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01 / 05
Centers of Progress, Pt. 21: Bologna (Universities)

Blog Post | Tertiary Education

Centers of Progress, Pt. 21: Bologna (Universities)

Introducing the city that pioneered the university model of higher learning.

Today marks the twenty-first installment in a series of articles by HumanProgress.org called Centers of Progress. Where does progress happen? The story of civilization is in many ways the story of the city. It is the city that has helped to create and define the modern world. This bi-weekly column will give a short overview of urban centers that were the sites of pivotal advances in culture, economics, politics, technology, etc.

Our twenty-first Center of Progress is Bologna, home to the first university (as commonly recognized) and the oldest continuously operating university in the world today. The University of Bologna, traditionally said to be founded in the year 1088, was the earliest institution to award degrees and promote higher learning in the manner of a modern college or university.

Today Bologna is the seventh-most populous city in Italy and home to over a million people. The city’s symbol is le Due Torri (the Two Towers), stone structures which may date to 1109 and 1119, respectively. (A scarcity of documentation from that time period means that the exact construction dates remain a bit of a mystery.) Despite sustaining damage from a bombing in 1944, Bologna’s historic city center has remained largely intact and, at 350 acres, is Europe’s second largest stretch of medieval architecture. The major historic squares are dominated not by statues of generals or political figures, but by tombs and memorials to medieval professors. While less popular with tourists than Florence, Venice, or Rome, Bologna has a burgeoning tourist industry. Other prominent local industries include energy, machinery, the refinement and packaging of local agricultural products, fashion, and automotives. The city is the headquarters of both Ducati, a motorcycle company, and Lamborghini, which produces luxury sports cars.

The city has three nicknames. La Rossa (the red) for its stunning medieval architecture, defined by red rooftops and lengthy UNESCO-protected red terracotta porticoes that make it possible to traverse much of the city while remaining in the shade. (Bologna also has a reputation for left-leaning politics, giving that nickname a double meaning.) La Dotta (the learned) for its long tradition of devotion to knowledge and for its many university students, as well as its status as the city that produced the first university. And La Grassa (the fat) as an acknowledgment of the city’s culinary innovations and reputation as one of Italy’s gastronomic capitals.

Bologna’s contributions to global food culture are significant. The city lends its name to Bolognese sauce, a meat-based pasta sauce popular in Italian cuisine that dates to at least the 18th century. Its variations are served in Italian restaurants around the world. But the city is perhaps most famous in the English-speaking world as the origin of the processed lunch meat known as Bologna sausage—with Bologna corrupted into the pronunciation baloney rather than ba-loan-ya—or simply called baloney. (Either spelling is acceptable for the food).

Baloney is a variation of Bologna’s mortadella sausage, which may have originated as long ago as the 14th century. Both mortadella and baloney are made of ground-up heat-cured pork. Italian immigrants to the United States popularized baloney in the early 20th century. An inexpensive product made from scraps of leftover pork, baloney has also come to mean “nonsense.” That is ironic given that, far from encouraging nonsense, the city of Bologna spearheaded humanity’s search for truth through higher education.

Bologna enjoys a prime location amid broad fertile lowlands next to the Reno River – to this day one of Italy’s leading agricultural regions. It is thus unsurprising that Bologna was first inhabited as early as the 9th century BC.

The city’s desirable location meant it was frequently conquered by outsiders. The original Etruscan city of Felsina (as Bologna was then called), fell to the Gauls by the 4th century BC. A Celtic people, they called the settlement Bona, meaning “fortress.” In 196 BC, Bona became a Roman outpost bearing the Latinized name Bononia, from which Bologna is derived. After the fall of the Roman Empire, Bologna was repeatedly sacked and variously occupied by invading Visigoths, Huns, Goths, and Lombards. The city was then conquered by the Franks, led by King Charlemagne, in the 8th century. Hungarians sacked the city in the 10th century.

