Pub Date : 2019-08-15DOI: 10.1504/IJPEE.2019.10023250
Ron Baiman
This paper focuses on how two iconic memes of neoclassical (NC) introductory economics provide the ideological basis for the neoliberal perfectly competitive free market (PCFM) and free trade (FT) economic doctrines. The paper argues that the supply and demand (SDM) and Ricardian comparative advantage (RCA) memes that ostensibly support these doctrines are fundamentally in error both economically and logically, and should be replaced in introductory economics teaching by demand and cost (DCM) and unequal exchange (UE) memes, respectively. The DCM is explained in detail and used to analyse all situations to which the SDM is usually applied. The UE meme, within a DCM framework, is then used to derive principles for fair and sustainable international trade and finance. The paper shows that the DCM and UE memes provide more realistic, equitable, and sustainable views of production and international economies than the fictional SDM and RCA memes, which have become ubiquitous, even in heterodox textbooks.
{"title":"The profound implications of continuing to teach 'supply and demand' instead of 'demand and cost' in intro economics courses - an unequal exchange application","authors":"Ron Baiman","doi":"10.1504/IJPEE.2019.10023250","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10023250","url":null,"abstract":"This paper focuses on how two iconic memes of neoclassical (NC) introductory economics provide the ideological basis for the neoliberal perfectly competitive free market (PCFM) and free trade (FT) economic doctrines. The paper argues that the supply and demand (SDM) and Ricardian comparative advantage (RCA) memes that ostensibly support these doctrines are fundamentally in error both economically and logically, and should be replaced in introductory economics teaching by demand and cost (DCM) and unequal exchange (UE) memes, respectively. The DCM is explained in detail and used to analyse all situations to which the SDM is usually applied. The UE meme, within a DCM framework, is then used to derive principles for fair and sustainable international trade and finance. The paper shows that the DCM and UE memes provide more realistic, equitable, and sustainable views of production and international economies than the fictional SDM and RCA memes, which have become ubiquitous, even in heterodox textbooks.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-15DOI: 10.1504/IJPEE.2019.10023263
Candice Fournier, S. Guillet, Julien Hallak, A. Papp
Given that economics shapes how we conceptualise environmental issues and design policies, economics education is crucial; and given the current crisis in economics education, our limited capacity to design effective policies should be worrisome. Our goal in this paper is to first analyse how sustainability is addressed at the French bachelor level; then we provide a pluralistic approach to sustainability, upon which an ambitiously effective curriculum can be built. The question is not to present a course framework - that is the professor's responsibility, but to show how pluralism can combine rigour with critical thinking within the context of sustainability.
{"title":"Teaching sustainability: notes from France","authors":"Candice Fournier, S. Guillet, Julien Hallak, A. Papp","doi":"10.1504/IJPEE.2019.10023263","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10023263","url":null,"abstract":"Given that economics shapes how we conceptualise environmental issues and design policies, economics education is crucial; and given the current crisis in economics education, our limited capacity to design effective policies should be worrisome. Our goal in this paper is to first analyse how sustainability is addressed at the French bachelor level; then we provide a pluralistic approach to sustainability, upon which an ambitiously effective curriculum can be built. The question is not to present a course framework - that is the professor's responsibility, but to show how pluralism can combine rigour with critical thinking within the context of sustainability.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43572750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-15DOI: 10.1504/IJPEE.2019.10023247
J. Marangos, Marilou Ioakimidis
The aim of this paper is to review a range of suggestions made in the literature to improve economics pedagogy following the recent global financial crisis. In addition, we scrutinise responses to a survey of macroeconomics students from the University of Macedonia to determine issues in teaching economics and what the responses imply about how pedagogy may be improved. Both the literature and the survey analysis suggest the importance of teaching economics more relevant and responsive to real-world economic phenomena. However, different ways of accomplishing this objective are suggested by the two sources. The analysis of the Greek student survey also suggests the importance of addressing the issue of non-authoritative versus authoritative sources of information.
