Change and Continuity

Although there is considerable evidence that efforts to teach economic concepts to elementary school children are increasing, little research is being done at this level. William Walstad's article is, then, one of those rare pieces that reports the results of a controlled study in the elementary grades. In addition, it includes a discussion of research design and statistical techniques, and considers some of the problems one encounters in this type of research (such as problems in parameter estimation). The author measured the effects of a teacher in-service program that provided instruction in economics as applied to the Unified Sciences and Mathematics for Elementary School program. The new Test of Economic Literacy was administered to the teachers, while their pupils took the Test of Elementary Economics. Control groups were also tested. Pupil attitudes toward economics were measured, and it was found that achievement in economics had a direct influence on attitude toward economics. Walstad concludes that “teachers and students gain substantial benefits from the in-service program in practical economic problem solving.”     

Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Asserting that “elementary teachers are going to become increasingly involved with economic concepts, and that economic education at the elementary level is at an important developmental state,” Professor Ramsett explains how economics can be included in the elementary school curriculum without taking other subject matter out, and suggests approaches to the training of elementary teachers. He describes some innovative techniques being used at North Dakota's New School of Behavioral Studies, illustrates methods for motivating pupils, shows how economic concepts can be related to other subjects (such as arithmetic), and calls for cooperation between educators and liberal arts faculties in preparing the elementary teacher.     

The Effects of Inservice Training on Participating Teachers and Students in Their Economics Classes

In a fairly elaborate study, the author found that inservice teacher training in economics improved the achievement scores of participating teachers and their students. In addition, as their achievement scores improved, both teachers and students developed more positive opinions about economics. At the time of the study, inservice training seemed to be more effective than preservice training.     

The Preparation and Professionalization of Economics Instructors in Two-Year Colleges

With the rapid growth of two-year colleges and the probability that an increasing proportion of students will get their introductory economics in these institutions comes a natural concern over the quality of instruction found therein. Lewis reviews three surveys dealing with the preparation of junior college teachers of economics, offers explanations for the dearth of well-trained economists in the two-year colleges, and suggests ways of meeting the special needs of junior college teachers. He calls for both pre-service and in-service training programs designed to upgrade the teaching of economics in the two-year colleges.     

A Model for Evaluating the Effectiveness of Economic Education in Primary Grades

Understandably, many economists have grave doubts about the possibility of teaching basic economic concepts to primary level children. Davison and Kilgore report on the development and use of their Primary Test of Economic Understanding. Some 500 second-grade pupils and 24 teachers were involved in their experiment. A control group made up of children who received regular social studies instruction was compared with experimental groups using primary level economics materials. Differences in the pupils' general academic ability, socioeconomic environment and teacher preparation were taken into account. The authors found that children in early elementary grades can learn certain basic economic concepts.     

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.     

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.     

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.     

中国高等特殊教育生师比问题的研究

高等特殊教育是高等教育的一部分,其教育对象为健全人和残疾人。合理的生师比是该教育体系的成功实施的重要因素。对健全人实施的特殊教育师资培养项目的生师比可以参照国家规定的普通高校的生师比,对残疾人实施的高等教育项目的生师比目前没有国家标准,是中国残疾人高等教育教师配备的一个空白。试图通过对现有各级各类学校的现有政策的研究分析,提出适合残疾人高等教育的生师比。     

Teacher and Student Economic Understanding in Transition Economies

This study describes a new data set and uses it for an exploratory investigation of whether seminars for teachers conducted by the National Council on Economic Education through its International Education Exchange Program (IEEP) had a beneficial effect on the economic understanding of the high school students of these teachers. The data were collected using a non-equivalent control group design that sorted teachers into two groups based on whether or not they participated in an IEEP seminar. Pre- and posttests of economics were administered to the students of these teachers in Lithuania, Ukraine, Kyrgyzstan, and Poland. The exploratory results showed a larger increase in the economic understanding of students of teachers who participated in the IEEP seminars compared with students of teachers who did not. The results also showed that knowledge of economics among IEEP teachers was a factor for improving student achievement in economics. The findings should be viewed with caution because of data limitations.     

Exchange and evolution

This paper offers an extension of the distinction of [Kohn, Cato Journal, 24:303–339 (2004)] between the two paradigms of modern economic theory—value and exchange—as derived from the generic–operant framework of [Dopfer and Potts, The general theory of economic evolution, Routledge, London, (2007)]. I argue that Austrian and evolutionary economics can be analytically unified about a general framework of rule coordination and change that I shall call the generic value paradigm. This is an analytic generalization of Kohn’s “exchange paradigm” that will allow us to redefine his conception of the “value paradigm” as the operational value paradigm in terms of the economics of known and fully exploited opportunities. The generic value paradigm, in turn, underpins the economics of the growth of knowledge and the evolution of the economic order as an open-system process due to the origination, adoption, and retention of novel generic rules. Austrian economics is then circumscribed as a special case of the more general “generic” analysis of the coordination and evolution of economic rules.      

