Week 10 - Part 2

00:40:00
https://www.youtube.com/watch?v=S_JIKlFoFX8

الملخص

TLDRVideo ini membahas pemikiran Adam Smith dan prinsip-prinsip ekonomi pasar bebasnya, di mana kekuatan pasar menentukan harga dan kualitas produk. Meskipun pasar bebas diharapkan menyeimbangkan kualitas dan harga, ada situasi di mana intervensi pemerintah diperlukan, misalnya dalam memastikan kesehatan dan keselamatan makanan. Video juga menyampaikan konsep liberalisme klasik yang menggabungkan kebebasan individu dengan sedikit pengaturan oleh pemerintah. Selain itu, dukungan untuk kapitalisme dibahas, serta latar belakang dan kontribusi Karl Marx dalam mengguncang pemikiran ekonomi modern.

الوجبات الجاهزة

  • 💡 Adam Smith memperkenalkan konsep tangan tak terlihat dalam ekonomi.
  • 🍞 Kualitas dan harga produk ditentukan oleh pasar.
  • 🏥 Pemeriksaan keselamatan makanan penting untuk menghindari bahaya bagi konsumen.
  • 📜 Liberalisme klasik menekankan kebebasan individu dan sedikit intervensi pemerintah.
  • 🛠️ Kapitalisme memungkinkan individu untuk mengubah modal menjadi lebih banyak uang.
  • 📚 Karl Marx mendukung perubahan dalam struktur sosial dan ekonomi.

الجدول الزمني

  • 00:00:00 - 00:05:00

    Dalam perbincangan ini, penjual roti menjelaskan bagaimana harga dan kualiti roti ditentukan oleh pasaran. Jika roti yang lebih murah menyebabkan pelanggan beralih, penjual perlu menyesuaikan harga atau kualiti untuk bersaing. Ini menggambarkan prinsip 'tangan tidak terlihat' dalam ekonomi, di mana pasaran secara semula jadi menyesuaikan diri tanpa campur tangan kerajaan.

  • 00:05:00 - 00:10:00

    Walau bagaimanapun, jika roti yang lebih murah menyebabkan masalah kesihatan, seperti penyakit, maka campur tangan kerajaan diperlukan untuk melindungi pengguna. Ini menunjukkan bahawa walaupun pasaran bebas adalah penting, ada situasi di mana peraturan diperlukan untuk memastikan keselamatan dan kesihatan awam.

  • 00:10:00 - 00:15:00

    Pemeriksaan dan pengawalan makanan di restoran adalah contoh bagaimana kerajaan memastikan keselamatan makanan. Tanda hijau menunjukkan restoran yang telah diperiksa dan selamat, manakala tanda merah menunjukkan penutupan kerana pelanggaran keselamatan. Ini menunjukkan keseimbangan antara kebebasan pasaran dan perlindungan pengguna.

  • 00:15:00 - 00:20:00

    Perbincangan berlanjut kepada pandangan Adam Smith tentang ekonomi dan bagaimana sistem kapitalisme berfungsi. Kapitalisme membolehkan individu untuk menjalankan perniagaan dan menghasilkan keuntungan, yang memerlukan modal. Ini adalah asas bagi sistem ekonomi yang kita gunakan hari ini.

  • 00:20:00 - 00:25:00

    Diderot, seorang pemikir Perancis, mencadangkan penciptaan ensiklopedia untuk mengumpulkan pengetahuan. Ini menunjukkan peralihan dari kepercayaan buta kepada pemikiran kritis dan pengumpulan maklumat, yang juga mencerminkan prinsip-prinsip liberalisme klasik.

  • 00:25:00 - 00:30:00

    Liberalism klasik menekankan kebebasan individu dan hak untuk mengejar kebahagiaan. Thomas Hobbes menambah bahawa tanpa kerajaan, masyarakat akan menjadi kacau. Dia mencadangkan bahawa kerajaan diperlukan untuk mengekalkan ketenteraman dan keselamatan.

  • 00:30:00 - 00:40:00

    Bermula dari prinsip-prinsip ini, Bentham dan Mill mengembangkan idea 'kebahagiaan terbesar untuk jumlah terbesar' sebagai panduan etika untuk membuat keputusan. Ini membantu menentukan bila campur tangan diperlukan dalam pasaran, berdasarkan kesan kepada kebahagiaan masyarakat.

اعرض المزيد

الخريطة الذهنية

فيديو أسئلة وأجوبة

  • Siapa Adam Smith?

    Adam Smith adalah tokoh penting dalam ekonomi modern yang mengembangkan gagasan pasar bebas dan tangan tak terlihat.

  • Apa itu kapitalisme?

    Kapitalisme adalah sistem ekonomi di mana individu bebas untuk menjalankan bisnis dan menghasilkan uang.

  • Mengapa perlu ada pemeriksaan kesehatan untuk makanan?

    Pemeriksaan kesehatan penting untuk memastikan bahwa produk makanan aman untuk dikonsumsi dan tidak berbahaya bagi kesehatan.

  • Apa itu liberalisme klasik?

    Liberalisme klasik adalah ideologi yang menekankan kebebasan individu, termasuk kebebasan ekonomi.

  • Siapa Karl Marx?

    Karl Marx adalah seorang filsuf dan ekonom yang dikenal karena teorinya tentang sosialisme dan kritik terhadap kapitalisme.