{"title":"How introductory macroeconomics should be taught after the global financial crisis: data from Greek university students","authors":"J. Marangos, Marilou Ioakimidis","doi":"10.1504/IJPEE.2019.10023247","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10023247","url":null,"abstract":"The aim of this paper is to review a range of suggestions made in the literature to improve economics pedagogy following the recent global financial crisis. In addition, we scrutinise responses to a survey of macroeconomics students from the University of Macedonia to determine issues in teaching economics and what the responses imply about how pedagogy may be improved. Both the literature and the survey analysis suggest the importance of teaching economics more relevant and responsive to real-world economic phenomena. However, different ways of accomplishing this objective are suggested by the two sources. The analysis of the Greek student survey also suggests the importance of addressing the issue of non-authoritative versus authoritative sources of information.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47321350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-15DOI: 10.1504/IJPEE.2019.101724
K. Deane, E. V. Waeyenberge, Rachel Maxwell
The student movement calling for the introduction of pluralist and heterodox economics teaching in higher education presents a unique set of challenges for those who want to incorporate different economic approaches into their teaching. This paper outlines an innovative redesign of a course on the History of Economic Thought, which acted as a vehicle for exposing students to different theoretical traditions and engaging them in critical reflections on mainstream economics. It also presents findings from a research project conducted with economics students at the University of Northampton that aimed to understand their experiences of the redesign. We reflect on the pedagogical challenges highlighted by students and the implications this has for (re)designing the economics curriculum. Our findings challenge arguments commonly deployed against the introduction of pluralist teaching. These include the notions that there is no appetite for this in the broader student population, that students would fail to engage with such an approach, that they fear a negative impact on their employability and that alternative economic approaches should only be introduced at an advanced level.
学生运动呼吁在高等教育中引入多元和非正统的经济学教学，这给那些想要将不同的经济学方法纳入教学的人带来了一系列独特的挑战。本文概述了对经济思想史课程的创新重新设计，该课程作为一种工具，使学生接触不同的理论传统，并使他们对主流经济学进行批判性反思。它还介绍了与北安普顿大学(University of Northampton)经济学专业学生进行的一项研究项目的结果，该项目旨在了解他们对重新设计的体验。我们反思了学生强调的教学挑战，以及这对(重新)设计经济学课程的影响。我们的发现挑战了通常反对引入多元教学的论点。这些观点包括:在更广泛的学生群体中没有这种兴趣，学生们不会参与这种方法，他们担心对他们的就业能力产生负面影响，以及替代的经济方法应该只在高级水平上引入。
{"title":"Recharting the history of economic thought: approaches to and student experiences of the introduction of pluralist teaching in an undergraduate economics curriculum","authors":"K. Deane, E. V. Waeyenberge, Rachel Maxwell","doi":"10.1504/IJPEE.2019.101724","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.101724","url":null,"abstract":"The student movement calling for the introduction of pluralist and heterodox economics teaching in higher education presents a unique set of challenges for those who want to incorporate different economic approaches into their teaching. This paper outlines an innovative redesign of a course on the History of Economic Thought, which acted as a vehicle for exposing students to different theoretical traditions and engaging them in critical reflections on mainstream economics. It also presents findings from a research project conducted with economics students at the University of Northampton that aimed to understand their experiences of the redesign. We reflect on the pedagogical challenges highlighted by students and the implications this has for (re)designing the economics curriculum. Our findings challenge arguments commonly deployed against the introduction of pluralist teaching. These include the notions that there is no appetite for this in the broader student population, that students would fail to engage with such an approach, that they fear a negative impact on their employability and that alternative economic approaches should only be introduced at an advanced level.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1504/IJPEE.2019.101724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48055757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-15DOI: 10.1504/IJPEE.2019.10023249
C. Ferlito
In this paper I argue that the unique contribution of the Austrian School of Economics (ASE) is found in its general approach to economic problems, an approach that, because of its emphasis on meaning, has been called 'radical subjectivism'. In the light of such an approach, we can look at and appreciate that the ASE is probably one of the latest schools which had, and still have, the aspiration of bringing out a general theory of the economic system, with the possibility of globally responding to economic questions within a broad paradigm. Moreover, such a paradigm was developed in order to incorporate two fundamental elements disregarded by mainstream economics: real people and real time. The aim of the present paper is thus to show how teaching Austrian economics can be a source of inspiration for students and scholars because of its unique approach to economic problems; its consequent aspiration to develop a general explanation of the economic process; and the importance of linking economic analysis to the real world.
