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).     

Pluralism and heterodoxy in economic methodology

Economists work within models that are simplified depictions of reality. An argument for a pluralistic understanding of economics is that different approaches lend insight by looking at different phenomena from different viewpoints. While all economists can benefit from taking a pluralistic approach to understanding economics, Austrian school economists must be more pluralistic in their understanding and presentation of ideas than mainstream economists if they want their ideas to have an impact on mainstream economics. Despite the argument for a pluralistic understanding of economics, in research, as in other activities, specialization increases productivity. While Austrian school economists can benefit from taking a pluralistic approach to understanding economics, they are likely to be most productive in their research by specializing in the development of Austrian school methods and ideas.     

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.     

Factors Affecting the Content of High School Economics

Several years ago there was great interest in the high school economics course. Studies were being made of the effectiveness of high school economics, of the relationship between the student's high school economics background and his or her performance in the college principles course, and of the economic knowledge of precollege teachers. Strom's article may bring about a revival of interest in secondary school economic instruction. He has considered variables not previously taken into account, he has addressed the problem of defining the high school course, and—perhaps most important—he has suggested that the two-step factor analysis/regression procedure may be superior to the standard regression analysis in economic education research.     

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.     

Post Keynesianism,Heterodoxy and Mainstream Economics

After briefly presenting the concepts of orthodox, mainstream and heterodox economics, and applying them to the contemporary period, this article discusses the Post Keynesian school and its relation to contemporary orthodox and mainstream economics. While opposed to the neoclassical orthodoxy, the Post Keynesian school has some positive unifying ideas, although some internal tensions remain. There are also some overlaps between Post Keynesianism and other approaches, and a careful combination of contributions from different approaches and different disciplines is not only possible, but also necessary. Post Keynesianism is located outside current mainstream economics, although this argument partly depends on a more precise specification of the concept of uncertainty. The non-mainstream character of Post Keynesian economics has at least two types of important implications. The first involves the approach's ability to influence the economy and the danger of ‘the scholastic fallacy’; the second refers to a reproductive difficulty inside academia.     

Asian University Rankings in International and Development Economics: An Application of Zipf's Law

This paper ranks Asian universities in two related economics fields: international economics and development economics. A key finding is that new latecomers rank atop the two specialty areas of economics. The results of the university ranking also establish that Zipf's law applies to research-based school ranks.     

Marxism,Crypto-Marxism and the Political Economy of Capitalism

ABSTRACT

This article conducts groundwork for a discussion of Marx’s influence through examining the boundaries of the specifically Marxian school of economics. This Marxian school extends well beyond the bounds of the self-identified Marxian school. Marx’s influence, Marxian themes and effectively Marxian theory can be found in several important heterodox traditions of economics, though this is often unacknowledged. A consideration of the proper boundaries of the Marxian school of economics is essential for a full understanding of Marx’s legacy and could contribute to the emergence of a more unified heterodoxy in economics.     

The neglect of the French liberal school in Anglo-American economics: A critique of received explanations

Conclusion My purpose in this article has been to demonstrate that the contributions of the French liberal school to economic theory were recognized and utilized by some economists who are generally considered to have played prominent roles in the initial development of modern marginalist economic theory or who have anticipated and influenced such development. If this much is accepted, then the attempt of Schumpeter and other scholars to explain the Anglo-American neglect of the liberal school in terms of the latter's analytical sterility or indifference immediately founders. While an alternative explanation has not been provided, considerable progress has been made by radically shifting the focus of research from alleged analytical shortcomings of the liberal school to the identification of the institutional factors that have impeded recognition by (most) English-speaking economists of the substantive theoretical content of liberal economics.     

International Economics in U.S. High Schools: Results from a National Survey

A national survey of high school teachers revealed interest in, and support for, instruction on international concepts, issues, and institutions, with teachers of economics supporting free-trade policies more than other social studies teachers.     

Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs

The authors examine concurrent enrollment programs (CEP) as an effective means of teaching college economics in high school. They describe the establishment of the National Alliance of Concurrent Enrollment Partnerships to set national standards for CEP. They also investigate the performance of high school students taking the Syracuse University one-semester micro/macro principles of economics course through its CEP, Project Advance, on the Test of Economic Literacy. CEP students average nearly 1 percentage point higher than do the advanced placement/honors economics group and score considerably better in fundamentals and international economics. By cognitive levels, CEP students score over 4 percentage points in the knowledge area and exhibit better performance on application questions.     

