Kinsella’s “The Social Theory of Hoppe” Course: Audio and Slides

(Austrian) Economics, Anti-Statism, Education, Libertarian Theory, Statism
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Mises Academy: Stephan Kinsella teaches The Social Theory of Hoppe

Update: current audio files can be found on my podcast Kinsella on Liberty, starting at #153.

***

Last year I presented four Mises Academy Mises Academy courses:

The audio and slides for the first three courses listed can be found in those links; those for the Hoppe course are appended below. The Hoppe course is discussed in my article “Read Hoppe, Then Nothing Is the Same,” translated into Spanish as “Tras leer a Hoppe, nada es lo mismo“; see also Danny Sanchez’s post Online Hoppe Course Starts Tomorrow. I enjoyed all four courses but my favorite was the Hoppe course. Hoppe has been the biggest intellectual influence of my life, as I detail in “How I Became A Libertarian” (published as “Being a Libertarian” in I Chose Liberty: Autobiographies of Contemporary Libertarians). I agree with Sanchez that “Hans-Hermann Hoppe is the most profound social theorist writing today.” This is one reason I worked with the brilliant Austro-libertarian theorist, and one of my best friends, Jörg Guido Hülsmann, and one of the greatest guys in the world, to produce the well-received and well-deserved festschrift, Property, Freedom, and Society: Essays in Honor of Hans-Hermann Hoppe (Mises Institute, 2009).

The experience of teaching the Mises Academy classes was amazing and gratifying, as I noted in my article  “Teaching an Online Mises Academy Course.” This and similar technology and Internet-enabled models are obviously the wave of the educational future. The students received an in-depth, specialized and personalized treatment of topics of interest to them, with tests and teacher and fellow student interaction, for a very reasonable price, and judging by their comments and evaluations, they were very satisfied with the courses and this online model. For example, for the Hoppe course, as noted in A Happy Hoppean Student, student Cam Rea wrote, about the first lecture of the course:

Move over Chuck Norris, Hans-Hermann Hoppe is in town! The introduction to “The Social Theory of Hoppe” was extremely thorough. I, a relative newcomer to the Hoppean idea, was impressed by Stephan Kinsella’s introduction to the theory. Mr. Kinsella hit upon all of those who came before Hoppe, and how each built upon another over the past two centuries. In other words, as Isaac Newton stated, “If I have seen further it is only by standing on the shoulders of giants.” Hoppe is the result thus far of those who came before him in the ideals of Austrian Economics and libertarian principles. Nevertheless, Hoppe takes it much further as in the Misesian concept of human action and the science of “praxeology”, from which all actions branch in life.

Overall, the class was extremely enjoyable, the questions concrete, and the answer provided by Mr. Kinsella clear and precise. Like many others in the class, I look forward to more. So tune in next Monday at 7pm EDT. Same Hoppe-time, same Hoppe-channel!

There were also rave reviews given by students of the other courses. For my first Mises Academy course, “Rethinking Intellectual Property: History, Theory, and Economics” (audio and slides), one student wrote me at the completion of the course, …

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  1. Discussed in my article “Obama’s Patent Reform: Improvement or Continuing Calamity?,” Mises Daily, Sep. 23, 2011; I discussed the AIA in further detail in The American Invents Act and Patent Reform: The Good, the Meh, and the Ugly) (audio and slides). ↩

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Kinsella’s “Libertarian Legal Theory” Course: Audio and Slides

(Austrian) Economics, Anti-Statism, Education, Libertarian Theory, Statism
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Libertarian Legal Theory with Stephan Kinsella
Papinian (Aemilius Papinianus), famous Roman jurist, who wrote, “”It is easier to commit murder than to justify it.” when he refused to come up with an argument justifying a murder, and was himself put to death.

