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"A bundle of rights": The Commons S...

McCally, Karen Elizabeth.

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"A bundle of rights": The Commons School and American social policy, 1905--1945.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"A bundle of rights": The Commons School and American social policy, 1905--1945./
作者:	McCally, Karen Elizabeth.
面頁冊數:	278 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4306.
Contained By:	Dissertation Abstracts International62-12A.
標題:	History, United States. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3035610
ISBN:	0493485880

"A bundle of rights": The Commons School and American social policy, 1905--1945.
McCally, Karen Elizabeth.

"A bundle of rights": The Commons School and American social policy, 1905--1945. - 278 p.

Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4306.

Thesis (Ph.D.)--University of Rochester, 2002.

This is a study of the ideas of the economist John R. Commons and his students in the design, drafting, and promotion of four cornerstones of American social policy: workers' compensation, unemployment compensation, the minimum wage, and the National Labor Relations Act. These initiatives traditionally have been described as efforts to counteract the harsh effects of a free marketplace. By contrast, the Commons School saw them as measures that achieved parity between the legal treatment of business corporations and workers. The Commons School believed that workers who had invested time and effort in pursuit of a trade had earned property rights in "goodwill," analogous to the goodwill that corporate accountants and lawyers claimed for corporations on the basis of their reputation among customers for such things as quality, service and reliability. Thus the employee who had earned goodwill in the practice of his trade could not be laid off, or debilitated in the course of his job, without receiving monetary compensation for his property loss. In addition, the Commons School argued that the worker should receive a wage sufficient to preserve his capacity to labor, and that he, like the individual capital investor, should be permitted to leverage the value of his property by joining with other workers to form a union.

ISBN: 0493485880Subjects--Topical Terms:

1017393
History, United States.

"A bundle of rights": The Commons School and American social policy, 1905--1945.
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502 $a Thesis (Ph.D.)--University of Rochester, 2002.
520 $a This is a study of the ideas of the economist John R. Commons and his students in the design, drafting, and promotion of four cornerstones of American social policy: workers' compensation, unemployment compensation, the minimum wage, and the National Labor Relations Act. These initiatives traditionally have been described as efforts to counteract the harsh effects of a free marketplace. By contrast, the Commons School saw them as measures that achieved parity between the legal treatment of business corporations and workers. The Commons School believed that workers who had invested time and effort in pursuit of a trade had earned property rights in "goodwill," analogous to the goodwill that corporate accountants and lawyers claimed for corporations on the basis of their reputation among customers for such things as quality, service and reliability. Thus the employee who had earned goodwill in the practice of his trade could not be laid off, or debilitated in the course of his job, without receiving monetary compensation for his property loss. In addition, the Commons School argued that the worker should receive a wage sufficient to preserve his capacity to labor, and that he, like the individual capital investor, should be permitted to leverage the value of his property by joining with other workers to form a union.
520 $a The Great Depression provided the political pressure to pass most of these protections, but also generated competing rationales for them. The inability of business to protect the value of its own property---much less to compensate that of laborers---made the Commons School's rights-based justification impracticable. Attention turned to those offering plans to spur investment and growth. By the late 1930s, former Commons student-turned-Keynesian Alvin H. Hansen advanced a program of "full employment" that placed no additional burdens on business, but instead made the federal government responsible for fiscal and monetary controls that promoted jobs and higher incomes indirectly. Although Hansen's ambitious proposals were never adopted, his utilitarianism survived. The Commons School idea that redistributive measures protected fundamental property rights all but disappeared in the post-World War II era.
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