desirable, provides much of the context for debates concerning government fiscal and monetary policy.

 

Concluding Comments

 

A highly developed economy such as the United States experiences growth rates in GDP of about 3% when the economy is in a favorable period.  During such periods, key matchups---  product supply and consumer demand;  workers’ wages and retail prices;  investment willingness and production costs (including wholesale prices)---  are in sync.  During such times, there is a near-equilibrium with just enough dynamism to provide the conditions for economic growth.

 

In a less developed economy, a growth rate of 10% or more may indicate a rapidly industrializing and technologically advancing society.  Today, for example, the economies of Brazil, India, and the People’s Republic of China are experiencing high rates of growth amid conditions of increased production and technological advance.

 

When the economy stalls, the Fed acts in ways to stimulate the economy, and the executive branch of the federal government is likely to increase expenditure, with a likely outcome of deficit spending.  With regard to the level of spending, the following observations apply:

 

Economic conservatives favor little action on the part of the Fed and low expenditures by the federal government (except in matters of national defense).

 

Economic liberals (progressives) favor aggressive action on the part of the Fed and as high expenditures as they deem necessary for the federal government to stimulate the economy and thus raise employment.

 

Economic moderates (centrists, middle-of-the roaders) favor limited, carefully considered actions on the part of the Fed and limited, carefully considered expenditure by the federal government.

 

Liberals, moderates, and conservatives are typically envisioned along a continuum moving left to right.  A very few conservatives call for the kind of pure laissez faire capitalism proposed by Adam Smith in the 18th century.  But even the monetarist Milton Friedman once famously declared, “we are all Keynesians now.” 

 

The debate among liberals, moderates, and conservatives in the capitalist economy of the United States usually focuses on the amount of governmental economic stimulus necessary.  They tend to agree, however enthusiastically or reluctantly, that federal government spending and the policy of the Federal Reserve Board of Governors (now chaired by Janet Yellen and including six other members who determine Fed policy) is necessary to the success of capitalism. 

 

Economic history strongly suggests that it was the prescriptions of John Maynard Keynes, along with the ameliorating force provided by labor unions which saved the system extolled by Adam Smith from the decline and fall predicted by Karl Marx.