Economic Fallacies Research Articles

The French Revolution: An Economic Interpretation.

The economic history of revolutionary France is still a neglected area in studies of the Revolution of 1789. Whilst some attention has been given to the condition of the peasants, the urban working classes and the financial crisis of the Ancient Regime, there has been a general tendency to regard economic factors as external and somewhat peripheral to the truly political nature of the Revolution. This book is designed to redress the balance, providing a clear, accessible, and thought-provoking guide to the economic background to the French Revolution. Professor Aftalion analyses the policies followed by successive revolutionary assemblies, examining in detail taxation, the confiscation of church property, the assignats, and the siege economy of the Terror. He shows how decisions taken in 1789 by the Constituent Assembly inevitably led to a deepening financial and economic crisis, and to increasingly radical and disastrous policies. The study is important also for its exposure of many of the economic fallacies propounded both at the time by many Frenchmen and later by many modern historians.

Communication Energy efficiency and economic fallacies

The sharpening energy efficiency debate has revived claims that the apparent savings from using more efficient technologies would be largely offset by the macroeconomic response — the tendency to use more energy services because they are made cheaper. When energy price or availability constrains demand this is correct. In more normal circumstances, it may be true for efficiency changes which occur as part of general economic trends, but not for policy-driven measures aimed at bringing more efficient technologies into imperfect markets. In such cases there will usually be real net energy savings only slightly smaller than those suggested by a simple engineering analysis, and clear economic benefits.

Economic Fallacies IV

Economic AffairsVolume 9, Issue 6 p. 43-43 Economic Fallacies IV Geoffrey E. Wood, Geoffrey E. WoodSearch for more papers by this author Geoffrey E. Wood, Geoffrey E. WoodSearch for more papers by this author First published: August 1989 https://doi.org/10.1111/j.1468-0270.1989.tb01170.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume9, Issue6August 1989Pages 43-43 RelatedInformation

The economic fee fallacy

I hope I may be forgiven if I return to an old and favourite theme: the fees charged and about to be charged to overseas students in Britain for higher education. My excuse for doing so is that Ministers do exactly the same; perhaps because of a guilty conscience, or perhaps because they have a sneaking feeling that there is a gap of logic in the reasoning behind their policies which they cannot quite pinpoint. Thus the Parliamentary Secretary at DES, Dr. Boyson, recently justified the Government's policies on charging so‐called ‘economic fees’ from next September with the argument that the growth in overseas students in the 1970s was equivalent to the provision of three middle‐sized universities. Since he was addressing the National Union of Students it is doubtful if the argument cut much ice, but it is worth examination nonetheless.

Twenty-one Popular Economic Fallacies, by E. J. Mishan [Review

Twenty-one Popular Economic Fallacies, by E. J. Mishan [Review

Economic Fallacies and Economic Teaching

IT IS HIGHLY IMPORTANT in the teaching of economics that students be taught to analyze various widely held fallacies and that they learn how to refute them convincingly. Any teaching which leaves them the easy victims of such (often) plausible fallacies is to that extent inadequate and superficial. Any such teaching is not less-but, rather, all the moreimportant when some of the fallacies have had the support not only of many of the politically great but of well-known professional economists! Among the fallacies which, in my own teaching, I seek to guard my students against, through explanation, analysis of quotations, general discussion, and written examinations, are the following:

Economic Fallacies and the Classroom

Economic Fallacies and the Classroom

Some Economic Consequences of Education

Educated people receive higher wages not because they are edu cated but because educated people are scarce. ' ' This statement of fact, expressed so well by Professor Edie, raises two questions, one concerned with wages and the other concerned with a more intelligent direction and support of educational efforts for those who will become the educated people as well as for those who can become only educationally trained people. It is possible that however great the supply of the educationally trained there may remain a scarcity of those who are the really educated people whatever the source of their training. A larger supply of edu cationally trained people will, it may be assumed, benefit society eco nomically, as well as in other ways, though not tending to increase or even maintain the level of wages. The discussions of the economic effects of education have, in the past, been largely confined to considering the increased incomes of the indi viduals who received the education. Incidentally many assumed that schooling had some magic effect on society as a whole. This lack of scientific study has given rise to two extremes of opinion?one as faulty as the other. The first considers that any amount of money can be spent for education because by some automatic process of evaluation educa tion more than pays for itself. The other school seeing the economic fallacy in this viewpoint goes to the opposite extreme, considers educa tion entirely unproductive and says that it must be paid for out of the production of other activities and to that extent is an economic drain upon the community. We shall consider each view in more detail later. A systematic consideration of the economic effects of education would demand a reasoned discussion of the effects upon production, distribu tion and consumption of wealth. Education has crucial effects upon production and possibly could have larger effects upon consumption than upon either production or distribution. However, space will limit the following discussion largely to distribution. Distribution in modern economics is concerned with the share of the product that goes to each factor that helped in production. The his 275

Some Overlooked Dangers in Foreign Investments

N the eighteenth century there was a French economist by the name of Frederic Bastiat who profoundly influenced the thought of his time by very simple and very penetrating comments on the respectable and generally accepted ideas of his time. The title of one of his essays was the Seen and the Unseen. His writings were directed at the economic fallacies of his day. These fallacies related to the ruling opinions of statesmen and economists. Among other things he demonstrated to his generation, that you cannot get rich by destroying wealth even though employment is given to labor as a result of that destruction. He also showed that you cannot create national well-being by exporting usable wealth and by importing gold in exchange. He insisted that a state, which is merely a collection of individuals, cannot act any different than an individual and have any different consequences from its acts.

Economic and Fiscal Facts and Fallacies.

Economic and Fiscal Facts and Fallacies.

Economic Methods and Economic Fallacies. by W. W. Carlile; Riches and Poverty. by L. G. Chiozza Money

Economic Methods and Economic Fallacies. by <i>W. W. Carlile</i>; Riches and Poverty. by <i>L. G. Chiozza Money</i>

Economic Method and Economic Fallacies. William Warrand Carlile

Previous articleNext article FreeBook ReviewsEconomic Method and Economic Fallacies. William Warrand Carlile Frank A. FetterFrank A. Fetter Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of Political Economy Volume 13, Number 3Jun., 1905 Article DOIhttps://doi.org/10.1086/251166 Views: 24Total views on this site Copyright 1905 The University of Chicago PressPDF download Crossref reports no articles citing this article.

Economic Method and Economic Fallacies.

Economic Method and Economic Fallacies.