1287 Ergebnisse

2021
Level: leicht
Für die Spieltheorie bedeutet eine kritische Masse, dass nicht die gesamte Gruppe von einer Strategie überzeugt werden muss, sondern dass es ausreicht, eine bestimmte Anzahl von Teilnehmern von dieser Strategie zu überzeugen. Ist dieser Schwellenwert überschritten, die kritische Masse erreicht, wird sich diese Strategie selbsttragend durchsetzen.
2015
Level: leicht
Jason Collins explains how his evolutionary approach to decision making relates to other approaches of behaviour This piece therefore not only serves as a good introduction to this evolutionary approach but also serves as a great introduction to these other approaches of behaviour namely neoclassical perfect rationality which involves mainly …
2022
Level: leicht
Aim of this intensive workshop is 1.) to introduce the participants to the macroeconomic workings of the climate crisis as the background of sustainable finance; 2.) to introduce financial assets with ESG (Environmental, Social and Governance) criteria attached to them and their markets and important institutional players; 3.) to provide a critical perspective on the current setup of sustainable finance; 4.) and to work on in-depth case studies illustrating the workings on ESG-finance markets, its emitters and traders as well as their macroeconomic implications.
Level: leicht
In a span of around 12 weeks, the course covers a wide range of topics including agent-based modeling, networks, dynamic, chaos, information, fractals, cooperation models and scaling in biology and society. The course acts as a perfect beginner level introduction spanning a wide range of topics in the field of complexity.
2013
Level: mittel

Are humans at their core seekers of their own pleasure or cooperative members of society? Paradoxically, they are both. Pleasure-seeking can take place only within the context of what works within a defined community, and central to any community are the evolved codes and principles guiding appropriate behavior, or morality.

2006
Level: mittel
By focusing on the human side as well as the intellectual dimensions of how economists work and think, this collection of interviews with top economists of the 20th century becomes a startling and lively introduction to the modern world of macroeconomics.
2022
Level: leicht
Jo Michell discusses some key implications of climate change regarding the standard policy prescriptions of Post-Keynesian economics, particularly relating to the possible necessity of consumption constraints and the presence of recurrent inflation.
2012
Level: mittel
IS-LM is perhaps the prime example of `cognitive dissonance' in economics, and is problematic to many economists. On the one hand, the IS-LM model is still taught by many academic economists or they use it to derive the AD-AS approach. On the other hand, the same economists realize the limitations of the basic IS-LM model and would not now use it for policy analysis, as they did in the past. The distinction between pedagogical and analytical efficacy is made by all the authors in this volume regarding the IS-LM model.
2022
Level: leicht
El Buen Vivir wird im westlich geprägten Diskurs der Entwicklungstheorie oft unzureichend mit The Good Living oder dem guten Leben übersetzt. Dies lässt wichtige Elemente des in südamerikanischen Indigenenbewegungen verwurzelten Prinzips vermissen
2022
Level: leicht
This teaching pack focuses on the practice and real-world activities of central banks. It assumes students have a grasp of basic macroeconomic concepts already, and is therefore most suitable to be used at the end of introductory macro courses, or in more advanced macro or monetary economics courses.
Level: leicht
Education policy seeks to ensure equality in access, equality within the classroom and in teaching- learning processes, and equality in outcomes. This course encourages students to assess and evaluate the extent to which these objectives are met in practice and the ways in which educational outcomes are shaped by, as well as alter, gendered social norms.
2004
Level: leicht
Experimental economists are leaving the reservation. They are recruiting subjects in the field rather than in the classroom, using field goods rather than induced valuations, and using field context rather than abstract terminology in instructions.
2019
Level: mittel
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2021
Level: leicht
Based on a clear conceptual framework and ten flexible building blocks this handbook offers refreshing ideas and practical suggestions to stimulate student engagement and critical thinking across a wide range of courses Drawing on decades of ideas on how to improve economics education and a growing number of available alternative …
2023
Level: leicht
Bedingungsloser Zugang zu den Gütern, die unser Leben möglich und schön machen – und das für alle: Das ist Öffentlicher Luxus! Vom öffentlichen Nahverkehr, der Autos überflüssig macht, zu einem öffentlichen Raum, in dem niemand ausgeschlossen wird oder sich vor der Polizei fürchten muss. Von sicherer Versorgung und guter Arbeit in Bildung und Gesundheit zu gutem und günstigem Wohnraum zu erneuerbarer Energie für alle. All das ist machbar!
2016
Level: leicht
Microeconomics: A Critical Companion offers students a clear and concise exposition of mainstream microeconomics from a heterodox perspective.
2018
Level: leicht
This course is an introduction to macroeconomics with a specific focus on the euro area. The theoretical part provides a critical presentation of the two key macroeconomic models: the (neo)classical approach and the Keynesian approach. This allows a comparative analysis of important macroeconomic topics: - unemployment - inflation - government debt and Modern Monetary Theory - banks and financial crises. The policy-oriented part discusses the monetary policy of the ECB and the specific challenges for fiscal policy in the euro area. The course also presents other euro area specific topics: Optimum currency area, euro crises, Next Generation EU and Green New Deal.
