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Ideological Turing Test: Case Against Education Edition

Summary:
I'm ending my seminar class on The Case Against Education with a game.  Students earn participation credit by volunteering to take a random Ideological Turing Test.  How it works:First, roll a d20 (20-sided die) to determine the topic:1. What was school like for you personally? 2. Why does so much education seem to irrelevant in the real world? 3. "Locked-in Syndrome" 4. Transfer of Learning 5. Ability Bias 6. IQ testing, U.S. law, and the labor market 7. The sheepskin effect 8. Malemployment 9. Employer learning 10. Human capital, signaling, and ability bias: What's the correct breakdown? 11. What's the selfish return to education? 12. What's the social return to education? 13. What's the best

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I'm ending my seminar class on The Case Against Education with a game.  Students earn participation credit by volunteering to take a random Ideological Turing Test.  How it works:

First, roll a d20 (20-sided die) to determine the topic:

1. What was school like for you personally?

2. Why does so much education seem to irrelevant in the real world?

3. "Locked-in Syndrome"

4. Transfer of Learning

5. Ability Bias

6. IQ testing, U.S. law, and the labor market

7. The sheepskin effect

8. Malemployment

9. Employer learning

10. Human capital, signaling, and ability bias: What's the correct breakdown?

11. What's the selfish return to education?

12. What's the social return to education?

13. What's the best reason to go to college?

14. What's the best reason not to go to college?

15. How much should government support education?

16. What kind of education should government support?

17. Social Desirability Bias

18. Child labor

19. Education as a merit good

20. Is education good for the soul?

Then, roll a d10 (ten-sided die) to determine the Perspective.

1. Bryan Caplan

2. David Card

3. Tyler Cowen

4. Fabian Lange

5. Eric Hanushek

6. James Heckman

7. Paul Krugman

8. Greg Mankiw

9. Barack Obama

10. Random GMU undergrad

The goal, as usual, is to accurately mimic the Perspective on the Topic.  Getting students to participate is normally like pulling teeth, but 15% of my class grade is based on participation.  So perhaps we'll see fireworks...



Bryan Caplan

Bryan Caplan is Professor of Economics at George Mason University and Senior Scholar at the Mercatus Center. He has published in the New York Times, the Washington Post, the Wall Street Journal, the American Economic Review, the Economic Journal, the Journal of Law and Economics, and Intelligence, and has appeared on 20/20, FoxNews, and C-SPAN. Bryan Caplan blogs on EconLog.

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