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الترجمات
en
التمرير التلقائي:
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    one
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    pound to to only 20 people. If 80 people
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    buying 50 gives him enough, then he can
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    sell it for that. This becomes, you
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    know, what we would then call gourmet.
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    As soon as you hear gourmet, what
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    they're saying is it's going to cost
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    more, but we think it tastes better.
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    That's all.
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    Okay. So, the invisible hand of the
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    market tells people how much it's worth.
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    That's how economics should run, said
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    Adam Smith. If we do that, then this guy
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    will get as rich as he can be, and this
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    guy will get as rich as he can be. And
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    if he finds he's not making enough
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    money, then he might try selling his for
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    90p, 80p. Maybe he has to go all the way
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    to 50p to compete with this guy. On the
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    other hand, after people try this bread,
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    they might say, "Oh, it tastes like
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    crap. We don't want this bread anymore."
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    So they all go back to him. So now this
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    guy's got to lower his price even more
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    or make a better quality
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    bread. You see the market will even up.
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    It's sometimes it's it's not clear. You
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    might go one day and get ripped off
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    because there's only one person selling
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    bread and he's selling it for too high.
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    But overall the market will balance out
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    and then we'll say ah this is what bread
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    should cost. This is what how the
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    quality of it that most people want
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    because you can make incredible bread,
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    but no one wants to pay, you know, $10
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    for for a a loaf of bread. I guess
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    sometimes people do, but you get the
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    point. So, keep the government away from
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    this. Don't make any rules. Don't make
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    any laws. Let the people do their own
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    thing. He's the father of modern
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    economics just
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    like a man
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    said.
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    However, what if we all start buying
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    this bread because it's cheaper and then
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    after about a month we all start getting
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    sick. We've been eating his bread for a
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    month and we start getting sick and then
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    we find out, oh, he's been using some
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    ingredients that are really old or gone
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    bad or not meant for human
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    consumption. That's why he can afford to
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    sell the bread for so cheap because he's
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    putting crap in
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    it. Okay. Well, according to the free
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    market, then we'll just go back to this
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    bread, right? Okay. That's the way it's
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    supposed to work. But Adam Smith did say
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    there are some times when the government
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    needs to get involved because if these
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    people just don't like the taste, well
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    then it's easy. They just go back to
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    this one. But if they're getting sick or
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    if they're dying, then we have to make
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    sure that this person does not do sell
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    that. In other words, we have to have
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    some controls for health and safety.
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    This is why today when you go buy
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    something at a store, the things are
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    inspected. When they're making them,
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    they have inspectors go in and that sort
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    of
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    thing. The easiest way to see this is
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    when you go to a restaurant, any
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    restaurant in
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    Toronto, you'll go in the front window,
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    usually by the door. It has to be
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    displayed very, very clearly. There is a
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    sign probably about, you know,
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    30 cm, 40 cm, and it's usually
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    green. Green means it's been inspected
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    and everything is safe in
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    here. If you ever see one that's red, it
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    says, "Whoa, these people have been
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    closed down because they were doing
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    something that is potentially harmful.
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    Maybe they weren't um keeping the fish
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    in a frid refrigerator, so the fish was
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    going bad." that kind of stuff. But you