By the 11th century, Bologna sought to escape feudal rule and become a free commune, with the motto Libertas (“freedom”). Exactly when Bologna made the transition is unknown, but the oldest surviving constitution of the city dates to 1123. However, the city did not remain independent for long, as various warring noblemen of the Italian medieval and Renaissance periods vied for control of the city.

While limited medieval records make dates uncertain and the precise order of events unclear, at some point during the 11th century Bologna became the center of a revived interest in higher education, particularly the study of law. Lay students from across Europe flocked to Bologna to study law under a renowned jurist known as Pepo, an expert on Justinian the Great’s compilations of Roman law.

Upon their arrival, foreign students were faced with discriminatory city laws. Bologna allowed collective punishment, the charging of any foreigner with the crimes and debts of their compatriots. The city could, in other words, seize a Frenchman’s property to pay another Frenchman’s debt, and punish a Hungarian for a crime committed by a different Hungarian. Because Italy was not yet a unified political entity, many groups who are today Italian, such as Sicilians, counted as foreign nationals and were also subject to collective punishment in Bologna.

Bologna’s growing body of foreign students decided to try to change the laws concerning collective punishment that made living in the city perilous for non-natives. They formed a guild, a kind of mutual aid society, known as the universitates scholarium. The guild hired legal scholars to give organized instruction to the students, and the latter successfully petitioned the Holy Roman Emperor Frederick I (1122–1190) to aid their cause. Frederick I issued a charter officially recognizing the University of Bologna. Known as the authentica habita, the charter granted protection to Bologna’s foreign scholars from collective punishment and gave them the right of “freedom of movement and travel for the purposes of study.” The word universitas, which meant guild in late Latin, was coined to describe the organization and gave us the modern sense of the word university.

Like today’s universities, the University of Bologna developed separate departments for different fields of study, such as theology, law, medicine, and philosophy. And, like today’s universities, the University of Bologna set degree requirements and awarded bachelor’s, master’s, and doctoral degrees. By pioneering the university model of instruction, the University of Bologna helped humanity to make progress in many areas—but especially legal studies. Pepo is often said to be the first university’s first legal instructor.

Pepo was soon far surpassed by his student Irnerius (c. 1050–after 1125), who also went on to teach at the University of Bologna. He was originally a student of rhetoric and didactics. His wealthy patroness, one of Italy’s most powerful nobles at the time, Matilda of Tuscany (c. 1046–1115), convinced him to switch fields and study jurisprudence. Nicknamed lucerna juris (“lantern of the law”), Irnerius’s scholarship is credited with creating much of the Medieval Roman Law tradition. His glosses on the ancient Roman law code helped to move medieval law, which was sometimes disordered and contradictory, in the direction of becoming more systematic and rational like the ancient Roman legal system. Irnerius’s most famous students – Bulgaro, Martino, Ugo, and Jacopo – came to be called the Four Doctors of Bologna. Each allegedly had a different approach to legal philosophy.

By the end of the twelfth century, the University of Bologna had the uncontested title of Europe’s premier center for higher learning, particularly legal studies, drawing an ever-larger crowd of elite international students from across the continent. The Englishman Thomas Becket (c. 1120–1170), a famed Archbishop of Canterbury who sought to preserve the independence of the Church from the State, and who is now revered as a martyr-saint in both the Catholic and Anglican Church, studied law at the University of Bologna in his youth. The Florentines Dante Alighieri (c. 1265–1321) and Francesco Petrarca (1304–1374) also both studied at the University of Bologna. Other famous alumni include four former popes. Yet another renowned alumnus was the Dutchman Erasmus of Rotterdam (1469–1536), an early champion of religious toleration and peace, and arguably a hero of progress.

From the twelfth to the fifteenth century, the university had between three and five thousand students. Today, the university has over eighty-six thousand students.

The University of Bologna is also commonly said to be the first university to award a degree to a woman and allow one to teach at the university level. According to tradition, in 1237, a noblewoman named Bettisia Gozzadini (1209–1261) graduated after studying philosophy and law and began lecturing on jurisprudence in 1239.

