Education and needs: against novelty in mentality

1. Education and needs:against novelty in mentality Professor Alexandru Jivan, PhD. West University of Timisoara Faculty of Economics and Business Administration

2. Main Bibliography • Jivan, Alexandru (2000), “The Romanian’s Orthodox Conception of Life in Confrontation with Occidental Mercantilism”, Scientific and Technical Bulletin, Series: Economic Sciences & Sociology, „AurelVlaicu” University of Arad, No. 2, pp. 52. • Jivan, Alexandre (2003), “Ideology and Moral in Globalization”, at International Symposium Economic System of European Union and Accesison of the Republic of Croatia, Opatija, 10th May, 2003 • Jivan, Alexandru, “Responsabilizing and Servicity”, Proceedings of the 3rd International Conference Economy and Transformation Management, Universitéd’Avignon et des Pays de Vaucluse, France, University of the West, Timişoara, Faculty of Economic Sciences, Jean Monnet European Centre of Excellence, The School of High Comparative European Studies (SISEC), Timişoara, Romania, May 5-6, 2006 • Jivan, Alexandru, “Completions to Marshallian Out-Look, Consistent with Knowledge Based Economy”, Timişoara Journal of Economics (TJE), Vol. 4 Issue 1(13), 2011

3. Introduction • Objective • Grounds and Methodology: • Human Needs • Genuine Liberalist Spirit • Educational Principles (vs. System) • Knowledge Society Design • Sustainable Development Requirements • Actual life: Globalization, Crisis, Market principles • Main Result: a three levels of time horizons approach • Key words: economic growth, European liberalist principles, human needs

4. Reviewing human needs (1) Abraham Maslow’s well-known model (next slide) individualistic approach what criteria ? Studies were on monkeys (primates) and on psychologically ill people: meaningful results (putting sex on the same level of importance with water and food, or putting love on a place less important than sex ) Our criterion of review: applying a new set principles (knowledge society and the other grounds).

5. Reviewing human needs (2)

6. Reviewing human needs (3) • animal-people: homo oeconomicus • personality, skills, abilities, knowledgevs.sensibility, religion and social trends and habits • the nowadays “economic moral” : nothing is said anymore about principles, human values (superior values) etc.; they look like forbidden for nowadays human beings.

7. Reviewing human needs (4) Possible criterion of settings the steps in the hierarchy: the degree of satisfaction of a need (food missing can generate a main need): like in the scale of utility/prices of Menger Missing (but should be concerned in a human needs model): • Capability approach of Amartya Sen • Health • safety

8. Reviewing human needs (5) Other famous approaches: ERG theory (Clayton P. Alderfer): the influence of needs on work behaviour the “frustration-regression principle”: if a “higher” level need remains unfulfilled, an individual may regress to “lower” level needs (because that last ones appear easier to satisfy) also ignoring safety Our set of values is not just new: but mostly human!

9. Education: principles and realities (1) Educational principles: a short didactic history Novelty in Education after 1989: European (Traditions) vs. American (Novelty?) The New Competition: to be well defined! Quantitative development The quality issue...

10. Education: principles and realities (2) much grown commercial feature Skillsvs.Knowledge But ... much diminishing of quality and degradation of our society ! This approach is consistent with the degree of complexity or of simplicity of needs The case of Economic high education in Romania

11. Education: principles and realities (3) The new market mentality – dogmatic and critical approach THE short-long-very long approach: developments on the principles of analysis designed in our paper “Completions to Marshallian Out-Look, Consistent with Knowledge Based Economy”, Timişoara Journal of Economics (TJE), Vol. 4 Issue (nr.) 1(13), 2011.

12. Main Reviewing Grounds (debate 1) • Genuine European rootsof Liberalist Spirit: Physiocracyvs.Classicism • value creation in the original liberalist view • the big ”oblivion” that Adam Smith introduced

13. Main Reviewing Grounds (debate 2) Main principles in Knowledge Society: Human Social Economic Environmental Scientific Formation, Research, Innovation Interdisciplinary approach: in Economics too!

14. Main Reviewing Grounds (debate 2) Sustainable Development Requirements The intellectual services capital role: several ideas concerning an original equilibrium/growth model from our book Servicity – more than Productivity in Service Economy (in Romanian), Sedona Publishing House, Timişoara, 2000 Issues from the nowadays Globalization and Crisis impact

15. The crisis impact on the grounds of globalization (1) Periods of growth ... succeeded crises This new frame of economic life contradicts the traditional business cycles. the actual economy is different from everything was ever known by humans, by economic enterprises and social organizations The need for reviewing our (individual human) needs – including our usual growth model)

16. The crisis impact on the grounds of globalization (2) The recent financial and economic world crisis : - special deepness • specially revealed virtually unknown aspects • the nowadays crisis is general: in fields and time • financial and economic • human and moral • it is conceptual and of Economics too! • and created a new context of analysis

17. The crisis impact on the grounds of globalization (3) This new realities highlight new problems and world may be seen in a new light. Reanalyzing the market dominating system is required, grounded on the genuine liberalist roots: physiocrat approach of liberty and productivity and on knowledge society principles.

18. The crisis impact on the grounds of globalization (4) Growing and novelty became rather destructive new scenarios for the future (see, for instance, Jean Gadrey, Adieu à la croissance. Bien vivre dans un monde solidaire, Les Petits matins, Alternatives économiques, 2010) The permanent quantitative approach should be replaced with qualitative and relational-synergic topics.

19. The crisis impact on the grounds of globalization (5) In any case, we must abandon the short-sighted market (and strictly economic) approach Reality shown: The planetary environment allows no more destructive consume

20. Conclusions (1) Social human needs (the needs at the level of the human society) are not taken into account : they MUST be! social inclusion Environmental care All responsibilities

21. Conclusions (2) What is novelty? A certain novelty is not beneficial! market mechanisms vs. perceiving economic and societal facts, over teaching, over knowledge and culture, as the new (trade) “religion” The three levels of time horizons approach: necessity and details.

22. Conclusions (3) The long and very long term must be kept in attention: Ignoring long and very long run effects may be normal for the individual and in business. But in economics it is not allowed anymore mainly after we have already seen the effects Analyses and strategies must be built. Knowledge comes first!

23. Conclusions (4) Human NEEDS DIFFER ON THE three levels of time horizons. EDUCATION MUST RESPECT THEM (NOT FORGET THE VERY LONG RUN, SUSTAINABILITY AND THE HUMAN SUSTAINABLE DEVELOPMENT) and must be consistent with the invoked grounds.

24. Not very much novelty is desired:Knowledge (including good human traditions in our mentality) must come first! Thank You for reading! Al. Jivan PhD. West University of Timisoara Romania alexandrujivan@gmail.com al.jivan@feaa.uvt.ro