economic theories
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Politeja ◽  
2021 ◽  
Vol 18 (6(75)) ◽  
pp. 359-378
Author(s):  
Magdalena Modrzejewska

The Influence of Pestalozzian Theories on the Theory and Practice of Josiah Warren's Philosophy of Education – The Genesis of the System Josiah Warren is portrayed as the father of American individualist anarchism and the first American anarchist. This paper investigates his contribution to the development of educational theories and his educational practices, since for Warren, as many anarchists, education is the main path to create a new society. Warren’s educational theories and experiments originated mainly from his stay in New Harmony between 1825 and 1827, where he encountered innovative method of teaching that nurtured children’s independence, invented by Johann Heinrich Pestalozzi. Therefore, the aim of this text is to trace how Warren’s philosophy of education was shaped to become an essential element of his theory of stateless political and legal order and how Warren combined concepts of extreme individualism with his economic theories, such as equitable commerce and cost the limit of price. The knowledge of Warren’s New Harmony experience where he encountered William Maclure and Pestalozzian social reformers will enable the reader to better understand the framework of his own concept of education that he practiced at the Spring Hill School in Ohio.


Author(s):  
Caroline D. Ditlev-Simonsen

AbstractIn this chapter, I provide a brief introduction of some of the key economic theories, and how and to which extent they apply to sustainable development and corporate responsibility. How economics, international trade, organizations, tax, values, banks, governments, and so on work today can all be attributed to one or more of the economic theorists introduced in this chapter. Still, these theories were developed at the time when environmental challenges such as climate change and resource depletion were not pressing issues, and therefore not considered. I conclude with an overview of the key economists and philosophers who explicitly consider sustainability and corporate responsibility in their assessment of society and business. This chapter concludes with discussing new trends and theories capturing the sustainable element of business models.


2021 ◽  
Vol 29 (3) ◽  
pp. 587-594
Author(s):  
Ivet Tileva

Nowadays economic psychology is a field of science that has serious potential to compete classical economic theories. Many contemporary authors are interested in the discipline which is proved by the variety of emerging branches of economic psychology. Some of them are economists, other psychologists, but a small percentage of them have both economic and psychological education. This pattern explains some serious misunderstandings in the scientific literature in the field. The lack of understanding of both sciences at the same time leads to extremes in the conclusions, which in turn are not accepted as universally valid by economists and psychologists. Мoreover, the literature on the subject written by economists and psychologists seems very different. Economists attach more importance to the results of economic choice, while psychologists analyze primarily the causes for it. However, the connection between the two disciplines is indisputable. Despite the variety of branches of economic psychology, it is worth paying attention to the first work in the field written by an economist, which gives fundamental answers that modern scientists seem to miss. Lionel Robbins essay represents an extraordinary balance between the economic and the psychological issues, united in an ideal symbiosis.


2021 ◽  
Vol 12 (4) ◽  
pp. 94
Author(s):  
Dirar Abdul-Hamid Al-Toum Al-Otaibi ◽  
Hossam Hosney Abdul Aziz ◽  
Shady Mohamed Shawky Abdel-mawgoud

Economic growth is always seen as one of the chief economic goals countries try to achieve, in order to develop its economics. Economic growth takes different forms following the varying economic theories, and it's mostly defined as achieving increase in average share of individual from the real gross national income at certain time period. One of the most frequently used indexes to measure economic growth is: Measuring economic growth based on the expected – no the real – income, especially in countries that possess rich resources. And based on gross domestic product at fixed price and one year, and the average individual share from real income.


2021 ◽  
pp. 527-553
Author(s):  
Agnes Zolyomi

AbstractPolicy-makers define our lives to a great extent, and are therefore the people everybody wants to talk to. They receive hundreds of messages in various forms day-by-day with the aim of making them decide for or against something. They are in an especially difficult situation as regards the so-called “wicked” or “diffuse” problems such as climate change and biodiversity loss (Millner and Olivier, 2015; Sharman and Mlambo, 2012; Zaccai and Adams, 2012). These problems are limitedly tackled at the policy level despite their major socio-economic and environmental implications, which is often explained by their complexity with a sense of remoteness of effects (Cardinale et al., 2012; WWF, 2018). Communicating advocacy or scientific messages of biodiversity is therefore both a challenge and an under-researched topic (Bekessy et al., 2018; Posner et al., 2016; Primmer et al., 2015; Wright et al., 2017), where both social and natural sciences and both scientists and practitioners are needed to contribute (Ainscough et al., 2019). In order to be successful in delivering messages, communication not only needs to be self-explanatory and easy to consume but novel as well. It additionally helps if the message arrives in a more extraordinary format to draw even more attention. Based on experiences drawn from a conservation and advocacy NGO’s work, this chapter will divulge various socio-economic theories about creative methods, communication, and influencing decision-makers through a campaign fighting for the preservation of key nature legislation. It will be demonstrated how different EU policy-makers, including representatives of the European Commission and Members of the European Parliament, the general public, and other stakeholders, were addressed with various messages and tools (e.g., short films, social media campaigns, fact sheets, involvement of champions). In addition to other key factors such as public support, knowledge of the target audience and political context, the probable impacts and limitations of these messages will also be elaborated. The relevance to the integration and employment of better socio-economic theories into improving communication is straightforward. It is crucial to tailor-make future advocacy work of “wicked problems” such as biodiversity loss and climate change, since these are not usually backed up by major lobby forces and are, therefore, financed inadequately compared to their significance. Understanding the way in which policy-makers pick up or omit certain messages, as well as what framing, methods and channels are the most effective in delivering them to the policy-makers, is pivotal for a more sustainable future.