全面理解人力资本的经济价值——教育经济学与培训经济学的融合

教育经济学不应只是正规学校教育的经济学,在终身学习的理念下,正规学校教育的结束并不意味着学习步伐的停滞和人力资本投资的终结。教育经济学未来拓展的路径,除了理论基础上的"外延式"发展外,还可以在原有的人力资本理论框架内走一条"内涵式"发展的道路,即强调综合考察人力资本投资的多种途径,特别是教育和培训这两种最主要的人力资本投资形式,让教育经济学走出正规学校教育经济学的固有领地,团结在人力资本理论的名义下,与培训经济学融合,走向人力资源开发研究的广阔天地,惟其如此,才能全面、深入地研究人力资本的经济价值及其实现机制。     

Poetic Economics and Experiential Knowledge,or How the Economist K. William Kapp Was Inspired by the Poet Ernst Wiechert

In the first part of this article, I analyze the phenomenon of the “double truth” in economics, which suppresses experiential knowledge and leads to the destruction of the natural environment, community, and human civility. Subsequently, I explore the positive effects of opening economics to the creative, esthetic, and ethical potential of experiential knowledge, including works of art. In the second part of the article, I showcase the way the economist K. William Kapp was inspired by the renowned German novelist, poet, educator, intellectual, and concentration-camp survivor Ernst Wiechert. Wiechert was Kapp’s teacher in high school, the Hufgymnasium in Königsberg, during the Weimar Republic. I investigate the unpublished and unexplored Kapp-Wiechert correspondence, as well as analyze some (published and unpublished) foreign language essays written by Kapp and his wife Lore Kapp. This analysis reveals how Kapp’s economics drew lasting inspiration from Wiechert’s art philosophy, pedagogy, novels, and poetry. This is a case study of a poetic economics that is open to experiential knowledge, which makes it more humane, edifying, serene, and sensitive to the natural and social environment.     

An Approach to Testing the Effectiveness of the Teaching and Learning of Economics in High School

Based on data on students in a college economics principles course over a nine-year period, the authors conclude that high school economics does improve performance in the principles course but does not influence grades in intermediate theory classes.     

LSAT® Scores of Economics Majors: The 2012–13 Class Update

Using 1994–95, 2002–3, and 2008–9 data, the author found that economics majors scored well on the LSAT® (1998, 2006, 2010). These results are often posted on university economics (and other) department Web sites. The author, who updates the prior studies using current data for law school applicants for the 2012–13 class of students entering law school, finds that economics majors continue to perform at or near the top of all majors applying for law school. Economics majors (LSAT® score of 159.1) had the highest score of the 16 largest disciplines (those with more than 1,000 students entering law school). Economics places second behind math/physics (161.8) in a set of 29 discipline groupings that contain at least 325 students with similar majors.     

回归失落的传统:广义虚拟经济理论的政治经济学解读(I)

政治经济学曾经是经济学科的核心,其重要的标志就是强调国家的富强和政府的经济调控职能。然而,在后来的发展历程中,经济学科逐渐分裂为强调归纳和历史研究的政治经济学范式与推崇纯演绎和数学分析的纯经济学范式。前者延续了早期经济学科的政治经济学视角,强调政治对经济发展的影响作用,并进而对制度尤其是文化因素进行了新的考察;而后者则抛弃了早期经济学科的政治经济学,在过分强调模型分析和数学方法的趋势下,逐渐演变成为一门专注于模型分析的纯粹经济学,在越来越脱离政治经济学的同时,也越来越与现实脱节。本文把政治经济学与当今一些中国学者提出的广义虚拟经济理论相联系,从政治经济学发展的角度对广义虚拟经济理论进行解读。本文认为在政治经济学研究缺失的今天,广义虚拟经济理论是对政治经济学的一种回归;其不仅坚持了传统的政治和文化视角,而且通过"制文化权"等理论的提出,对政治经济学理论体系进行了发展和创新。     

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.     

新古典经济学在中国转型实验中的作用有限

“华盛顿共识”和“休克疗法”是新古典宏观经济学派反凯恩斯革命的新浪潮。他们否认大萧条的基本教训,无视历史的多样性和经济的复杂性。他们自上而下设计的自由化与私有化政策,导致苏东(前苏联和东欧)经济在过去十余年间的大幅下跌。中国和苏东转型实验的比较研究,促使我们重新检验经济学的基本问题,例如均衡学派与非均衡演化学派关于经济波动本质的争论。转型萧条的惨重代价,使我们加深理解新古典经济学的误区,例如价格的线性供求理论、预算软约束理论、宏观经济的微观基础理论,以及新制度经济学的趋同理论。中国基于学习、创新和分散试验的新经验,将使经济学超越均衡优化的古典规范,去探索非均衡演化的复杂经济学。