Teachers learn how economic growth and property rights benefit the poor.

Tri-State Teachers Examine the Question:
"Is Capitalism Good for the Poor?"

On February 3, teachers attended an in-service seminar on “Is Capitalism Good for the Poor?” sponsored by The Probasco Chair and The Foundation for Teaching Economics. The seminar featured nationally recognized master teachers Kathy Ratté and Ken Leonard, speaking on poverty, capitalism, economic growth, income distribution, free markets, property rights, the rule of law, and moral values. This new curriculum, funded by a grant from Sir John Templeton, was written by distinguished economists, including a Nobel Laureate, award winning curriculum writers and classroom teachers.

The objective of the seminar was to train teachers in the most important contemporary economic issues in a free market economy. The title of the seminar is intentionally provocative to stir interest. Whether the answer is yes or no depends on the particular features of a nation’s institutions and how we measure and perceive poverty.

The topics were broken into five lessons, which work together as units or individually, allowing teachers flexibility. Ms. Ratté opened with illustrations of how informative the lessons are for students, and how they focus on contemporary issues ranging from the definition of poverty and who are the poor, to the disparate value systems that still divide us today.

“Internet Resources to Support Teaching in Economics, Business, and Social Studies”

Chattanooga-area teachers participated in a seminar conducted by nationally recognized master teacher Kathy Ratté on “Internet Resources to Support Teaching in Economics, Business, and Social Studies.” A veteran high school economics teacher and developer of programs implementing classroom technology, Ms. Ratté was distinctly qualified to address the practical issues involved in incorporating the Internet into the classroom. Her program consisted of four major topics: “It’s Just a Tool: Learning to Teach with the Internet,” “The Web as a Library of Lessons,” “Connecting Classrooms,” and “On-line Education: Up Close and Personal.”

Ms. Ratté first addressed the Internet’s role in the classroom, emphasizing that it is a tool wielded by the instructor, who crafts the learning situation. For those teachers yet unfamiliar with this tool, Ms. Ratté offered two pieces of advice: one; when first incorporating technology in your classroom, wade into the pool, don’t jump off the high dive; and second expect the unexpected; the Internet is unpredictable and problems will develop.

Chattanooga Teachers Experience Free Market Environmentalism at Yellowstone

The Yellowstone Region was the venue for teachers from Chattanooga and around the U.S.A. to study free market environmentalism in 1997, 1998, and 1999. The summer teachers’ institute, co-sponsored by the Probasco Chair and the Political Economy Research Center (PERC), entitled "New Approaches to Environmental Protection” offered teachers the opportunity to learn the subject first-hand by participating in field trips and interacting with nationally recognized experts in this emerging field of economics.

The annual programs included presentations by award-winning educators, successful “enviro-capitalists,” the Probasco Chair, and other prominent economists. Kathy Ratté, a high school teacher from the Jefferson County District in Colorado, demonstrated hands-on activities that use mystery solving and role playing to convey information on water issues and solid waste. Dr. Daniel Benjamin, an economist from Clemson University, discussed the economics of recycling by presenting his “Top 10 Recycling Myths.” Through twenty years of research, Benjamin has found that mandatory recycling programs are, for the most part, economically inefficient – the costs of recycling outweigh the benefits and the programs consume more resources than they save.

Teachers then enjoyed a tour of Ted Turner’s buffalo ranch led by Russ Miller, manager of Turner’s ranch properties. Miller pointed out that, far from an endangered species, Turner’s Montana ranch supports 3,500 head of free ranging American buffalo. Since a market exists for the extremely lean meat, the herd is culled and vaccinated yearly. In addition, the ranch produces a large positive externality for Yellowstone Park, since when food is scarce in the park, the elk and bison herds cross over the mountains and onto Turner land to graze. Turner’s fish biologist, Chris Francis, also introduced participants to stream reclamation and the care of fish populations.

Chattanooga Teachers Experience Classical Liberalism in 1995 and 1996

The Probasco Chair and Center for Economic Education sponsored a teacher seminar in Classical Liberalism for twenty Chattanooga-area teachers with the opportunity to study in a scholarly setting, and to tour locales of historic importance to America’s Classical Liberal authors. Classical Liberalism is a philosophy of conviction and seminar participants experienced such passion through visits to The University of Virginia, Thomas Jefferson’s home, the Institute for Humane Studies, and the Cato Institute in Washington, D.C. The seminar also challenged participants own beliefs, stimulating their quest for a deeper understanding of America’s Classical Liberal tradition.

      Ideas of classical liberalism such as private property, voluntary exchange and contract, individual liberty, and consent of the governed, establish the foundations of civil society. However, many of these ideas remain underappreciated in modern society. A true understanding of political economy requires a thorough awareness of the symbiotic relationship between free markets and free minds.

     Liberalism enhances understanding by emphasizing the uniqueness of individuals, the desirability of personal autonomy, and the variety of human abilities and lifestyles. It champions the rights of individuals against the tyranny of the majority through limited, constitutional government and a strong belief in voluntary social coordination. In fact, classical liberals realize that the free market is the only economic system which provides for the harmonious integration of divergent value systems. Thus, they see socialism as the antithesis of the free exchange of ideas.

Several internationally recognized scholars presented the history and content of Classical Liberalism to seminar participants. Lewellen Rockwell, President of the Ludwig von Mises Institute, discussed the legacy of the imminent Austrian Economist, Ludwig von Mises. Eddie West from Carleton University, introduced the writings of Adam Smith to participants, and discussed modern implications of Smith’s book, The Wealth of Nations. Dwight Lee explained how teachers can make economics more interesting for students by using Ayn Rand’s novel Atlas Shrugged in the classroom. In addition, videos on the work of Frederick von Hayek covered such topics as the complex voluntary society, social justice, and the rule of law.