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description= 15 posts published by Lars Syll during March 2026;
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the, of, economics, total, nonsense, recent, comments, lars, syll, ça, plane, pour, moi, school, manifesto, for, future, still, shining, after, all, these, years, perfect, day, personal, on, poverty, economic, model, platonism, who, owns, national, debt, rich, critical, realism, morphogenetic, approach, walk, life, what, wrong, with, neoliberal, work, absurd, fiction, habermas, im, unabgeschlossenen, dialog, mit, adorno, real, business, cycles, theory, how, to, make, progress, in, quantitative, analysis, foucault, empirical, insights, and, normative, confusions, nairu, posts, policy, reading, list, categories, archives,
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the (389), and (242), that (125), not (76), #school (69), are (66), for (55), new (52), world (52), share (45), opens (45), window (45), this (41), society (37), with (37), what (34), real (34), should (34), models (33), mar (32), one (32), its (32), they (32), from (31), more (31), der (31), bluesky (30), facebook (30), but (30), has (29), economic (28), must (27), may (26), their (26), social (26), can (26), die (26), cannot (25), und (25), have (23), economics (23), 2026 (22), our (22), jan (19), when (19), all (19), about (18), pupils (18), theory (17), how (17), something (17), knowledge (17), comments (16), apr (16), jun (16), posted (16), model (16), habermas (16), between (16), than (16), assumptions (16), future (16), jul (15), aug (15), sep (15), oct (15), nov (15), dec (15), feb (15), only (15), own (15), these (15), today (15), such (14), make (14), without (14), analysis (14), kind (14), any (13), there (13), whole (13), dass (13), individual (13), other (12), 2012 (12), 2013 (12), 2014 (12), 2015 (12), 2016 (12), 2017 (12), 2018 (12), 2019 (12), 2020 (12), 2021 (12), 2022 (12), 2023 (12), 2024 (12), 2025 (12), science (12), time (12), does (12), theoretical (12), empirical (12), which (12), then (12), also (12), often (12), possible (12), you (12), where (12), analytical (12), identity (12), lönebildning (11), och (11), arbetslöshet (11), like (11), economists (11), debt (11), lars (10), 2011 (10), since (10), normative (10), into (10), important (10), different (10), rational (10), able (10), point (10), theories (10), people (10), das (10), vernunft (10), adorno (10), some (10), parts (10), reality (10), life (10), lives (10), will (9), nothing (9), long (9), equilibrium (9), demand (9), foucault (9), was (9), through (9), even (9), rather (9), them (9), true (9), off (9), sie (9), anything (9), approach (9), being (8), den (8), unemployment (8), out (8), problems (8), way (8), power (8), want (8), für (8), would (8), necessary (8), know (8), logic (8), individuals (8), system (8), family (8), comment (7), full (7), why (7), nonsense (7), simply (7), self (7), means (7), assumption (7), well (7), just (7), many (7), employment (7), say (7), becomes (7), modern (7), work (7), difference (7), under (7), potential (7), evidence (7), however (7), explain (7), theorie (7), provide (7), live (7), never (7), relevant (7), starting (7), systems (7), based (7), separate (7), economy (7), conditions (7), public (7), lifeworld (7), same (6), better (6), nairu (6), because (6), run (6), information (6), very (6), modelling (6), use (6), logical (6), itself (6), sound (6), hand (6), needs (6), precise (6), interest (6), estimand (6), less (6), been (6), most (6), business (6), down (6), pure (6), think (6), von (6), kritik (6), nicht (6), sich (6), auf (6), mainstream (6), aspirations (6), things (6), else (6), uncertain (6), method (6), complex (6), actions (6), contrary (6), still (6), young (6), present (6), content (5), already (5), now 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the present the school should not provide self affirmation for what the students are but help them become what they can be the future is uncertain and that is precisely why it is so important for the school to relate to the future and not the present therefore the school should also be something different and not a mirror of society through its otherness the school can provide preparedness for a new life and a new world when we talk about what the school needs to provide pupils this must be at the centre we often ask what kind of pupils society needs i think that question is misplaced the demand must be a rights based demand that transcends the pupils own experiential horizons and is future oriented by focusing on their potential not their contingent present facticity reform pedagogy nurtured the idea that the distance between school and society would disappear and that identity would prevail it still perceives itself as progressive often with the same unreflected starting points regarding identity politics in general in our modern multicultural societies i see it the opposite way hold on to the difference and distance between school and society like adorno once spoke of false intimacy i would like to argue that this is about false identity the school should be its own entity with its own rules and norms we enter with some of our identities for part of our lives the school should demand and challenge pupils it can make them grow and realise their potential going along and building false intimacy and identity rather hinders than helps these future oriented aspirations to learn one must be able to take in differences this also requires a demand for distancing pupils are not helped by the school merely reflecting and affirming their own lifeworld it should broaden and deepen it here theoretical knowledge becomes important as well without it deepening and perspective on one s own lifeworld cannot take place an identity between school and society would cement pupils in the present instead of preparing for an unknown and uncertain future the school should be the fixed point in young people s lives where they can come and like teachers temporarily withdraw from the storms of family and social life the school should be an island in a world full of intense changes to be able to learn things concentration and