Teaching Of Economics Research Articles

Shanxi merchant economic history education system based on fuzzy control and quantum evolution algorithm

In order to improve the economic history education effect of Shanxi merchants, this paper combines fuzzy control and quantum evolution algorithm to construct Shanxi merchant economic history education system. The purpose of this paper to construct the Shanxi merchant economic history education system is to establish a learning platform on the Internet or local area network that allows students to learn outside the classroom. This system will consist of multiple sub-modules, and it will provide knowledge points and networks, problem sets, student assignments, teacher-student interaction links, and teaching resource management for Shanxi merchant economic history teaching. Moreover, this system will be designed as an open network-assisted teaching system. In addition, this paper designs experiments to verify the performance of the algorithm constructed in this paper. The research shows that the Shanxi merchant economic history education system based on fuzzy control and quantum evolution algorithm constructed in this paper performs well in data mining and also has good performance in practical education.

Teaching Impulse-Momentum Law by Arduino Based STEM Education Material

In this study, a sample application that can be done in a classroom where students are actively engaged in technology, engineering, physics and mathematics in a single educational environment, will be introduced. The relationship between the impulse exerted by the force acting on a vehicle for a certain period of time and the change in the momentum were analyzed using Arduino UNO, Load-cell 1kg sensor, distance sensor and Bluetooth sensor prepared within the scope of STEM education. The ratio of these two physical quantities, which is theoretically equal to unity, was found as [Formula: see text] with the help of the data. The error rate of the data was calculated to be 4.1% despite using highly economical teaching materials.

Is Relationality Always Other-Oriented? Adam Smith, Catholic Social Teaching, and Civil Economy

Recent studies have investigated connections between Adam Smith’s economic and philosophical ideas and Catholic Social Teaching (CST). Scholars argue that their common background lies in their respective anthropologies, both endorsing a relational view of human beings. I raise one main concern regarding these analyses. I suggest that the relationality endorsed by Smith lacks a central element present in CST—the other-oriented perspective which is the intentional concern for promoting the good of others. Some key elements of CST, such as love, gift, gratuitousness, and fraternity, find a very different space in Smith’s social view and very little space in his economic view. Moreover, I show how CST relationality is more in accordance with a civil economy view of the market as a place of fraternity and mutual assistance.

DEVELOPMENT OF INTEGRATED SCIENCE LEARNING INSTRUMENTS USING A HUMANISTIC APPROACH WITH ECONOMIC DRAWINGS

Research on the development of integrated science learning instruments helps students to develop their potential and character. The research involved the use of lesson plans, worksheets, syllabus, props and modules through four stages, namely the Four-D Model flow, namely definition, design, development, and dissemination. This research was conducted at MTsN 4 Bojonegoro. The research method is qualitative research by observing the field and collecting data based on the results of tests and questionnaires. The results of the study are as follows 1) students are more motivated to use teaching aids in integrated science learning, 2) by using economic teaching aids, students get an increase in cognitive knowledge and also character education and understand the relationship between knowledge and attitudes or actions in everyday life, 3) integrated science learning with economic aids should be used more intensively in science learning with different themes, 4) Each subject should provide opportunities for the teaching staff to develop economic teaching aids by utilizing used tools and materials from the surrounding environment.

John Wesley, Compassionate Entrepreneur: A Wesleyan View of Business and Entrepreneurship

This article intends to identify and construct a Wesleyan perspective of business and entrepreneurship, drawing on how Wesley viewed and used business and entrepreneurship in relation to poverty in England, in order to identify helpful implications for the church which seeks to engage with poverty-related issues. Wesley did not repudiate or underestimate business and entrepreneurship in believers’ lives; rather, he provided believers with practical guidance and theological foundations for business and entrepreneurship particularly in the context of poverty. We argue that Wesley should be viewed as a compassionate entrepreneur—with the compassion of a liberator and the practice of an entrepreneur, as he encouraged believers to actively participate in economic activities, and recognized entrepreneurship as a sustainable and significant way to empower the poor. Wesley’s example challenges the church today as his case study serves as a radical and faithful application of biblical economic teachings on business and entrepreneurship.

