Results of a study which explored how children acquire ideas about capitalism suggest that economic socialization progressively orients children to a favorable view of capitalism and structured social inequality. (Author/EB)

It is reasonable to be concerned about ideological bias in economics textbooks because of political pressures in the United States to present a positive evaluation of free enterprise. However, an examination of texts does not show the bias that Bruce Romanish claims to have found. (IS)

Defines the predominate classifications of economic systems: traditional, command, market, capitalism, socialism, and communism. Considers property rights, role of government, economic freedom, incentives, market structure, economic goals and means of achieving those goals for each classification. Identifies 26 print and audio-visual sources for…

In this humorous dialogue that can be read and acted out as a play in high school economics classes, Karl Marx, a spokesman for communism, and Adam Smith, the father of capitalism, debate (1) whether an economy should produce designer jeans and (2) who should own McDonald's restaurant. (RM)

Employees should learn about other economic systems and how those systems compare to a free market economy. Businesses should develop economic education programs to instill confidence in their employees and improve employee morale. These programs can be carried out at minimum cost with maximum effect. (CT)

Suggested is a need for an ethically based economics program where students' own growth is part of the process of understanding and participating in the creation of a better future. Otherwise students cannot be optimistic about the future from the standpoint of employment and a livable future. (KC)

Relates the ways in which the various vocational programs and student organizations are making free enterprise/consumer/economic concepts an integral part of classroom, laboratory, and community activities. Lists activities for eight vocational education program areas in Florida. (LRA)

Discusses the conventional theory of free riding as discussed in economic textbooks. Argues the theory is empirically invalid, and reviews various scholarly viewpoints on this issue. Suggests alternatives to teaching current economic theory and argues that the concept of self-interest neglects the ethical issues in behavior. (NL)

Presents findings of an analysis of Italian seventh grade students' understanding of capitalism and socialism. Reports that knowledge of the topics was rather poor. Concludes that students who had studied the topics more thoroughly had somewhat, but not substantially, greater understanding of capitalism and socialism. Calls for more research. (SG)

Argues that, although most economics textbooks' explanations of imperfect competition may involve three to five models, the concept can be taught using a single, simple model. Uses several business/economic examples as illustrations. (DB)

Evaluates the current state of teaching about the U.S. economy in the People's Republic of China. Provides information to promote a better understanding of the background of economics of students coming from China to the United States as well as providing information to U.S. economists planning on teaching about the economy of China. (BSR)

Discussed is the new conservatism that is reflected in American economic circles today. Economists and organizations that are responsible for this new vitality in procapitalist economics are highlighted, including Arthur Laffer, Milton Friedman, William Allen, and Frederich Hayek. (JMD)

Discusses the advantages of using the stock market to add new dimensions to social studies classes. Suggests that changes in society will make knowledge of financial markets essential for students. Includes two lesson plans with handouts that use the Disney company and changes in the operation of the stock market to capture student interest. (DK)

Uses the theme of usury in Shakespeare's "The Merchant of Venice," and the history of Christian and Jewish beliefs concerning the charging of interest on loans to crystallize lending practices throughout history, particularly the medieval period and the transition to modern capitalism. Outlines themes addressed in the unit and…

Examines the behavior of long-run average cost when the firm knows it faces pecuniary economies or diseconomies of scale. Asserts that the central issue is the conditions under which the scale properties of the production function will or will not dominate the pecuniary effects of changing input prices. (CFR)