scholarly journals La publicidad desde el punto de vista de la Escuela Austríaca

2021 ◽  
pp. 199-250
Author(s):  
Jorge García Martínez
Keyword(s):  
Social Institutions ◽  
Economic Benefits ◽  
Point Of View ◽  
Austrian Economics ◽  
Austrian School ◽  
Political Propaganda ◽  
Austrian School Of Economics ◽  
Peaceful Development ◽  
The Moment ◽  
The Individual

In this paper I will try advertising from the point of view of the School of Austrian Economics. To do this, I will analyze the Mises’s comments in Hu-man Action about commercial propaganda, and also school important theo-ries, such as the Business Function, Dynamic Efficiency or Evolutionary Theory of Social Institutions. The aim is to check what relationship may be between these theories and the different definitions given about Advertising terms by some of the most important publishers of the moment. At the same time, it is intended to check whether advertising can be consistently explained with the Austrian theory. The Austrian School of Economics brings a human and real vision to the economical science, in which the individual and his actions are taken into account, starting all economic analysis from methodological individ-ualism, as are the individuals who by their actions give shape to the society. Thanks to the multidisciplinary approach of the school one can perfectly under-stand the development of advertising. The spectacular increase in the market has caused that the number of companies offering products and services con-stantly grows, this growth binds a process of constant competition which has led the advertising to a continually evolve. This explanation of advertising, ac-cording to the Austrian School, fully agrees with the view of some of the lead-ing advertisers. In turn, this article is a direct criticism of the political propagan-da, in which the results cannot be experienced freely by society and whose consequences are disastrous for social coexistence, the peaceful development of the cooperation and coordination of the company and all necessary human progress. Following the study, it concludes that advertising can be perfectly studied from the point of view of the Austrian School of Economics, which al-lows not only understand the economic benefits of advertising but also the dangers of political propaganda. Key Words: Advertising, Political Propaganda, Creativity, Competence Resumen: En este trabajo voy a tratar la publicidad desde el punto de vista de la Escuela Austriaca de Economía. Para ello, analizaré los comentarios de Mises en la Acción Humana sobre la propaganda comercial, así como impor-tantes teorías de la escuela, como la de la Función Empresarial, la Eficiencia dinámica o la Teoría Evolutiva de las Instituciones Sociales. El objetivo es com-probar qué relación puede haber entre dichas teorías y las distintas definicio-nes dadas sobre términos publicitarios por algunos de los más importantes publicistas del momento. A su vez se pretende comprobar si con la teoría austriaca puede explicarse la publicidad de forma coherente. La Escuela Aus-triaca de Economía aporta una visión humana y real a la ciencia económica, en la cual el individuo y sus actos son tenidos en cuenta, partiendo todo el análisis económico desde el individualismo metodológico, puesto que son los individuos los que con sus actos dan forma a la sociedad. Gracias a la visión multidisciplinar de la escuela puede entenderse perfectamente el desarrollo de la publicidad. El aumento espectacular dado en el mercado ha hecho que el número de empresas oferentes de productos y servicios crezca constantemen-te, a este crecimiento se une un proceso de competencia constante que ha provocado que la publicidad vaya evolucionando continuamente. Esta explica-ción de la publicidad, acorde con la Escuela Austriaca, coincide plenamente con la visión de algunos de los más destacados publicistas. A su vez, en este artículo se realiza una crítica directa a la propaganda política, cuyos resulta-dos no pueden experimentarse libremente por la sociedad y cuyas consecuen-cias son nefastas para la convivencia social, el desarrollo pacífico de la coo-peración y coordinación de dicha sociedad y todo el necesario progreso humano. A raíz de lo estudiado, se concluye que la publicidad puede estudiar-se perfectamente desde el punto de vista de la Escuela Austriaca de Economía, lo cual permite no solo comprender las ventajas económicas de la publicidad sino también los peligros de la propaganda política. Palabras clave: Publicidad, Propaganda política, Creatividad, Competencia