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    don't normally see that because people
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    don't want to lose their businesses, so
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    they don't get that. It happens once in
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    a while. But what you normally see is
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    green and sometimes you'll see yellow
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    and that means okay, they're clean.
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    They're you can eat there, but there's
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    some things we've asked them to do
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    better. Maybe we've asked them to clean
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    the counter more often, to wash their
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    hands more often, or something like
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    that.
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    So that is the government's way of
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    saying, "Hey, we want the free market.
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    If you don't if you like this food, eat
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    there. If you don't like it, don't eat
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    there. That's your business. But we want
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    to make sure that people don't die,
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    don't get some disease by going here.
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    So, we're going to inspect it." Now, if
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    you or someone you know is really big on
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    Adam Smith and think Adam Smith is
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    right, then you want less government
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    involvement. Keep
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    keep policies, keep um um um
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    restrictions at bay. Don't put so many
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    uh um um complicated uh requirements on
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    businesses. Let them do their thing. Let
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    the people decide if they like it. Other
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    people said, "No, we need to have more
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    restrictions to make sure that people
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    are health are getting
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    healthy things and it's safe.
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    It's a continuum. Where do you fit?
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    Well, you have to
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    decide. Sometimes I'm on, hey, let the
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    people decide. Like, stay out of it. And
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    other times when it comes to more health
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    related things, I say no, we should have
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    more
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    restrictions. But there's no real clear
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    line. This is what politicians argue
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    about all the time. Should we make a
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    rule? Should we not make a
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    rule? Okay. If you like rules, you're
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    more of an interventionist. If you don't
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    like rules, you're more you you don't
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    like interventions. You're more like
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    Adam
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    Smith. Okay. What do you think of
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    that? David, understood. Colin,
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    understood. Ariana, Arianne, I always
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    say your name wrong. I add the vowel at
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    the end. Aaron,
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    Paul, Joyce, we're all cool.
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    Ashwin, haven't heard from you
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    today. He's Ashwin is cool. Okay. All
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    right. I'm gonna assume everyone's got
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    that. Yep. Nicholas says, "All good."
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    Okay. So, now you know a little bit
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    about Adam Smith. All
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    right. How important is Adam Smith?
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    Incredibly important. Guess what system
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    we're using right now in most of the
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    world? Well, we're using Adam Smith's
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    system. This idea of let people run
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    whatever businesses they want and let
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    them make their own
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    money. Eventually, this became known as
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    capitalism. Capitalism is the system
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    we're living under now. Capital means
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    money. And the reason they call it
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    money, capitalism is because with money
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    you can make money. So, for example,
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    this guy wanted to become a baker. But
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    you can't just become a baker. You need
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    an oven. You need ingredients. You need
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    maybe a store to sell it at. This
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    requires capital money money. So with
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    the money, you can then turn that money
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    by putting some work into it, some
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    energy into it into more money. So
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    capitalism is money making more money
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    with some work in it, some energy put
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    in.
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    Okay. So we'll come back to capitalism
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    in a bit. This is basically the
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    Enlightenment or at least the Scottish
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    Enlightenment. But there was more. There
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    was this guy named Dero from France. He
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    said, "Wow, now that we're learning all
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    this stuff, what we have to do is make
