The comments in this article are offered in the spirit of being helpful, although offered with all due humility, because the author is not an economist but only plays one on TV, which another contributor to this session, Klaus Zimmerman (2004, 403), diplomatically points out is "'inadequate for conveying truly profound messages." All of the…

History matters. It matters not only because people can learn from the past, but because the present and the future are connected to the past by the continuity of a society's institutions. Today and tomorrow's choices are shaped by the past. And the past can be made intelligible only as a story of institutional evolution. This story focuses on the…

Economics can be a tough subject, so good teachers find creative ways to teach it. However, only a few economic literacy programs promote "an economic way of thinking" and teach students how to analyze relevant economic problems, says Burton Folsom. Having examined several economic education programs, the author has found that many…

Although she encountered criticism of her work, Harriet Martineau was the most widely read economics educator of 19th century Great Britain. Martineau wrote for the masses; she was convinced that it was each citizen's civic duty to learn economics. She relied on the body of knowledge which existed in her day: Mill's "Elements of Political…

Reviews nine books, published between 1981 and 1984, which focus on various aspects of the relationship between law and economics. Maintains that taken together, these works provide a higher intellectual plateau from which the field of law and economics can continue to grow. (JDH)

Describes required content, promotion standards, and evaluation mechanisms for economics courses in Australian high schools. (JDH)

Considers two alternative views of competition found in the economics literature. The author demonstrates that these alternative views of competition underlie alternative views in other areas of economics, including welfare economics and micro-economic policy. Implications for college students and teachers are examined. (Author/AM)

Explains why an econometric practice introduced by J.C. Soper cannot eliminate the problems caused by multicollinearity. The author suggests that it can be a useful technique in that it forces researchers to pay more attention to the specifications of their models. (AM)

Contends the downward-sloping aggregate demand curve is a simple and effective tool for analyzing factors that influence activity in the economy. Develops arguments against claims that other factors distort the reliability of the downward-sloping aggregate demand curve. States that textbooks should continue using this concept. (RKM)

The field of home economics has generally been neglected within the literature focused on women, feminism, and education. Data concerning gender equity often measure women's achievements by their inroads into fields formerly dominated by men. (MT)

Describes a sequence of five activities designed to introduce primary school children to the role of trade unions. Includes a list of resources for trade union studies. (Author/JDH)

Provides marketing and distributive education (MDE) teachers with a framework for integrating specific economic concepts within seven common MDE units of instruction. Suggests appropriate teaching activities as well as some current and future economic issues that should be considered in MDE curriculum development activities. (JOW)

Provides a framework for reflecting upon some of the reports on the status of American education and implications for home economics education. Urges the home economics profession to respond to these reports in a meaningful manner. (JOW)

Business education should prepare students to work in business and teach them about business. Economics education is intended to help high school graduates make reasoned judgments about major economic issues facing them and society. The Joint Council on Economic Education has been the principal catalyst in bridging business education and economic…

Evidence indicates that economics education is inadequate and business education professionals are in a position to address the problem. Infusion of economic education into the business education curriculum is a realistic possibility. Many business educators already incorporate economics into their curriculum. (JOW)