opportunities for screening are required in our hyper mediatised world perhaps the latter is particularly important in the constant digital noise that young people surround themselves with around the clock islands of distance calmness and opportunities for reflection screening of noise and processing of information into knowledge are needed not to permanently withdraw from the troubles and problems of lifeworld but to better cope with the constant real transformations that characterise our lives with the strength skills and perspectives that a knowledge based and citizenship based school can provide division of labour is a prerequisite for civilisation this also applies to the school in relation to society the school cannot and should not solve or accommodate all the problems that a constantly changing open world creates the school cannot compensate for all the risks of the modernisation process family and parents as well as society as a whole have a responsibility that cannot simply be assumed by the school to replace or compensate for many social researchers describe family norms and social life as being in dissolution everywhere today that is precisely why it is so important that the school should not primarily function as a compensatory social institution then it loses its soul then it loses its aura and ability to function as an energising dream that everything can be different and that the school can contribute to making it different we all have several different identities we all have different aspirations backgrounds and dreams but in school we should meet as equals different but equal when we enter through the school gate we are all equal entering school also means that you temporarily leave family and society and enter a limited space with its own rules and goals for part of the day we enter a world where we collectively create ourselves as citizens and knowledge practitioners if you are to learn something new in school it must be something other than an extension of pupils everyday lives for the school to be able to catalyse and change it must be something else and not identical to its surroundings in today s society the school must function as something different an alternative to the eroding market forces that threaten society by reducing citizens to consumers knowledge is a necessary condition for being able to resist this development when the family or society does not stand up the school must be able to stand up and take care of the genuine emancipatory interests of the growing generation a good school not least in our meritocratic knowledge society is an important prerequisite for young people to be able to realise their dreams of improving their conditions in the future it should help students get out of the self centred identity fixation they are developmentally in today s over reliance on the school starting from pupils individual highly private and subjective lifeworlds does not work very well today this individualisation over reliance creates more problems than it solves the school should educate knowledgeable citizens a school with religious ethnic or profit making motives is not a good school the school should meet pupils based on what they can become not based on what they are the school should provide pupils with a compass in the landscape of the future so that they can learn to navigate in uncertain waters to fulfil the principle of hope the school must be an island of good otherness unrestricted by all kinds of identity politics the more the school is drawn into the cumulative dynamics of society the more it loses its necessary status and self logic if the school is to be a realisation of each pupil s potential rather than a time bound and contingent facticity it must be able to build bridges to the pupil s lifeworld while maintaining the distance between school and society share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky still shining after all these years 31 mar 2026 at 12 26 posted in varia comments off on still shining after all these years i loved this song the first time i heard it 50 years ago i still do share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky perfect day personal 30 mar 2026 at 15 44 posted in varia comments off on perfect day personal spending a beautiful afternoon with my lovely daughters linnea and tora share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky on the poverty of economic model platonism 29 mar 2026 at 15 05 posted in economics 1 comment the weaknesses of social scientific normativism are obvious the basic assumptions refer to idealized action under pure maxims no empirically substantive lawlike hypotheses can be derived from them either it is a question of analytic statements recast in deductive form or the conditions under which the hypotheses derived could be definitively falsified are excluded under ceteris paribus stipulations despite their reference to reality the laws stated by pure economics have little if any information content to the extent that theories of rational choice lay claim to empirical analytic knowledge they are open to the charge of platonism modellplatonismus hans albert has summarized these arguments the central point is the confusion of logical presuppositions with empirical conditions the maxims of action introduced are treated not as verifiable hypotheses but as assumptions about actions by economic subjects that are in principle possible the theorist limits himself to formal deductions of implications in the unfounded expectation that he will nevertheless arrive at propositions with empirical content albert s critique is directed primarily against tautological procedures and the immunizing role of qualifying or alibi formulas this critique of normative analytic methods argues that general theories of rational action are achieved at too great a cost when they sacrifice empirically verifiable and descriptively meaningful information against the recent normativism of pure economics albert adduces the old viewpoint that an economic theory must make assumptions about the actions of subjects in their social roles the system of exchange relationships is so little isolated from society as a whole that the social