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Bryan Caplan on the Case Against Education

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Manage episode 197926428 series 142
Content provided by Library of Economics and Liberty and Russ Roberts. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Library of Economics and Liberty and Russ Roberts or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.

Bryan Caplan of George Mason University and the author of The Case Against Education talks about the book with EconTalk host Russ Roberts. Caplan argues that very little learning takes place in formal education and that very little of the return to college comes from skills or knowledge that is acquired in the classroom. Schooling, he concludes, as it is currently conducted is mostly a waste of time and money. Caplan bring a great deal of evidence to support his dramatic claim and much of the conversation focuses on the challenge of measuring and observing what students actually learn.

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945 episodes

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Bryan Caplan on the Case Against Education

EconTalk

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Manage episode 197926428 series 142
Content provided by Library of Economics and Liberty and Russ Roberts. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Library of Economics and Liberty and Russ Roberts or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.

Bryan Caplan of George Mason University and the author of The Case Against Education talks about the book with EconTalk host Russ Roberts. Caplan argues that very little learning takes place in formal education and that very little of the return to college comes from skills or knowledge that is acquired in the classroom. Schooling, he concludes, as it is currently conducted is mostly a waste of time and money. Caplan bring a great deal of evidence to support his dramatic claim and much of the conversation focuses on the challenge of measuring and observing what students actually learn.

  continue reading

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