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1117 results

2021
Level: debutante
El evento “Economía popular y solidaria en la actual crisis latinoamericana”, fue pensado como el producto final de la apasionante y enriquecedora experiencia que fue la Formación Económica Pluralista Global.
2001
Level: adelantado
La crisis del modelo de desarrollo ha dado una nueva vigencia a organizaciones que no pertenecen ni al sector privado tradicional ni al sector público. Estas organizaciones reciben diferentes apelaciones, tercer sector, economía solidaria, economía social, economía popular, organizaciones de desarrollo social, etc. Este trabajo se propone analizar los contextos de utilización de algunos de estos términos que designan las actividades que escapan a la lógica capitalista y a la lógica de la administración pública. La nueva constitución venezolana de 2000 incluye en su artículo 184 un término nuevo en el país, el de economía social. Se trata de un término que data del siglo XIX, cuando era utilizado sobre todo en el mundo francófono. La crisis del modelo de desarrollo fordista ha llevado a su reactualización a partir de los años 1980. Las definiciones que tiene varían según los países. Este trabajo tiene como propósito precisar el significado de este término, y de otros que le son afines. Luego, se definen algunos criterios para la delimitación de un sector de economía social en Venezuela.
2014
Level: adelantado
El "vivir bien" y el "buen vivir" son formas de rescatar una nueva aportación del desarrollo, y se presentan justo como una alternativa al pensamiento hegemónico. Ana Esther Ceceña, en el capítulo primero, parte de cómo se organiza lo económico, Alba Carosio, en el capítulo segundo, establece el enfoque de asegurar la calidad de vida de las personas; mientras que Antonio Palazuelos pone énfasis en el Plan Nacional de Desarrollo para el Buen Vivir centrándose en tres factores importantes: la economía popular y solidaria, la seguridad alimentaria y los grupos vulnerables. Silvia Berger evalúa las implicaciones de haber adoptado en el feminismo latinoamericano las líneas generales del movimiento feministas mundial. Por su parte, Jaqueline Butcher explica el tercer sector en México y su relación con el desarrollo económico y social del país. En el capítulo sexto, Rodolfo García Zamora y Monsterrat García muestran cómo las organizaciones de migrantes mexicanos han financiado obras de infraestructura básica en sus comunidades de origen. El libro finaliza con el capítulo siete, a cargo de Ana María Aragonés y Uberto Salgado, quienes se centran en un análisis comparativo del impacto que tienen la migración de trabajadores altamente calificados y las remesas sobre el desarrollo de seis países.
2020
Level: adelantado
Este artículo explora los antecedentes, componentes y sentidos, de los circuitos económicos solidarios (CES) entendidos como propuesta dentro del proyecto de construcción de una economía social y solidaria (ESS). Asimismo, comprendidos sus aspectos más característicos, busca identificar y analizar algunos desafíos para su fortalecimiento y ampliación. Para esto analiza diversos trabajos referidos tanto a la ESS como a los CES.
2014
Level: adelantado
La propuesta de esta obra es que comprendamos cómo la economía y la solidaridad pueden trabajarse conjuntamente. Descubriremos entonces la existencia de comportamientos económicos solidarios e incluso de empresas solidarias que en su conjunto forman parte de un sector de la economía diferente tanto del sector capitalista como del sector estatal.
2009
Level: adelantado
The leading edges of economic thinking in the early 21st century are marked by a nascent pluralism - a positive valuing of difference and complexity - regarding the nature and evolution of human behaviour and economic organization. Economic Pluralism brings these pluralist sensibilities to the fore.
2019
Level: debutante
By conducting a discourse analysis (SKAD) in the field of academic economics textbooks, this paper aims at reconstructing frames and identity options offered to undergraduate students relating to the questions ‘Why study economics?’ and ‘Who do I become by studying economics?’. The analysis showed three major frames and respective identity offerings, all of which are contextualized theoretically, with prominent reference to the Foucauldian reflection of the science of Political Economy. Surprisingly, none of them encourages the student to think critically, as could have been expected in a pedagogical context. Taken together, economics textbooks appear as a “total structure of actions brought to bear upon possible action” (Foucault), therefore, as a genuine example of Foucauldian power structures.
2012
Level: debutante
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.
2018
Level: debutante
The global financial crisis (GFC) led to increasing distrust in economic research and the economics profession, in the process of which the current state of economics and economic education in particular were heavily criticized. Against this background we conducted a study with undergraduate students of economics in order to capture their view of economic education.
2019
Level: debutante
The article pursues the two related questions of how economists pretend to know and why they want to know at all. It is argued that both the economic form of knowledge and the motivation of knowing have undergone a fundamental change during the course of the 20th century. The knowledge of important contemporary economic textbooks has little in common with an objective, decidedly scientifically motivated knowledge. Rather, their contents and forms follow a productive end, aiming at the subjectivity of their readers.
2012
Level: debutante
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: debutante
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.
2018
Level: adelantado
In this essay, the author takes a critical perspective on the pursuit of growth as the solution for providing for environmental sustainability and economic stability in the countries of Central and Eastern Europe. Drawing from the framework of dependency theory and presenting brief insights into European core-periphery relations the author then argues for the implementation of an alternative strategy to development that is built around the concept of self-reliance.
2019
Level: debutante
The objective of the course is to explore the main strengths and weaknesses of orthodox and heterodox paradigms within development economics.
2022
Level: debutante
¿Qué es la inflación? ¿Por qué es relevante? ¿Hay una teoría consensuada con respecto a sus orígenes y sus causas o es un concepto más bien polémico? Sobre estas cuestiones trata precisamente este texto: empezamos definiendo lo que significa realmente la inflación para adentrarnos luego en el debate teórico desde una perspectiva interdisciplinar y pluralista: ¿cuál es su causa?, ¿qué factores influyen en ella? y en consecuencia, ¿qué podemos hacer al respecto?
2012
Level: debutante
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: debutante
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.
 
