Freeman

October 1998

Volume 48, 1998

FEATURES

The Nature and Significance of Economic Education

Economists Should Pursue Their Science with Objectivity, Detachment, and Passion

OCTOBER 01, 1998 by ISRAEL M. KIRZNER

On Behalf of the Ideal

Undoing Socialism Requires Upholding the Ideal of Freedom

OCTOBER 01, 1998 by LEONARD E. READ

Employers Swamped by Good Intentions

Employment Law Is Not a System for Preventing Disputes

OCTOBER 01, 1998 by JAMES L. PAYNE

Discrimination by the Numbers: Lies, Damned Lies, and Statistics

Statistics Alone Cannot Prove Discrimination

OCTOBER 01, 1998 by ROBERT A. LEVY

Terms of Impairment

The ADA Blurs the Line Between Lawful Activity and Unlawful Discrimination

OCTOBER 01, 1998 by GEORGE C. LEEF

The IMF's Dubious Purpose

IMF Activities Prolong Countries' Economic Problems

OCTOBER 01, 1998 by IAN VÁSQUEZ

Dr. Andrew Ure: Pioneer Free Trader

Ure Promoted International Free Trade and Unregulated Internal Industry

OCTOBER 01, 1998 by JOHN CHODES

Whose Kids Are They?

Compulsory Education Has Not Produced Universal Education

OCTOBER 01, 1998 by DAVID BOAZ

The Fine Art of Conservation

We Should Remove Our Ecological Resources from Governmental Stewardship

OCTOBER 01, 1998 by BERNIE JACKSON

Sizing Up Downsizing

The Market Economy Has Not Killed the American Dream

OCTOBER 01, 1998 by CHRISTOPHER LEE
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Unfortunately, educating people about phenomena that are counterintuitive, not-so-easy to remember, and suggest our individual lack of human control (for starters) can seem like an uphill battle in the war of ideas. So we sally forth into a kind of wilderness, an economic fairyland. We are myth busters in a world where people crave myths more than reality. Why do they so readily embrace untruth? Primarily because the immediate costs of doing so are so low and the psychic benefits are so high.
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