Involvement of system management to achieve global goals of sustainable development in Ukraine

The subject of research is the theoretical and methodological aspects of involving system management to achieve the goals of sustainable development and practical areas of its implementation in Ukraine. The purpose of the article is the further development of areas and components of system management to achieve global goals of sustainable development in Ukraine, taking into account the principles of social responsibility and processes and opportunities for digitalization of the population. The methodological basis of the article were the theoretical and methodological provisions of economics of nature management, regional economy, demography, ecology; international and national normative-legislative acts, norms, initiatives on sustainable development. As a fundamental methodological approach, the article uses system-structural analysis and synthesis, as well as historical, monographic, statistical-economic, problem-target methods. The results of the article. The article highlights the concepts and ideas of sustainable development, identifies the features of system management for their achievement and priority areas for development for Ukraine, taking into account the country's ratings in the world community and their dynamics. Features of system management for the purposes of sustainable development are defined; identified its priority areas in Ukraine, taking into account its ratings in the global dimension. Field of application of results. In higher education institutions in the teaching of environmental economics, regional economics and sustainable development, in schools, environmental governmental and non-governmental organizations. Conclusions. It is determined that the most significant feature of the theory and practice of rural green tourism enterprises in European countries is the expansion of their functions from purely business to more socially necessary and significant - as tools for preservation and reproduction of rural areas, including depressed. This provides greater support at the level of local communities, government, which is appropriate for all uses. It is also advisable to use proven mechanisms and forms of tourism in the countryside.

The economic teaching of the scholastics

This paper inquires into the economic teaching of the Scholastics. It reveals and brings into light some basic economic theories. It declares that there existed full understanding of many crucial economic questions and issues much more sooner that it is usually accepted among economic professionals as well as among people without economic background. It presents ideas of leading medieval school of economics – teaching of Scholastics. Its aim is to point out that Scholastics authors were the first one who set clear basis of liberal economics. It is trying to divert the attention from Classical Liberal teaching as a founding school of liberal teaching and turn it deeper back in time to period between 14th-17th centuries as a crucial period of liberal economic thinking. To do so, paper borrows many references and quotations of original texts of Scholastics authors.
 JEL codes: B110, N010.
 Resumen: Este artículo pone de manifiesto cómo los escolásticos lograron una comprensión plena de muchas cuestiones económicas importantes. Además, fueron los primeros en poner los fundamentos de la economía liberal, como se verá a partir de diversas citas tomadas de los textos originales.
 Códigos JEL: B110, N010.

Comrades Do Not Always Agree: How to Promote Cooperation between the Followers of Marx and Sraffa?

In this note I propose two different levels of analysis for organizing the conversation around the Sraffa/Marx polemic. First, the “pragmatic approach” takes into account the immediate circumstances prevailing in the teaching of economics. In particular, we must understand that there is a systematic denial of Marxism in most economic departments, which are dominated by the mainstream neoclassical school, Keynesian thought, and various minor heterodox currents. Second, the “in-depth approach” leaves aside these circumstances and investigates the frontiers of socialist and radical political economics regardless of how well versed in Marxist theory a typical economist may be. Both levels are necessary, but we need to distinguish clearly so that we know when it is most useful to focus on one or the other. JEL Classification: B24, B51

JHET INTERVIEWS: ROBERT F. HÉBERT

Robert F. Hébert was the eighteenth president of the History of Economics Society, from 1991 to 1992. He studied at Louisiana State University at Baton Rouge from his undergraduate degree (completed in 1965) to his PhD (obtained in 1970). During his academic career he taught economics in the US at Clemson University (South Carolina, 1970 to 1974), Auburn University (Alabama, 1974 to 2000), and the University of Louisiana at Lafayette (2000 to 2005); and in France at Université de Paris 1 (Sorbonne, 1995) and at the University of Caen (2004). Currently Professor Hébert is Russell Foundation Professor of Economics (Emeritus Professor of Entrepreneurial Studies) at Auburn University, and he resides in Baton Rouge, Louisiana. This interview was done in writing from November 6 to December 18, 2019.