Last year I presented a 6 week Mises Academy course, “Libertarian Legal Theory: Property, Conflict, and Society,” discussed in my Mises Daily article “Introduction to Libertarian Legal Theory.”1 This course followed on the heels of my previous Mises Academy course, “Rethinking Intellectual Property: History, Theory, and Economics” (audio and slides), about which one student wrote me at the completion of the course,

Thank you so very much for all the excellent work — very few classes have really changed my life dramatically, actually only 3 have, and all 3 were classes I took at the Mises Academy, starting with Rethinking Intellectual Property (PP350) (the other two were EH476 (Bubbles), and PP900 (Private Defense)). …

My purposes for taking the classes are: 1. just for the fun of it, 2. learning & self-education, and 3. to understand what is happening with some degree of clarity so I can eventually start being part of the solution where I live — or at least stop being part of the problem.

The IP class was a total blast — finally (finally) sound reasoning. All the (three) classes I took dramatically changed the way I see the world. I’m still digesting it all, to tell the truth. Very few events in my life have managed to make me feel like I wished I was 15 all over again. Thank you. …

[M]uch respect and admiration for all the great work done by all the members of the whole team.

For more student feedback on Rethinking IP, see Kinsella’s Rethinking Intellectual Property course: Audio and Slides. The Libertarian Legal Theory course also received very positive comments and reviews.

(Student reaction to the first lecture of the Libertarian Legal Theory course can be found in Student Comments for First Lecture of Libertarian Legal Theory Course: Not Too Late to Sign Up!)

The students also evidently really enjoyed the lecture. Here are some of the comments from the chat session, near the end of the lecture (unedited except I have removed surnames):

[Mon 31 Jan 2011 10:12:25 PM EST] Patrick : This is excellent, best Mises class yet
[Mon 31 Jan 2011 10:46:52 PM EST] Karl : ok, thanks, nice class
[Mon 31 Jan 2011 10:47:01 PM EST] Jock : very good
[Mon 31 Jan 2011 10:47:40 PM EST] Robert : thanks for the lecture, it was great! see you guys next time
[Mon 31 Jan 2011 10:54:05 PM EST] Kevin : awesome – thanks!
[Mon 31 Jan 2011 10:54:17 PM EST] Amanda : Thanks for a wonderful class. Good night!
[Mon 31 Jan 2011 10:54:38 PM EST] Daniel: Thank you!
[Mon 31 Jan 2011 10:54:41 PM EST] Roger: Terrific class, thanks!
[Mon 31 Jan 2011 10:54:42 PM EST] Patrick : thank you
[Mon 31 Jan 2011 10:54:42 PM EST] Steven: Great lecture. Thanks
[Mon 31 Jan 2011 10:54:43 PM EST] George: Great class ‘night
[Mon 31 Jan 2011 10:54:44 PM EST] Mark: Very good class. Thanks!
[Mon 31 Jan 2011 10:54:45 PM EST] Cheryl: Thanks!
[Mon 31 Jan 2011 10:54:46 PM EST] Danny Sanchez : Thanks for attending everyone!
[Mon 31 Jan 2011 10:54:46 PM EST] safariman : Good class! Thanks
[Mon 31 Jan 2011 10:54:48 PM EST] Patti : thanks. bye
[Mon 31 Jan 2011 10:54:50 PM EST] Jonathan: Thanks!
[Mon 31 Jan 2011 10:54:51 PM EST] Colin: Thanks.
[Mon 31 Jan 2011 10:54:52 PM EST] Thomas : Thank You!
[Mon 31 Jan 2011 10:54:56 PM EST] Erika : Thank you!
[Mon 31 Jan 2011 10:54:56 PM EST] Danny Sanchez : thanks for the great lecture Stephan!
[Mon 31 Jan 2011 10:55:02 PM EST] Derrick : Thanks
[Mon 31 Jan 2011 10:55:14 PM EST] Robert: thx
[Mon 31 Jan 2011 10:55:29 PM EST] Noam: Thanks a lot!
[Mon 31 Jan 2011 10:55:29 PM EST] Robert: GREAT first lecture
[Mon 31 Jan 2011 10:55:33 PM EST] Matthew : Great lecture thanks
[Mon 31 Jan 2011 10:55:54 PM EST] Matt Gilliland : Thanks so much! Best Christmas present I’ve ever gotten, I think.

