Economics and Education for Human Flourishing
Wendell Berry and the Oikonomic Alternative to Neoliberalism
Bibliographic Data
| ID | 8923995 |
|---|---|
| Authors | Joseph A Henderson (0000-0001-8218-0911, University of Rochester, corresponding author), Dan Hursh (0000-0001-9211-4280, University of Rochester), David W Hursh |
| Year | 2014 |
| Volume | 50 |
| Issue | 2 |
| Pages | 167-186 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2014.880927 |
| OpenAlex | W1976325999 |
| Language | EN |
| Citations received | 7 |
| References cited | 38 |
Neoliberal ideologies and policies have transformed how we think about the economy, education, and the environment. Economics is presented as objective and quantifiable, best left to distant experts who develop algorithms regarding different monetary relations in our stead. This same kind of thinking—technical, numerical, decontextualized, and ostensibly objective—infiltrates how we think about education and the environment. For example, neoliberal education reform focuses on using test scores and markets as a way to measure and improve learning and teaching. Similarly, environmental issues are presented as problems to be solved through new technologies and market efficiency. In response, we critique neoliberalism using the philosophy of the agrarian poet and writer Wendell Berry who abhors how neoliberalism disconnects humans from one another and the traditions that sustain them in their communities. Rather than neoliberalism's rootless entrepreneurial individual—homo economicus—we suggest that freedom, instead, resides in one's ability to flourish in one's place in the world. Such flourishing cannot occur without reinvigorating the traditions, including Aristotle's oikonomics, that have allowed people to live sustainably in their social and ecological communities. Notes 1. Berry uses the term agrarian to refer to a locally focused food-based economy. Such economies are not necessarily rural in nature, as Berry (Citation2012) acknowledges
Agrarian society · Agriculture · Economics · Environmental ethics · Flourishing · Homo economicus · Ideology · Neoliberalism (international relations · Political economy · Political science · Politics · Positive economics · Social science · Sociology · Law · Philosophy · Political Economy and Marxism · Social Psychology
Environmental education in a neoliberal climate
A feminist critical heuristic for educational policy analysis
Contesting anticipatory regimes in education
Expanding the Foundation
Constituting Common Subjects
A Longitudinal Comparative Study of Alternative and Traditional Teacher Education Programs in Israel
Teaching as Assemblage
The age of capital, 1848-1875
The general theory of employment, interest, and money
Essays in positive economics
Education reform
Governing the Commons
The Struggle for the American Curriculum, 1893-1958
Constructions of Neoliberal Reason
The One Best System
Global Education Inc.
Capitalism and Freedom
A General Framework for Analyzing Sustainability of Social-Ecological Systems
The Struggle to Govern the Commons
Governing the Commons
From the German Ideology
Education and Experience
Foucault and Education
Living in Denial
The Strange Non-Death of Neoliberalism
Red Tory
Free to Choose
Economic crisis, accountability, and the state’s coercive assault on public education in the USA
Education and the Cult of Efficiency
Assessing No Child Left Behind and the Rise of Neoliberal Education Policies
Neoliberalism and the Biophysical Environment 1
The financialization of the American economy
An Inquiry into the Nature and Causes of the Wealth of Nations
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,58 |
| Citation span | 2014 - 2023 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |