Development Of Economic Thinking Research Articles

“Tis Early Practice only Makes the Master”: Nature and Nurture in Economic Thinking During School Time – A Research Note on Economics Education

AbstractIn this article, we contribute to the longstanding debate among economists regarding the question of “nature or nurture” with respect to economics students’ attitudes toward various allocation mechanisms for a scarce resource. While previous research starts the debate by beginning with first-year economics students, we aim to evaluate pre-first-year individuals, i.e., school pupils. Drawing on the seminal works of Haucap, J., & Just, T. (2010). Not guilty? Another look at the nature and nurture of economics students.European Journal of Law and Economics,29(2), 239–254 and Frey, B. S., Pommerehne, W. W., & Gygi, B. (1993). Economics indoctrination or selection? Some empirical results.The Journal of Economic Education,24(3), 271–281, we investigate a sample of 697 pupils ranging from the 5th to the 13th grades to determine whether pupils are “born economists” (nature), develop economic thinking (nurture), or both. We find that young individuals start to think differently in early grades and that their thinking and attitudes are shaped differently throughout their school careers, thereby providing support for the effects of both nature and nurture. Our findings show that school time impacts fairness judgments, particularly regarding price mechanisms. Regarding learning or indoctrination, we find that economics-inclined pupils are positively affected by lessons in economics in school, while pupils who are economics-averse draw completely diametric conclusions from economics lessons, thereby exhibiting increased disapproval of price allocation over the course of these classes and increased approval of the first come, first served and governmental action mechanisms. Moreover, we find strong effects of gender and migration background in this context. This study is the first to elucidate the development of economic thinking in 5th–13th grade pupils. Our results are important for economists, educators, and researchers because they can serve as a starting point for subsequent investigations in this under-researched field.

Improvement of teaching economic disciplines to medical students by updating the competency based approach and teaching methods

The relevance of the research is due to the need for formation and development of economic thinking among medical students in the implementation of the modern educational paradigm, implying a competence based approach to higher education and compliance of educational programs to the world quality standards. In the implementation of the Federal state educational standard of higher medical education the problem of economic competencies formation in medical students is relevant. Updating the competence based approach to teaching economic disciplines in medical higher educational institutions, as well as expansion of forms and teaching methods, taking into account the above mentioned competencies will facilitate the decision of this problem. The purpose of the research is to update the competence based approach to teaching economic disciplines to medical students. In the research the following methods were used: formalized analysis, analytical method, systematization method and data synthesis. The results of the research: the authors have created a list of competencies to implement in the process of teaching economic disciplines to medical students, as well as systematized and actualized active and passive methods of teaching economic disciplines in accordance with the competence based approach. Key findings: Modernization of higher education, taking into account the requirements of Federal state educational standards of new generations, also entails adapting the principles of competences of future specialists to a dynamically developing external environment. The proposed list of competencies can be used by teachers of specialized departments of higher educational institutions in the process of drawing up working programs of disciplines and directly in teaching economic disciplines in order to improve the quality of the educational process.

ЭКОНОМИЧЕСКОЕ СОЗНАНИЕ КАК МЕХАНИЗМ РАЗВИТИЯ ПРЕДПРИНИМАТЕЛЬСТВА

In modern realities, physical and mental activity come to the fore, allowing the entrepreneur to maximize the use of available resources, both his own and those presented by the environment. Only in the presence of these psychological characteristics, the leader is able to manifest an ontological essence that allows him to achieve high efficiency of the subordinate team. The article substantiates the need to understand that economic consciousness is not a substance di-vorced from the world and everything earthly. On the contrary, the principles of clarity, comprehensibility, and objectivity should be laid at the basis of economic thought in any of its manifestations. Professionalism in entrepreneurial activity must be based on universal standards. No one has canceled the originality and creativity of thinking, and it is they who become the basis of modern economic thinking. But completely ignoring the spiritual foundations, traditions or opposing their ac-tivities to them is fraught with transition (as Darth Vader said) “on the dark side of economic consciousness”. Separately, the author highlights such a concept as the ethics of an entrepreneur, determined by the norms and standards of a cultural society. The development of economic thinking of any person is impossible without practice. One theory or even simulators, simulators can not do. Consciousness and thinking are formed only through active behavior. By expanding the range of interests in professional activity, a person is forced to learn new things, be-comes richer not only in educational or economic terms, but also morally and socially. Through active actions, there is the development of intelligence, the formation of experience and wisdom, the knowledge of the laws of society and being.

The role of youth in society's economic development

The article examines the role of youth in the economic development of society from a socio philosophical point of view. The article also develops theoretical conclusions and recommendations for strengthening the role of youth in the economic development of society. The emergence and development of economic thinking of young people in Uzbekistan during the new stage of development, i.e. the Third Renaissance is an objective socio-economic process. The first is the relationship between the object of property and the subject of property, which includes the relationship of knowing the value of things that are the object of property, respecting them, preserving them, advertising them, or keeping them secret. In such a system, the same legal conditions are created for the operation of all forms of property. This, in turn, gives all young people the right to own property in the first place; second, it allows them to freely dispose of their property; third, freedom, entrepreneurship, initiative are encouraged.

ИНТЕГРАЛЬНЫЙ АНАЛИЗ МОДЕЛИ РЕНТАБЕЛЬНОСТИ ОСНОВНЫХ ФОНДОВ СТРОИТЕЛЬНОЙ ОТРАСЛИ РФ

Over the course of more than a decade of the global economic crisis, the relevance of analyzing the performance indicators of construction organizations in the world has not only not decreased, but even vice versa - it has grown significantly, because now not only its success, but the most elementary survival in the current crisis depends on the financial condition of the company. Both the rate of recovery from the crisis and the competitiveness of the economy largely depend on the efficiency of the construction sector. Construction is a fund-forming (capital-intensive) industry on which the formation of the national economy depends; which means the formation of a complex economic, social, organizational, scientific and technical system. Currently, the construction industry of the Russian Federation is experiencing a number of difficulties in its development, but at the same time it has good chances of increasing its competitiveness and integration into the world market. The object of research of the article is the construction industry of the Russian Federation in the context of three main types of construction: construction of buildings; construction of engineering structures; specialized construction works. The article presents the author’s model of the profitability of fixed assets. The article describes one of the author’s methods of integral factor analysis, which allows an accessible and relatively simple assessment of the degree of influence of factors on changes in the studied indicator. The purpose of this article was to generalize and systematize the theoretical and methodological foundations of factor analysis in a form accessible to specialists in the field of economics and management, which should help form their basis for the development of economic thinking, understanding the essence of economic processes and phenomena occurring within the framework of the activities of economic entities. What is more important - it will help to develop skills for their quantitative assessment, economic interpretation and search for reserves to increase the efficiency of functioning.

Evolution of economic thought in the Ottoman Empire and early Republican Turkey

Up until the late eighteenth century, the economic understanding of the Ottoman elite was based on the worldview of the scholars of the Madrasah system. The first Ottoman treatises in modern economics began to be written in the second quarter of the nineteenth century, close to 300 years after the emergence of the subject during the Mercantilist era. The nineteenth century witnessed a gradual increase in economic analyses, together with the introduction of the subject in various institutions of higher education. However, a breakthrough in the development of economic thinking in the country had to wait until the foundation of the Republic in 1923, the emergence of the journal Kadro and the establishment of Istanbul University a decade later. This article traces the emergence and development of economics in the Ottoman Empire and in the first decade and a half of the Turkish Republic.

Parametric Modeling of Assessing the Development Level of Economical Thinking of Students

The formation of professional competence of future specialists is determined by the acuteness of social, cultural and economic problems that are forming in the world. Modern higher education is aimed at finding acceptable ways to train professionally competent specialists, with a new way of thinking, with comprehensive knowledge, ready to independently solve professional problems. This article discusses one of the tools for assessing the development of economic thinking among students of higher educational institutions, which serves as a criterion for the selection and application of the most effective teaching technologies. Existing valuation models are designed primarily to determine the level of mastery of economic knowledge. In this study, the authors propose using not only the cognitive component, but also such parameters as the psycho-emotional component and the level of stereotyping of thinking. The relevance of this study is to identify the indisputable relationship of the forms, methods and content of education with the prospects for the development of their economic thinking, allowing them to become full members of society. Mastering the fundamentals of economic literacy at the present stage of development of society to achieve this goal is insufficient, the authors propose using the parametric assessment model they developed, accumulating achievements in such fields as pedagogy, economics, economic sociology and economic psychology.

PRODUCTIVE ECONOMIC THINKING – THE BASIS OF FORMATION OF PROFESSIONAL COMPETENCES OF STUDENTS OF THE SPECIALTY "PROFESSIONAL EDUCATION (ECONOMICS)"

The paper is devoted to the methodical aspects of the development of economic thinking of future teachers of vocational education and specialists in economics, because its productivity ensures the success of the formation of professional competences of students who receive education by the educational-professional program “Professional Education (Economics)” at state higher educational institution - Kyiv National Economic University named after Vadym Hetman. The author reveals the specifics of economic thinking, its main features and manifestations in professional activity. Economic thinking is seen as a kind of practical thinking of the subjects of professional activity. This is a process, and, consequently, it can be developed and improved. It is necessary to solve the tasks of the methodical nature: how, with the help of which tools economic thinking can be developed as a whole, and in the process of economic training to form its specific characteristics. The author substantiates and systematizes the experience of applying the techniques and technologies of the development of personality thinking in the educational process; the technologies and techniques for stimulating the development of the logical (left-sided), creative (right-sided) and balanced thinking in the learning process are highlighted separately; their influence on the modality and changes in the types of students' thinking, (which proves the necessity of implementation of specific methods of development of economic thinking in the process of preparation of specialists of the bachelor level on the specialization “Economic and Business Education” in order to stimulate productivity and effectiveness of thinking) is estimated.

Development of economic thinking as a direction of modernization of modern Russian Education

Development of economic thinking as a direction of modernization of modern Russian Education

CHALLENGES OF TEACHING THE ECONOMIC SCIENCES IN GEORGIAN UNIVERSITIES

The teaching process of economic sciences must serve to train the competitive staff that will be successful in the field of economic theory and practical economics. Under the formation of market economy and economic transformation, the neo-liberal economic theory replaced the teaching of Marxist political economy in the university education space, for which a favorable environment for the occupation of the prevailing position in the country and the university was caused by many external and internal factors. But, in fact, we have still taken a stand that promotes unilateral development of economic thinking and excludes the pluralism of scientific thinking and the development of critical thinking. In the modern conditions, the use of “laissez faire” doctrine without the realization of state regulation is an abstraction from reality”. Among the challenges of teaching the economic sciences in Georgian universities is the issue of the “Course of Economic History”. From the higher education programs of the economy, the course of “history of economics” has been taken out, which in turn negatively affects the qualifications of the graduates of the economic program and the quality of knowledge. The Scientific study of economic processes cannot be done without consensual knowledge of traditional traditions and cultural-historical existence and genetic-historical analysis. Also, in the era of globalization and information technology development, new challenges emerged in the challenges of teaching economic science. It is important to introduce interdisciplinary approaches and methods of teaching. In the context of the information period, it is important to modernize economic programs in the form of graduates, who will be able to engage in e-governance, which should provide citizens with the use of new technologies in their decision-making process. In addition, the development of this direction will facilitate acceleration of processes of electronic democracy and make governance processes transparent. It is desirable to modernize educational programs through such training courses as “reengineering business processes for e-governance”, “geographical information systems for territorial governance”, “e-governance solutions support systems”, etc.

Public–private partnerships: a review of economic considerations with particular reference to transportation projects

ABSTRACTThe paper sets in context some of the more recent work that has been conducted on public–private partnerships (PPPs) in the provision and operation of infrastructure. PPPs essentially involve a government or its agent signing an agreement with a private company or consortium to supply it with services with the private sector actor involved in major elements of designing, building, temporarily ‘owning’, and running the physical assets; basically they are long-term development and service contracts between government and a private partner. The paper outlines the development of economic thinking regarding the rationale behind PPPs, the extent to which unbundling is optimal and the forms that it may take, the nature of the contracts that are enacted and their renegotiation, the awarding of contracts, and matters of possible corruption. By way of focus, it also provides some indication of what empirical studies in the transportation have thrown up regarding the outcomes of PPPs.

Mark Blaug on the historiography of economics

This paper discusses how Mark Blaug reversed his thinking about the historiography of economics, abandoning 'rational' for 'historical' reconstruction, and using an economics of scientific knowledge argument against Paul Samuelson and others that rational reconstructions of past ideas and theories in the "marketplace of ideas" were Pareto inefficient. Blaug's positive argument for historical reconstruction was built on the concept of "lost content" and his rejection of the end-state view of competition in favor of a process view. He used these ideas to emphasize path dependency in the development of economic thinking, thereby advancing an evolutionary view of economics that has connections to a Lakatosian understanding of economic methodology. The paper argues that Blaug was essentially successful in criticizing the standard rational reconstructionist view of the history of economic thought in economics, and that this is borne out by the nature of the change in recent economics.

Economic Thinking About Transnational Governance: Blind Spots and Historical Perspectives

The notion of 'transnational governance' refers to systems in which private actors and other nonstate institutions participate in setting and enforcing norms for cross-border transactions in trade, finance and other business. While the term is modern, the co-evolution of world markets and hybrid regulation has been discussed since the time of pre-classical and classical political economy. Yet, while transnational governance is a hot issue in other disciplines, it is almost a non-theme in current economics. This paper explores the development of economic thinking about transnational governance in three steps. It starts with a description of transnationalization and a typology of transnational governance. Thereafter it relates the historical causes and analytical choices that make it difficult to deal with transnational governance in terms of modern economics. The blind spots in current frameworks of economic thinking raise the question whether more substantial reflections about transnational governance can be found in the history of economic thought, in the periods when economics as an academic discipline developed along with the emergence of nation states and the global system of markets. In the third step relevant ideas of Adam Smith, Friedrich List, Max Weber, John Hicks and many others are discussed and evaluated in the contexts of city states, trading companies, crossborder finance and self‐regulation.

Mark Blaug on the Historiography of Economics

This paper discusses how Mark Blaug reversed his thinking about the historiography of economics, abandoning rational reconstructions for historical ones, by using an economics of scientific knowledge argument against Paul Samuelson and others that rational reconstructions of past ideas and theories in the 'marketplace of ideas' were Pareto inefficient. Blaug’s positive argument for historical reconstructions was built on the concept of 'lost content' and his rejection of the end-state view of competition in favor of a process conception. He used these ideas to emphasize path dependency in the development of economic thinking, thereby advancing an evolutionary view of economics that has connections to his Lakatosian research programs understanding of economic methodology. The paper argues that Blaug was essentially successful in criticizing the standard view of the history of economic thought in economics, and that this is borne out by the nature of the change in recent economics.

THE CONCEPT OF AN AGRICULTURAL SURPLUS, FROM PETTY TO SMITH

Everyone has to eat, so agriculturalists must produce enough to feed themselves and the rest of the population. This statement is trivially obvious but making it explicit mattered to the early development of economic thinking. Many important economic writers of the period (Petty, Cantillon, Hutcheson, Hume, Steuart, Mirabeau, Smith, and others) used a specific notion of agricultural surplus of the form: x men can feed y, where y > x. A series of questions about the relation between agriculture and the rest of the economy naturally follows. Will the surplus be produced? How does it reach those who consume it? What are the “superfluous hands” (in Hume’s terms) to do? This paper points out this neglected theme in early economics.

Economics as Ideology: Keynes, Laski, Hayek, and the Creation of Contemporary Politics

Economics as Ideology: Keynes, Laski, Hayek, and the Creation of Contemporary Politics, Kenneth R. Hoover, Rowman and Littlefield, 2003, pp. xv, 329.Although it was published two years ago, this book remains relevant to many contemporary debates about the optimal relationship between market and state institutions, especially if we want to set these debates within a historical context. To provide an account of the development of economic thinking in the twentieth century, Hoover carefully examines the lives, personalities and writings of three emblematic thinkers: Harold Laski, John Maynard Keynes and Friedrich A. Hayek. The title is somewhat misleading in the sense that it refers to a particular meaning of the term “ideology” that may not be shared by all those who come across this book, but the author justifies it by explaining that he takes ideology to mean a set of a priori contestable propositions that are posed as being unchallengeable or, in other words, have been “decontested.” Thus the question he is interested in is: “Why did these thinkers decontest ideas about government and the market in the way they did?” (4).

What Educational Research Says about the Development of Economic Thinking

Abstract Helping young people learn to grapple successfully with economic issues is clearly a fundamental goal of citizenship education. During the 1950's, there was the beginning of some research about how children and adolescents think about economic-related ideas. This research waned throughout most of the 1960's and early 1970's. Recently, there is new but limited evidence of an increased interest in this area of investigation. This article provides a summary of the studies done in the 1950's and early 1960's as a backdrop for a report on more recent work done in the mid-1970's.

Children's Concepts regarding Debt

Previous articleNext article No AccessChildren's Concepts regarding DebtLebern N. Miller and Thomas D. HornLebern N. Miller Search for more articles by this author and Thomas D. Horn Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 55, Number 7Mar., 1955 Article DOIhttps://doi.org/10.1086/458711 Views: 2Total views on this site Citations: 8Citations are reported from Crossref Copyright 1955 The University of ChicagoPDF download Crossref reports the following articles citing this article:Ching Man Lam, Mong Chow Lam, Daniel TL Shek, Vera MY Tang Coping with economic disadvantage. A qualitative study of Chinese adolescents from low-income families, International Journal of Adolescent Medicine and Health 16, no.44 (Jan 2004).https://doi.org/10.1515/IJAMH.2004.16.4.343Mark D. Griffiths Gambling in children and adolescents, Journal of Gambling Behavior 5, no.11 (Jan 1989): 66–83.https://doi.org/10.1007/BF01022138Adrian Furnham Children's Understanding of the Economic World, Australian Journal of Education 30, no.33 (Nov 1986): 219–240.https://doi.org/10.1177/000494418603000302Adrian Furnham The perception of poverty among adolescents, Journal of Adolescence 5, no.22 (Jan 2007): 135–147.https://doi.org/10.1016/S0140-1971(82)80042-0Mark C. Schug What Educational Research Says about the Development of Economic Thinking, Theory & Research in Social Education 9, no.33 (Sep 1981): 25–36.https://doi.org/10.1080/00933104.1981.10506112Shirley Koeller Economics Education Applied to Early Childhood, Childhood Education 57, no.55 (May 1981): 293–296.https://doi.org/10.1080/00094056.1981.10520471George P. Moschis, Gilbert A. Churchill An Analysis of the Adolescent Consumer, Journal of Marketing 43, no.33 (Nov 2018): 40–48.https://doi.org/10.1177/002224297904300304Rachel S. Sutton Behavior in the Attainment of Economic Concepts, The Journal of Psychology 53, no.11 (Jan 1962): 37–46.https://doi.org/10.1080/00223980.1962.9916551