The Austrians on Relative Inflation as a Cause of Crisis

2003 ◽  
Vol 25 (2) ◽  
pp. 221-237 ◽  
Author(s):  
Hansjörg Klausinger
Keyword(s):  
Interwar Period ◽  
Austrian Economics ◽  
Austrian School ◽  
Austrian School Of Economics ◽  
High Esteem ◽  
Loss Of Coherence ◽  
Main Center

The development of Austrian economics in the interwar period was marked by the contrast between its high esteem at the beginning of the 1930s and its dwindling influence throughout the remainder of the decade. A variety of reasons have been conjectured for this decline (and the eventual dissolution) of the Austrian school of economics (see Caldwell 1988, pp. 517–21). A rarely mentioned factor of a more sociological nature that may have contributed to or that at least indicated the school's decline was its loss of coherence during the late 1930s, when, as a consequence of the emigration of the most prominent members, Vienna lost its role as the Austrian school's main center of communication. Insofar as this lack of coherence led not just to diversity within a unifying framework but to crucial divergences among the school's leading members, this might help to explain why after 1945 the Austrians were no longer perceived as a distinct school—some parts of their thinking had been fused into the neoclassical mainstream and others had largely fallen into disregard.

Complexity and Austrian Economics

2015 ◽  
pp. 593-611 ◽  
Author(s):  
J. Barkley Rosser
Keyword(s):  
Austrian Economics ◽  
Austrian School ◽  
Austrian School Of Economics ◽  
Economic Complexity ◽  
Recent Developments ◽  
Carl Menger ◽  
Over Time ◽  
Friedrich Hayek

There is a deep link between complexity economics and Austrian economics. Ideas of complexity were foundational in the work of Austrian economics from its generally recognized beginnings in the work of Carl Menger to the modern day, with Friedrich Hayek being probably the most important carrier of this theme in the school. Although interest in complexity economics among Austrians has waxed and waned over time, today such ideas are quite influential in the work of many Austrian economists. This chapter discusses the varieties of economic complexity and the connection with the Austrian school of economics from Menger to Hayek, as well as more recent developments of Austrian views on complexity.

scholarly journals Cluster approach in the organization of the vocational guidance

2019 ◽  
pp. 50-53
Author(s):  
Natalia Yurievna Subirkina
Keyword(s):  
Social Institutions ◽  
Vocational Guidance ◽  
Point Of View ◽  
Self Determination ◽  
Guidance System ◽  
Cluster Approach ◽  
Vocational Orientation ◽  
Professional Self ◽  
The Individual ◽  
Family State

The paper analyzes the concepts «vocational orientation» and «professional self-determination» from subject-object relations. The subjects of vocational guidance are various social institutions such as school, family, state. In the case of professional self-determination, the researcher is interested in the personality of the individual who has to solve a personally significant problem. From the author`s point of view, the cluster approach to the organization of the vocational guidance system allows to coordinate the joint actions of subjects and objects of vocational guidance to achieve the best result.

scholarly journals Wizerunek kobiety dojrzałej w reklamie prasowej kosmetyków

2011 ◽  
pp. 189-210
Author(s):  
Anna Kozłowska
Keyword(s):  
Mass Communication ◽  
Social Groups ◽  
The Elderly ◽  
Current Approach ◽  
Point Of View ◽  
Cultural Patterns ◽  
Socialization Process ◽  
The Moment ◽  
The Individual ◽  
Promotional Message

The paper shows the world of the elderly through the eyes of the creators' advertising messages. The author assumes that advertising leads to the formation, strengthen and reinforce the stereotypical thinking about social groups and roles. Advertising as mass communication at the moment is treated as an extension of the socialization process, aligning and strengthening the existing cultural patterns. The results of qualitative researches go beyond the current approach to the image of older people in advertising. Exploratory analysis were subjected to advertising messages, in which the woman's age has been an important promotional message. It is assumed that the age is a matter of particular importance from the point of view of shaping the identity of the conteporary woman. It's important that image of elderly people in advertising is associated not only with its perception by the individual, but also by others. Advertising has great interest and willingness to reflect on the natural process of human aging. This mass message displays, which is characteristic of a particular sex, as falls do in a given age, as one should look at the situation. Characteristics and behaviors ascribed to a particular sex or age, in@uence, either positive or negative response to a person, both by themselves and by the others. Certain image of the elderly has an impact on our level of optimism, mood and actions of people of all ages.

