Relevant bibliographies by topics / Classical school of economics – Congresses

Academic literature on the topic 'Classical school of economics – Congresses'

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Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Classical school of economics – Congresses"

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Campagnolo, Gilles. "From Karl Menger to Charles Menger? How Austrian economics (hardly) spread in France." Russian Journal of Economics 4, no. 1 (April 20, 2018): 8–30. http://dx.doi.org/10.3897/j.ruje.4.26001.

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The father of the “Austrian” Marginalist revolution and founder of the so-called “Austrian School of economics”, Carl Menger, had a mixed reception during different periods of development of French economics. Somewhat welcomed in the early days, he was rather forgotten later on. Even his major works were not published in translation until recently. What is the reason for such a situation? Criticisms of classical political economy have to be understood in their French context. In comparison to other countries, this paper details the case of France, besides showing how later Austrians, such as Friedrich Hayek, found a limited audience. This comparative study of economic ideas in France must start with the reception of the views of the founder and the role and impact of adopting/adapting or rejecting his views by French scholars. What place did they find in French academia? From Carl Menger to a “Frenchified” Charles Menger, how was Austrian economic thought disseminated in France? This essay starts by recalling the Belle-Époque and an astonishing letter by Charles Rist for the Jubiläum of Menger, in which he deplored the lack of translation of the latter’s works. The Austrian School in France is then discussed as pure economics replaces political economy in the Interwar period, with the 1938 Paris Congress of “liberal thinkers,” as the Vienna Circle became known, also comparing issues in philosophy. The paper considers how Austrian theories of “pure science” were received in Paris from the Vienna of the 1900s, at a time of ”Crossroads,” to the present day, through the Postwar and Cold War, until a revival since the 1990s and a rethinking of economic ideas after 2008.
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Campagnolo, Gilles. "From Karl Menger to Charles Menger? How Austrian economics (hardly) spread in France." Russian Journal of Economics 4, no. 1 (April 19, 2018): 8–30. http://dx.doi.org/10.3897/j.ruje.92.23742.

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The father of the “Austrian” Marginalist revolution and founder of the so-called “Austrian School of economics”, Carl Menger, had a mixed reception during different periods of development of French economics. Somewhat welcomed in the early days, he was rather forgotten later on. Even his major works were not published in translation until recently. What is the reason for such a situation? Criticisms of classical political economy have to be understood in their French context. In comparison to other countries, this paper details the case of France, besides showing how later Austrians, such as Friedrich Hayek, found a limited audience. This comparative study of economic ideas in France must start with the reception of the views of the founder and the role and impact of adopting/adapting or rejecting his views by French scholars. What place did they find in French academia? From Carl Menger to a “Frenchified” Charles Menger, how was Austrian economic thought disseminated in France? This essay starts by recalling the Belle-Époque and an astonishing letter by Charles Rist for the Jubiläum of Menger, in which he deplored the lack of translation of the latter’s works. The Austrian School in France is then discussed as pure economics replaces political economy in the Interwar period, with the 1938 Paris Congress of “liberal thinkers,” as the Vienna Circle became known, also comparing issues in philosophy. The paper considers how Austrian theories of “pure science” were received in Paris from the Vienna of the 1900s, at a time of ”Crossroads,” to the present day, through the Postwar and Cold War, until a revival since the 1990s and a rethinking of economic ideas after 2008.
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Stolkov, Dmitriy S. "New trends in Russian diplomacy after February 24, 2022." Vestnik of Saint Petersburg University. International relations 17, no. 1 (2024): 27–42. http://dx.doi.org/10.21638/spbu06.2024.102.