{"title":"A meaning discovery process: the unique contribution of the Austrian School of Economics and its relevance for contemporary economics curricula","authors":"C. Ferlito","doi":"10.1504/IJPEE.2019.10023249","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10023249","url":null,"abstract":"In this paper I argue that the unique contribution of the Austrian School of Economics (ASE) is found in its general approach to economic problems, an approach that, because of its emphasis on meaning, has been called 'radical subjectivism'. In the light of such an approach, we can look at and appreciate that the ASE is probably one of the latest schools which had, and still have, the aspiration of bringing out a general theory of the economic system, with the possibility of globally responding to economic questions within a broad paradigm. Moreover, such a paradigm was developed in order to incorporate two fundamental elements disregarded by mainstream economics: real people and real time. The aim of the present paper is thus to show how teaching Austrian economics can be a source of inspiration for students and scholars because of its unique approach to economic problems; its consequent aspiration to develop a general explanation of the economic process; and the importance of linking economic analysis to the real world.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42780157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.10019575
F. Yu, T. W. Yuen, E. Tang
Increasing public attention has been paid towards sustainable development. The aim of this paper is to examine how the three Chinese economies, namely mainland China, Taiwan and Hong Kong, promote sustainability through collaboration among the private sector, government policies and education. In particular, it is found that the government in mainland China plays a leading role in launching green education and sustainable development; while Taiwan legislates environmental education bills to promote national sustainable development. Hong Kong is adopting an integrated approach, composed of green finance, green government and green education, to promote sustainable economic development.
{"title":"Sustainable development and green education in mainland China, Taiwan and Hong Kong","authors":"F. Yu, T. W. Yuen, E. Tang","doi":"10.1504/IJPEE.2019.10019575","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10019575","url":null,"abstract":"Increasing public attention has been paid towards sustainable development. The aim of this paper is to examine how the three Chinese economies, namely mainland China, Taiwan and Hong Kong, promote sustainability through collaboration among the private sector, government policies and education. In particular, it is found that the government in mainland China plays a leading role in launching green education and sustainable development; while Taiwan legislates environmental education bills to promote national sustainable development. Hong Kong is adopting an integrated approach, composed of green finance, green government and green education, to promote sustainable economic development.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.10019563
Judy Brown, J. Dillard
How might accounting educators foster greater awareness of, and facilitate democratic dialogue about, divergent socio-political perspectives regarding sustainability? Rather than focusing on business perspectives that emphasise a 'business case' approach to sustainable development, how might they enable the expression of a range of viewpoints? Building on an emergent body of literature seeking to foster pluralistic approaches to accounting theory and practice, this paper reflects on the possibilities of developing accounting education for sustainability based on ideas of agonistic pluralism. In the process, it highlights how mainstream accounting's reliance on neoclassical economics has contributed to the monologic approaches that currently dominate accounting, including accounting education.
{"title":"Accounting education, democracy and sustainability: taking divergent perspectives seriously","authors":"Judy Brown, J. Dillard","doi":"10.1504/IJPEE.2019.10019563","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10019563","url":null,"abstract":"How might accounting educators foster greater awareness of, and facilitate democratic dialogue about, divergent socio-political perspectives regarding sustainability? Rather than focusing on business perspectives that emphasise a 'business case' approach to sustainable development, how might they enable the expression of a range of viewpoints? Building on an emergent body of literature seeking to foster pluralistic approaches to accounting theory and practice, this paper reflects on the possibilities of developing accounting education for sustainability based on ideas of agonistic pluralism. In the process, it highlights how mainstream accounting's reliance on neoclassical economics has contributed to the monologic approaches that currently dominate accounting, including accounting education.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.10019571
Gareth Bryant, F. Stilwell
This article considers the challenges of teaching about environmental issues and sustainability from a pluralist perspective within a political economy program. After considering the general characteristics of sustainability and pluralism, it discusses the advantages and the tensions arising from bringing them together in a university curriculum. The experience of teaching a Political Economy of the Environment unit at the University of Sydney is given particular attention. The results of a student survey show what can be achieved in terms of learning outcomes and students' interests and intentions.