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    an encyclopedia." He gives us the
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    encyclopedia. You can see here, why did
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    he do that? Well, because now he's
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    saying, "Well, we used to think all
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    these things that our elders used to
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    tell us. our parents, our teachers, our
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    religious leaders, our government
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    officials. They're telling us all these
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    things and we just believe it. Now that
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    we can study them for
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    ourselves, try to get sense data, look
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    at microscopes, look at telescopes.
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    Let's make a list of all the things we
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    learn. So, we get the encyclopedia
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    because of him. Pretty cool, huh? A map
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    of
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    knowledge. And of course, now we still
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    have them. And we have Wikipedia which
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    is a combination of
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    DRO the encyclopedia and Adam Smith. Why
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    Adam Smith? Well because Wikipedia is
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    using the free
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    hand of well it's not the market in this
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    case but the free hand of the
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    population.
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    Someone says this is what we know and
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    they type it into Wikipedia and someone
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    says no it's a little bit different.
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    Okay, could be wrong, could be right.
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    But after time the majority of the
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    people they have their say and it evens
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    out and generally speaking Wikipedia is
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    very accurate over time. At any one
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    moment it could be wrong. But over time
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    when you have so many people putting
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    input getting input into it, it turns
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    out to be right just like the invisible
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    hand of the
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    market. Now do the people who run
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    Wikipedia do any restrictions on it?
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    Well, they try not to, but just like we
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    see with governments, every once in a
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    while they put some restrictions on it
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    when they realize that it's being
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    misused, abused in some way. Okay. So,
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    how many
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    restrictions? It
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    depends. Do you like to intervene and
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    control or do you like to let the free
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    hand of the market do its thing? People
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    are different and it's there's not a
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    clear way of knowing what is
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    right. Okay. So that's
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    Derero. Then along come these people who
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    say okay now that we know all
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    this what can we learn about politics
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    philosophy. Okay. So they invent some or
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    um develop develop is the better word
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    they develop something called
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    liberalism. Today we call it classical
  • 00:10:47
    liberalism. It focuses on economic
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    freedom like Adam Smith but it puts
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    politics into it. Says how do we do
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    this? And it says for people to be able
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    to do this they need to be
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    free. Because you can't say to someone,
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    "Go ahead, make all the money you want.
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    Oh, by the way, you're not free. You're
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    not allowed to do this, this, and this."
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    They have to be free. So they argue for
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    civil liberties, freedom for
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    everyone, including economic
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    freedom. So these today we call these
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    people classical liberalists. Okay.
  • 00:11:24
    Well, basically it's sort of the system
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    we're living under here under we're
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    living in this system in C Canada is a
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    liberalist country. Okay. More than
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    anything else, that's probably what it
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    is. We let people act on their
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    self-interest. Do what you want. You're
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    individual. You can do whatever you
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    want. You have the freedom. It's right
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    in our Charter of Rights and Freedoms,
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    as you know. Okay? do what how what you
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    feel like it. But then we put just a few
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    restrictions on
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    people. Well, you can't do this or you
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    can't do that. But generally, go ahead,
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    make whatever money you want, however
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    you want. Classical
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    liberalism. This guy Thomas Hobbes who
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    was a liberal, he said, "What we need is