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The article examines the new trends in Russian diplomacy, which emerged after February 24, 2022. The diplomatic war launched against Russia by "unfriendly States" leads to the "zeroing" of ties between the Russian Federation and the States of the collective West - the Anglo-Saxon and European countries. In the context of the degradation of relations with the Euro-Atlantic region, there is a shift in the regional focus in Russia's foreign policy. Moreover, in order to make the implementation of foreign policy goals more efficient Russian intensifies the use of "new tracks" in addition to classical diplomacy. The purpose of the article is to identify the prospects for using the potential of diplomacy of dialogue structures as an auxiliary tool for promoting national interests in the international arena, strengthening Russia's position as an independent center of power in international relations. The theory of a two-level game developed by R. Putnam in relation to the practice of negotiating facilitates the explanation of the diplomacy of dialogue structures specificity. The theory of securitization of the constructivist school served as a theoretical justification for diversifying the global priorities of Russia's foreign policy. In the course of the study, the author came to the conclusion that the diplomacy of the dialogue structures of the Russian Federation is not developing in isolation, but it takes into account the strategic goals and objectives formalized at the official level in the basic conceptual foreign policy document. In particular, the central topics of the St. Petersburg International Economic Forum include sovereignty of the economy and the formation of a multipolar world. A series of regional forums and congresses reflects the priority desire of the Russian Federation to build up ties with partners from the CIS and BRICS countries. The “Pivot to the East” raises the profile of the Eastern Economic Forum. Particular attention is paid to the development of relations with the states of the Islamic world, Africa, Latin America and the Caribbean. It is noteworthy that regional platforms serve not only for the exchange of views, but also for the adoption of practice-oriented agreements in the field of politics, economics, culture and sports. The very holding of events on the territory of the Russian Federation contributes to the growth of the investment attractiveness of Russian cities and regions, as well as the formation of a favorable image of the country abroad.
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Carnis, Laurent. "Pitfalls of the classical school of crime." Quarterly Journal of Austrian Economics 7, no. 4 (December 2004): 7–17. http://dx.doi.org/10.1007/s12113-004-1001-2.

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Ермаков, I. Ermakov, Аникин, Boris Anikin, Белова, and S. Belova. "State University of Management’s “Logistics” Scientific School." Administration 3, no. 2 (June 17, 2015): 5–15. http://dx.doi.org/10.12737/11504.

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The paper has been devoted to the history related to formation and development of “Logistics” scientific school based on the first chair of logistics, which appeared in Russia at the State University of Management in 1999. Various aspects of scientific school formation are considered: primary areas and the most significant results related to fundamental and applied research of scientific school’s founder and followers; priority directions of task staff training, implementation of continuing education programs; use of research results in the educational process; talent pool of scientific school; scientific-pedagogical higher qualification personnel (such as Ph.D. and Doctor of Economics) training; participation in all-Russian and international congresses, conferences and seminars, as well as the organization of pedagogical and scientific-practical events. Have been presented educational, methodical and scientific publications written by scientific school founder and followers; authors’ publication activity characterization; chair’s strategic partners in Russia and abroad; major industries and employers interested in our graduates; integration with other research, educational and industrial enterprises.
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Salin, Pascal. "The Monetary Economics of the Austrian School and the Chicago School." Quarterly Journal of Austrian Economics 25, no. 3 (February 23, 2023): 281–96. http://dx.doi.org/10.35297/qjae.010143.

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To what extent is there complementarity or agreement between Austrian economics and the Chicago school on monetary issues? Both Austrians and Chicagoans would agree that monetary expansion has real effects in the short run, though they emphasize different variables. In the long run, Austrians argue that there is a lasting real effect of monetary expansion—money is not neutral—but Chicagoans too argue that economic activity is less efficient even if people correctly forecast the rate of inflation. Regarding the balance of payments, both the Austrian and Chicago school lead to the conclusion that there can be no balance-of-payments problem. Both are modern versions of the classical price specie flow theory. Perhaps the Austrian approach to monetary economics and the Chicago school approach are more compatible than is commonly thought.
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Alloush, Ibrahim. "A Historical Sketch of Profit Theories in Mainstream Economics." International Business Research 9, no. 4 (March 16, 2016): 148. http://dx.doi.org/10.5539/ibr.v9n4p148.

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<p>In this paper, the main contributions to the development of profit theories are delineated in a chronological order to provide a quick reference guide for the concept of profit and its origins. Relevant theories are cited in reference to their authors and the school of thought they are affiliated with. Profit is traced through its Classical and Marginalist origins into its mainstream form in the literature of the Neo-classical school. As will be seen, the book is still not closed on a concept which may still afford further theoretical refinement.</p>
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Rezsohazy, Rudolf. "Les débuts de la science politique dans les milieux chrétiens." Res Publica 27, no. 4 (December 31, 1985): 509–20. http://dx.doi.org/10.21825/rp.v27i4.19203.

