Probably the most important and mos

Probably the most important and most original development in the economics of education in the past thirty years has been the idea that the concept of physical capital, as embodied in tools, machines, and other productive equipment, can be extended to include human capital as well (see Schultz, 1961; Becker, 1964). Just as physical capital is created by making changes in materials so as to form tools that facilitate production, human capital is created by changing persons so as to give them skills and capabilities that make them able to act in new ways.
Social capital, in turn, is created when the relations among persons change in ways that facilitate action. Physical capital is wholly tangible, being embodied in observable material form; human capital is less tangible, being embodied in the skills and knowledge acquired by an individual; social capital is even less tangible, for it is embodied in the relations among persons. Physical capital and human capital facilitate productive activity, and social capital does so as well. For example, a group whose members manifest trustworthiness and place exten• sive trust in one another will be able to accomplish much more than a comparable group lacking that trustworthiness and trust.
The distinction between human capital and social capital can be exhibited by a
diagram such as Figure 12. I, which represents the relations of three persons (A, B, and C); the human capital resides in the nodes, and the social capital resides in the lines connecting the nodes. Social capital and human capital are often complementary. For example, if Bis a child and A is an adult who is a parent of B, then for A to further the cognitive development of B, there must be capital in both the node and the link. There must be human capital held by A and social capital in the relation between A and B.

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Probably the most important and most original development in the economics of education in the past thirty years has been the idea that the concept of physical capital, as embodied in tools, machines, and other productive equipment, can be extended to include human capital as well (see Schultz, 1961; Becker, 1964). Just as physical capital is created by making changes in materials so as to form tools that facilitate production, human capital is created by changing persons so as to give them skills and capabilities that make them able to act in new ways.Social capital, in turn, is created when the relations among persons change in ways that facilitate action. Physical capital is wholly tangible, being embodied in observable material form; human capital is less tangible, being embodied in the skills and knowledge acquired by an individual; social capital is even less tangible, for it is embodied in the relations among persons. Physical capital and human capital facilitate productive activity, and social capital does so as well. For example, a group whose members manifest trustworthiness and place exten• sive trust in one another will be able to accomplish much more than a comparable group lacking that trustworthiness and trust.The distinction between human capital and social capital can be exhibited by aDiagram seperti gambar 12. Aku, yang mewakili hubungan tiga orang (A, B, dan C); sumber daya manusia yang menetap di node, dan modal sosial berada di garis yang menghubungkan node. Modal sosial dan modal manusia yang sering komplementer. Misalnya, jika Bis anak dan A adalah orang dewasa yang orangtua b, kemudian untuk melanjutkan perkembangan kognitif B, harus ada modal di node dan link. Harus ada modal manusia yang diadakan oleh A dan modal sosial di hubungan antara A dan B.