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    to let people do their thing, but we
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    have to recogn He puts a little more
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    limits on it." He says, "What we have to
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    do is
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    recognize that if we eliminate
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    government completely, people will kill
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    each
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    other." Why? Well, he didn't write know
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    about the Dunar number, but you guys do
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    now. And once we're living in groups of
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    150 or more, it's hard for us to
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    cooperate. So he said that if we just
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    get rid of the government, he said every
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    it would be every man against every man
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    and life would be solitary, poor, nasty,
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    brutish, and short. Oo, doesn't sound
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    too good, does it? He called this a
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    state of nature with no government
  • 00:13:02
    interference. So he said, "What we need
  • 00:13:04
    is the government there to give us the
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    structure so that we can live in peace."
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    He called this government the Leviathan.
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    Leviathan is a strong, scary monster
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    that keeps us at bay, stops us from
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    killing each
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    other. You'll remember that in another
  • 00:13:28
    class I called uh this I divided into
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    three things um um imagined order uh
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    legal codes and religions and
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    philosophies. These things make up our
  • 00:13:42
    Leviathan. In his book called the
  • 00:13:45
    Leviathan, Thomas Hobbes has a this
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    picture which is like a a king, but it's
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    not necessarily a king. It's just he
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    uses the king as the as the example, but
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    the king is made up of lots and lots of
  • 00:13:56
    different people here. So all these
  • 00:13:59
    people come together and create this
  • 00:14:01
    king who oversees, the scary monster who
  • 00:14:04
    oversees the country here, making sure
  • 00:14:06
    that no one um goes out of line. So, who
  • 00:14:10
    are these people here? Well, it's the
  • 00:14:12
    the laws, the courts, the judges, the
  • 00:14:15
    police, um all the things that keep us
  • 00:14:18
    in
  • 00:14:20
    order. And this is why when you go to
  • 00:14:22
    Wonderland, if you go on this ride, they
  • 00:14:25
    called it the Leviathan.
  • 00:14:27
    Not just here. Leviathan is used in lots
  • 00:14:31
    of different uh
  • 00:14:34
    um uh fairgrounds for rides because it's
  • 00:14:38
    supposed to be a scary monster that
  • 00:14:41
    keeps everyone under
  • 00:14:43
    control. Okay? So next time you go to
  • 00:14:45
    Wonderland, you can annoy your friends
  • 00:14:48
    and say, "Do you know why this is called
  • 00:14:50
    the Leviathan?"
  • 00:14:51
    Well, impress them with that knowledge.
  • 00:14:55
    Okay. Okay. So that is Thomas
  • 00:15:01
    Hobbes.
  • 00:15:02
    Finally, now when it comes to the
  • 00:15:05
    classical liberalists, we get to some
  • 00:15:07
    really interesting guys because they
  • 00:15:09
    they tried to take these new ideas from
  • 00:15:13
    Adam Smith and from Dita Row and people
  • 00:15:16
    like that and the liberals and they
  • 00:15:19
    said, "Okay, how do we apply this to
  • 00:15:22
    ethics? How do we know what's right and
  • 00:15:24
    what's wrong?
  • 00:15:26
    How do we know if government should
  • 00:15:28
    intervene in something or not? They try
  • 00:15:31
    to find that
  • 00:15:34
    line. Their names are Bentham and
  • 00:15:37
    Mill. And they come up with a really,
  • 00:15:40
    really simple
  • 00:15:42
    phrase. The greatest number, sorry, the
  • 00:15:45
    greatest happiness for the greatest
  • 00:15:47
    number. The greatest happiness for the
  • 00:15:49
    greatest number. That's a heruristics, a
  • 00:15:52
    shortcut to their ideas.
  • 00:15:56
    It's just the It's just that the
  • 00:15:58
    headline, okay? To do it is really hard.
  • 00:16:02
    But let me just simply explain it to
  • 00:16:04
    you. The greatest happiness for the
  • 00:16:06
    greatest number.
  • 00:16:09
    Well, should I make a law prohibiting
  • 00:16:12
    this? H let me think. Will it cause the
  • 00:16:16
    greatest happiness for the greatest
  • 00:16:17
    amount of people? For the greatest
  • 00:16:19
    number of people? If yes, then I should
  • 00:16:22
    do it. If no, then I shouldn't do it. It
  • 00:16:27
    might make one person happy, but it
  • 00:16:29
    makes 10 people miserable, then I
  • 00:16:30
    shouldn't do it. You go with the
  • 00:16:33
    greatest happiness for the greatest
  • 00:16:34
    number.
  • 00:16:37
    Simple. So, if we were going to go out
  • 00:16:40
    for
  • 00:16:41
    dinner and Erica says, "I want pizza."
  • 00:16:46
    Colin says, "I want Mexican food." David
  • 00:16:49
    says, you know, I want
  • 00:16:51
    uh I don't know,
  • 00:16:54
    soup. Ariana says, I want Chinese food.
  • 00:16:57
    Whatever. Okay. How are we going to know
  • 00:17:00
    what to
  • 00:17:01
    get? How are we going to know what to
  • 00:17:04
    buy? Where to
  • 00:17:06
    go? So, you just ask everyone and you
  • 00:17:09
    say, "What's going to make the greatest
  • 00:17:12
    number of people happiest?" So if
  • 00:17:14
    Christian
  • 00:17:15
    wants Jamaican food and I want Jamaican
  • 00:17:19
    food
  • 00:17:21
    and Dylan wants Jamaican food, then we
  • 00:17:23
    say, "Okay, Jamaican food will make the
  • 00:17:27
    greatest number of people happiest." So
  • 00:17:30
    that's what we choose. See how simple it
  • 00:17:35
    is. This basically some of you might
  • 00:17:38
    sort of understand or remember this. You
  • 00:17:43
    might have heard of the golden rule. Do
  • 00:17:46
    unto others as you would like unto
  • 00:17:48
    yourself. Treat people the way you want
  • 00:17:50
    to be
  • 00:17:52
    treated. Most spiritual traditions have
  • 00:17:55
    this in one way, shape or
  • 00:17:57
    form. You know, treat people like you
  • 00:18:00
    want to be treated. It's a simple way of
  • 00:18:02
    doing it. It's a simple way. But they
  • 00:18:04
    upped it a notch and says the greatest
  • 00:18:05
    happiness for the greatest number.
  • 00:18:10
    This is how you decide if you're going
  • 00:18:13
    to intervene in the market or not. So,
  • 00:18:16
    if we go back
  • 00:18:17
    to the
  • 00:18:22
    baker, if they're selling the bread and
  • 00:18:25
    there and you know there's no problem
  • 00:18:26
    with these bread, let them do what they
  • 00:18:28
    want. Greatest happiness for this guy,
  • 00:18:31
    greatest happiness for this guy, and
  • 00:18:32
    greatest happiness for the buyer. Go
  • 00:18:34
    ahead. But if people are buying this
  • 00:18:37
    bread and then they're sick, getting
  • 00:18:39
    sick or dying, oh, that's not the
  • 00:18:42