This echoed the type of comments students provided in real-time in the Rethinking IP course, in comments such as the following at the end of the lectures (these are from the actual IP-lecture chat transcripts):

  • “Thank you, great lecture!”
  • “Thanks, excellent lecture.”
  • “Great job.”
  • “Great lecture!”
  • “Thank you, Sir. Great lecture!”
  • “Thanks for an excellent talk.”

Now, that is very gratifying to a teacher. It’s immediate feedback. And it’s a good example of what I mentioned in “Teaching an Online Mises Academy Course”:

These heartfelt and spontaneous comments reminded me a bit of times past, when students would applaud at the end of a good lecture by a professor. In this sense, and contrary to what you might expect with the coarsening of manners and the increase of informality in typical Internet fora, for some reason the new, high-tech environment created by Mises Academy seems to foster a return to Old World manners and civility — which is very Misesian indeed! Perhaps it is because these students are all 100 percent voluntary, and they want to learn. They are much like students decades ago, who were grateful to get into college — before state subsidies of education and the entitlement mentality set in, turning universities into playgrounds for spoiled children who often skip the classes, paid for 10 percent by parents and 90 percent by the taxpayer.

The audio and slides for all six lectures of the Libertarian Legal Theory course are provided below. The “suggested readings” for each lecture are appended to the end of this post.

Update: the audio files may also be subscribed to in this podcast feed.

LECTURE 1: LIBERTARIAN BASICS: RIGHTS AND LAW

(mp3 download)

LECTURE 2: LIBERTARIAN BASICS: RIGHTS AND LAW (continued) …

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  1. See also Danny Sanchez’s post Study Libertarian Legal Theory Online with Stephan Kinsella. ↩

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Kinsella’s “Libertarian Controversies” Course: Audio and Slides

Anti-Statism, Education, Libertarian Theory, Statism
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Libertarian ControversiesAt the 2011 Annual Meeting of the Property and Freedom Society (May 27-29, 2011), I delivered a speech entitled “Correcting some Common Libertarian Misconceptions.” The video is here, and streamed below. It engendered a good deal of discussion and interest, and I could only touch on a small number of the topics I had assembled over the years, so later in the year, I conducted a 6 week Mises Academy course, “Libertarian Controversies” (Mondays, Sept. 19-Oct. 23, 2011), to cover these and related topics in greater depth. The course was planned for 5 weeks initially, but I added a sixth “bonus” lecture at student request. The course is discussed in my Mises Daily article “Libertarian  Controversies.”) The audio and slides for the 6 lectures of the course are provided below, following the PFS lecture, below. The “suggested readings” for each lecture are appended to the end of this post.

Earlier courses included “Rethinking Intellectual Property: History, Theory, and Economics” (discussed on the Mises Blog in Study with Kinsella Online; Lecture 1), in late 2010, which I reprised in Spring 2011: “Rethinking Intellectual Property: History, Theory, and Economics” (discussed in Rethinking IP; and on the Mises Blog in Study with Kinsella Online and in Rethinking Intellectual Property: Kinsella’s Mises Academy Online Course); “Libertarian Legal Theory“; and “The Social Theory of Hoppe.” The audio and slides for the Rethinking IP course are available here, and here for Libertarian Legal Theory (Hoppe course material coming soon).

In Teaching an Online Mises Academy Course, I offer my reflections on teaching the Rethinking IP class the first time. Here is some feedback provided by past students of the Rethinking IP course:

“The class (everything) was perfect. Content wasn’t too deep (nor too shallow) – the reviewed material was just brilliant and the “tuning” was great for someone like myself (engineering background – no profound legal/lawyer experience). It provided all the material to really “understand” (instead of “just knowing”) all that was covered which I find always very important in a class.”

“Instruction was very comprehensive and thought provoking. The instructor was fantastic and very knowledgeable and answered every question asked.”

“Learned more then i expected, the professor seemed to really enjoy teaching the class, and the readings provided were excellent. Overall for the cost I was extremely satisfied.”

“Very interesting ideas I was not exposed to. Inexpensive, convenient, good quality.”

“It is a very fascinating topic and I was quite eager to learn about what I.P. is all about. I thought that Professor Kinsella was able to convey complicated issues to us clearly.”

