Round-about production, Value of information, structure of production, Hayek, F.A.,Educational information
Since the first Industrial Revolution of England in 18c., a modern industrialized society in its developmental process, has been dramatically changed along with the technological progress. Especially, a recent technological breakthrough brought us a new social phenomenon called “the Rise of information-oriented Society”. More importantly, it even changed a conventional industrial foundation with a great magnitude from a heavy industry oriented to information technology intensive one fostering a new situation: the techno-information substructure interacting with the market dynamics primarily determines the economic superstructure. However, unlike other Western counterpart, Japanese have failed to treat “information technology” as a primary means of production for a long time as a result of its disorganized rapid industrialization processes: because of this backwardness, they have never defined or weigh its role in the social-economic activities: in a specific field like education, Japanese have neglected consider it as a certain type of production means.
Therefore, the main purpose of this paper is to prove that education as a part of the information technology can be an industrial unit so-called “Educational Information” (perhaps, “Education as an Information technology” is appropriat): the conceptual definition of the word “Educational Information” is that education itself can be the main-frame of production capacity; thus, theoritically it can produce a certain commodity as well as be invested upon in order to expand its production capacity. Finally, I attempt to test the hypothesis by employing Friedrich A. Hayek’s the Production Curve Model: not only a school education but also other types of education. e.g., education at home and community education can be considered as “Education” in this research.