    greatest happiness. So the greatest
  • 00:18:43
    happiness would be to stop this person
  • 00:18:45
    from doing that. That's when you
  • 00:18:49
    intervene. So it makes it a it's still
  • 00:18:53
    hard to know when to intervene, but it
  • 00:18:55
    gives us a model to use or a structure
  • 00:18:59
    to use when we're intervening. But let
  • 00:19:01
    me give you an example that is not much
  • 00:19:03
    fun.
  • 00:19:05
    But so let's pretend there's one, two,
  • 00:19:09
    three, four of
  • 00:19:13
    us. Five, six. Six. One, two, six of us.
  • 00:19:18
    Okay? And I'm just using the names that
  • 00:19:20
    I can see on the screen. I know there
  • 00:19:21
    are other people in class, but I can
  • 00:19:23
    only see so many names at a time.
  • 00:19:26
    So, let's say we are on a ship and we're
  • 00:19:29
    sailing in the ocean. It's me, Erica,
  • 00:19:32
    Colin, David, Arianne, and Christian.
  • 00:19:37
    Okay. And
  • 00:19:39
    then David says, "Oh no, the ship is
  • 00:19:43
    sinking." So, we all run and we get in
  • 00:19:45
    one of those rubber
  • 00:19:47
    boats. We get in and we're floating away
  • 00:19:50
    and we notice the ship sinks. So, now
  • 00:19:52
    we're stuck there in the ocean. on a
  • 00:19:56
    rubber bone.
  • 00:19:58
    Okay. Luckily, Colin has a special
  • 00:20:02
    radio. Colin phones and he says, "Okay,
  • 00:20:05
    we need we need to be rescued." And the
  • 00:20:08
    rescue department says, "Okay, we'll be
  • 00:20:10
    there in 24 hours."
  • 00:20:13
    Exactly. Okay. 24
  • 00:20:16
    hours. So, all right. We just sit down.
  • 00:20:20
    And that's when Erica looks and finds
  • 00:20:23
    instructions on this rubber boat. And
  • 00:20:26
    the instruction says, "Hey, you are on
  • 00:20:29
    this rubber boat and you are going to be
  • 00:20:31
    safe. It is the greatest safety boat
  • 00:20:33
    ever made. You will not sink." Only one
  • 00:20:36
    thing. You can only have five people on
  • 00:20:39
    this boat, not six. If you have six
  • 00:20:43
    people, the whole boat will sink within
  • 00:20:46
    10 minutes.
  • 00:20:51
    You must only have five people on the
  • 00:20:53
    boat after 10
  • 00:20:56
    minutes. Okay, David, what are we going
  • 00:20:59
    to do? Colin, Erica, Ariana, Christian,
  • 00:21:02
    anyone
  • 00:21:03
    else? What should we
  • 00:21:06
    do? The time is
  • 00:21:09
    ticking. Erica says, "Uhoh, now we only
  • 00:21:11
    have nine minutes left.
  • 00:21:22
    Come on. I know you're thinking of some
  • 00:21:24
    nasty things,
  • 00:21:28
    David. Can't do that. Can't do that.
  • 00:21:31
    Colin, you're trying to You're trying to
  • 00:21:34
    You're trying to disrupt my uh u my uh
  • 00:21:38
    thought experiment. It's a thought
  • 00:21:39
    experiment. Just go with it. Okay. Can't
  • 00:21:41
    do that.
  • 00:21:45
    Someone has to be thrown off the boat.
  • 00:21:48
    Who are we going to throw
  • 00:21:49
    off? Well, I suppose we can all just
  • 00:21:52
    stay in the boat and then we all die in
  • 00:21:54
    10
  • 00:21:55
    minutes. Would that bring the greatest
  • 00:21:58
    happiness to the greatest number? No,
  • 00:22:00
    because we would all be dead and we
  • 00:22:01
    well, we'd all be unhappy and our
  • 00:22:03
    families would be
  • 00:22:07
    unhappy. Who knows this way? No one
  • 00:22:09
    knows this way. David, you're trying to
  • 00:22:11
    change my thought experiment.
  • 00:22:15
    Okay, just stay with the thought
  • 00:22:17
    experiment. Okay, we're going to have to
  • 00:22:19
    do this. Come up with something, David.
  • 00:22:23
    Christian, I don't think you everyone's
  • 00:22:25
    being too nice. I think Christian can be
  • 00:22:28
    evil. Go ahead.
  • 00:22:30
    See, here's the thing. Here's the thing.
  • 00:22:35
    Um, this is kind of a a weird funny
  • 00:22:41
    side not tangent or story. It kind of
  • 00:22:44
    relates to this. Um, I did uh through up
  • 00:22:49
    to grade 8 I went to Catholic school.
  • 00:22:51
    Uh, which means uh in grade 8 uh you do
  • 00:22:56
    what's called confirmation. Yeah. which
  • 00:22:58
    is uh is weird to explain to someone who
  • 00:23:01
    hasn't done it. But in part
  • 00:23:05
    of confirmation, we had all these
  • 00:23:07
    meetings with my class and it was this
  • 00:23:10
    whole weird thing and we did an
  • 00:23:11
    experiment kind of like this where we
  • 00:23:14
    were all given a sheet of paper
  • 00:23:16
    explaining who we were. Um and again,
  • 00:23:20
    same thing, one person need to be kick
  • 00:23:22
    off kicked off the boat. So, there was
  • 00:23:24
    like uh one of my friends was like some
  • 00:23:29
    uh and this is going to sound terrible,
  • 00:23:30
    but it's all again for the sake of uh
  • 00:23:32
    whatever. One of my friends his his
  • 00:23:35
    piece of paper was like he was a an
  • 00:23:37
    orphaned like Brazilian child that like
  • 00:23:41
    uh their their parents were both drug
  • 00:23:44
    addicts and blah blah blah blah blah.
  • 00:23:46
    So, everyone was like, "Ah, throw throw
  • 00:23:48
    the like throw the throw the pardon of
  • 00:23:51
    my language, but everyone was like,
  • 00:23:52
    "Throw the kid off the boat. Get
  • 00:23:54
    get rid of him." Right. Um, and then I
  • 00:23:57
    was some old man uh in a wheelchair that
  • 00:24:01
    probably wasn't going to live very long
  • 00:24:02
    anyways. There was some philanthropist
  • 00:24:05
    billionaire who donates a bunch of money
  • 00:24:07
    to whatever whatever. So, it was this
  • 00:24:08
    thought experiment of who doesn't get to
  • 00:24:11
    stay on the boat.
  • 00:24:13
    So I in that scenario uh which is
  • 00:24:17
    something I would probably do um in this
  • 00:24:20
    scenario uh as the old man or as
  • 00:24:23
    Christian um someone's got to get off
  • 00:24:26
    the boat. The evil thing to do is tell
  • 00:24:28
    someone else to get off the boat. Uh
  • 00:24:30
    the righteous thing to do is take
  • 00:24:34
    yourself off the boat and it's like hey
  • 00:24:36
    guys
  • 00:24:37
    pleasure you go live remember me right?
  • 00:24:41
    Um, so now, now Christian, you were the
  • 00:24:44
    old man there.
  • 00:24:46
    Yeah. So, so it's easier for you to do
  • 00:24:49
    than the young kid, isn't it? Yeah.
  • 00:24:50
    Well, the the the funny part of that
  • 00:24:53
    story is that uh there was a second
  • 00:24:56
    sheet of paper that we all got after
  • 00:24:58
    that explained more of who we were,
  • 00:25:00
    right? Um, and it was like the crack
  • 00:25:03
    baby ends up growing up to be the
  • 00:25:05
    president of Brazil and whoever was the
  • 00:25:08
    president or or leader of Brazil at that
  • 00:25:11
    time. That was a true story about them
  • 00:25:12
    is their parents were drug addicts and
  • 00:25:15
    orphaned and they were kind of a a
  • 00:25:17
    whatever kid. Uh the billionaire
  • 00:25:19
    philanthropist charity man ended up uh
  • 00:25:22
    the way he acquired all of his money was
  • 00:25:24
    through uh basically laundering and oil
  • 00:25:28
    and pollution and a bunch of stuff. So
  • 00:25:30
    he ended up not being as good of a guy
  • 00:25:31
    as possible. And then as an old man who
  • 00:25:34
    threw myself off the boat cuz I was in a
  • 00:25:35
    wheelchair was probably going to die
  • 00:25:37
    soon anyways. I was pope something
  • 00:25:39
    something something something something.
  • 00:25:41
    Right. Right. Right. Um so everyone got
  • 00:25:43
    a laugh that it was like a very I guess
  • 00:25:45
    kind of like popey thing to do where
  • 00:25:46
    it's like sacrifice yourself. But again
  • 00:25:49
    in this thought experiment I'll just
  • 00:25:51
    throw myself off the boat for everybody
  • 00:25:52
    else. Oh even in ours right now. I'll
  • 00:25:55
    I'll throw I'll you know what guys? It's
  • 00:25:58
    been a pleasure. Remember me. Uh all
  • 00:26:02
    right Christian. But hold on a second.
  • 00:26:04
    How old are you?