“Professor Kinsella’s enthusiasm and extra links posted showed his true knowledge and interest in the subject. Great to see.”

And:

Thank you so very much for all the excellent work — very few classes have really changed my life dramatically, actually only 3 have, and all 3 were classes I took at the Mises Academy, starting with Rethinking Intellectual Property (PP350) (the other two were EH476 (Bubbles), and PP900 (Private Defense)). …

My purposes for taking the classes are: 1. just for the fun of it, 2. learning & self-education, and 3. to understand what is happening with some degree of clarity so I can eventually start being part of the solution where I live — or at least stop being part of the problem.

The IP class was a total blast — finally (finally) sound reasoning. All the (three) classes I took dramatically changed the way I see the world. I’m still digesting it all, to tell the truth. Very few events in my life have managed to make me feel like I wished I was 15 all over again. Thank you. …

[M]uch respect and admiration for all the great work done by all the members of the whole team.

Students would often give real-time feedback, in comments such as the following at the end of the lectures (these are from the actual IP-lecture chat transcripts):

  • “Thank you, great lecture!”
  • “Thanks, excellent lecture.”
  • “Great job.”
  • “Great lecture!”
  • “Thank you, Sir. Great lecture!”
  • “Thanks for an excellent talk.”

Student reaction to the first lecture of my Libertarian Legal Theory course can be found in Student Comments for First Lecture of Libertarian Legal Theory Course: Not Too Late to Sign Up!

“The class (everything) was perfect. Content wasn’t too deep (nor too shallow) – the reviewed material was just brilliant and the “tuning” was great for someone like myself (engineering background – no profound legal/lawyer experience). It provided all the material to really “understand” (instead of “just knowing”) all that was covered which I find always very important in a class.”

“Instruction was very comprehensive and thought provoking. The instructor was fantastic and very knowledgeable and answered every question asked.”

“Learned more then i expected, the professor seemed to really enjoy teaching the class, and the readings provided were excellent. Overall for the cost I was extremely satisfied.”

“Very interesting ideas I was not exposed to. Inexpensive, convenient, good quality.”

“It is a very fascinating topic and I was quite eager to learn about what I.P. is all about. I thought that Professor Kinsella was able to convey complicated issues to us clearly.”

“Professor Kinsella’s enthusiasm and extra links posted showed his true knowledge and interest in the subject. Great to see.”

***

Update: the audio files may also be subscribed to in this podcast feed. (In iTunes (for Windows) you can subscribe to podcast by copying the feed address to iTunes>Advanced>Subscribe to podcast; on Macs, you can click on the link to have iTunes add it to podcasts.)

“Correcting some Common Libertarian Misconceptions,” 2011 Annual Meeting of the Property and Freedom Society (May 27-29, 2011) (video)

pfs-2011 Stephan Kinsella, Correcting Some Common Libertarian Misconceptions from Sean Gabb on Vimeo.

 

“Libertarian Controversies”: Mises Academy (Mondays, Sept. 19-Oct. 23, 2011)

LECTURE 1:

(mp3 download)

LECTURE 2: …

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New Anti-SOPA Song & Crowdsourced Video From Dan Bull

Anti-Statism, Education, IP Law, Police Statism, Pop Culture
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I noted previously a brilliant music video, “Death of ACTA,” by Dan Bull. (More on ACTA, which has unfortunately now been signed by several countries.) Now he’s back with a new one, in a very creative attempt to fight the evil Stop Online Piracy Act, or SOPA. As Mike Masnick notes in this Techdirt post (see below),

Perhaps even more interesting, however, is how the song and video came together. After deciding he wanted to write a song about SOPA, he reached out to his followers on Twitter, asking for “help with themes and lyrics.” After getting a bunch of ideas, and realizing he should do something different for the video, he went on Facebook and asked for volunteers to take photos of themselves holding up signs with the various lyrics… and tons and tons of people jumped at the chance. The whole video was put together over the last few hours, and the whole effort is pretty impressive.

