Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
5 credits
30.0 h
Q2
Teacher(s)
Pensieroso Luca;
Language
English
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
The course will examine:
- the link between economic theory and liberalism
- Marx's place in the history of economic theories
- the relevance of the concept of scientific revolution
- the mathematisation of the economy
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
This course on the History of Economic Theories has two objectives. On the one hand, it aims to give students a view of how economic theories have developed, from the birth of Political Economics up to modern times. This should enable students to situate what they have learnt in their foundation courses within a broader framework and to relate it to the questions put by economists from previous generations. This historical approach will also provide an occasion for students to reflect critically on Economic Science, its objectives, methods, etc. They will have, for example, to investigate whether criticisms of economic methods, which tend to criticize its high degree of abstraction and mathematisation, are relevant. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
This course focuses on the history of economic thought in the period between the XVIII and the XIX century. The aim is to provide students with a critical perspective on economics, by helping them developing a deeper understanding of economics, of its theoretical and methodological evolution over time, and of its policy implications.
Coverage will be selective and mainly focused on Classical Economists and the Marginalist revolution.
Coverage will be selective and mainly focused on Classical Economists and the Marginalist revolution.
Teaching methods
Ex-cathedra lectures
Evaluation methods
Oral or written exam (closed-book).
Bibliography
A. Roncaglia, The Wealth of Ideas, Cambridge University Press, Cambridge, UK, 2005.
R. Heilbroner, Teachings from the Wordly Philosophers, Norton, New York, 1996.
R. Heilbroner, The Worldy Philosophers, 7th edition, Touchstone, New York, 1999.
Additional readings
M. Blaug, Economic Theory in Retrospect, 5th edition, Cambridge University Press, 1996.
T. G. Buchholz, New Ideas from Dead Economists, Plume, New York, 2007.
J. K. Galbraith, Economics in Perspective: A Critical History, Houghton Mifflin, 1987.
R. Heilbroner, Teachings from the Wordly Philosophers, Norton, New York, 1996.
R. Heilbroner, The Worldy Philosophers, 7th edition, Touchstone, New York, 1999.
Additional readings
M. Blaug, Economic Theory in Retrospect, 5th edition, Cambridge University Press, 1996.
T. G. Buchholz, New Ideas from Dead Economists, Plume, New York, 2007.
J. K. Galbraith, Economics in Perspective: A Critical History, Houghton Mifflin, 1987.
Faculty or entity
ESPO