Evolutionary economics focuses on economic change. Hence processes of change such as growth, innovation, structural and technological change, as well as economic development in general are analysed. Evolutionary economics often gives emphasis to populations and (sub-)systems.
2019
Level: debutante
The module is designed to first present some of the main schools of thought from a historical and methodological perspective. Each week we explore and critically assess the main tenants of each school of thought. In the second part of the module we link history of economic thought and methodology to a specific and contemporary economic question. The second part allows you to engage with current economic issues with an awareness of methodology and methodological differences and with some knowledge of the history of economics.
2017
Level: debutante
This paper starts with an evaluation of three common arguments against pluralism in economics: (1) the claim that economics is already pluralist, (2) the argument that if there was the need for greater plurality, it would emerge on its own, and (3) the assertion that pluralism means ‘anything goes’ and is thus unscientific. Pluralist responses to all three arguments are summarized. The third argument is identified to relate to a greater challenge for pluralism: an epistemological trade-off between diversity and consensus that suggests moving from a discussion about ‘pros’ and ‘cons’ towards a discussion about the adequate degree of plurality. We instantiate the trade-off by showing how it originates from two main challenges: the need to derive adequate quality criteria for a pluralist economics, and the necessity to propose strategies that ensure the communication across different research programs. The paper concludes with some strategies to meet these challenges.
2012
Level: debutante
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.
2015
Level: debutante
Economist and politician Costas Lapavitsas: presents differing theoretical definitions of financialization, namely from Marxist and Post-Keynesian thinkers and compares their approaches. By presenting pattern and features of the economic and financial crisis, he interprets the latter as a crisis of financialization. Lapavitsas emphasizes his arguments by presenting data from the U.S. and Germany on the transformation of business, banks and households.
2018
Level: debutante
Jens Beckert and Richard Bronk, authors of "Uncertain Times", explore the extent to which flaws, blind spots and more importantly bias created by macroeconomics models, based on forecasts and statistical devices, shape crisis and the market economy in which we live.
 
Los economistas evolutivos examinan cómo y por qué cambia la economía. Este énfasis en la naturaleza cambiante del capitalismo es la característica crucial que los distingue de sus homólogos no evolutivos. En consecuencia, sus temas más frecuentes son: el crecimiento económico, el cambio estructural, los procesos y sistemas de innovación, el cambio tecnológico, el cambio institucional y el desarrollo económico.
2021
Level: debutante
What’s inflation? Why is it relevant? And is there an agreed theory about its roots and causes, or is it a contentious concept? That’s what this text is all about: We define what inflation actually means before we delve into the theoretical debate with an interdisciplinary and pluralist approach: What gives rise to it, what factors might influence it, and, consequently, what might be done about it?
2019
Level: adelantado
Approaching the law of nature that determines all forms of economy. The bulk of economic theory addresses the economic process by setting out on a catalogue of aspects, seeking the laws in the aspects and hoping to get together a reliable view of the whole.
 
La EPM concibe la economía como un proceso continuo de transformación de la naturaleza y la sociedad mediante la producción. Así, la economía no se concibe como una plataforma neutral de intercambio y cooperación, sino como una constitución histórica y política caracterizada principalmente por relaciones de poder asimétricas, ideología y conflictos sociales.
2013
Level: adelantado

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.

2010
Level: debutante
Ever wondered how a rap battle between John Maynard Keynes and F.A. Hayek would sound like?
2019
Level: debutante
Podcast series with six 12-minute parts introducing the the values and ideas behind our neoliberal economic system: where it came from, how it spread, and how we could do things differently.

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Este proyecto es presentado por la Network for Pluralist Economics (Netzwerk Plurale Ökonomik e.V.) y socios internacionales.  Está comprometida con la diversidad y la independencia y depende de las donaciones de personas como tú. Donaciones regulares o puntuales serán muy apreciadas!

 

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