Economics Textbooks Research Articles

What counts as productive? Redefining ‘producers’ in economic discourse, 1890–1960

In this paper, we analyse economic discourse in debates over the production boundary, asking how the boundaries around economic categories change over time. Using a sample of economic textbooks from the late nineteenth to mid-twentieth century we analyse the evolution of the category of productive labour, finding that in the mid-twentieth century economists came to cohere around a conceptualization of productive activity that framed productive labour as any utility that was paid for on a market. Central to this outcome was the development of national accounting statistics that economists came to adopt in their analytical toolkit, which rendered invisible unpaid labour activities. Through this case we can see that statistical representations of the economy can redefine theoretical concepts and redraw the boundaries around economic categories, in this case transforming the boundary of productive labour into that of paid labour.

Contributing to the nation through business: development of hegemonic strategies of South Korean conglomerates

ABSTRACT This paper examines South Korean conglomerates’ strategies used to convey their interests as the interests of all. Their hegemonic strategy was one factor in overcoming the authority crisis triggered by bribery scandals in 2016–2017. They adopted strategies such as social contribution activities and implemented hegemonic strategies, involving (1) social movements and non-governmental organizations, (2) the media and publishing sectors, and (3) academia and the educational community. They funded pro-chaebol social movements and controlled the media through advertising and journalists. Conglomerates also used publishing companies to spread their ideas and developed think tanks. They advocated for owner management rights, tax cuts, deregulation, labour flexibility, and managed academics. They engaged in educating teachers, creating economics textbooks, and building university student networks. Although the strategies have yielded results, the resistance has not vanished. Through this study we can consider the significance of the authority crisis, hegemonic strategies, and capital-civil society relationships.

Feasibility Analysis of State High School Economics Textbooks in North Hulu Sungai District, South Kalimantan

Feasibility Analysis of State High School Economics Textbooks in North Hulu Sungai District, South Kalimantan

Economics needs ethics to be relevant for the real world we live in!

It is widely believed by economists and non-economists alike that knowing about and ‘doing’ economics does not involve ethical or moral issues. The typical introductory economics textbook starts with simplified statements about economics being value-free and ethically-neutral. But this is not correct and students need to be introduced to economics differently. This paper makes the case for a more explicit and integrated treatment of ethics in our undergraduate economics programs. The argument has two parts. First, economics and ethics are interrelated because both economists and economic actors hold ethical values that shape their behavior. Second, economic institutions and policies impact people differentially so that ethical evaluations, in addition to economic evaluations, are important. Rather than pretend that economics is value-neutral, our programs must show how these effects can be understood so that more effective economists are graduated from our universities.

Analysis of Content Related to Adolescent Mental Health Issues in Middle School Technology-home Economics Textbooks

Analysis of Content Related to Adolescent Mental Health Issues in Middle School Technology-home Economics Textbooks

Family Management Education in the Era of Family Planning Project through Home Economics Textbooks

Family Management Education in the Era of Family Planning Project through Home Economics Textbooks

Metaphorization and Metonimization as Tools of Semantic Derivation (Based on English Economics Textbooks)

This paper studies two types of indirect (secondary) nomination: simulative and indicative, taken extracts from English economics textbooks. The similative nomination is actualized through functional transfer, which is interpreted as a separate kind of metaphor termed “actional metaphor”. The analysis of indicative nomination is focused on metonymy and synecdoche (as a closely related device), which is conditioned by the same transfer principle on the basis of an essential attribute. The semantic derivates are considered in sentences representing such a logical form of thought as definition, which reveals the metaphoric and metonymic processes in the field of English economic terminology.Our analysis reveals the interrelations between models of terms and their functions as designators of target and source domains on the one hand, and types of cognitive metaphor (ontological and conceptual), on the other. The author comes to the conclusion that both types can have either simple or complex structures. Similarly, there are simple and complex metonymies. These are the peculiarities of this type of economic discourse from the point of view of semantic derivation. Another feature of economic discourse is the tendency towards the uniform secondary semiotic code when describing metaphorized terms.With regard to indicative secondary nomination, the main findings are as follows: the metonymic lexis is organized as a chain of oppositions: terms and nomens – terms – terms and common lexis – common lexis. The mechanism of forming “mixed” kinds of indirect nominations, i.e. metaphtonymy and synecdoche-metonymy, is revealed in the course of the contextual analysis. This leads the author to a hypothetical argument that it is the actional metaphor that underlies these mixed types of semantic derivatives.Both types of the secondary nomination have a systemic nature: metaphor is described in other system units; metonymies have a field structure and are actualised through specific oppositions. Transl.: Anokhina S.P. 2021. Metaphorization and Metonimization as Tools of Semantic Derivation (Based on English Economics Textbooks). Professional Discourse & Communication. 3(3). P. 65–82. DOI: https://doi.org/10.24833/2687-0126-2021-3-3-65-82