{"title":"Sustainability and pluralist pedagogy: creating an effective political economic fusion","authors":"Gareth Bryant, F. Stilwell","doi":"10.1504/IJPEE.2019.10019571","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10019571","url":null,"abstract":"This article considers the challenges of teaching about environmental issues and sustainability from a pluralist perspective within a political economy program. After considering the general characteristics of sustainability and pluralism, it discusses the advantages and the tensions arising from bringing them together in a university curriculum. The experience of teaching a Political Economy of the Environment unit at the University of Sydney is given particular attention. The results of a student survey show what can be achieved in terms of learning outcomes and students' interests and intentions.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48663218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.098174
P. Söderbaum
The challenges of sustainable development are multidimensional and involve all actors in society. To match this challenge economics is defined in a new way as 'multidimensional management of resources in a democratic society'. It is argued that present unsustainable patterns raise issues of possible paradigm failure, ideology failure, and democracy failure. A political economics approach is suggested where individuals and organisations are understood in political terms. 'Ideology' and 'ideological orientation' are proposed as essential concepts in an alternative theoretical framework for economics and sustainability politics. A method for sustainability assessment compatible with democracy is proposed. It is finally discussed how our chances to deal successfully with climate change may be improved by systematically developing alternatives to the neoclassical paradigm and ideology.
{"title":"Economics and democracy for sustainability politics","authors":"P. Söderbaum","doi":"10.1504/IJPEE.2019.098174","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.098174","url":null,"abstract":"The challenges of sustainable development are multidimensional and involve all actors in society. To match this challenge economics is defined in a new way as 'multidimensional management of resources in a democratic society'. It is argued that present unsustainable patterns raise issues of possible paradigm failure, ideology failure, and democracy failure. A political economics approach is suggested where individuals and organisations are understood in political terms. 'Ideology' and 'ideological orientation' are proposed as essential concepts in an alternative theoretical framework for economics and sustainability politics. A method for sustainability assessment compatible with democracy is proposed. It is finally discussed how our chances to deal successfully with climate change may be improved by systematically developing alternatives to the neoclassical paradigm and ideology.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1504/IJPEE.2019.098174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47244651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.10019589
B. Karunakar
The article discusses sustainable development from an Indian perspective. India's challenges are to achieve urban sustainability, improve public health and gender equality, as it builds infrastructure for its fast-growing urban population. For the 17 UN SDGs to be achieved, the government, the private sector (for-profit), the non-profit, the voluntary organisations and the public must to do their part. In this context, the role played by the government with its specific missions and higher education is examined. The new Companies Act 2013 stipulates that Corporate India needs to add investment of 2% of net profits in corporate social responsibility towards nation building efforts. Have Indian companies made progress on their contribution towards sustainability? The article ends with a note on what Hinduism can teach us about sustainable development.
{"title":"Sustainable development: an Indian perspective","authors":"B. Karunakar","doi":"10.1504/IJPEE.2019.10019589","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10019589","url":null,"abstract":"The article discusses sustainable development from an Indian perspective. India's challenges are to achieve urban sustainability, improve public health and gender equality, as it builds infrastructure for its fast-growing urban population. For the 17 UN SDGs to be achieved, the government, the private sector (for-profit), the non-profit, the voluntary organisations and the public must to do their part. In this context, the role played by the government with its specific missions and higher education is examined. The new Companies Act 2013 stipulates that Corporate India needs to add investment of 2% of net profits in corporate social responsibility towards nation building efforts. Have Indian companies made progress on their contribution towards sustainability? The article ends with a note on what Hinduism can teach us about sustainable development.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46898278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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