Gordon Tullock and Richard McKenzie. The New World of Economics.

The authors extend the literature on the efficacy of high school economics instruction in two directions. First, they assess how much economic knowledge that California students acquired in their compulsory high school course is retained on their entering college. Second, using as a control group some college students from the state of Washington, where there is no mandate for high school economics instruction, the authors evaluate the impact of California's high school economics mandate on students’ economic literacy when they enter college. The testing instrument is the Test of Economic Literacy (TEL).     

A Note on the Environment as a Factor Affecting Student Performance in Principles of Economics

This study examines the environment in which students live and function as a determinant of performance in the first course in economics. The author concludes that the student's living arrangement does influence the stock of economic knowledge at the end of the course and observes a surprising, if tentative, consequence of students having taken a course in high school economics.     

The undergraduate economics coursework of elementary and secondary school teachers

Abstract

In this study, the authors analyze the undergraduate economics coursework of U.S. college graduates who became pre-college classroom teachers. The results show that teachers successfully completed on average the equivalent of about half an economics course in their undergraduate coursework. About 6 in 10 teachers earned no course credits in economics. Of teachers certified to teach social studies—the ones most likely to teach economics—40 percent did not take an undergraduate course in economics. The percentages are 19 percent for high school teachers, 48 percent for middle school teachers, and 76 percent for elementary school teachers. High school teachers certified to teach social studies completed an average of only about one and a half economics courses as undergraduates.     

A Preliminary Report on the Efficiency of Introductory Economics Courses

This article is the first report of a project in which the efficiency of the introductory economics course at Queen's University in Canada is being examined. Finding that the TUCE “relies too heavily on a knowledge of U.S. institutions,” Crowley and Wilton assembled a set of questions from several sources (including TUCE items adapted to the Canadian situation). Taking into account the student's initial understanding of economics, sex, major field, student year, the instructor's ability to arouse and maintain interest, and the amount of time spent on the course, the authors employ a regression model with student score on the posttest as the dependent variable. Their findings, although preliminary, add to the growing body of research on the introductory course and suggest some interesting possibilities. Among these possibilities is the fact that some “natural” learning may occur among students not exposed to a formal economics course.     

‘My Own Utopia’. The economics of Bentham's Panopticon

The paper analyses Bentham's theory of the economic management of the Panopticon prison he projected in 1786 and which was approved by the British Parliament in 1794, but never constructed. Its focus is on the economic arguments employed to justify the principles of management, most of which amount to the modern economic notions of market policies and principal-agent relationships. Bentham's way of conceiving these notions can be summarized in the problem of the junction of interest and duty. This paper shows that many modern notions concerning the economics of organizations and public economics are clearly foreshadowed, and sometimes even explicitly formulated, in Bentham's writings on prison management. Bentham was conscious of the important economic dimension of the Panopticon scheme and was persuaded, albeit illusorily, that an accurate economic theory of its management could favour its approval. Well before Charles Babbage's On the Economy of Machinery and Manufactures (), he went into a detailed theoretical analysis of the requirements and dilemmas of a complex economic organization oriented towards the joint fulfilment of the goals of a variety of stakeholders: taxpayers, the government, contract managers, keepers, taskmasters, subcontractors and prisoners. He also recognized that some institutional limits must be opposed to profit-oriented management in order to preserve the life, health and mental equilibrium of subordinates.     

The Simple Analytics of the Principal-Agent Incentive Contract

Going beyond previous studies of the effectiveness of high school economics courses, Saunders reports on his research findings which suggest that “as one moves from the Recogrtition and Understanding questions … through the Simple Application questions to the Complex Application questions, the differences in favor of those with high school economics become smaller….” The implications of these results for the introductory college course are discussed, with some specific suggestions for the course's content and orientation.     

Pigou on philosophy and religion

Abstract

This article discusses a group of essays on ethical issues written by Pigou between 1900 and 1908. It is argued that they contain the foundations of his economic philosophy. Pigou's research on the meaning and content of the good merged into his definition of welfare, and his interest in religion as a subjective experience resurfaced in the subjective framework of his economics. A methodological pragmatism informed his economics as well as his ethics; moreover, the endorsement of interpersonal comparisons of the good in the ethical texts was consistent with Pigou's adoption of utility comparisons in welfare economics. Pigou's philosophical pessimism was reflected in his analysis of the economic evils of society, eventually leading to his advocacy of governmental intervention to foster economic welfare. The article contends that Pigou's philosophy derived not only from Sidgwick, as commonly believed, but also from G.E. Moore's Principia Ethica.     