1999
Level: mittel
To explain the pronounced instability of the world economy since the 1970s, the book offers an important and systematic theoretical examination of money and finance.
2012
Level: leicht
Banking 101 is a series of 6 short videos that ask the following questions: How do banks work and how is money created? Is reveals common misunderstandings of money creation and the role of banks. Furthermore, the videos show how models taught in many introductory classes to economics (Econ 101) do not reflect those processes: Part 1) “Misconceptions around Banking” questions common comprehensions of how banks work (savings = investments). Part 2) “What's wrong with the money multiplier” states that the model of the money multiplies is inaccurate. Part 3) “How is money really made by banks” explains the process of money creation, loans and inter-bank settlement. Part 4) “How much money banks create?” asks what limits the money creation by banks and presents the difference between reserve ratio, liquidity ration, equity and refers to the inter-bank market. Part 5) Explores the question if banks create money or just credit and especially refers to credit risks. Part 6) Explains how money gets destroyed when loans are paid back. Note: The videos refer to the UK monetary and banking system, some explanations don't apply to other banking systems, e.g. the reserve ratio.
2012
Level: leicht
Banking 101 is a series of 6 short videos that ask the following questions: How do banks work and how is money created? Is reveals common misunderstandings of money creation and the role of banks. Furthermore, the videos show how models taught in many introductory classes to economics (Econ 101) do not reflect those processes: Part 1) “Misconceptions around Banking” questions common comprehensions of how banks work (savings = investments). Part 2) “What's wrong with the money multiplier” states that the model of the money multiplies is inaccurate. Part 3) “How is money really made by banks” explains the process of money creation, loans and inter-bank settlement. Part 4) “How much money banks create?” asks what limits the money creation by banks and presents the difference between reserve ratio, liquidity ration, equity and refers to the inter-bank market. Part 5) Explores the question if banks create money or just credit and especially refers to credit risks. Part 6) Explains how money gets destroyed when loans are paid back. Note: The videos refer to the UK monetary and banking system, some explanations don't apply to other banking systems, e.g. the reserve ratio.
2012
Level: leicht
Banking 101 is a series of 6 short videos that ask the following questions: How do banks work and how is money created? Is reveals common misunderstandings of money creation and the role of banks. Furthermore, the videos show how models taught in many introductory classes to economics (Econ 101) do not reflect those processes: Part 1) “Misconceptions around Banking” questions common comprehensions of how banks work (savings = investments). Part 2) “What's wrong with the money multiplier” states that the model of the money multiplies is inaccurate. Part 3) “How is money really made by banks” explains the process of money creation, loans and inter-bank settlement. Part 4) “How much money banks create?” asks what limits the money creation by banks and presents the difference between reserve ratio, liquidity ration, equity and refers to the inter-bank market. Part 5) Explores the question if banks create money or just credit and especially refers to credit risks. Part 6) Explains how money gets destroyed when loans are paid back. Note: The videos refer to the UK monetary and banking system, some explanations don't apply to other banking systems, e.g. the reserve ratio.
2012
Level: leicht
Banking 101 is a series of 6 short videos that ask the following questions: How do banks work and how is money created? Is reveals common misunderstandings of money creation and the role of banks. Furthermore, the videos show how models taught in many introductory classes to economics (Econ 101) do not reflect those processes: Part 1) “Misconceptions around Banking” questions common comprehensions of how banks work (savings = investments). Part 2) “What's wrong with the money multiplier” states that the model of the money multiplies is inaccurate. Part 3) “How is money really made by banks” explains the process of money creation, loans and inter-bank settlement. Part 4) “How much money banks create?” asks what limits the money creation by banks and presents the difference between reserve ratio, liquidity ration, equity and refers to the inter-bank market. Part 5) Explores the question if banks create money or just credit and especially refers to credit risks. Part 6) Explains how money gets destroyed when loans are paid back. Note: The videos refer to the UK monetary and banking system, some explanations don't apply to other banking systems, e.g. the reserve ratio.
2012
Level: leicht
Banking 101 is a series of 6 short videos that ask the following questions: How do banks work and how is money created? Is reveals common misunderstandings of money creation and the role of banks. Furthermore, the videos show how models taught in many introductory classes to economics (Econ 101) do not reflect those processes: Part 1) “Misconceptions around Banking” questions common comprehensions of how banks work (savings = investments). Part 2) “What's wrong with the money multiplier” states that the model of the money multiplies is inaccurate. Part 3) “How is money really made by banks” explains the process of money creation, loans and inter-bank settlement. Part 4) “How much money banks create?” asks what limits the money creation by banks and presents the difference between reserve ratio, liquidity ration, equity and refers to the inter-bank market. Part 5) Explores the question if banks create money or just credit and especially refers to credit risks. Part 6) Explains how money gets destroyed when loans are paid back. Note: The videos refer to the UK monetary and banking system, some explanations don't apply to other banking systems, e.g. the reserve ratio.