Whether Gozzadini actually graduated from Bologna became a point of contention in the 1700s. The writer Alessandro Machiavelli (1693–1766) sought to provide evidence (possibly faked) of Gozzadini’s achievement in order to support the Bolognese Countess Maria Vittoria Delfini Dosi’s request to be granted a law degree. Despite Machiavelli’s efforts, the countess’s request was ultimately denied. Male scholars who opposed the idea of granting women degrees sought to dismiss Gozzadini as a popular legend. Scant records from the medieval period make the truth hard to discern.

That said, the University of Bologna employed the first female salaried university professor, the physicist Laura Bassi (1711–1778). She is credited with popularizing Newtonian mechanics in Italy. She was also the first woman to earn a doctoral degree in science and only the second woman to receive any doctoral degree. Bassi’s doctorate was also from the University of Bologna.

Bologna boasts many achievements in realms as diverse as architecture and gastronomy. But creating the world’s first university has been Bologna’s defining contribution to human progress. Universities have helped to promote scholarship, innovation, and higher learning ever since. By promoting the study of the law, in particular, Bologna helped humanity in its pursuit of an improved system of justice.

The translated university motto reads, “Saint Peter is everywhere the father of the law; Bologna is its mother.” The university’s full name is Alma Mater Studiorum Università di Bologna, or “the Nourishing Mother of Studies University of Bologna.” From that name, we get the term alma mater, popularly used by university graduates throughout the world to refer to whatever university they attended. But the mother of all universities is Bologna. For birthing the modern university system, medieval Bologna is rightly our twenty-first Center of Progress.

Blog Post | Education Spending

Growth Comes From Ideas, Not Degrees | Podcast Highlights

Marian Tupy interviews Bryan Caplan about the relationship between formal education and innovation.

Listen to the podcast or read the full transcript here.

Get The Case Against Education here.

I want to start with a broad question. What is economic growth, and where does it come from?

Economic growth is just change in economic well-being. Usually, we measure it with GDP.

Where does it come from? There are a lot of stories that people tell. Traditionally, people said it comes from capital accumulation and better-quality labor. But when you really go to the numbers, neither of these things can explain anywhere close to the full change, so most growth has got to be from technological progress, broadly defined. That is the main difference between the world of today and the world of 2000 years ago.

In your piece, you distill it to a single word: ideas.

That’s right.

Why is economic growth important?

In any given year, it seems like getting another percentage point of growth couldn’t make much difference. You barely even notice it. And yet, as many people have pointed out, when you compound an extra percentage point of growth per year over the course of 100 years, it’s the difference between poverty and riches. And riches are what allow you to buy free time. Riches are what allow you to buy culture, to save your child from worms.

Right. So economic growth is an increase in wealth, it comes from new ideas, and ultimately, it is highly correlated with things like better infrastructure, better hospitals, and so on.

Absolutely.

What is the purported relationship between education and growth?

The normal view is that education is the crucial determinant of growth, that it turns unskilled humans into the skilled workers of the modern economy. This is an idea not just from politicians, teachers, and the general public, but also from economics. If you take a class in economics, they will constantly talk about how it’s important to have lots of education because that’s how we build human capital.

So, the purported relationship is that education creates human capital, which creates new ideas and thus more growth?

That’s one version. The more common one is simply that education leads to human capital, which immediately leads to growth. The typical college grad isn’t going to invent anything, but they’re capable of being a more valuable cog in the machine.

Right, so the standard inference is that if you have a more educated workforce, they can accomplish more sophisticated tasks. What does the evidence show?

So, I have a book called The Case Against Education, and I’m not going to be coy about this: I expected to find that education was overrated. However, I also expected to find that a lot of other people researching would say they had clear evidence that education raises economic growth.