The Enhancement of Teaching and Learning Economics in Higher Education: Digital Technology Approach

Digital technology can be observed in every aspect of our today’s society. It serves as the primary instrument needed in building knowledge societies for quality education. Although, excellent teaching in higher education requires the sound knowledge of the subject and a right way of imparting the experience to the students. Economics teachers often face the problems of the best ways to help students understand the fundamental economic phenomena and the application of relevant economics terms to real-life situations. However, to overcome such issues calls for the need to discover new and appropriate teaching methods which should be in alignment with the needs and possibilities of economics students in higher education. To this effect, an appropriate pedagogical model is designed for the enhancement of teaching and learning of economics in higher education, especially in this era of the new-normal brought about by the Covid-19 pandemic which has disorganised the entire globe with unanticipated changes in every aspect of the society, including the educational sector in which the need/impact of digital technology cannot be overemphasised. The pedagogical model would lead to active, creative, collaborative, and highly engaged digital experiences for economic students in higher education. Keywords: Economics, Digital technology, Teaching, Learning, Inclusivity, Pedagogical model DOI: 10.7176/JEP/12-9-13 Publication date: March 31 st 2021

Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.
 
 Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

Exkursionen als Beitrag zur praxisorientierten akademischen Lehre – Wilhelm Kählers Besichtigungen der pommerschen Wirtschaft in der Weimarer Zeit

In the German Weimar Republic of the 1920s, the field of economic science found itself in a crisis environment beyond the limits of its understanding. Very few contributions from academia found their way into practice, and thus the limited interplay between the two was of little consequence. During this era, universities responded by introducing various new approaches to make the teaching of economics more relevant to practice. In many universities, this included the participation of practitioners as lecturers and examiners. In addition, Professor Wilhelm Kähler of the University of Greifswald organised field trips within the province of Pomerania so that students could see economics in practice and better grasp its real‐world peculiarities. In this paper, the historical records of these excursions, as recorded in a log, are analysed and insights gained from the numerous teaching visits to companies, welfare institutions, organisations and associations as well as to municipalities, housing developments and infrastructural establishments. The paper concludes with an examination of how practical relevance in university teaching subsequently shifted during the Nazi era.

Learning and teaching of Islamic economics: conventional approach or Tawhidi methodology

Purpose This paper aims to discuss the methodology of mainstream Islamic economics and also gives an alternative approach which is yet not very much taught in the different academic institutions, i.e. Tawhidi methodology. From the curriculum of the different academic institutions and also from the literature, it is observed that mainstream Islamic economics is the imitation of the conventional economics and mainly neoclassical economics. Maqasid-i-Shari’ah is not matching with the Tawhidi one. Design/methodology/approach It is based on the self-observations of the authors where they taught during their academic career. Findings This study found that the mainstream Islamic economics could not be able to solve the local and global issues because it is the replica of the conventional economics only there are some injunctions of Shari’ah. Research limitations/implications This study gives the guideline to the student of Islamic economics that how they will be able to understand the methodology of Islamic economics and finance. Practical implications It provides the guidance to the academicians and policymakers, especially those belonging to the Muslim countries. Social implications It also provides the glimpses to the social scientist about the solutions of the social and economic issues at the local and global levels. Originality/value It is an original effort.