2012
Level: leicht
Banking 101 is a series of 6 short videos that ask the following questions: How do banks work and how is money created? Is reveals common misunderstandings of money creation and the role of banks. Furthermore, the videos show how models taught in many introductory classes to economics (Econ 101) do not reflect those processes: Part 1) “Misconceptions around Banking” questions common comprehensions of how banks work (savings = investments). Part 2) “What's wrong with the money multiplier” states that the model of the money multiplies is inaccurate. Part 3) “How is money really made by banks” explains the process of money creation, loans and inter-bank settlement. Part 4) “How much money banks create?” asks what limits the money creation by banks and presents the difference between reserve ratio, liquidity ration, equity and refers to the inter-bank market. Part 5) Explores the question if banks create money or just credit and especially refers to credit risks. Part 6) Explains how money gets destroyed when loans are paid back. Note: The videos refer to the UK monetary and banking system, some explanations don't apply to other banking systems, e.g. the reserve ratio.
2014
Level: leicht
In this lecture, Konstantinos Katsikopoulos presents the concept of bounded rationality and contrasts two - as he calls it - cultures of research and analysis within Behavioral Economics: an "idealistic" and a "pragmatic" approach. Thereby, Katsikopoulos discusses amongst others their different assumptions on decision making (utility optimization vs. achievement of a satisfactory outcome), the psychological process as well as the epistemic aim and implications on policy recommendations (nudging vs. education).
2015
Level: leicht
Was heißt Pluralität und warum soll Wissenschaft oder die Ökonomie plural sein? Mit diesen Fragen befasst sich Arne Heise im Vortrag „Wissenschaftstheorie und Pluralität in der Wirtschaftswissenschaft“. Dabei kontrastiert er die Auffassung von Pluralität und Paradigmen unterschiedlicher Denker, u.a. von Kuhn und Lakatos. Zudem unterscheidet er Pluralität von Variation, welche Pluralität innerhalb eines Paradigmas bedeuten würde. Die Argumentation erläutert er mit vielen Beispielen, u.a. welche ökonomischen Paradigmen er als plural und welche als Variation betrachtet. Im Anschluss präsentiert Heise eine Struktur zur Aufteilung von Forschungsprogrammen (Vergleich von Kernannahmen, Methoden und Heuristiken). Zuletzt geht Heise auf die paradigmatische Entwicklung der Wirtschaftswissenschaft ein, insbesondere auf die De-Pluralisierung der VWL seit den 1970er Jahren, was er anhand von Lehrstuhl Besetzungen ausführt. Der Vortrag bietet eine gut Möglichkeit, die Überlegungen hinter der Struktur von Exploring Economics nachzuverfolgen.
2018
Level: leicht
Andreas Siemoneit zu den Möglichkeiten und Grenzen einer sozialen Utopie. „Man kann Marktwirtschaft und Kapitalismus deutlich voneinander abgrenzen und Marktwirtschaft als eine noch nicht realisierte soziale Utopie betrachten…“
2010
Level: leicht
Ever wondered how a rap battle between John Maynard Keynes and F.A. Hayek would sound like?
2019
Level: schwer
This content submission has two parts: (1) a link to the post by Wolf Richter on deterioration of US subprime credit card debt and loans, driven in part by the overuse of hedonic quality adjustments in the Consumer Price Index (CPI) used by the US Bureau of Labor Statistics, and (2) to introduce Exploring Economics to the website Naked Capitalism, which is an effort to promote critical thinking through the medium of a finance and economics blog and fearless commentary.
2017
Level: mittel
Currency hierarchy and policy space: A research agenda for development economics Barbara Fritz
2019
Level: leicht
This article examines the spread of financialization in Germany before the financial crisis. It provides an up-to date overview on the literature on financialization and reviews which of the phenomena typically associated with financialization have emerged in Germany. In particular, the article aims to clarify how the prevailing institutional structure and its changes had contributed to or had countervailed the spread of financialization and how it had shaped the specific German variant of financialization. For this end, it combines the rich literature on Germany's institutional structure with the more macroeconomic oriented literature on financializaton. With the combination of those different perspectives the article sheds light on the reasons for the spread of financialization and the specific forms it has taken in Germany.
2018
Level: leicht
In diesem Beitrag geht es darum, den Postkeynesianismus als paradigmatische Alternative zum herrschenden neoklassischen Mainstream etwas näher kennenzulernen. Es zeigt sich sehr schnell, dass der Postkeynesianismus keine einheitliche Denkschule darstellt, sondern vielmehr eine Vielzahl von theoretischen Ansätzen darunter zu verstehen ist, die eine Reihe von methodologischen und epistemologischen Gemeinsamkeiten aufweist und die einige identitätsstiftende Postulate verbindet. Zum konkreten Nachvollzug dieser Postulate aus dem axiomatischen Kern des Postkeynesianismus wird dann darauf verzichtet, dass Kaleidoskop postkeynesinaischer Theorie mit kaleckianischer, kaldorianischer oder gar sraffianischer Grundlage aufzuzeigen, sondern es wird vielmehr nur ein Postkeynesianismus - die monetäre Theorie der Produktion - in seiner paradigmatischen und formalen Struktur beleuchtet und die darauf aufbauende Theorie der Marktteilnahme als alternative Theorie der Wirtschaftspolitik dargelegt.

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