What do economists teach about climate change? An analysis of introductory economics textbooks

Is the training of economists keeping pace with the growing research on climate change? Is climate change considered a central or a specialized economic topic? This study documents the attention given to climate change in economics by conducting a comprehensive analysis of fifty-seven introductory textbooks. The findings reveal a notable divergence in perspectives across countries and between the domains of Microeconomics and Macroeconomics. These divergences persist irrespective of individual academic standing, underscoring a pronounced schism within the profession regarding the emphasis placed on climate change in economic discourse.

2015 개정 교육과정 중학교 기술·가정 교과서의 건설기술 관련 단원에 대한 내용학적 분석

Objectives The purpose of this study is to prevent the same writing errors in the future by analyzing problems in the description of the construction technology section of the 2015 revised curriculum technology and home eco-nomics textbook from a content perspective and suggesting appropriate alternatives.
 Methods In this study, an analysis framework was constructed based on the achievement standards of the 2015 revised curriculum and the content system of technology and home economics textbooks. In addition, this study reviewed the content validity and presented alternatives in five areas: the concept and characteristics of con-struction technology, the production process of construction structures, the construction technology system, the development process of construction technology, and future construction technology.
 Results In this study, civil engineering technology is a concept that encompasses the concepts of social overhead capital, natural power, energy utilization, and sustainability, and the characteristics of construction technology are sole production, immobility, complexity, costliness, and publicness. Most descriptions of the production process of construction structures focused on architectural structures, and there appeared to be no textbooks explaining the differences between architectural structures and civil structures at the planning and design stage. The devel-opment process of construction technology was mostly divided into four stages, and many inappropriate cases were found in the period classification of buildings, descriptions of styles, structures, and example buildings.
 Conclusions The construction technology section of current technology and home economics textbooks contains many problems and errors from a content perspective. These problems and errors can be fully reviewed and cor-rected by content experts. It is expected that the same problems can be improved in new textbooks through this study.

Methodology in theory, and practice, in economics textbooks

Methodology in theory, and practice, in economics textbooks

Methodology in theory, and Practice, in Economics Textbooks

Methodology in theory, and Practice, in Economics Textbooks

THE DEVELOPMENT OF A DEVELOPMENT ECONOMICS TEXTBOOK TO IMPROVE THE QUALITY OF LEARNING IN THE DEVELOPMENT ECONOMICS COURSE IN THE ECONOMIC EDUCATION STUDY PROGRAM

Improving the quality of learning should be pursued continuously, covering various factors that support improving student learning outcomes. Study Materials or Learning Materials are one of the dominant factors in improving the quality of learning. (Guide to Preparing Higher Education Curriculum in the Industrial Era 4.0 to support MBKM, 2020). Learning materials include reference books, monographs, diktats, modules, videos, practical instructions, textbooks, and other equivalent learning resources. As explained in the MKBM for the Economic Education Study Program, there are 23 courses in the field of science and expertise and 8 basic courses, and in general, they are not supported by textbooks that follow the Semester Learning Plan (SLP) of the courses. These conditions make it urgent that textbooks for each course are necessary to improve the quality of the learning process and outcomes of the course concerned, especially in efforts to achieve graduate learning outcomes (GLO). This research aims to develop a Development Economics textbook to support adequate and appropriate learning of Development Economics courses. The research method used is the research and development (Research and Development) ADDIE development model with five stages, namely analysis (analysis stage), design (design stage), development (development stage), implementation (implementation stage), and evaluation (evaluation stage). The targeted output is to produce a Development Economics textbook that has an ISBN and Intellectual Property Rights (IPR).