  • 00:26:06
    Uh, I will be 24 this year. 24? Okay,
  • 00:26:09
    Christian, hold on a second, man. I've
  • 00:26:11
    lived three times as long as you pretty
  • 00:26:14
    much. Okay. Three times as long as you.
  • 00:26:18
    Do you think it's it brings more
  • 00:26:21
    happiness by throwing a 24 year old than
  • 00:26:24
    a 62 year
  • 00:26:27
    old? Come on. Shouldn't I be the one to
  • 00:26:31
    go?
  • 00:26:35
    Only if you're offering, Gus. I would
  • 00:26:37
    never tell I would never tell you to go.
  • 00:26:40
    Okay. Okay. But I think you probably
  • 00:26:43
    agree. You're being such a wonderful
  • 00:26:45
    nice person, but I think you'd agree
  • 00:26:47
    that you have more life to live.
  • 00:26:51
    Probably.
  • 00:26:53
    Probably. I was going to say 100%. It's
  • 00:26:55
    not 100%, but it's almost close to that
  • 00:26:58
    than I do.
  • 00:26:59
    I've already done
  • 00:27:01
    it. So, shouldn't I be the one to go
  • 00:27:04
    off?
  • 00:27:05
    Right. Okay. So,
  • 00:27:09
    that's happiness. The other thing we can
  • 00:27:11
    do is the backstory that you did a
  • 00:27:14
    wonderful job explaining this thought
  • 00:27:16
    experiment. So, the backstory might be
  • 00:27:18
    well Christian has parents, siblings,
  • 00:27:22
    whatever. uh maybe uh in a relationship
  • 00:27:26
    in love with
  • 00:27:27
    someone those people would be
  • 00:27:30
    affected. Now my family would be
  • 00:27:33
    affected too but would they be affected
  • 00:27:37
    as much as
  • 00:27:39
    Christians? You know my kids have
  • 00:27:42
    already grown up. Christian I'm assuming
  • 00:27:45
    doesn't have
  • 00:27:46
    kids and if he does they need
  • 00:27:50
    them. Hm. You see how complicated it
  • 00:27:54
    gets? The greatest happiness for the
  • 00:27:55
    greatest
  • 00:27:58
    number. Christian's solution that he
  • 00:28:00
    gave us before is to only not to ask
  • 00:28:04
    someone else to go but to to to
  • 00:28:06
    volunteer yourself that he called it the
  • 00:28:08
    righteous thing to do. Yes, absolutely.
  • 00:28:11
    I agree that is the righteous thing to
  • 00:28:13
    do. Whatever that word means, righteous
  • 00:28:15
    thing. But does it comply to the
  • 00:28:17
    greatest happiness or the greatest
  • 00:28:19
    number? Well, maybe in the case where he
  • 00:28:22
    was the old pope in the wheelchair,
  • 00:28:24
    probably was the righteous thing to do
  • 00:28:26
    and the greatest happiness for the
  • 00:28:28
    greatest
  • 00:28:30
    number. So, here what we've seen is an
  • 00:28:33
    example of how complicated this can get.
  • 00:28:36
    The greatest happiness for the greatest
  • 00:28:38
    number of people once you start looking
  • 00:28:40
    deep into it and and like Christian's
  • 00:28:43
    thought experiment, right?
  • 00:28:46
    What happens if we say, "Okay, Gus is
  • 00:28:48
    going to go off the boat." And by the
  • 00:28:49
    way, that's what I think should happen.
  • 00:28:52
    I think it should be the oldest person,
  • 00:28:54
    generally speaking, that should get
  • 00:28:56
    thrown off the boat. They've lived
  • 00:29:00
    longer. But there may be a situation,
  • 00:29:03
    you know, like you were trying to hint
  • 00:29:04
    at with the philanthropist or something.
  • 00:29:07
    What if I was just about to discover the
  • 00:29:08
    cure to all cancer or
  • 00:29:11
    something? then me living another two
  • 00:29:13
    months would cure a cancer for
  • 00:29:17
    everyone. Unfortunately, they I can't I
  • 00:29:20
    don't have that I can't claim that to be
  • 00:29:22
    true because I'm not about to discover
  • 00:29:24
    the cure to cancer. Um so I would be the
  • 00:29:27
    one off the boat. But you see how
  • 00:29:28
    complicated it gets. And Christian, what
  • 00:29:31
    a good little um thought experiment that
  • 00:29:33
    they put you through um when you were
  • 00:29:35
    doing your confirmation.
  • 00:29:40
    Okay. So this is classical liberalism
  • 00:29:43
    applied to
  • 00:29:47
    ethics. Then you take all these things
  • 00:29:50
    about the enlightenment
  • 00:29:53
    and rolled up into politics and ethics
  • 00:29:56
    and all this and you end up with how are
  • 00:29:58
    we going to run our world, our
  • 00:30:01
    countries, you end up with what we call
  • 00:30:03
    constitutional liberalism. And we've
  • 00:30:06
    already seen that before. Basically,
  • 00:30:08
    it's where governments decide to make
  • 00:30:13
    uh Hammurabi's code where they say we
  • 00:30:17
    are going to write down here on this
  • 00:30:20
    piece of paper the rules by which we
  • 00:30:21
    live and we're going to protect
  • 00:30:23
    everyone's individual freedom and
  • 00:30:26
    everyone's individual rights to
  • 00:30:28
    happiness.
  • 00:30:35
    So in the United States they have the
  • 00:30:36
    American Constitution and here you have
  • 00:30:38
    Ben Franklin, a bunch of other people
  • 00:30:40
    and they said, "Okay, this is the best
  • 00:30:42
    thing we can do." Yes, fantastic. But
  • 00:30:46
    there's a big huge problem with
  • 00:30:47
    constitutional liberalism. It's really
  • 00:30:49
    hard to maintain because everyone has to
  • 00:30:52
    buy into it. Everyone has to agree to
  • 00:30:54
    it. You have to play by the rules. If
  • 00:30:57
    you if people stop playing by the rules,
  • 00:30:59
    it falls apart. We've talked about be
  • 00:31:01
    that before in in another class about
  • 00:31:03
    how easy it is for the system to fall
  • 00:31:06
    apart. Famously, when they left this
  • 00:31:09
    meeting, this is in Philadelphia. If you
  • 00:31:11
    go to Philadelphia, you can actually see
  • 00:31:12
    this building. This is the one where the
  • 00:31:14
    Liberty Bell was. And you can see the
  • 00:31:16
    Liberty Bell. And it's called the
  • 00:31:18
    Liberty Bell because when they had the
  • 00:31:19
    Constitution, they rang the bell to say,
  • 00:31:21
    "We got it. We got it. We have a
  • 00:31:22
    Constitution." And when Ben Franklin
  • 00:31:24
    came out of the room, there was an older
  • 00:31:26
    woman there and she said to him, "Dr.
  • 00:31:30
    Franklin, what have you we decided? Do
  • 00:31:32
    we have a
  • 00:31:34
    monarchy? What is it? And he says, "We
  • 00:31:38
    have a democracy, madam, if we can keep
  • 00:31:44
    it." Really incredible words because he
  • 00:31:47
    knew the moment they came up with it, he
  • 00:31:49
    said, "We got this. It's on paper now.
  • 00:31:52
    We think we can do this, but it's going
  • 00:31:54
    to be very, very hard to keep."
  • 00:31:57
    Now, good for the Americans. They kept
  • 00:31:59
    it for over 200 years so far. Will they
  • 00:32:01
    be able to keep it anymore? We'll have
  • 00:32:02
    to stay
  • 00:32:05
    tuned. Canada's done the same thing,
  • 00:32:07
    only it's done it through a slower
  • 00:32:09
    process. You see, we started using the
  • 00:32:13
    British stuff, the brill of rights, the
  • 00:32:17
    then they started giving us our own
  • 00:32:18
    little laws all still from England,
  • 00:32:21
    making the rules for us here until
  • 00:32:24
    finally we get to here n 1867 and we
  • 00:32:27
    have the constitution act. But
  • 00:32:30
    then bunch of different changes happened
  • 00:32:32
    until finally we get to the constit the
  • 00:32:34
    constitution act of 1982 which I've
  • 00:32:38
    explained before. That's when we got
  • 00:32:39
    this, the Charter of Rights and
  • 00:32:41
    Freedoms. And here is the day when we
  • 00:32:43
    got it. Here is Pierre Trudeau and
  • 00:32:46
    here's Queen Elizabeth and they're
  • 00:32:48
    sitting down in Ottawa and they're
  • 00:32:51
    signing the
  • 00:32:53
    Constitution. This is a a constitutional
  • 00:32:57
    liberalism in action. In here, it says,
  • 00:33:00
    "We are all free to pursue pursue our
  • 00:33:02
    own happiness." Where does that come
  • 00:33:04
    from? It comes from the Enlightenment.
