[GJM] Fw: Economic Literacy - Associative Economics Bulletin - July2008 - 3

[mary rose]

Robert and All, With regard to your message below:

I use to participate in an online forum with some members of the
London School of Economics quite a few years ago.

One of the thiings we discussed was how the stock market could be
eliminated by funding enterprises directly from pension funds, with
the enterprises being community and/or employee-owned. The funder
of an enterprise would remain as a partner in the project for at least
three years to ensure stability and success before turning it over to the
community/employee representatives.

This would ensure a stable ROI and encourage investors to fund
projects that were felt to have a viable future. It would also ensure
stability in markets as effective management policies were implemented
rather than the chaos creation that stock markets are embued with
today.

Pension funds could even be "community-generated" to ensure that
all communities had equal opportunity for investment in the best interests
of all concerned.

It seems to me that this concept fits in with Norm Kurland, et al' "Just 
Third
Way".concept.  This would be partcularly appropriate for new energy
enterprises to ensure that power was widely distributed and not concentrated
in  just a few hands as is the case with oil, coal, gas, etc.

http://www.globaljusticemovement.org/subpages_thirdway/gfx_overview.htm

The Global Alliance Foundations' "Remediation Park" concept is a perfect
community business with which to integrate the JTW concept..
http://www.global-alliance-foundation.com/remediation.htm

For more information on Steiner Schools which emphasize developing
the "whole child": :  http://news.bbc.co.uk/1/hi/education/4633601.stm

Another alternative system which emphasizes development of the whole
child is the Montessori system.

What is interesting is how many wealthier people with higher levels
of education choose Montessori and Steiner - oriented education
for their children.
http://www.lifepositive.com/Mind/education/alternative-education/montessori-education.asp

--- On Wed, 9/7/08, Arthur Edwards <ame at cfae.biz> wrote:

> From: Arthur Edwards <ame at cfae.biz>
> Subject: Economic Literacy - Associative Economics Bulletin - July 2008 - 
> 3
> To: "Arthur  Edwards" <mail at arthuredwards.net>
> Date: Wednesday, 9 July, 2008, 2:19 PM
> Associative Economic Literacy - Associative Economics
> Bulletin - July
> 2008
>
> The Associative Economics Bulletin consists of news and
> views on
> associative economics, including short extracts from
> Associative
> Economics Monthly (available electronically for 1GBP an
> issue at www.cfae.biz/aem
>   or in a hard copy format - tel (UK) 01227 738207). To
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>
> 1.    Events at The London School of Economics
> 2.    Associative Economic Literacy - Associative Economics
> Monthly
> July 2008
> 3.    Research Update
>
> 1)   EVENTS AT THE LONDON SCHOOL OF ECONOMICS
>
> We plan to continue our series of events at the London
> School of
> Economics this autumn. Each session will comprise two
> parts, the first
> being an introductory course in associative economics
> leading to a
> Diploma, the second an ongoing research group looking at
> current
> events and issues from an associative perspective.
>
> 2)  ASSOCIATIVE ECONOMIC LITERACY  - ASSOCIATIVE ECONOMICS
> MONTHLY
> July 2008
>
> We have touched on financial literacy before (AEM December
> 2005 and
> AEM July 2006), but this time our spirit is one of saying
> “let's get
> on with it!”
> In Air Beneath Their Wings we report on an on-going global
> project to
> research ways in which literacy in economics, business and
> finance can
> be introduced into a youth curriculum.
> In Sign of the Times, Simon Jenkins shows how the problem
> of state
> intervention in education is now well enough known and ripe
> for fresh
> treatment.
> The feature by Rudolf Steiner, Championing the Individual,
> provides
> wide sociological underpinning of the importance of society
> today
> celebrating rather than conditioning the individual human
> being. It is
> also an economic commentary in that the costs to society
> can only
> become greater and without any return, if the initiative of
> young
> people, linked to their enthusiasm for their own destiny,
> is thwarted
> or ignored. It does not take an economist to work out that
> young
> people who are able to serve society out of the uniqueness
> of their
> destinies cost far less than those who are not able to do
> so, because
> discouraged from doing so. The first flourish, bringing
> wealth to
> society; the second, lost in jail, merely incur costs.
> This month's AE Hero provides a case in point. In that
> going Beyond
> the Bottom Line is a key consideration for the teaching of
> economics
> in high school.
> Accountant's Corner treats of corporate social
> responsibility and the
> importance of it being inherent to business conduct rather
> than a
> requirement from outside.
>
> 3) RESEARCH UPDATE
>
> Please contact Arthur Edwards if you would like a research
> update on
> his doctoral study of Rudolf Steiner's idea of 3 kinds
> of money or you
> would be interested to receive a pilot-study on the
> teaching of
> economics through financial literacy undertaken within
> various upper-
> school Waldorf contexts, which is part of the Centre for
> Associative
> Economics education for initiative project (see above).