The Euro-Punishment of Microsoft

Wednesday, September 19, 2007
In what is shaping up to appear like court imposed taxation, Microsoft lost its appeal in a major anti-trust case at Europe’s second highest court yesterday. The European Union’s Court of First Instance backed the European Commission’s 2004 decision to fine Microsoft and order the software giant to change its Windows operating system to make it more compatible with rival systems. The 2004 verdict imposed a record fine on Microsoft in the amount of $497 million.

The long feud appears, by some at least, to be a case of over regulation by the EU, and a propping up of their own sagging technological market at the expense of consumers. It is, at the very least, a classic example of not trusting the free market to correct any perceived problems or inefficiencies with Microsoft operating systems.

Are iTunes and Apple next?

Here’s a roundup to our running coverage of the Microsoft issue, including Alberto Mingardi’s commentary, titled, Letter from Turin: The EU’s Immoral Case Against Microsoft. In his piece Mingardi said, “What these companies don’t want is for Microsoft to ‘prevent’ them from succeeding in the European market. What competitors really fear is Microsoft’s ability to satisfy consumers better than they do, at a cheaper price.” .

Full Acton Commentary by Alberto Mingardi


Jordan Ballor also weighed in on the PowerBlog:

EU Conflicts of Interest

Open Source, Closed Markets


Also for a valuable look back at Microsoft’s anti-trust past battles in the United States:

Microsoft’s Innovation, Service, and Foresight Result in Consumer Trust and Government Antitrust Action, by Joseph Klesney

Free-Market Morals and the Microsoft Case
, by Jason Miller

Microsoft: A ‘Monopoly’ for the Consumer
, by Robert Crowner
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On Democratic and Economic Pragmatism

Wednesday, September 19, 2007
Related to last week’s commentary and blog post, check out this WSJ piece, “Gates Crafts Long-Term Iraq Plan, With Limited Role for U.S. Forces,” in which Defense Secretary Robert Gates says, “My view is that whatever works economically ought to be tried.”
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Colleges and Universities Fail at Teaching American Civics

Wednesday, September 19, 2007
“Is American higher education doing its duty to prepare the next generation to keep America free?” Apparently not, according to researchers at the University of Connecticut’s Department of Public Policy (UConnDPP), in a study commissioned by the Intercollegiate Studies Institute’s (ISI) National Civic Literacy Program.

In a survey of 14,000 freshman and seniors at 50 colleges and universities across the country, every school scored poorly. Also, college seniors, sadly, scored little better than freshman. The average senior score was a failing 53.2%; the average freshman score was 51.7%. In fact, no school scored higher than a D+. The top ten school are listed below:

1. Harvard University 69.56%
2. Grove City College (PA) 67.26
3. Washington & Lee University (VA) 66.98
4. Yale University 65.85
5. Brown University 65.64
6. University of Virginia 65.28
7. Wheaton College (IL) 64.98
8. University of Pennsylvania 63.49
9. Duke University 63.41
10. Bowdoin College (ME) 62.86

A link to the rankings of the fifty schools in the survey are found here. My alma mater, Ole Miss, scored 36th, and Calvin College in Grand Rapids, MI ranked 21st.

Some shocking or not so shocking analysis is quoted below, directly taken from the American Civic Literacy Website. You can also examine the entire website for a treasure trove of facts, findings, and analysis.
Students were asked 60 multiple-choice questions to measure their knowledge in four subject areas: America’s history, government, international relations, and market economy. The disappointing results were published in the fall of 2006 in The Coming Crisis in Citizenship: Higher Education’s Failure to Teach America’s History and Institutions.

The website declares, “This report is not designed to tear down American higher education, but to hold it accountable.” After taking the quiz myself, I scored a 93.33 %, which is 56 out of 60. You can take the quiz here, and see how you measure up against American college students.

In an appropriate quote also taken from the Intercollegiate Studies Institute website, John Quincy Adams, then a state senator, praised the pilgrims of Plymouth Rock:
Among the sentiments of most powerful operation upon the human heart, and most highly honorable to the human character, are those of veneration for our forefathers and of love for our posterity. They form the connecting links between the selfish and the social passions,“ he said. ”Respect for his ancestors excites in the breast of man, interest in their history, attachment to their characters, concern for their errors, involuntary pride in their virtues. Love for his posterity spurs him to exertion for their support, stimulates him to virtue for their example and fills him with the tenderest solicitude for their welfare.
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Minds that Matter

Wednesday, September 19, 2007
In his recent and fascinating book Five Minds for the Future, Harvard professor Howard Gardner outlines the 5 basic types of intelligence people have:
1. The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history, and of at least one professional craft;

2. The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others;

3. The Creating Mind: the capacity to uncover and clarify new problems, questions and phenomena;

4. The Respectful Mind: awareness of and appreciation for differences among human beings and human groups;

5. The Ethical Mind: fulfillment of one’s responsibilities as a worker and as a citizen.

Gardner makes the striking point that the Synthesizing Mind is becoming more important than ever, given our highly technological, highly informational world. The Disciplinary Mind -- or what we think of as classical intelligence, the stuff child prodigies are made of -- has dominated the intellectual landscape throughout history. But, Gardner argues, now that the Internet, technology, and media are making massive amounts of very dense information available to the average person, the type of mind that can acquire and store information is still impressive, but ultimately less useful than a mind that can process, connect, and communicate cross-disciplinary information to others in a meaningful way.

Thanks to the Internet, everyone can now access the vast storehouses of intellectual wealth that once belonged only to a concentrated elite. It makes sense, then, that the new elite could turn out to be those who can receive information rapidly, sift it, connect the dots, and put the whole picture to the best possible use for others.

In my mind, the Synthesizer concept parallels entrepreneurship in a few interesting ways. Just as information can behave like a type of good or service, it seems a person with a Synthesizing Mind can make prudent use of knowledge for the good of the entire human community. Technology makes it possible for the Synthesizer quickly to select the most relevant material from the experts -- who have divided their labor to manage whole disciplines and systems of thought -- without laboring to build a monolithic knowledge base of every field on his own, which would take a long time and allow him to share only a few authoritative insights at the end of all his pursuits. This does not mean the Synthesizer hurries or skips over important steps: he still must be a careful scholar who humbly stands “on the shoulders of giants,” as Sir Isaac Newton put it. It simply means he is free to use his creative powers to illuminate more readily for others the way various disciplines interact and the consequences they have for human life. That in turn makes him able to harness and combine the talents of others to form a serviceable “product” faster than a person with a Disciplinary Mind.

If thinking truly is “connecting things,” as G.K. Chesterton wrote in Orthodoxy, the concept of the Synthesizing Mind has a great deal to offer to people of every category of intelligence. Even if you disagree with Gardner’s categorizations, having a Synthesizing Mind might help you to figure out why.
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