Discussion on the Reform Strategy of Calculus Teaching in Economics and Management Major of University

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Use of innovative pedagogical technologies in teaching economic disciplines

The article covers issues such as the teaching of economics in vocational education institutions, the content of the use of pedagogical technologies in their teaching. A cluster is a graphical form of organizing the presentation of information, when the main semantic units are highlighted, which are fixed in the form of a diagram with the designation of all connections between them. One of these methods is the "Fish Bone" method. This method is based on a schematic diagram in the form of a "fish skeleton", in the head of which the indicated problem is placed, the elements of the problem are written on the upper bones, the results of the study are recorded on the lower bones.

Reflections on judgements of ethical questions in the teaching of Politics and economics

For a long time now, many teachers in political and economic classes have tried to promote values by incorporating doctrines of virtue from business ethics into their classes. The success with this is unfortunately mostly modest in the long term, because it is becoming more and more difficult to define timely values. That is why many teachers opt for value-neutral, strictly scientific teaching in politics and economics and forego dealing with ethical (value-related) questions. Given the many disagreements and conflicts in this day and age this is irresponsible. The schools have to deal with the long-term, important question that can be implemented in the classroom: “How can moral judgment skills be developed and sustainably strengthened in political and economic lessons”. To this end, this article tries to give an answer on the basis of discourse ethics and, using the example of the controversial issue of “income and wealth development”, to show how controversial questions of valuable subject areas can be dealt with in class.

Design and Effectiveness of Home Economics Teaching Method Promoting Teaching Skills Using ICT of Simultaneous Learning in Teacher Training Course

Design and Effectiveness of Home Economics Teaching Method Promoting Teaching Skills Using ICT of Simultaneous Learning in Teacher Training Course

Optimal Control Theory for Undergraduates

Dynamic optimization is widely used in financial economics, macroeconomics and resource economics. This is accounting for some tension between the undergraduate and graduate teaching of economics because most undergraduate programs still concentrate on static economic analysis. This paper shows how, with the help of the Microsoft Excel Solver tool, the principles of dynamic economics can be taught to students with minimal knowledge of calculus. As it is assumed that the reader has no prior knowledge of optimal control theory, some attention is paid to the main concepts of dynamic optimization.

Investigation into Challenges Affecting Learner Academic Performance in a Grade 10 Economics Class

This paper investigated challenges affecting learners' academic performance in a Grade 10 economics class. Studies confirm that economics, as a subject, deals with real-life issues, and it needs to be taught such a way that learners can find connection between the content they learn in the class and prior-learning experiences. The study was qualitative, with 30 participants selected from one rural school in the Thabo Mofutsanyane education district. Focus group interviews were used to gather in-depth information regarding the challenges affecting learner academic performance in economics. The data were then analysed and various themes were identified responding to the research question. Finally, the study revealed the following findings: teachers and learners have to be motivated continuously; parents could assist in monitoring learners' work, and professional development workshops should be made available for teachers. The findings suggest that continuous professional development opportunities and support should be given to economics teachers to ensure quality teaching. The teaching and learning of economics should incorporate learners' real-life experiences in order to enhance their understanding on the content learnt in the class through the use of learner-centred strategies.

Theory and Method and the Stakes of a Fragmented Discipline: Or, What Economics Taught Me About the Study of Religion

AbstractAs a discipline, the academic study of religion is strikingly fragmented, with little engagement or shared criteria of excellence across subfields. Although important recent developments have expanded the traditions and peoples studied as well as the methods used, the current extent of fragmentation limits the impact of this diversification and pluralization. At a moment when the global pandemic is catalyzing profound pressures on our universities and disciplines, this fragmentation makes it difficult to articulate to the public, to non-religious studies colleagues, and to students why the study of religion matters. We therefore too often fall back on platitudes. I argue for a revitalized methods and theories conversation that connects us even as it bears our arguments and disagreements about what we do and how. Courses in methods and theories in the study of religion represent the most viable basis we have for bringing the academic study of religion into the common conversation or argument that constitutes a discipline without sacrificing our pluralism.