However, when I read all the mainstream work on education, there was a big debate about “how come we’re not finding what we know to be true, which is that education is the crucial cause of economic growth?” I think that they are finding the truth, which is that education isn’t a factory for building human capital, but a certification machine for stamping people: good worker, great worker, not so great worker. People like to think about education as a way of building skills, but actually, it’s more like a passport to the real training, which happens on the job.

So, by going to university, you are offering your employer a sign that you are intelligent and conscientious enough to do so.

You’re showing intelligence, conscientiousness, and also conformity. There’s no “I” in team. Most jobs require you to follow a chain of command to achieve the goal of the group. While on some level I don’t like conformity, on a deeper level it’s really important for most purposes.

I want to read you something that you wrote. “Contrary to conventional stories about the positive externalities of education, mainstream estimates of education’s national rate of return were consistently below estimates of education’s individual rate of return.”

What does that mean?

Great question.

A rate of return is basically a measure of how good an investment is. So, for example, you might try to calculate the rate of return of putting extra insulation on a house. We can do the same for education and figure out how all the costs of education compare to the payoffs.

When you do this from the point of view of an individual person, it’s pretty common to get a 10 percent inflation-adjusted rate of return. In my book, I say this is probably too high, but you can bring it down to maybe 7 or 8 percent.

We can also think about this at the level of the country. What if we raise the education level of the whole workforce of a country by a year? How much does that enrich the country? What that quote is saying is that even the high estimates of how much a year of education does for a country are typically around half of what it does for an individual. And a lot of the estimates find that sending the whole country to school for an extra year increases national income by 1 or 2 percent.

In other words, a stamp is a good way for one person to get ahead in life, but stamping the whole country does not help that country get ahead; it just creates credential inflation. You need more and more degrees in order to get the same job that your parents and grandparents got with fewer.

Let’s talk a little bit about innovation. Where do new ideas come from? Are we talking about a very small group of individuals who share certain characteristics?

It’s an exaggeration to say that innovation only comes from a few people. There are millions of small-scale improvements coming from many different people. Opening a new kind of restaurant is not revolutionary R&D, but so much of the improvement in our living standards comes from these small acts of entrepreneurship. When I was in high school, there were only three kinds of restaurants: American, Italian, and Chinese. Now we have a cornucopia of different cuisines. The same goes for so many other simple products. Dog collars now come in 100 more varieties than they did back when I was growing up in the ’80s.

However, the really revolutionary stuff—new vaccines, new business models, new forms of energy—comes from very special people. I think it’s reasonable to say that almost all the really big ideas are coming out of the top sliver of the IQ distribution. There was a psychologist named Lewis Terman in California who, I believe, in the 1920s, saw that there was a standardized test administered to all the kids in the state of California school system. He managed to get data on the top hundred scorers in the whole state of California in that year, and he followed them through life. In his honor, these kids are named the termites, and there’s been a lot of research on them.

While the vast majority of this group didn’t do anything really impressive, they had many times, maybe a thousand times, the normal rate of stellar success. So, just doing these kinds of tests is a good way of identifying the most promising people. At a minimum, just have a system where you basically let children advance as rapidly as they’re capable of. A lot of very intelligent people feel very isolated from their own age group, and it makes sense just to advance them as far as their talent will take them.

I have a personal view, which is that our society is very open to the idea of the STEM prodigy, but we are very closed to the idea of there being a prodigy in, say, history. And I think that there are history prodigies. I have met kids with not just a broad, but a deep understanding of history by the time they’re 13 or 14. People think it’s crazy to put them in a PhD program in history when they’re 14 years old, but I don’t. Why not skip that kid ahead and let him become a star? Look, maybe he wants to be a regular 12-year-old even though he is a genius, but maybe he doesn’t. Maybe he wants to be with a peer group of geniuses. Let’s pave the way for him if that’s what he wants.

Do you think that AI will allow us to continue innovating if the population starts declining?