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The social problem incites the Belgian catholics to study scientifically the human collectivity. As early as the nineteen-eighties learned societies are ouded, seminars, congresses, lectures are organized, a review is launched. At the Catholic University of Louvain the School of Political and Social Sciences is inaugurated in 1892. The sociological approach of the problems becomes wide-spread.All this movement is prepared by the work of a pioneer : Edouard Ducpétiaux (1804-1868) . He opens the way by his numerous publications and realizations in as various fields as the social inquiries, statistics, sociography, social economics, political science, criminology... The article analyses his methodology and shows place of E. Ducpétiaux among the main intellectual currents of the past century.
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Nenovsky, Nikolay. "Criticisms of Classical Political Economy. Menger, Austrian economics and the German Historical School." European Journal of the History of Economic Thought 18, no. 2 (May 2011): 290–93. http://dx.doi.org/10.1080/09672567.2011.564793.

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Hengstmengel, Joost W. "THE REFORMATION OF ECONOMIC THOUGHT DUTCH CALVINIST ECONOMICS, 1880–1948." Philosophia Reformata 78, no. 2 (November 17, 2013): 124–43. http://dx.doi.org/10.1163/22116117-90000548.

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The first decades of the twentieth century saw the emergence of Calvinist economics in the Netherlands. This clearly normative approach to economics was inspired by Abraham Kuyper and was criticized by mainstream economists from the outset. It would eventually disappear under pressure of positive economics, but survived until at least the middle of the century. Calvinist economics itself was highly critical of classical economics and, unlike the neo-classical school, strove after an entire reformation of economic thought. Calvinists writers like T. de Vries, P. A. Diepenhorst, J. A. Nederbragt and J. Ridder did not constitute a school of economic thought, but nevertheless shared some fundamental ideas such as the influence of world views on economics, the existence of divine ordinances for the economic domain, and the central place of man in God’s plan for the economy. In this article, I describe the rise, sources of inspiration, fundamentals, aim and methodology of Calvinist economics. Although the perspective of this article is historical, this episode from the history of economic thought may inform us about the relationship between Christianity and the science of economics as well as that between economics and the economic crisis.
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Dissertations / Theses on the topic "Classical school of economics – Congresses"

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Shotter, Magdalena. "The influence of Marshallian neo-classical economics on management accounting in South Africa /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-08112006-160141.

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Thesis (D. Comm.(Financial management sciences))-University of Pretoria, 2005.
Summary in English. Includes bibliographical references (leaves 121-130). Available on the Internet via the World Wide Web.
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Books on the topic "Classical school of economics – Congresses"

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History of Economics Society. Conference. The classical tradition in economic thought. Aldershot, Hants, UK: Published for the Society by Edward Elgar, 1995.

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History of Economics Society. Conference. Themes in pre-classical, classical, and Marxian economics: Selected papers from the History of Economics Society Conference, 1989. Aldershot, Hants, England: Published for the Society by E. Elgar, 1991.

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Piero, Sraffa, Bharadwaj Krishna, and Schefold Bertram 1943-, eds. Essays on Piero Sraffa: Critical perspectives on the revival of classical theory. London: Unwin Hyman, 1990.

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Hollander, Samuel. Classical economics. Toronto: University of Toronto Press, 1992.

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Hollander, Samuel. Classical economics. Oxford: Blackwell, 1987.

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Hollander, Samuel. Classical economics. Oxford: Basil Blackwell, 1987.

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Hollander, Samuel. Classical economics. Oxford [Oxfordshire]: B. Blackwell, 1987.

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1942-, Rutherford Donald, ed. Classical economics. London: Routledge, 1999.

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Sowell, Thomas. On classical economics. New Haven, CT: Yale University Press, 2006.

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1789-1864, McCulloch J. R., and O'Brien D. P. 1939-, eds. Classical writings on economics. London: W. Pickering, 1995.

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Book chapters on the topic "Classical school of economics – Congresses"

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Bowden, Bradley. "Economic Foundations: Adam Smith and the Classical School of Economics." In The Palgrave Handbook of Management History, 345–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-62114-2_20.

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Bowden, Bradley. "Economic Foundations: Adam Smith and the Classical School of Economics." In The Palgrave Handbook of Management History, 1–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62348-1_20-1.

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Rocquin, Baudry. "Rejecting the French: Classical British Sociology at the London School of Economics." In British Sociologists and French 'Sociologues' in the Interwar Years, 67–101. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10913-4_4.