Choosing an economics principles textbook: a perspective on the CORE project

This article discusses recent changes in the teaching of economics principles at universities, focused on the CORE project’s textbook, The Economy, which was developed in response to the Global Financial Crisis. The textbook aims to transform economics education to focus more on market disequilibria and power relationships than is typically the case in other first-year textbooks, and to cover in more detail issues of most interest to students such as climate change, inequality and the future of work. The article presents three key criteria for assessing a first-year undergraduate economics textbook and evaluates the CORE textbook against those criteria. This evaluation is also based on our experience teaching economics using CORE to a large and diverse cohort of students. We suggest that while CORE’s strength lies in the historical narrative approach and the relevance of its topics that can appeal to students’ interests, using the textbook to teach to large cohorts of students, especially students for whom this is their only exposure to economics, can be challenging. Despite these challenges, the CORE project has already fundamentally achieved its main goal of changing the way economics is taught. In recent years, other introductory economics textbooks have followed CORE’s lead, incorporating more real-world examples and discussion to illustrate economic concepts and theories.

CORE Econ: a Neoclassical Synthesis for the twenty-first century?

This paper provides a critical review of CORE Econ’s The Economy and associated materials. It argues that there is a need for reworked economics textbooks and that CORE Econ’s approach to this project – to replace mathematical abstractions with relevant real-world economics and to overcome the free market bias of introductory economics course – is well-founded. It is argued that The Economy contains a wealth of material which, in the hands of a sophisticated teacher, could form the basis of excellent introductory and intermediate economics modules. Despite this, however, the paper argues that the newly charted path through the economics discipline – using game theory and market imperfections as the entry point – is not easy to traverse. The demotion of Marshallian supply and demand is welcome and overdue, but its replacement is not yet fully formed. The CORE Econ authors’ claim that they present a unified model in which microeconomics and macroeconomics are coherently integrated – a new Neoclassical Synthesis – is overstated. In particular, the paper argues that students who do not have substantial access to tutoring and mentoring will find the text hard. Those students with only limited guidance and support – due to large cohorts, outside commitments or other reasons – are likely to struggle to learn directly from the text. For this reason, The Economy may favour stronger students and elite institutions over those further down the academic hierarchy. Most fundamentally, it is argued, the issues that surface in The Economy go beyond the specific implementation of a textbook, and reflect problems with the discipline itself. The Economy reflects the view that all economic problems can ultimately be understood in terms of individual optimisation. This assumption is highly controversial. A deeper rethink of how we teach undergraduates in economics is needed.

How Did the Meaning of an Institution Get Distorted?

We advocate a return of the term "instituciya" (institution) into active parlance of Russian social studies. Contemporary economists stick exclusively to the term "institut". The term "instituciya" is totally absent from university economics textbooks. We show that the meaning of "instituciya" is different from "institut". The founders of institutional economic tradition in the United States did say "institution", for which the proper Russian equivalent is "instituciya" rather than "institut". John Commons pointed out that all economic theories draw a distinction between activity (e.g., "production") and the objects created by that activity (e.g., "product"). Thus, institution is designated as collective action in control of individual action, whereas institutes are the products of that control. In Russia, the term "institute" locked in as the only name for both substances. Rare attempts to distinguish between them were rejected by the research community, mostly by disregard. We look at the common points against the reintroduction of the term "instituciya". They illustrate a path dependence, the inertia of mental models, and, importantly, a bias meant to protect personal and collective interests. We argue that the absence of one of the two key terms may hamper our understanding of the writings of John Commons, Gustav Schmoller and other great scholars; it creates a confusion. There is no need to replace mechanically one term by another because they complement each other and make a tandem. The recovery of the concept and term "instituciya" in Russian-language research papers would help focusing on culture-specific socio-economic practices of a particular community. It would facilitate the use of qualitative research methods and also cut down scholastic discussions unrelated to empirical material.

An Error in the Theory of Seigniorage

The article reveals an error in the theory of seigniorage or government revenue from printing money. Friedman, Cagan, Mankiw, and other economists have repeated the definition of seigniorage as the monetary base multiplied by the rate of inflation (or by the growth in the monetary base). This definition, however, contains a logical error in the formula of seigniorage, confusing the growth rate with the growth rate divided by the growth rate plus one. This often-repeated confusion is consequently common in modern economics textbooks. These many authors have omitted Keynes who – almost one hundred years ago – rightly understood seigniorage to be the monetary base multiplied by the rate of money growth divided by the rate of money growth plus one. This paper presents an unambiguous definition and formula of seigniorage and offers a graphical illustration of seigniorage as a function of monetary growth which corresponds to Keynes’s approach. It is shown that such a graph is an analogy to the Laffer curve in explicit taxation.