Author(s):  
Francesca Loria ◽  
Christian Matthes ◽  
Mu-Chun Wang
Keyword(s):  

2021 ◽  
Author(s):  
Liang Guo

Many phenomena of preference construction demonstrate a violation of the rationality premise in classical economic theories. One of the most well-known examples of preference construction is the compromise effect. This puzzling anomaly can be rationalized by contextual deliberation (i.e., endogenous information retrieval/acquisition that can partially resolve utility uncertainty before choice). In this research, we investigate the empirical validity of this explanation by performing falsification tests for its necessary predictions and identifying it from other potential accounts. We conduct five experiments with more than 1,000 participants and show that the compromise effect can be positively mediated by response time and cannot be eliminated by context information, but it can be moderated by manipulating the level of deliberation (i.e., time constraint, preference articulation, task order). These findings are consistent with the predictions of the theory of contextual deliberation. We also show that, on average, contextual deliberation (as proxied by response time) can uniquely account for about half of the total compromise effect. This paper was accepted by Yan Chen, behavioral economics and decision analysis


2021 ◽  
Author(s):  
◽  
Allan Kalapa Mbita

<p>In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms have become the main policy option upon which economic and social sector reforms, including tertiary education, have been premised. In this study I have compared trends in contemporary tertiary education policy of two countries: Zambia and New Zealand. Prior to 1980 in both countries education was predominantly a public monopoly and free at all levels. However, in the late 1980s and early 1990s New Zealand and Zambia respectively embarked on radical economic and social sector reforms based on the competitive market model. I have argued that market mechanisms in education policy of both Zambia and New Zealand had their origins in economic theories of the competitive market. These theories gained popularity at a time when countries were going through unprecedented economic difficulties. Thus, although on the surface competitive market policies would seem to suggest that the aim of government was to improve efficiency and accountability and to increase equity and equality of opportunities in tertiary institutions, under conditions of increasing demand on declining public resources and at a time when demand for tertiary education was increasing, it would appear that the long-term intentions of governments in both countries were to reduce public appropriation to tertiary education by transferring part of the responsibility of funding education to institutions themselves and to the beneficiaries of tertiary education. I have also argued that because New Zealand already had a prolific education system in place and a comprehensive student support system it was in a better position to operate its tertiary education system along free market lines. An under-developed tertiary education sector and lack of comprehensive student-aid packages in Zambia have meant that the implementation of market-oriented policies in tertiary education are likely to impact more negatively on the students, education institutions and Zambian society in general.</p>


2021 ◽  
Author(s):  
◽  
Allan Kalapa Mbita

<p>In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms have become the main policy option upon which economic and social sector reforms, including tertiary education, have been premised. In this study I have compared trends in contemporary tertiary education policy of two countries: Zambia and New Zealand. Prior to 1980 in both countries education was predominantly a public monopoly and free at all levels. However, in the late 1980s and early 1990s New Zealand and Zambia respectively embarked on radical economic and social sector reforms based on the competitive market model. I have argued that market mechanisms in education policy of both Zambia and New Zealand had their origins in economic theories of the competitive market. These theories gained popularity at a time when countries were going through unprecedented economic difficulties. Thus, although on the surface competitive market policies would seem to suggest that the aim of government was to improve efficiency and accountability and to increase equity and equality of opportunities in tertiary institutions, under conditions of increasing demand on declining public resources and at a time when demand for tertiary education was increasing, it would appear that the long-term intentions of governments in both countries were to reduce public appropriation to tertiary education by transferring part of the responsibility of funding education to institutions themselves and to the beneficiaries of tertiary education. I have also argued that because New Zealand already had a prolific education system in place and a comprehensive student support system it was in a better position to operate its tertiary education system along free market lines. An under-developed tertiary education sector and lack of comprehensive student-aid packages in Zambia have meant that the implementation of market-oriented policies in tertiary education are likely to impact more negatively on the students, education institutions and Zambian society in general.</p>


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