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Hein, Eckhard. "Monetary Analysis in Classical Economics: Banking School and Neo-Ricardian Monetary Theory of Distribution." In Money, Distribution Conflict and Capital Accumulation, 13–15. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230595606_4.

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"Menger, classical liberalism and the Austrian School of economics." In Routledge Foundations of the Market Economy. Routledge, 1992. http://dx.doi.org/10.4324/9780203004456.ch5.

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Çalışkan, Zehra Doğan. "Institutional Economics." In Advances in Finance, Accounting, and Economics, 185–200. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0333-1.ch011.

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Since the mid-19th century, the thinkers of historical school challenged the deductive, abstractive, and decisive methods of neo-classical economics. According to historical school, social terms have been changed within space and time. Therefore, they defended that the economic theories could not be universal but could only be relative. Instead of professing laws with universal validity, it is more important to reveal the changing structure of society with the extensive studies of economic history. The inductive method of German historical school brought a new perspective into economic theory with theorems such as to consider society as an organism beyond the individuals who would only seek their benefits and the necessity of historical followings in the economic events. From this point of view, it is possible to observe the traces of historical school in the old institutional economics literature.
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"The monetary thought of the banking school Tooke, 1840–1857." In Thomas Tooke and the Monetary Thought of Classical Economics, 181–224. Routledge, 2011. http://dx.doi.org/10.4324/9780203829707-12.

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"The monetary thought of the pre-banking school Tooke, 1819-1838." In Thomas Tooke and the Monetary Thought of Classical Economics, 145–80. Routledge, 2011. http://dx.doi.org/10.4324/9780203829707-11.

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Colander, David, and Craig Freedman. "Roads Not Taken." In Where Economics Went Wrong, 102–19. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691179209.003.0007.

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This chapter looks at the birth of the Virginia School of economics by focusing on two of the approaches developed in Virginia in the 1960s. The first one—named after Ronald Coase—is the Coasian institutionalist approach, which is a clear attempt to maintain the sort of Classical Liberal thought fashioned in an earlier period by Frank Knight. The second one—named after James Buchanan—is the Buchanan political economy approach, which also had a stronger commitment to Classical Liberal methodology than did the Stigler/Friedman/Director version rapidly spreading within the Chicago campus. Neither one became a recognized Classical Liberal standard bearer. Instead, their combined work was seldom considered to be part of any broader mainstream approach that differed significantly in terms of methodology. By the end of the 1960s, the Virginia School was no more.
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Meikle, Scott. "Neo-Classical Interpretation." In Aristotle’s Economic Thought, 110–28. Oxford University PressOxford, 1995. http://dx.doi.org/10.1093/oso/9780198150022.003.0007.

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Abstract Adam Smith makes three references to Aristotle in The Wealth of Nations, none of which concerns the economic writings, Nicomachean Ethics, 5. 5 and Politics, 1. 8–10. The references deal with political or historical points, and they seem to have been drawn from Smith’s reading of Pufendorf and Montesquieu rather than from a study of Aristotle himself. Ricardo, in the Principles, makes no reference to Aristotle at all. The first examination of Aristotle’s inquiries subsequent to the rise of economics was Marx’s, offered originally in the Contribution and then eight years later in Capital itself.1 Marx did not claim that Aristotle was an economist, or that he was the father of any school of economics, even Marx’s own, but understandably his endorsement of most of Aristotle’s conclusions was construed as a claim of Aristotelian paternity on behalf of his own theory.2 Marx had inaugurated a contest, and in time subsequent orthodoxies in economics sought to establish Aristotelian paternity too.
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Conference papers on the topic "Classical school of economics – Congresses"

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Kombarov, Sayan. "Action in Economics: Mathematical Derivation of Laws of Economics from the Principle of Least Action in Physics." In International Conference on Eurasian Economies. Eurasian Economists Association, 2021. http://dx.doi.org/10.36880/c13.02498.