Revised Bloom’s Taxonomy in a Principles of Economics Textbook

Abstract Introduction: Among the contemporary models developed, the updated Bloom’s taxonomy has become the most widely used cognitive process model for gauging learning questions. This model emphasizes the cognitive levels starting from remembering information and progresses to advanced levels such as producing knowledge. Even though students use a variety of strategies to synthesize information and learn, there is an urgent need for teachers to adopt better pedagogies to facilitate meaningful learning. Adams (2015) established that Bloom’s taxonomy places emphasis on student’s ability to acquire prior knowledge before interpreting or applying it into a real-world scenario. It is of interest then to determine the Bloom’s levels in principles of economics textbooks. Methods: This study utilized qualitative research to determine whether the aspects of Bloom’s revised taxonomy were utilized in end of chapter questions. The questions at the end of the chapters of the “Principles of Economics” by Gregory Mankiw (2021) were classified based on Bloom’s revised taxonomy. Results: The study revealed that most of the questions utilized the apply level of Bloom’s cognitive domain. There were few questions regarding evaluation or creating. Discussion: Faculty need to be aware of the different Bloom’s levels available to them and potentially focus more on the higher levels of Bloom’s revised taxonomy. Limitations: One limitation is that only the leading Principles of Economics textbook was surveyed. Other textbooks may produce different results. Conclusions: The leading Principles of Economics textbook had many end-of-chapter questions at the apply level of the revised Bloom’s taxonomy. There may be opportunities to develop more questions at the higher levels of the revised Bloom’s taxonomy.

Analysis Analysis of the Appropriate Level of Economics Textbooks Used by Class X Students of North Kuta 1 Public High School

The problem of this research is how the feasibility of the contents of textbooks for class X students of economics with an independent curriculum published by CV Putra Nugraha whose book is Maryani at SMA Negeri 1 Kuta Utara. The purpose of this study was to determine the feasibility of the contents of an economics textbook for class X students on an independent curriculum published by Putra Nugraha cv Putra Nugraha whose book Maryani at SMA Negeri 1 North Kuta through a textbook assessment instrument. This research uses a descriptive method. The source of the data in this study was the handbook for class X economics students with an independent curriculum published by Putra Nugraha whose book Maryani at SMA Negeri 1 Kuta Utara, with data collection techniques in the form of documentation and interviews. based on the results of the book assessment instrument for (1) the feasibility of the content through this textbook assessment instrument, a score of 90% was obtained which was classified as very feasible, (2) the feasibility of the language component through this textbook. assessment instrument. a score of 98.21% was obtained and the feasibility level was very feasible, (3) the feasibility of the presentation component through this textbook assessment instrument obtained a score of 92.18% and it was very feasible. (4) the feasibility of the graphic component in this student's textbook scored 83.33% and was very feasible.

Changing perceptions about experimentation in economics: 50 years of evidence from principles textbooks

Traditionally, economists often argued experiments play little or no useful role in our science. This paper employs a novel approach to track the historical evolution of this doctrine from 1970 to 2019, by constructing a dataset of 278 introductory economics textbooks. Quantitative and qualitative analysis shows that anti-experimental views were dominant and largely unchanged until 2000, but there has since been a trend towards textbooks making positive statements about experimentation. However, remarks that economic experiments are impossible have been (almost) eliminated only in the last decade, evidencing a sluggish change in perceptions. Supplementary interviews with key textbook authors confirm the historical trend of increased enthusiasm towards experiments, and suggest they are now accepted within the economic mainstream. Our findings hold important implications for how the empirical methodology of economics is understood by practitioners and students.

Evolution of the Parrot’s Economics: ‘Supply and Demand’ Taught by Economic Textbooks in the Nineteenth Century

Evolution of the Parrot’s Economics: ‘Supply and Demand’ Taught by Economic Textbooks in the Nineteenth Century