Jeg har ikke lest hele, men det virker veldig interessant. Argumentet er noe sånt som dette: vi kan gjøre et grovt skille mellom vertikale undervisningsmetoder (tavleundervisning fra læreren, osv) og horisontale undervisningsmetoder (gruppearbeid mellom elever, osv). Kanskje kan den ene undervisningstypen gjøre mer for å fremme sosial kapital enn den andre?
Ifølge Algan og gjengen er det grunn til å tro at gruppearbeid og andre horisontale undervisningsformer bidrar til å øke nivået av sosial kapital. Sitat:
We find a variety of interesting correlations. In terms of beliefs, students in countries with vertical teaching methods display lower assessment of the value of cooperation with other students and a lower assessment of teacher fairness and willingness to listen than do students in countries with horizontal teaching methods. Vertical teaching is also associated with greater belief (from the WVS) that it is the duty of children to respect their parents. Interestingly, vertical teaching methods are associated with students feeling “like an outsider” and “awkward and out of place” in the classroom (from PISA). Vertical teaching methods are also highly negatively correlated with trust and association membership, the two standard measures of beliefs underlying social capital from the WVS. Finally, vertical teaching methods are associated with lower trust in civil servants and lower level of belief that civil servants treat citizens fairly (both measures from the International Social Survey Program). It appears that subordination to teachers as a student leads to a feeling – and perhaps a reality ‐‐ of subordination to bureaucrats as an adult.