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Questioning and Financial Literacy

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Sorry to chime in late on this. Andrea, I enjoyed the book, and read with particular interest the sections on financial literacy. I've observed and participated in some of these efforts over the years, and had a somewhat similar reaction. As you note, most of the efforts to promote financial literacy in primary and secondary education are sponsored/underwritten by financial services companies, who, as a group, have proven themselves to be unfamiliar with the basics of financial literacy. And their goal is not so much to teach kids how to be really smart consumers of financial products as to just be consumers. For example, it's doubtful volunteers from a mutual fund company would be telling high school kids that actively managed mutual funds are pretty much a waste and that the best way to invest in stocks is through low-cost index funds offered by the likes of Vanguard.

As I read the book through my lens as a financial/economics reporter, another thought continued to pop up. You discuss at length the technological and sociological factors that lead people to question less, to demand not just answers but the reasons behind the answers. There's a big economic factor here, too - not so much the financial forces at play but the whole culture of finance and markets that dominated the U.S. for the last 30 years or so, and, to an alarming degree, still does. Thomas Frank calls it "market fundamentalism," the notion that the market tells us what the answers are with the outcomes it generates. We operate in a world of constant measurement - page views, stock prices, polls, college football rankings, Amazon.com best-seller lists. In this world, information is continually processed to provide a consensus on what people, society, the world "think" about a given subject. The answer we get is frequently boiled down to a simple number, percentage, or probability. What's IBM worth? Who is the #1 female tennis player? Which candidate will win a particular congressional election? How much will the economy grow in the third quarter? It's been tough to argue with the "answers" thus given, in part because - whatever appropriate misgivings we have about the notion of an efficient market - there has been a broad consensus that markets are good at figuring things out, and that the mechanisms that produce these answers are somehow neutral observers. All the stock market does is process the opinions everybody in the world has about a particular stock at any given moment. This is a bedrock assumption of economics. And we've just gone through an era in which economics and economists were ascendant. From Alan Greenspan at the Fed to Steven Levitt and Freakonomics, economists have been telling the public at large how to think about all types of issues, and how to think about the way answers are generated. Why ask why when you've got the market?

Of course, the debacles of the past year, the multiple market failures, the rise of problems for which the markets don't seem to be able to generate answers, have taken economists and market fundamentalism down a couple of notches. As we muddle through the post-crisis landscape, here's hoping we stop blindly accepting the outputs markets produce as "answers."


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Thanks, Daniel, so much for this post.
I, for one, surely hope that we transform our culture so that I don't feel I *must* check my Amazon.com ranking every hour!
I appreciate your analysis here, and do agree that the rise of market fundamentalism is indeed linked with diminished emphasis on inquiry and critical thinking. This comes through the most clearly in the book in the "No piggybank left behind" chapter, but I think it is also the subtext for my discussion about standardized testing. In this supposedly objective world (paid for and encouraged by the testing industry), we will receive objective assessments of the worth of each individual student.
Of course, what we've wound up producing by emphasizing such assessment are young people who are neither prepared to succeed in our democracy or our economy. Employers keep asking for young people who can think critically and creatively -- who can adapt -- and we keep doing what we're doing.

One of the first actions President Bush took in January of 2008, when everything started hitting the fan, was to establish a Commission on Financial LIteracy. I write about this in the book. It was clear that he wanted to send the message that this collapse was on us. Yet, as you correctly say here, it was the financial literates who got us into this mess. In my book, it was a massive civics failure - not a financial literacy failure - because if we were a bit more involved in our democracy, a bit more accustomed to asking questions, perhaps we wouldn't have allowed a system to flourish driven only by perverse incentives.

The hard part for me is how to respond when people ask - well, don't we want young people to be financially literate? My response is - yes, of course, but the classroom is not the appropriate place. I don't think I'm doing their concerns justice, however. They rightfully want to make sure that populations currently economically marginalized don't continue to be. Thoughts on that?

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I agree, Financial Literacy programs -- from what I've been exposed to so far -- are more about teaching adolescents to consume financial products. However, I think there are programs out there teaching young people to reject Credit Cards. Dave Ramsey, of course. But there needs to be more.

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