behavior of economic subjects cannot be comprehended independently of the institutional context that is the extra economic motivational patterns immunization against the influence of so called extra economic factors leads to immunization against experience as such seen from a deductive nomological perspective typical economic models m usually consist of a theory t a set of more or less general typically universal law like hypotheses h and a set of typically spatio temporal auxiliary assumptions a the auxiliary assumptions give boundary descriptions such that it is possible to deduce logically meeting the standard of validity a conclusion explanandum from the premises t a using this kind of model economists are portrayed as trying to explain or predict facts by subsuming them under t given a an obvious problem with the formal logical requirements of what counts as h is the often severely restricted reach of the law in the worst case it may not be applicable to any real empirical relevant situation at all and if a is not true then m does not really explain although it may predict at all deductive arguments should be sound valid and with true premises so that we are assured of having true conclusions constructing theoretical models assuming common knowledge and rational expectations says nothing about situations where knowledge is non common and expectations are non rational building theories and models that are true in their own very limited idealised domain is of limited value if we cannot supply bridges to the real world laws that only apply in specific idealised circumstances in nomological machines are not the stuff that real science is built of when confronted with the massive empirical refutations of almost all models they have set up many economists react by saying that these refutations only hit a the lakatosian protective belt and that by successive approximations it is possible to make the models more readily testable and predictably accurate even if t a1 do not have much empirical content if by successive approximation we reach say t a25 we are to believe that we can finally reach robust and true predictions and explanations hans albert s model platonism critique shows that there is a strong tendency for modellers to use the method of successive approximations as a kind of immunisation taking for granted that there can never be any faults with the theory explanatory and predictive failures hinge solely on auxiliary assumptions that the kind of theories and models used by economists should all be held non defeasibly corroborated seems however to say the least rather unwarranted retreating into looking upon models and theories as some kind of conceptual exploration and giving up any hopes whatsoever of relating theories and models to the real world is pure defeatism instead of trying to bridge the gap between models and the world they simply decide to look the other way to yours truly this kind of scientific defeatism is equivalent to surrendering our search for understanding and explaining the world we live in it cannot be enough to prove or deduce things in a model world if theories and models do not directly or indirectly tell us anything about the world we live in then why should we waste any of our precious time on them share on facebook opens in new window facebook share on x opens in new window x share on bluesky opens in new window bluesky who owns the national debt the rich 28 mar 2026 at 15 07 posted in economics 1 comment public debt is normally nothing to fear especially if it is financed within the country itself but even foreign loans could benefit the economy if invested correctly some members of society hold bonds and earn interest on them while others have to pay taxes that ultimately pay the interest on the debt however the debt is not a net burden for society as a whole since the debt cancels itself out between the two groups if the state could issue bonds at a low interest rate unemployment could be reduced without necessarily resulting in strong inflationary pressure and the inter generational burden is no real burden since if used suitably the debt through its effects on investments and employment actually makes the coming generations net winners of course there may be undesirable distributional consequences for future generations however this concern is relatively minor to the extent that future generations repay the national debt they are effectively making payments to themselves since these payments will be made to their children and grandchildren and to nobody else to both keynes and lerner it was evident that the state could promote full employment and a stable price level and that it should use its powers to do so if that meant that it had to take on a debt and more or less temporarily underbalance its budget so let it be public debt is neither good nor bad it is a means of achieving two overarching macroeconomic goals full employment and price stability what is sacred is not to have a balanced budget or run down public debt per se regardless of the effects on the macroeconomic goals if sound finance austerity and balanced budgets mean increased unemployment and destabilising prices they have to be abandoned wealth inequality constitutes a structural feature of contemporary economic systems as proponents of mmt have long argued fiscal deficits may be necessary to sustain effective demand and ensure full employment however such deficits also entail a distributional consequence they often facilitate the flow of unearned income from the public sector to affluent private actors from a distributional perspective this dynamic requires deliberate countermeasures as murphy emphasises policy interventions should include lowering the interest rates paid on public debt increasing taxation on unearned income and rendering tax systems more progressive overall furthermore the ownership of wealth must be democratised given that public funds are routinely employed to stabilise economies it is normatively compelling that public ownership constitute a meaningful component of future economic arrangements share on facebook opens in new window facebook share on x 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