‘Our daily bread’: Maurice Potron,from Catholicism to mathematical economics

Abstract

Maurice Potron (1872–1942) is a French Jesuit and mathematician whose main source of inspiration in economics is the encyclical Rerum Novarum. With virtually no knowledge in economic theory, he wrote down a linear model of production in which he formalized the notions of just prices and just wages. As early as 1911, he used the Perron–Frobenius theorem to prove the existence of a positive solution and established a duality result between the quantity side and the price side of the model. He returned to economics in the 1930s, but in both periods he failed to make a lasting impression upon economists.

JEL Classification Code: B3     

案例教学法在理论经济学教学中的探索与实践

在马克思主义理论经济学教学中引入案例教学法是符合教学改革的趋势的,能有效调动学生学习的积极性,提高学生的综合素质。理论经济学中采用案例教学,要求精心选择教材,精心选择案例,精心组织分析及总结等。加强对案例教学的教师培训教育,与其他教学方法相配合,能更好地搞好理论经济学教学工作。     

An Exploratory Study of the Economic Understanding of Elementary School Teachers

Professor McKenzie administered the SRA Test of Economic Understanding to 144 elementary teachers in southwest Virginia and compared their performance with that of several other groups. It is concluded that elementary teachers whose formal economics training is comparable to that of high school teachers are equally knowledgable. His results raise further questions about the effectiveness of two semesters of economics as compared with one, at least as far as long-run impact is concerned. The so-called “Stigler hypothesis” was also tested, McKenzie concluding that Stigler was probably “overly pessimistic about the lasting effects of the college economics course.” Several suggestions for improving the teaching of economics at the elementary level are included.     

National Standards for Financial Literacy: Rationale and Content

The National Standards for Financial Literacy describe the knowledge, understanding, and skills that are important for students to learn about personal finance. They are designed to guide teachers, school administrators, and other educators in developing curriculum and educational materials for teaching financial literacy. In this article, the authors explain the reasons for the development of the Standards by the Council for Economic Education and the work of economists, economic educators, and teachers to prepare them. They describe each of the six content standards and how they are supported by associated benchmarks at the fourth, eighth, and twelfth grades. The authors also discuss several valuable Standards’ features, including a focus on economic content and decision-making skills as the foundation for financial literacy.     

The Property System in Austrian Economics: Ronald Coase's Contribution

This paper argues that contrary to Roy Cordato's claim, Ronald Coase's work on the problem of social cost is an important contribution to Austrian economics. Coase identified a criterion that can be used to establish initial legal rights to control actions that have external effects. In other words, he discovered a criterion that, in some cases, can be directly applied to help establish a property system when there is none. The criterion also helps a government adapt, or maintain, a property system in light of continuing changes that are characteristic of the entrepreneur economy. Cordato's anti-state ethical economics, which he used to criticize Coase, is a deviation from the century-old tradition of Austrian economics. Menger, Mises and Hayek saw economics as a body of logical knowledge that is value free. In addition they recognized a role for government in defining legal rights and in maintaining the property system in light of changing conditions. Accordingly, it is wrong to invoke Austrian economics, properly understood, to criticize this aspect of Coase's work. In this paper, I argue that Cordato has followed a deviant and troubling path by trying to construct an Austrian economics based on ethics, that he has failed to understand that a changeable property system is a prerequisite for the market economy, and that he has correspondingly failed to recognize Coase's contribution to the problem of how to maintain the property system in light of continuing change.     

INTRODUCTORY REMARKS

Abstract

This special issue aims at promoting the economics of knowledge governance as a meaningful research field. It especially helps to the understanding of current performance of economic systems. Some guidelines are suggested in order to delineate the economics of knowledge governance.     

Economic Education in Korea: Current Status and Changes

The authors describe key aspects of precollege and undergraduate economic education in Korea. They show that precollege students seem to have low economics literacy due to problems with the curriculum and insufficient training of teachers. At the undergraduate level, they show that economics departments have more male students than female students and that the employment rate for economics majors is lower than for business majors. They hope to draw more of Korean economists' attention to research initiatives in economic education.     

Enhancing economic literacy of classroom teachers

For the past two summers, the Division of Education and the Division of Business and Economics at Indiana University at Kokomo have collaborated to produce an intense teamtaught summer economics course for pre-service education majors and in-service classroom teachers. The dual emphasis on content and application allows economics to integrate every aspect of the classroom and allows Praxis achievement. This paper explores the essential nature of Praxis in making the content or practice link—so critical for successful implementation of economics in K-12 classrooms. To determine their attitudes toward and knowledge of economics education, a pretest and post-test format was adopted. In addition, the institutional enhancers and inhibitors that dramatically affected the development and implementation of the new course of study are presented. This paper was presented at the Forty-Fourth International Atlantic Economic Society Conference in Philadelphia, Pennsylvania, October 9–12, 1997. Discussants' comments are incorporated.