The source of human specialization: learned or natural? Plato vs. Smith

Craig Heinicke, University of Richmond, University of Richmond
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Initial Publication Date: August 19, 2018

Summary

Students will read brief passages from Plato and Adam Smith on the division of labor. They will discuss the meaning of these passages, with respect to enduring questions, such as: are differences in talents natural or learned? The point is not to come to a conclusion, but to raise the awareness that deep and important assumptions are imbedded in economic analysis from the very beginning.

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Context for Use

The activity is appropriate for principles or intermediate theory course. It could also be used in a first year seminar with the right topic. Little prior knowledge is required. There are no class size limitations; usual TBL group sizes are perfect.

The activity should require 25 minutes plus or minus 10 minutes.

The problem is connected to a unit on comparative advantage, specialization and exchange, or an introductory portion of the course.

Overview

Students will learn to inquire about the very basic assumptions of economic activity. Specialization and trade are the result of human decisions and actions, but where do the different talents come from that are arrayed through the division of labor? Students dip into a brief exploration of these themes, as only an entry point to start their thinking.

Expected Student Learning Outcomes

Students will learn to think about the division of labor and specialization as the outcome of human propensities. Students will learn to regard economics as a social science, not simply an set of laws of human behavior set down by an authority. They will become aware that the discipline has an important history. Students will begin their journey into learning that the economy is not a machine, but rather the outcome of human decision making and action. There is much we must not take for granted at any level of economic analysis.

Information Given to Students

Students read two passages before the class session. One from Plato, the other from Adam Smith (see links below). They will then then receive the quotations from each as in the attached file.

Smith (chapter 2 only)

and

Plato


Smith, Plato and the division of labor (Microsoft Word 2007 (.docx) 13kB Jun8 18)

Teaching Notes and Tips


Assessment

I have had students readily engage in this, but I have no idea if this is general. Some students will grasp this as a "nature vs. nurture" debate. That's fine, but one needs to prod them to read closely, and not assume they know all about it. Take time attending to exactly what Plato and Smith have to say in these passages. These choices are not what you think at this point (in the end of course, that's what's important) but what the authors are arguing.

Note that there is a "correct" answer, but that some may not choose it. Alert students will, but even they will do this by eliminating the incorrect ones. The choices are varied enough (or not?) that there is room for discussion about their meaning. Part of what's tricky is that while Smith is clear on his view, Plato's (in this passage) is more ambiguous. Wrestling with this will provide learning, and good training in just thinking: despite the fact that Plato allows ambiguity, the wrong choices all misconstrue Smith one way or another. Another subtlety is how Smith presents the endogeneity of the division of labor will take some students by surprise even those more inclined toward the "it's more nurture" view of human talents.

References and Resources