  • 00:33:06
    Where does the enlightenment come from?
  • 00:33:08
    Well, it comes from Galileo pointing his
  • 00:33:10
    fingers up. Where did that come from?
  • 00:33:12
    Well, it comes from the ability to read
  • 00:33:13
    things more carefully, you know, from
  • 00:33:15
    from Gutenberg. Okay, I'm making broad
  • 00:33:18
    strokes here, but hopefully you get the
  • 00:33:20
    idea. We don't just end up
  • 00:33:23
    someplace, you know, on a whim. It's a
  • 00:33:26
    slow evolutionary process that these
  • 00:33:29
    things
  • 00:33:31
    happen. Okay, so this is our charter of
  • 00:33:34
    rights and freedom. now and it's a great
  • 00:33:37
    one and it's really hard to keep. And
  • 00:33:40
    what does it say? It says we all have
  • 00:33:42
    rights and freedoms, fundamental fre
  • 00:33:44
    democratic rights, mobility rights, all
  • 00:33:45
    these things that we have. Okay. Well,
  • 00:33:48
    what if we can't agree? In other words,
  • 00:33:51
    what if I think my rights are being
  • 00:33:53
    infringed upon, but Dylan says, "No,
  • 00:33:55
    they're not. We have a conflict." Well,
  • 00:33:57
    then it's easy. We take this document
  • 00:33:59
    and we go to this building to the
  • 00:34:02
    Supreme Court of Canada and we say,
  • 00:34:03
    "Okay, we have a conflict here. Decide
  • 00:34:07
    for us." And the Supreme Court of Canada
  • 00:34:10
    decides. How do they decide? Based on
  • 00:34:13
    how they understand this. They are the
  • 00:34:15
    final people to interpret this document.
  • 00:34:20
    They are the final people to interpret
  • 00:34:21
    it. Okay? So that's how Canada runs.
  • 00:34:25
    That's how the United States run. That's
  • 00:34:26
    a whole bunch of other country run
  • 00:34:28
    countries
  • 00:34:31
    run. But after the second world war,
  • 00:34:34
    we're going to learn about that next
  • 00:34:35
    week. Okay. But after the second world
  • 00:34:37
    war, which is
  • 00:34:39
    1945, governments around the world
  • 00:34:41
    started saying, you know, we got to stop
  • 00:34:44
    war. Maybe we should get together and
  • 00:34:46
    come up with our kind of like a world
  • 00:34:50
    constitution, something that we all
  • 00:34:52
    agree on. So they tried that.
  • 00:34:55
    They made this big building in New York
  • 00:34:58
    and called it the United Nations
  • 00:35:00
    building. All the nations in the world
  • 00:35:03
    can go there and settle their
  • 00:35:07
    disputes. What are those disputes based
  • 00:35:09
    on? Well, on what they've written down.
  • 00:35:13
    A real simp way of understanding it is
  • 00:35:16
    this document. And it was spearheaded by
  • 00:35:19
    this amazing woman, Eleanor Roosevelt.
  • 00:35:24
    She said, "We need a declaration of
  • 00:35:26
    human rights worldwide." Here it is here
  • 00:35:29
    in English. And here is a simple simple
  • 00:35:33
    simplified
  • 00:35:35
    form. So, you know, um it's hard to read
  • 00:35:38
    here, but this says you can't be put in
  • 00:35:41
    jail for just having a different
  • 00:35:44
    political opinion. We know this happens
  • 00:35:46
    all over the place in the world, but
  • 00:35:49
    it's against the human rights code.
  • 00:35:52
    Okay, we know that people should have
  • 00:35:54
    the right to have whatever religion they
  • 00:35:55
    want. People should have basic freedoms.
  • 00:35:58
    People should have legal uh ra uh legal
  • 00:36:01
    recourse. So if if we disagree with
  • 00:36:03
    someone, we need to be able to go to a
  • 00:36:04
    court. Okay. And how do they determine
  • 00:36:06
    this? Well, they sit down in a
  • 00:36:09
    parliament in a big building in in the
  • 00:36:12
    big building in the house of in the
  • 00:36:17
    um um
  • 00:36:23
    I'm blanking out on the name. Can you
  • 00:36:25
    believe it? The United Nations building.
  • 00:36:28
    Well, how did I forget that? Okay. The
  • 00:36:29
    United Nations building and they make
  • 00:36:33
    decisions. Now, if you know anything
  • 00:36:36
    about the United Nations, you're
  • 00:36:37
    probably saying, "Oh, but it doesn't
  • 00:36:39
    work. It's really bad. They can't make
  • 00:36:40
    any decision." Yep. Yep. Yep. Yep.
  • 00:36:43
    There's a lot a lot to criticize. It's
  • 00:36:45
    not very effective. People say they're
  • 00:36:49
    going to follow these, but they don't.
  • 00:36:52
    And then when they have hearings and
  • 00:36:54
    they say, "You're not following it."
  • 00:36:56
    Then the other people say, "What are you
  • 00:36:57
    going to do about it?" Well, no one
  • 00:36:59
    wants to start a war or very few people
  • 00:37:01
    want to start a war. Very few countries
  • 00:37:02
    want to start a war. So sometimes they
  • 00:37:05
    get away with it. But nevertheless, it's
  • 00:37:08
    an very very preliminary
  • 00:37:11
    attempt at creating some sort of
  • 00:37:14
    structure for the world to stop war. all
  • 00:37:17
    based on the same classical
  • 00:37:20
    liberalism, constitutional
  • 00:37:23
    liberalism. Now again, I want to say
  • 00:37:26
    this. The United Nations is not working
  • 00:37:29
    very well. It doesn't really have teeth
  • 00:37:32
    right now. But we have to remember it's
  • 00:37:34
    very young. It's only 70 years old. I
  • 00:37:38
    know that sounds old, but it's not. It
  • 00:37:41
    might take three, four, 500
  • 00:37:43
    years before the United Nations actually
  • 00:37:46
    is able to control what the world is
  • 00:37:50
    doing in terms of human
  • 00:37:52
    rights. So, it's just a little baby.
  • 00:37:55
    That's one way of thinking about it.
  • 00:37:57
    Some people say, "No, it's been a
  • 00:37:59
    complete failure and we should just
  • 00:38:00
    scrap it and start something else."
  • 00:38:02
    Okay, I don't know. But that's basically
  • 00:38:05
    the idea. Constitutional liberalism in
  • 00:38:07
    action. Okay, so now it's
  • 00:38:11
    12:15 and we're about to embark on
  • 00:38:14
    another philosopher that comes after the
  • 00:38:18
    Enlightenment and he changes the world
  • 00:38:21
    like no one else has ever changed it
  • 00:38:24
    before. Carl
  • 00:38:26
    Marx. Does anyone know about
  • 00:38:31
    him? I'm sure some of you have heard of
  • 00:38:33
    Karl Marx.
  • 00:38:37
    Give me a thumbs up if you've heard of
  • 00:38:43
    him. I kind of thought Erica would have
  • 00:38:46
    heard of him. Communist. Okay. Collins
  • 00:38:48
    heard of him.
  • 00:38:50
    Okay. Klein. All right. Good. Good.
  • 00:38:53
    Good. Good. Ashwin. Okay. Do you feel
  • 00:38:56
    that you know a lot about him or just a
  • 00:38:59
    little?
  • 00:39:08
    Okay. So, Colin says you forgot what
  • 00:39:10
    he's known for. Okay. So, you know,
  • 00:39:11
    you've heard his name, but you don't.
  • 00:39:13
    All right. So, that's good. That gives
  • 00:39:14
    me an idea. All right. Okay. School.
  • 00:39:15
    Well, here here we go now. Okay. Who is
  • 00:39:17
    Karl Marx?
  • 00:39:21
    Well, he was a troublemaker. He got
  • 00:39:24
    thrown out of school. He got thrown out
  • 00:39:26
    of every place. But he was a really
  • 00:39:27
    smart guy. He was impatient with the
  • 00:39:30
    world. He wanted to make the world
  • 00:39:32
    better. What? So did Adam Smith.
  • 00:39:33
    Remember, Adam Smith wanted to bring
  • 00:39:34
    more wealth for everyone. So did Karl
  • 00:39:36
    Marx. Karl Marx was an intellectual. He
  • 00:39:40
    read and read and read and read. In
  • 00:39:43
    fact, he became pretty
  • 00:39:45
    much expert at all sorts of things.
  • 00:39:48
    Let's take a look. He was a philosopher.
  • 00:39:50
    He was an economist, a historian, a
  • 00:39:51
    political theorist, a sociologist, a
  • 00:39:53
    journalist, and a revolutionary. He
  • 00:39:56
    wanted to change the world.
الوسوم
  • Adam Smith
  • kapitalisme
  • liberalisme klasik
  • pasar bebas
  • pemeriksaan makanan
  • Karl Marx
  • ekonomi
  • kebebasan individu
  • etika
  • keputusan politik