Samuelson's Principles of Economics in 1948 and 1973

This article differs from those usually found in this journal, but it was felt that it would be of interest to most college teachers of economics. Professor Brazelton has systematically compared early and recent editions of Paul Samuelson's famous textbook, noting how Samuelson has substantially changed over a period of 25 years. Because Samuelson's text has had a profound influence on the content and approach to the introductory course, the changes that have occurred in that book should be noted by everyone responsible for teaching principles of economics.     

A New Look at the High School Economics Texts

Townshend-Zellner shows that, as a group, high school economics texts have improved substantially during the last decade. “It is now possible,” he asserts, “to recommend to high schools a significant number of texts … which substantially meet the minimum criteria set by the canons of our professional discipline.” There are still problems, however, in that “… the quality of the acceptable texts now runs strongly ahead of the typical teacher's preparation in economics.”     

Gordon Tullock and the Virginia School of Law and Economics

In 1999 Gordon Tullock became Professor at the George Mason University Law School. Tullock’s arrival at George Mason brought the economics department and the law school close together. The work that resulted during those years consolidated the methodological foundations for a different way of thinking about the economic analysis of law—the “functional” approach to law and economics. The functional law and economics approach espoused by the Virginia School was not attacking any of the results of the Chicago School or the Yale School, but rather proposing a methodological shift. This paper presents some of the results developed by this school and illustrates Tullock’s controversial positions on trials and on the common law system, through anecdotes, Tullock’s own work and related scholarly contributions.     

Menger’s causal-realist analysis in modern economics

Carl Menger pioneered a unique theoretical research method which served as the foundation of the early Austrian school of economics. Menger’s causal-realist analysis was revived and formalized just before and after World War 2 by Ludwig von Mises as the “praxeological method.” Murray Rothbard, a student of von Mises’, utilized the method in formulating a comprehensive system of economic theory in his treatise, Man Economy, and State published in the early 1960s. Rothbard’s treatise became the foundational work for the “Austrian revival” in the 1970s. In this paper, we address several issues related to the role of Menger’s method in modern economics. First, ample evidence is adduced that von Mises and Rothbard each expressed a surprising ambivalence with respect to his own work in relation to the early Austrian school. Second, von Mises viewed Rothbard’s treatise as beginning a new epoch in economic theory. Third, contrary to the conventional view, a careful analysis of his treatise shows that Rothbard drew heavily on the contemporary neoclassical literature in developing his theoretical system and that his intent was never to set up a heterodox movement to challenge mainstream economics. Rather, his main aim was to consistently apply the praxeological method to rescue economics from what he considered the alien methodology of positivism, which was imported into economics after World War 2. Lastly, I will tentatively suggest that the term “Austrian economics” as the designation for the intellectual movement that coalesced in the early 1970s may now have outlived its usefulness. This term, which initially served an important strategic purpose in promoting the revival of the broad Mengerian tradition, may have come to obscure the meaning and importance of the praxeological research paradigm that Menger originated.     

Foucault on the Marginal Revolution in Economics: Language and the Cartesian Legacy

Scholars have long debated the ‘revolutionary’ character of the ‘Marginal Revolution’ in economics, focusing on theoretical foundations, methodological devices, social context and political aspects. This article offers a new perspective by investigating ontological and epistemological conditions of that intellectual movement. This requires, in turn, a characterization of those conditions, for which purpose we will draw on Foucault's configurations of thought into ‘epistemes’ in The Order of Things. Although not mentioning those conditions, there have been few references in economics to Foucault's approach. They have mainly claimed that he neglected its importance because he did not see it as a ‘revolution’ in The Order of Things. It is argued here that he actually considered it a ‘revolution’ in The Archaeology of Knowledge. A revision of Foucault's account provides some ideas regarding deep philosophical conditions of the emergence of neoclassical theory and defies some usual interpretations of the circumstances that led to the mathematization of economics. The main conclusion is that its revolutionary character did not stem from a change of ontological beliefs, but—just as many historians of economics have defended—it was a methodological revolution. This study suggests a reinterpretation of that event, claiming that it resulted from a new conception of language and a crisis of Descartes's project of a mathematical unifying science. Going beyond that debate, these reflections proffer ideas that deserve an appraisal in economics.     