scholarly journals “WOULD YOU BE SO KIND NOT TO WITHHOLD MY APPLICATION”. THE 1920-S RABFAK STUDENTS' PROBLEMS REFLECTED IN THEIR APPEALS TO THE AUTHORITIES

2020 ◽  
pp. 175-185
Author(s):  
E. S. Studenikina ◽  
Keyword(s):  
Higher Education ◽  
Point Of View ◽  
Educational Institutions ◽  
Student Life ◽  
Personal Problems ◽  
Higher Education System ◽  
Student Transfer ◽  
The Subject ◽  
The Moment ◽  
The Individual

Workers’ faculties (rabfak) began their work to help the workers and the poorest countrymen in gaining necessary knowledge for admission to higher educational institutions. The article examines the moment of the rabfak establishment from the point of view of students who wrote to the authorities. The analysis of letters helps us trace milestones in students’ lives, such as entering workers’ faculties, studies, graduation, along with the related problems. Most of the letters to the authorities dealt with the students’ personal problems and their involvement into getting proper education, without considering systemic issues, such as inefficient learning in some institutions or the lack of students with a certain specialization. Students’ letters also help us look more closely at the problems of rabfak students, especially since those letters are rarely allocated into individual cases; much more often they are mixed with the appeals of students and/or other citizens to certain authorities. Partially, the topics contained in the letters were the subject of a wide public discussion of the 1920s (overload of educational and social work, difficult living conditions, the need to work additionally, etc.); others concerned the individual situation of a particular student: transfer to another university for family reasons, disappointment in the profession, etc. The letters give an idea not only about the peculiarities of studying at the workers’ faculty, but also about the student life of that time, relations between students, and the perception of the higher education system by young people as well

scholarly journals Typologies of Institutional Communication

10.26458/1414 ◽  
2014 ◽  
Vol 14 (1) ◽  
pp. 33
Author(s):  
Gabriela IOSIF
Keyword(s):  
Social Process ◽  
Social Institutions ◽  
Point Of View ◽  
Human Communication ◽  
The Social ◽  
Great Relevance ◽  
Institutional Communication ◽  
The Individual ◽  
Or Organization ◽  
Administrative Tasks

From the point of view of Durkheim, institutions are ways of acting, feeling and thinking, expressing any social act. Institutions have stringent action on the individual, have its own existence, independent of individual manifestations, which are distinctive for a given group, being accepted by all members. Types of social institutions are economic institutions, educational, political, cultural and family. Within institutions, communication is an inherent phenomenon.For Katz and Kahn "communication is a social process of great relevance to the functioning of each group, organization or society," the very essence of the social system or organization. The organizational structure provides stability for human communication and facilitates administrative tasks. (Rogers Everett M. and Agarwala-Rogers Rekha, 1976, p. 6). Therefore, an effective institutional communication adds value to any institution. 

scholarly journals The Austrian school of economics in Russia: From criticism and rejection to absorption and adoption

2018 ◽  
Vol 4 (1) ◽  
pp. 31-43
Author(s):  
Vladimir Avtonomov ◽  
Natalia Makasheva
Keyword(s):  
Austrian Economics ◽  
Austrian School ◽  
Intellectual Tradition ◽  
Simple Process ◽  
Austrian School Of Economics ◽  
History Of ◽  
Hostile Attitude

Dissemination and adoption of Western economic ideas in Russia have never been a simple process, always bearing marks of the socio-political and ideological circumstances of the country and inner processes in economics, as well as marks of the national intellectual tradition in general. It is not surprising that the history of Austrian economics in Russia was akin to a long road with many windings and turns. We can distinguish three different periods, or waves, each of them rather complex: from the 1890s until the late 1920s (introduction and, to a certain degree, adoption and criticism), from the beginning of the 1930s until the mid-1980s (hostile attitude and ignorance), and from the mid-1980s onwards (rediscovery, dissemination, and adoption).

