Why teach history of economic thought today?
Shorter undergraduate studies, increasing specialization and the priority of applied research in Economics represent threats for the History of Economic Thought (HET) as an integral part of the training of young economists. There are mostly sociological arguments to reduce or eliminate HET courses a...
- Autores:
-
Alvarez Gallo, Carlos Andrés
Hurtado Prieto, Jimena
- Tipo de recurso:
- Work document
- Fecha de publicación:
- 2010
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/8206
- Acceso en línea:
- http://hdl.handle.net/1992/8206
- Palabra clave:
- History of economic thought
Teaching in economics
Economic theory
Pensamiento económico - Historia
Economía - Enseñanza
Teoría económica
A11, A13, A14, A22, B2
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Al consultar y hacer uso de este recurso, está aceptando las condiciones de uso establecidas por los autores.http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Alvarez Gallo, Carlos Andrés11aa5594-b644-4171-93cc-947509eacb7c600Hurtado Prieto, Jimena87566002018-09-27T16:51:15Z2018-09-27T16:51:15Z20101657-5334http://hdl.handle.net/1992/82061657-719110.57784/1992/8206instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/Shorter undergraduate studies, increasing specialization and the priority of applied research in Economics represent threats for the History of Economic Thought (HET) as an integral part of the training of young economists. There are mostly sociological arguments to reduce or eliminate HET courses and contents to which we try to respond in this text. We advance that HET allows developing valuable skills that might help overcome the criticisms against Economics due to its alleged incapacity to offer solutions in times of crisis and to its fascination with quantification and technique. In this context, HET appears as a space for thought, self-criticism and introspection in which new economists may understand that Economics is a process and not a product giving them the abilities necessary to participate in the extended present of their discipline.La reducción en la duración de los pregrados en Economía, la creciente especialización en la disciplina y la prioridad de la aplicación sobre la teoría son amenazas para la Historia del pensamiento económico (HPE) como parte integral de la formación de economistas. Existen argumentos principalmente sociológicos para reducir o eliminar el espacio de la HPE; en este texto buscamos responder a estos argumentos para mostrar la vigencia y relevancia del área. En momentos en que la Economía es cuestionada por su incapacidad de ofrecer soluciones y por su fascinación con la medición y la técnica parece pertinente rescatar a la HPE como campo de reflexión, de crítica y de introspección para que los nuevos economistas entiendan que la Economía es un proceso y no un producto y puedan participar activamente en el presente extendido de su disciplina.18 páginasapplication/pdfengUniversidad de los Andes, Facultad de Economía, CEDEDocumentos CEDE No. 28 Octubre de 2010https://ideas.repec.org/p/col/000089/007712.htmlWhy teach history of economic thought today?¿Por qué enseñar la historia del pensamiento económico hoy?Documento de trabajoinfo:eu-repo/semantics/workingPaperhttp://purl.org/coar/resource_type/c_8042http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttps://purl.org/redcol/resource_type/WPHistory of economic thoughtTeaching in economicsEconomic theoryPensamiento económico - HistoriaEconomía - EnseñanzaTeoría económicaA11, A13, A14, A22, B2Facultad de EconomíaPublicationTEXTdcede2010-28.pdf.txtdcede2010-28.pdf.txtExtracted texttext/plain59318https://repositorio.uniandes.edu.co/bitstreams/30d64098-e143-4030-ad1d-0e60006170a3/download4f66c0e7116a796c42d265780b66a596MD54ORIGINALdcede2010-28.pdfdcede2010-28.pdfapplication/pdf490926https://repositorio.uniandes.edu.co/bitstreams/3af78f86-0dbc-4e8f-94c8-b3b2d698cc4c/download2612889bf51e73e3539b87fbdab44b8bMD51THUMBNAILdcede2010-28.pdf.jpgdcede2010-28.pdf.jpgIM Thumbnailimage/jpeg4136https://repositorio.uniandes.edu.co/bitstreams/b492297a-3e2b-413e-b6cf-4dec33007c7a/downloaddcddb40375587d32c4983da226f12101MD551992/8206oai:repositorio.uniandes.edu.co:1992/82062024-06-04 15:25:36.505http://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://repositorio.uniandes.edu.coRepositorio institucional Sénecaadminrepositorio@uniandes.edu.co |
| dc.title.none.fl_str_mv |
Why teach history of economic thought today? |
| dc.title.alternative.none.fl_str_mv |
¿Por qué enseñar la historia del pensamiento económico hoy? |
| title |
Why teach history of economic thought today? |
| spellingShingle |
Why teach history of economic thought today? History of economic thought Teaching in economics Economic theory Pensamiento económico - Historia Economía - Enseñanza Teoría económica A11, A13, A14, A22, B2 |
| title_short |
Why teach history of economic thought today? |
| title_full |
Why teach history of economic thought today? |
| title_fullStr |
Why teach history of economic thought today? |
| title_full_unstemmed |
Why teach history of economic thought today? |
| title_sort |
Why teach history of economic thought today? |
| dc.creator.fl_str_mv |
Alvarez Gallo, Carlos Andrés Hurtado Prieto, Jimena |
| dc.contributor.author.none.fl_str_mv |
Alvarez Gallo, Carlos Andrés Hurtado Prieto, Jimena |
| dc.subject.keyword.none.fl_str_mv |
History of economic thought Teaching in economics Economic theory |
| topic |
History of economic thought Teaching in economics Economic theory Pensamiento económico - Historia Economía - Enseñanza Teoría económica A11, A13, A14, A22, B2 |
| dc.subject.armarc.none.fl_str_mv |
Pensamiento económico - Historia Economía - Enseñanza Teoría económica |
| dc.subject.jel.none.fl_str_mv |
A11, A13, A14, A22, B2 |
| description |
Shorter undergraduate studies, increasing specialization and the priority of applied research in Economics represent threats for the History of Economic Thought (HET) as an integral part of the training of young economists. There are mostly sociological arguments to reduce or eliminate HET courses and contents to which we try to respond in this text. We advance that HET allows developing valuable skills that might help overcome the criticisms against Economics due to its alleged incapacity to offer solutions in times of crisis and to its fascination with quantification and technique. In this context, HET appears as a space for thought, self-criticism and introspection in which new economists may understand that Economics is a process and not a product giving them the abilities necessary to participate in the extended present of their discipline. |
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2010 |
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2010 |
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2018-09-27T16:51:15Z |
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2018-09-27T16:51:15Z |
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Documento de trabajo |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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info:eu-repo/semantics/workingPaper |
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http://purl.org/coar/resource_type/c_8042 |
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http://hdl.handle.net/1992/8206 |
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10.57784/1992/8206 |
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eng |
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eng |
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Documentos CEDE No. 28 Octubre de 2010 |
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https://ideas.repec.org/p/col/000089/007712.html |
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Universidad de los Andes, Facultad de Economía, CEDE |
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