Real World Economics

real world economics

sorry – this page is bnew, for more on real world/hetero economics please please visit: 6/2021 Real-world economics gains ground in business studies – More progressive and less theory-based teaching is engaging young people in problem-solving main findings:

  • Dutch bachelor courses rarely focus on teaching material relating to the actual economy.
  • Only 14% of the weighted ECTSs spend substantial attention on economic history, economic sectors, or real economic problems.
  • 75% of the weighted ECTSs of the courses lack any attention for real world economics. PDF 2019 Foundations of Real-World Economics: What Every Economics Student Needs to Know – by John Komlos read or download gg PDF here

researchgate.pdf 2020 John Komlos Foundations of Real-World Economics Reviewed by John F. Tomer
“Is it possible to transform the subject of economics, making it into a subject that depicts eco-nomic behavior much more realistically? And, if so, is it possible to write an introductory text for this subject that would be both interesting and understandable for young college students aswell as being a text that could motivate these undergraduates to go further in their economicstudies? John Komlos believes this is possible. Komlos’book, Foundations of Real-World Eco-nomics: What Every Economics Student Needs to Know (second edition, Routledge) is the resultof his effort to show that it can be done.It should be pointed out that John Komlos has proved himself to be an extremely competentscholar who has had a long distinguished career as an economist and social scientist. Komloswas born in Budapest in 1944 and came to Chicago in 1956. He did his graduate work at theUniversity of Chicago where he received PhDs in both history and economics. Among hisimportant accomplishments is founding the field of economics and human biology. Komlos’scholarship has defied disciplinary boundaries. Notably, he has published in major journals infive different disciplines: economics, history, statistics, statistical methodology, and mathemat-ical population studies. In the years since the financial meltdown of 2008, a good part of Komlos’research and writing has focused on understanding the causes of the financial crisis and what itmeans for the economics discipline.Unlike most contemporary writing in economics, Komlos’economics writings are explicitlybased on his progressive, democratic, and humanitarian values, and his text is not based on themethods of neoclassical economics. The focus of his economics is on increasing people’s lifesatisfaction (or well-being) as opposed to the typical economic focus of economists on growth ofoutput and income. In essence, Komlos is concerned with the relationship of economics to theflourishing of people’s lives. In Komlos view, economics needs to be based on moral values aswas true to a great extent in the writings of economic thinkers in the 18th and 19th centuries. Aswas true with Herbert Simon, Komlos aspires to develop an economics that is entirely integratedwith all the other social sciences (Augier and March 2002: 3).There is no doubt that Komlos has written a very high quality book, but I do have doubtsthat his book can be successful as an introductory economic text. …”… 2007 Real World Economics: A Post-Autistic Economics Reader Edited by Edward Fullbrook

…”The articles in this book have been selected for their importance to the reform movement and for their accessibility to the general reader. Intelligibility is one of the movement’s two keystones. “Real economic problems” concern real people, so their analysis must be made intelligible to an educated general public if real democracy is to function. The second keystone of the post-autistic movement is pluralism. All analysis proceeds on the basis of concepts that admit only a partial view of the economy, thereby predetermining the set of possible conclusions. This requires economists to begin to develop an ethos of honesty regarding the limitations of their chosen approaches. In engaging and thought-provoking prose, the 66 chapters of this book bring these and other conflicts out into the open and place them in the context of the major issues of the 21st century.” … 2002 THE POST-AUTISTIC ECONOMICS MOVEMENT: A BRIEF HISTORY by Edward Fullbrook

pluralist economics

Economics in universities can be narrow, uncritical and detached from the real world. It is dogmatically taught from one perspective as if it is the only legitimate way to study the economy. There is no room for the critical discussion and debate that is essential for any student to engage with real world economic problems. Seminars are focused on theory, whilst exams test how well students can solve abstract equations.

A lack of diversity of thought in our economics curricula is paired with a lack of diversity amongst prominent thinkers and practitioners. Women, people of colour, global south populations, LGBTQ+ people, disabled people and people from lower socioeconomic backgrounds are excluded from reading lists, ignored by research and invisible in the dominant neoclassical models.As a result our economics education fails to address the critical issues of our time. Climate change, racial discrimination, inequality and global health crises – are absent from textbooks and seminars

The way economics is done has huge implications for democracy. Elections are fought and won on economics, whilst social policy is formed on how people think it will affect the economy. works with students, academics and the public to make the economics we hear on the news understandable and accessible for all.