19世纪的美国学派:经济思想史所遗忘的学派

在19世纪和20世纪初美国经济的崛起过程中,美国学派经济学家对美国的经济政策制定产生了深远的影响,在美国成功赶超英法等发达国家的过程中功不可没。该学派的核心思想表现为:制造业立国;贸易保护主义;政府的重要作用;高工资战略;教育、智力和技术创新的重要性。同时,美国学派不仅作为技术创新经济学、李斯特经济学说和庞巴维克-费雪资本利息理论的先驱等在经济思想史中占据着不容忽视的重要地位,而且其发展战略和发展政策特别是高工资战略对当代发展中国家特别是我国仍然具有重大的现实借鉴价值。     

An Evaluation of Award-Winning Elementary Teaching Materials from the Kazanjian Program

In an unusual study, Professor Nappi attempts to measure the effectiveness of teacher-made materials in increasing the economic knowledge of elementary school pupils. In addition, he asks whether special training for teachers using the materials results in greater pupil learning as well. Finally, he seeks to determine the extent to which the teacher's understanding of economics (as measured by the Test of Economic Understanding published by Science Research Associates) brings about a change in pupil knowledge. Experimental and control groups were established for purposes of this study, and the pupil change scores were adjusted for differences in mental ability. It was found that, ceteris paribus, the materials, the special training for teachers, and teacher knowledge of economics all resulted in “comparative advantages” for experimental group pupils.     

Some Teaching Techniques for High School Economics

In this article two high school economics teachers describe several teaching techniques that have proven successful in their school. The use of a team approach is briefly explained, and the importance of student motivation is stressed. Among the methods included are skits, plays, the use of video tapes, simulations and games, and the analysis of important economic problems. The means by which the instructors are evaluating their course are set forth, with evidence that the experience helps to destroy commonly held myths about economics and greatly improves student understanding of basic principles.     

Budgetary institutions and fiscal discipline: Edmund Burke's insightful contribution

Recent developments in the political economy of public finance literature have focused on the features of budgetary institutions that facilitate budgetary discipline — a sub-discipline of constitutional economics. In this literature, there has been no attempt to trace the development of economic thought on the relationship between budgetary institutions and fiscal discipline. This may be because debt accumulation in peacetime is seen as a late twentieth-century phenomenon. As a result, Edmund Burke's contribution, in his speech ‘On Economical Reform’, seems to have been forgotten. This paper highlights Burke's contribution and identifies the extent to which it captures those features of budgetary institutions that are currently recognized as facilitating budgetary discipline.     

The concept of maturity and the transformation of economic systems

In economics, ‘maturity’ essentially means that an economic system (or part of a system) is ripe to be transformed into something else or heading towards decline. In Josef Steindl's economic thinking the concept of maturity, by which he means a stage of development where the economy becomes unable to fully realize its output potential, occupies a central place. Whereas for Steindl the main causes of such maturity are endogenous, other economists such as Schumpeter, Sombart, Hilferding, Keynes, and Hansen consider stagnation to be caused primarily by exogenous factors. Various concepts and causes of maturity are compared. Contrary to expectations based on these concepts, economic development after the Great Depression has not been characterized by stagnation or transition to planned economy. Instead, the dynamics of innovation were strong enough to prevent the economy from becoming ‘mature’. It appears that the actual course of events can be better explained within Steindl's concept of maturity.     

Dutertenomics: Populism,Progress, and Prospects

In 2016, when Rodrigo Duterte was elected Philippine President the economy was growing robustly. Despite the record growth, his election is considered a populist revolt of the middle‐ and upper‐class Filipinos. Yet, his economic policies – from his initial 10‐point agenda to the laws he approved – are liberal. This paper distinguishes and relates Duterte's authoritarian‐populist political style (“Dutertismo”) and his economic agenda (“Dutertenomics”). The distinction follows from his lack of interest in economic affairs, which he delegated to his team of economic managers. This team ably pushes important economic reforms because of the president's style, which so far has earned him wide public approval. After slowing down during the first half of Duterte's term, growth has recently picked up. To keep the momentum and public attention off human rights violations, Duterte needs to accomplish his economic agenda by mid‐2022. Drawing on his powers and popularity, he may yet be able to elicit the full support of Congress.     

The structure of Say's economic writings

The present paper establishes a general picture of Say's economic thought. The first part provides a general view of Say's writings stressing his economic publications other than the Traité, and the non-economic publications covering two other realms of what was labelled the Sciences morales et politiques in France at that time. The second part is devoted to the Traité since this theoretical piece belonging to Classical political economy has a history throughout its various editions. Finally, the third part considers Say's second great book in economics, the Cours complet d'éeconomie politique pratique and explains the reasons why he wrote it.