Post-autonomic economic movement (French: autism-ÃÆ' Â © conomie ) or student movement for economic teaching reform (mntvement des ÃÆ' Â © tudiants pour une rÃÆ' Â © forme de l'enseignement de l'ÃÆ' Â © conomie ) is a movement politics that criticize neoclassical economics and support pluralism in economics. The movement received attention after an open letter signed by nearly a thousand economics students at French universities and Grandes ÃÆ'â € Coles was published in Le Monde in 2000.
Video Post-autistic economics
Terminology
The French term autism has an older meaning and signifies "abnormal subjectivity, acceptance of fantasy rather than reality". However, some post-autistic economists also assert that "neoclassical economics have characteristics of children with autism".
The degrading references to autism developmental disorders are considered offensive by some economists. Greg Mankiw said that "the use of this term indicates a lack of empathy and understanding for those who live with real heavy autism".
In June 2000, a petition was published by French students on the web. They criticized the unrealistic teaching of economics, the improper use of mathematics in economics led to the imaginary and economic world as autistic science, the dominance of neoclassical theory and the approaches in the university's economic curriculum and the teaching of economics ignored critical thinking.
The hope shown in the petition is an escape from the imaginary world, the opposition of uncontrolled mathematics and a pluralist approach in economics. They also demand that teachers be aware of the problems they ignore before it is too late for economic studies. They argue that the number of people interested in studying economics has begun to decline due to an autistic and unrealistic approach to economic studies. From their point of view, because neoclassical economics ignores the practical side of economics which is a historical fact, the function of institutions, the study of agency behavior and strategies, this method prevents a concrete analysis of the economy that must be based on the economy. and social actors. Secondly, they claim that even mathematics is a useful tool for the economy, it causes "true schizophrenia" about the real world. That is, but it is very helpful for the economy, it does not give an answer about the contemporary economic debate. Thirdly, the dogmatic approach made by neoclassical economics does not offer a useful tool for explaining the complexity of objects and uncertain questions of central and economic related issues such as unemployment, inequality, financial market place, the advantages and disadvantages of free trade, globalization, economic development. Therefore, rather than a dogmatic approach, they offer a pluralist approach as a culture in economic studies.
Maps Post-autistic economics
Response
French education minister appointed a panel led by Jean-Paul Fitoussi to investigate economic teaching. In 2000, the panel called for limited reforms.
The article related to the movement was published in the Post-Autism Economic Newsletter of September 2000. This electronic newsletter became a post-autonomous economic review and, since 2008, has existed as a peer journal -review the real-world economic review .
Some responses to French students' open letters were also published in Le Monde. A counter-petition signed by 15 French economists was published in October 2000. Robert Solow held on to the "main thesis" of the French student petition, but criticized the "blurred and almost incomprehensible" debate that occurred among academics. Olivier Blanchard also published a response defending the mainstream economy. Other notable economists, such as Steve Keen and James K. Galbraith, write elsewhere to support the French students.
French professors responded to French students' requests with other petitions. They briefly defined the problems posed by the French students and answered their concerns. In short, the professor explains the division of scientism and the scientific approach and they claim that the economist's main task is to show "the informative power and efficiency of the vis-ÃÆ'-vis abstraction set of empirical phenomena."
In response to students' criticism of the facts and the imaginary world, they state that the term "fact" is not clearly defined and they also add that in the social sciences, paradigms are used to represent, and conceptualize reality. Their main argument about the role of paradigm is that they should always be discussed and the importance of statistical and economic tools gaining significance at this point. However, they also justify student criticism, and they state that regardless of the tools of mathematics, institutions, environmental history and geopolitical realities, the strategies of actors and groups, sociological dimensions including gender relations as well as epistemological problems must be incorporated into account for economic research that is valid and concrete. The lack of these economic dimensions and tools was agreed upon by French professors, and they offered improved training. They suggest the introduction of new courses rather than making a combination of knowledge from different subject areas with the same training program. In addition to the scientific debates and improvements in training techniques, they also try to clarify critics of student pluralism. They agree with the students' view of pluralism, and they underline that pluralism should be a major part of economists primarily to understand and conduct research on a growing and complex world from day to day. According to them, in the neoclassical method, the diversity of student degree courses and the training of students in critical thinking is ignored and can not be accepted in a free society. Therefore, they completed their petition with their support for claims and problems raised by the students. Lastly, they offer a dialogue with students and public debates, and they underscore that this issue is a matter of all economic students at universities everywhere.
Criticism began with French students in 2000 about dogmatism, and unrealistic economies spread throughout the world including Cambridge UK and Harvard. In 2003, 700 Harvard students and prepared a petition addressed to the Harvard Department of Economics. They demand the approval of a new introductory economic course proposed by Professor Stephen Margin that will include "a broader spectrum of views," "check economic assumptions," and "challenge students to critical thinking." As a French student, Harvard students also issued a "mission statement" similar to a French student petition. In their statement they underscore the economic importance of the fundamental role of shaping basic societal organizational structures and informing domestic and international policies that have a strong impact on the well-being of individuals. Therefore, education including critical perspective and alternative models has significance regarding the analysis of economic and social consequences. From their point of view, Harvard values ​​have a huge impact on students and even on their career choices.
Global critics claim that post-autistic economic criticism is neither new nor unique to economics. They argue that their criticism and symbolism is merely a redefinition of a past heterodox argument similar to that of disease treatment. Second, they claim that because of the lost realism in their core argument, there is weak communication with all other stakeholders and the community. Moreover, the simplicity of cold methodology is understood as not recognizing the complexity of human behavior.
See also
- Real-World Economics Review
- Post-Keynesian Economics
- Criticism of the neoclassical economy
- Economic history
- Pluralism in economics
References
Further reading
- Fullbrook, Edward, ed. (2007). Real world economy: post-autistic economic readers . Anthem Press. ISBN: 1843312360.
- Fullbrook, Edward, ed. (2003). Economic crisis: post-autistic economic movement: first 600 days . Press Psychology. ISBN: 0415308976.
- Jacobsen, Kurt (April 4, 2001). "Not real, man". The Guardian . Retrieved December 31 2016 .
- Banan, Itza (March 10, 2018). "Big Papa Economics"
- History and documents from PAE Movement
- Real World Economic Review Blog
Source of the article : Wikipedia
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