There was a long period where people working on AI kept over-promising and under-delivering. I would personally hear extravagant claims and check them out and find that they weren’t true. Finally, about two years ago, they started being correct. I was as shocked as anyone. I actually have a bet out about AI, which I’m probably going to lose. It’s embarrassing because I have otherwise a perfect public betting record.

That said, one incredible achievement does not mean that they’re going to have a whole series of incredible achievements. And there’s a lot to the idea that AI is basically just amazing at compiling what has already been said rather than truly coming up with new stuff. While it’s not impossible for it to get better, a lot better, it’s also not guaranteed.

Another thing worth pointing out is that we’ve had, by many measures, falling rates of innovation despite a rising population. There’s an idea that we’ve already discovered a lot of the low-hanging fruit, and so we need to keep multiplying our efforts to maintain the same rate of growth. Another plausible story is that we have doubled the number of people that we call researchers, but really only the best ones count, and the other ones are kind of fake.

Given that much of the money we spend on education is spent poorly or even counterproductively, what should we do with the money instead?

I’m totally on board with giving it back to the taxpayers or just paying down the national debt. We badly need austerity. We are driving at 100 miles per hour towards a brick wall, but there’s still time to change course and get our foot on the brakes. One of the easiest ways of doing that is by spending less on education.

Is education more useful in the developing world?

Poor countries have a severe problem with teachers even showing up. They, on paper, have many years of education—I think Haiti now is around where France was in 1960—but mostly they are just throwing money at a corrupt system that doesn’t even teach basic literacy and numeracy. The way that people in the third world are learning to use technology is the way that almost all normal people learn anything, which is by doing.

It seems to me that we are doing the exact opposite. We are keeping people in the education system for many years, which could prevent them from starting to work and learning by doing.

Yeah. It would be much better if people started adult life at an earlier age. They’re totally ready for it. There’s no reason why 13- or 14-year-olds should not be working. One of the best ways to get kids to actually learn stuff, especially the kids who hate school, is to make it practical. They need to see concrete results and make money.

If you read biographies or autobiographies of people in earlier eras, it is amazing how far people got at young ages. By the age of 15, Malcolm X had worked four different jobs and been all over the country. Many people listen to me and say, “Oh, that’s so dystopian.” I think the system we have now is dystopian, where someone has to sit in a classroom until they’re 30 listening to some boring windbag talk about things he doesn’t even know how to do.

Bloomberg | Tertiary Education

College Is Actually Getting More Affordable

“The decline of the American system of higher education has many causes, several of which I have catalogued over the years, but one of the most popular reasons is overstated: cost. Higher education in America is becoming more affordable, as the laws of supply and demand are turning a crisis into a manageable problem.

As college became more expensive in the decades before and just after the turn of the century, students and their families adjusted. Many opted for a cheaper version of the basic product, such as state schools or junior colleges. Others went to vocational school or did something altogether different. In response to these market pressures, colleges have responded by making their product cheaper, as outlined in a new report from the College Board.

There are a lot of numbers, but here is the comparison I find most impressive: Adjusting for grants, rather than taking sticker prices at face value, the inflation-adjusted tuition cost for an in-state freshman at a four-year public university is $2,480 for this school year. That is a 40% decline from a decade ago.”

From Bloomberg.

Axios | Tertiary Education

AI Tutors Are Already Changing Higher Ed

“Generative AI is already transforming higher ed, giving students more access to professors’ expertise and boosting efficiency for both faculty and students in some fields.

Why it matters: For many college students, the world of ‘personal AI tutors for everyone’ promised by techno-optimists is already here.

The big picture: Computer science professors have had the most success with AI tutors in the classroom so far, mirroring the mass appeal of genAI as a coding assistant. Meanwhile, many educators outside of the STEM fields are more likely to view genAI with suspicion or skepticism.

State of play: In the two years since the release of ChatGPT, the conversations around its use in college classrooms have mostly focused on cheating. But some professors and their students are using it to boost individual learning and make education more equitable.”

From Axios.