Incidentally, Leo Laporte, host of TWiT, and Denise Howell, host of TWiT’s This Week in Law, in recent episodes have been heroic in opposing SOPA. In the most recent TWiT show, Laporte makes a strong argument in favor of Internet freedom and against limiting it in the name of copyright, in contradistinction to Nilay Patel, who takes a more mainstream and confused “balancing” approach. And in a recent episode of TWiL, where most of the commentators and guests tend to be anti-SOPA, lawyer Marty Schwimmer was invited on to defend the need for SOPA or something like it; Howell admirably dissents.

[C4SIF]

Here’s Masnick’s post:

New Anti-SOPA Song & Crowdsourced Video From Dan Bull

from the sopa-can-ban-ya dept

We’ve written about UK singer Dan Bull a bunch of times, highlighting his various songs that often cover copyright issues. His latest is an anti-SOPA song and video, called SOPA Cabana (take a wild guess what that’s a reference to). Check out the video here first, and read on below about the video and why it’s interesting (beyond the music/lyrics):

First of all, what strikes me as most interesting about this is that Dan’s not in the US, but the UK. But he recognizes how this law being debated in the US can have a significant and dangerous impact around the world. In talking about his reasons for doing a song about SOPA, Dan noted that “SOPA is abhorrent on three fronts:”

Firstly, it threatens the future of the internet, which is something far more valuable both commercially and socially than the entertainment industry ever has been, or ever will be.

Secondly, creativity is all about interpreting and re-imagining what you see and hear around you. The idea that creativity exists in some kind of vacuum, and that you’re not a real artist unless you can make something “completely original” is not only stupid, it contradicts the most fundamental axioms of how the universe works. Everything is influenced by something else. If we want a richer cultural landscape, we should embrace remixes, embrace mashups, and embrace sharing, not cling to ideas as pieces of property.

Thirdly, the internet is an amazing new forum for free speech and holding those in power us to account. The idea that governments and even private corporations can police the internet and decide what people on a global scale are allowed to say and hear is tyrannical.

Perhaps even more interesting, however, is how the song and video came together. After deciding he wanted to write a song about SOPA, he reached out to his followers on Twitter, asking for “help with themes and lyrics.” After getting a bunch of ideas, and realizing he should do something different for the video, he went on Facebook and asked for volunteers to take photos of themselves holding up signs with the various lyrics… and tons and tons of people jumped at the chance. The whole video was put together over the last few hours, and the whole effort is pretty impressive.

Dan Bull is a musician. The entertainment industry and the lobbyists supporting SOPA insist that they’re doing this to protect people like Dan Bull — but Dan is quite reasonably scared of what this law will do to his ability to succeed online. Dan Bull is as well known as he is because of the internet, and his ability to share his works wherever and however he likes. SOPA would make that a lot more difficult. It doesn’t “protect” Dan Bull. It helps destroy the careers of folks like Dan Bull by limiting their ability to create, promote, distribute and communicate.

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Semantics and IP Antics

Education, IP Law, Libertarian Theory
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One of the reasons why IP-abolitionists oppose “intellectual property” is because IP monopolies in effect boil down to a restriction on existent ownership rights. To this charge, a common retort heard even from libertarians, is that all property rights are not absolute (i.e. “you can’t shoot your gun wherever you choose”, “the right to swing your fist ends by my nose”, etc.) and so too IP laws can morally and thus justly restrict people from using certain configurations or arrangements of their already owned property.

It occurred to me that this is a mere semantic quibble. If we substitute the word “to” for the word “with”, we no longer have an equivalence between IP and those examples. For argument’s sake, we can even agree with the gist of those examples and suppose that an owner may not always have the right to do certain actions with his property but this wouldn’t contradict a fundamental right to do certain actions to his property, which is more precisely what anti-IP arguers hold.
This retort focuses solely on the restrictionist view in that it’s [morally] just to have laws that restrict existent property rights. But those examples are a flawed comparison to begin with; we would never hold that property rights to a gun would allow the violation of another persons’ property.
This is because ownership isn’t a bundle of certain permissible actions or rights, but rather the totality of  a “negative” quality– a restriction upon others from violating the owner’s right to control. In any given context, violations of property rights is what determines the impermissibility for any given action, not a deficiency in the ownership rights of the hypothetical gun or swinging-fist.

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