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The thesis of this paper is mathematical formulation of the laws of Economics with application of the principle of Least Action of classical mechanics. This paper is proposed as the rigorous mathematical approach to Economics provided by the fundamental principle of the physical science – the Principle of Least Action. This approach introduces the principle of Action into main-stream economics and allows reconcile main principles Austrian School of Economics and the laws of market, such Say’s law and marginal value and interest rate theory, with the modern results of mathematical economics, such as Capital Asset Pricing Model (CAPM), game theory and behavioral economics. This principle is well known in classical mechanics as the law of conservation of action that governs any system as a whole and all its components. It led to the revolution in physics, as it allows to derive the laws of Newtonian and quantum mechanics and probability. Ludwig von Mises defined Economics is the science of Human Action. Action is introduced into Economics by the founder of Austrian School of Economic, Carl Menger. Production or acquisition of any goods, services and assets are results of purposeful acts in the form of expenditure of work and energy in the form of flow of money and material resources. Humans take them to achieve certain desired goals with given resources and time. Any economic good and service, financial, productive, or real estate asset is the result of such action.
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Gencer, Ayşen Hiç, and Özlen Hiç. "A.Smith and the Classical School, K.Marx and the Marxist Socialism, J.M.Keynes and the Keynesian Revolution and the Subsequent Developments." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.01166.

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Adam Smith is known as the founder of economics as a social science and also of economic liberalism (or termed as capitalism after Karl Marx) based on principles of non-intervention and non-protection by the governments to perfectly competitive markets. Over time, economic theory and resulting economic regime evolved: Interventions to improve the welfare of workers; infant-industry argument for limited trade protection; and most importantly, following the 1929 Great Depression, John Maynard Keynes and his macroeconomic system giving rise to less-than-full- employment equilibrium, hence the need for macro-economic level state interventions by means of monetary and fiscal policies. Evidently, liberal economic regime was modified but remained in essence; hence, it proved to be flexible and resilient. On the other hand, Marxist socialism, the doctrinaire challenge to capitalism, had virtually collapsed in the 1990's. The move of even the developing countries towards outward orientation and market economy at the national level is in line with Adam Smith's views; so is the establishment of the European Union and the like at the regional level, as well as the more recent move towards globalisation.
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Maklakova, Elena, and M. Sysoev. "COMPARISON OF VIEWS OF ADAM SMITH, ALFRED MARSHALL, DAVID RICARDO." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_157-161.

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The article presents the theoretical views of the founders of theoretical economics A. Smith, A. Marshall and D. Ricardo on basic economic concepts. These eminent scientists also laid the foundation for political economics and had a tremendous impact on the main directions of the further development of economic science. The economic ideas of the classical school have not lost their significance to this day. The doctrines of surplus value, profit, taxes, land rent are still relevant today. The study and analysis of this historical heritage is necessary not only for obtaining fundamental knowledge in the field of economic science, but also for its further development.
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Paduraru, Monica elisabeta, Camelia Staiculescu, Elenaramona Richiteanunastase, and Alexandru robert Mihaila. "ICT IN ECONOMICS EDUCATION - MEANS TO FOSTER COLLABORATIVE LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-177.

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A good teacher must develop a wide range of basic professional skills, such as designing learning activities; learning process management and monitoring; assessment for learning activities; ICT integration and use in education; knowledge of students' characteristics and learning styles, counseling and personalized teaching; classroom management; institutional development and school-community partnerships. ICT integration and use in education is a professional skill required in several areas of the teaching process: designing and implementing learning situations, assessing student learning, research, communication, etc. The use of ICT in educational activities stems from the early stages of ICT and Internet development. Processing information using computers was initially related to research and only later to the educational process. In recent years, ICT have become a key element that upholds a modern educational approach in an advanced society, whether it is classical education (which requires attending classes) or whether it is distance learning (both within the institutional educational system and the alternative systems of continuing professional development). Students attending the Academy of Economic Studies can opt for pedagogical and methodological training by enrolling in courses at the Department for Teacher Training in order to prepare for a teaching career. By attending this psycho-pedagogical module the students gain the professional knowledge and skills required for a teaching profession. In this paper the authors aim to address the topic of ICT in economic education from the perspective of collaborative learning and to present a study on ICT use by Economics students preparing for a teaching career in terms of ICT integration into the design and implementation of educational activities in teachers' daily practice. The study is based on a survey questionnaire addressed to third-year bachelor's students and second-year master's students who, in addition to specialized training, have opted for pedagogical training courses. Data collection, processing and analysis enables the authors (a) to determine the extent to which the respondents use ICT in the design and implementation of educational activities and their view on the significance of information technology as a tool for learning (b) to make a series of recommendations aimed at developing ICT skills in Economics students that are also training for a teaching career.
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