FORMATION OF STUDENTS’ PROFESSIONAL QUALITIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol 74 (4) ◽  
pp. 350-354
Author(s):  
G. Akan ◽  
◽  
S. Rakhimzhanova ◽  
Keyword(s):  
Higher Education ◽  
Personal Development ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Point Of View ◽  
Stable Orientation ◽  
The Social ◽  
Level Of Training ◽  
The Moment ◽  
The Individual

This article deals with the training of future specialists in higher education institutions in accordance with the development of society and the requirements for the individual, the student. As it is known, due to the increased requirements for the level of training of future specialists in higher education institutions, the social demand for future specialists is quite high, both for themselves and for the individual. In addition, the formation of motivation for professional training of students in higher educational institutions was considered from the point of view of a stable orientation and motivation system. In the process of professional training, personal development is carried out. The formation of a professional personality begins from the moment of choosing a profession and continues throughout life. Many competitions have shown that the formation of professional training of students in teaching English in higher education institutions is not profitable without motives, needs and interests. Therefore, motives, needs and interests are considered as structural components of motivation.

The Greatest Happiness Principle

Utilitas ◽  
1991 ◽  
Vol 3 (1) ◽  
pp. 37-51 ◽  
Author(s):  
T. L. S. Sprigge
Keyword(s):  
Decision Making ◽  
Basic Principle ◽  
Social Institutions ◽  
Point Of View ◽  
Moral Evaluation ◽  
Moral Truth ◽  
Political Position ◽  
The Individual ◽  
Different Levels ◽  
Do So

My purpose in what follows is not so much to defend the basic principle of utilitarianism as to indicate the form of it which seems most promising as a basic moral and political position. I shall take the principle of utility as offering a criterion for two different sorts of evaluation: first, the merits of acts of government, social policies, and social institutions, and secondly, the ultimate moral evaluation of the actions of individuals. I do not take it as implying that the individual should live his life on the basis of constant evaluations of this sort. For there are different levels of decision making each with its appropriate criteria. For example, we each inevitably make many of our decisions from the point of view of our own personal self-fulfilment and this cannot regularly take a directly utilitarian form, nor should the utilitarian want it to do so. His claim is at most that we should sometimes review our life from the point of view of a kind of impersonal moral truth of a universalistic utilitarian character.

Can we educate a genius? Deliberations on the margins of the writings of Nietzsche

2017 ◽  
pp. 0-0
Author(s):  
Katarzyna Gurczyńska-Sady
Keyword(s):  
Natural History ◽  
Educational System ◽  
Education System ◽  
Traditional Education ◽  
Point Of View ◽  
Education Systems ◽  
History Of ◽  
The Moment ◽  
The Individual ◽  
Education Process

The article deals with the issue of systemic education. The author asks a classic question of whether traditional education systems should concentrate on students with average abilities or maybe they should foster the most talented ones. Considerations on this subject are conducted with regard to the multi-layered thought of Nietzsche, whose position is so invaluable that in a possible polemic it is situated as an exceptionally radical. Writing down the natural history of mankind, Nietzsche formulates a thesis that the moment of the creation of the first human communities, the moment of the socialisation of man, was extremely unfavourable as far as man’s strength, ability and creativity are concerned. He presents socialisation, which is part of the education process, as beneficial for the community and detrimental to the individual. This situation in the course of history remains the same, which – after the adoption of Nietzschean assumptions – gives cause to adopt a radical position of those who deem the education system unfit to foster outstanding individuals. Nietzsche’s view, in comparison with other views, is so innovative that it considers the inability as genealogically founded. Although the educational system from the point of view of the majority contributes to the emergence of new content, ideas or values, it remains inefficient for individuals of genius.

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