Do markets generate a “just” wage? The answer to this question will depend upon the particular theory of the market that the political economist employs. When comparing actual labor markets with the neoclassical theory of competitive equilibrium as its normative benchmark, Joseph Heath argues that factor pricing is orthogonal to normative issues such as distributive justice. We argue that Heath’s conclusion, though not invalid, follows from a similar normative benchmark of equilibrium, one that evaluates factor pricing without taking into account (...) the institutional conditions within which factor prices emerge. Though indeed classical political economists and early neoclassical economists failed to deliver an explicit theory of distributive justice, what Heath overlooks is that implicit to their understanding of the market process was an institutional theory of distributive justice. (shrink)

Abstract:This essay argues that liberty generates progress via the generalized increasing returns to commercial activity. These increasing returns to expanding commercial activity follow from the gradual, cumulative process of institutionalizing particular liberties. As a society adopts an institutional framework from accumulated liberties, there is greater scope for productive specialization and social cooperation under the division of labor. Greater scope for market exchange also delivers social norms and commercial values that tolerate experimentation and innovation. Taken together, the accumulation and institutionalization of (...) liberties gives rise to generalized increasing returns to commercial activity. It is through this cumulative process that the creative powers of a free civilization are unleashed, delivering societies from poverty and subjugation. (shrink)

Recent literature have underlined the connections between children’s reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4–5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6–7 years). The (...) research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasise the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities. (shrink)

1. Introduction: The problems of time and consciousness What is time? St. Augustine remarked that when no one asked him, he knew what time was; however when someone asked him, he did not. Is time a process which flows? Is time a dimension in which processes occur? Does time actually exist? The notion that time is a process which "flows" directionally may be illusory (the "myth of passage") for if time did flow it would do so in some medium or (...) vessel (e.g. minutes per what?) [1]. But if time is a dimension in which processes occurred, e.g. as one component of a 4 dimensional spacetime, then why would processes occur unidirectionally in time? Yet we perceive time as an orderly, unidirectional process. An alternative explanation is that time does not exist as either a process or dimension, but that reality is a collage of discrete, disconnected and haphazardly arranged configurations of the universe, e.g. as described in Julian Barbour's "The end of time" [2]. In this view our perception of a unidirectional flow of time occurs because each moment, or "Now" as Barbour terms them, involves memory of other conceptually relevant moments, and the orderly flow of time is an illusion. Barbour's deconstruction of time contrasts the Newtonian reality of objects moving deterministically through 4 dimensional spacetime. Newton's contemporary (and rival) Leibniz [3] viewed the world in a manner consistent with Barbour (and with Mach's principle that the spatiotemporal structure of the universe is dependent on the distribution of mass, a foundation of Einstein's general relativity). According to Leibniz the world is to be understood not as matter/mass moving in a framework of space and time, but of more fundamental snapshot-like entities that momentarily fuse space and matter into single possible arrangements or configurations of the entire universe. Such configurations, which can be fabulously rich and complex considering the vastness of the universe, are the ultimate "things" of reality, which Leibniz termed "monads".. (shrink)