I have been working over the last few years on what I feel is a latent distinction within our concept of intellectual property. This distinction sets apart the properties produced in educational institutions from commercial properties. The “intellectual properties of learning,” as I term them, often have, if inconsistently, a distinct economic and legal status to them, whether in copyright or patent law, tax-exemption or incentive. The distinctions made around the public good of learning have a long history, dating back in the West, I am finding, to the medieval monasteries, but they hit the headlines last week.
On June . . . [more]