ABSTRACT
The mix of community and status is pursued by having procedural bureaucracies extend their control over economic and social processes. The knowledge economy classroom model originated in Norway in the 1740s. Large-scale institutionalized knowledge first took the form of tax-funded classrooms in the nineteenth century. Saint-Simon’s idea of a creative-engineering economy was re-stated during the American Progressive era by Thorstein Veblen. Veblen argued against giving the leading role in business to financiers, reserving it instead to those accomplished in the ‘industrial arts’, especially engineers. A managerial economy is one that is permeated by microscopic instances of rules, protocols, orders, instructions, directives, directions, injunctions, requirements, exhortations, and authoritative requests. Welfare, managed well and used modestly, reduces basic social risks and in so doing increases the readiness of persons to assume risk and engage in bolder economic behaviors. The generalized regulation of economy and society along with redistributive state policies had numerous advocates during the nineteenth century and early twentieth century.
