1. 1 Introduction This book was born out of our reaction to the way in which the usual texts cover the subject of the history of economic thought. In most of these texts, there is a tendency to emphasize the similarities and differences between all the important economists and form a repository of encyclopedic knowledge where one can study the seemingly important economic ideas. In this book, we argue that it is much more fruitful to focus on the essential ideas of each and every school of economic thought and relate them to present-day problems, than to engage into a sterile discussion of the ideas and the lives of the great economists of the past. Thus, although this book deals with the history of economic thought, it does not necessarily follow a historic (in the sense of the order of presentation) approach, but rather a logical one, that is to say it deals with the social conditions associated with the emergence of a school of economic thought, its evolution, and its contemporary in?uence. One cannot write a book on the history of economic thought without writing separate chapters on the major economists of the past, that is, Adam Smith, David Ricardo, Karl Marx, and J. M. Keynes. Of course these economists formed schools of economic thought, that is, the classical and the Keynesian.

In this book, economists and literary scholars examine the uses to which the Robinson Crusoe figure has been put by the economics discipline since the publication of Defoe’s novel in 1719. The authors’ critical readings of two centuries of texts that have made use of Robinson Crusoe undermine the pervasive belief of mainstream economics that Robinson Crusoe is a benign representative of economic agency, and that he, like other economic agents, can be understood independently of historical and cultural specificity. The book provides a detailed account of the appearance of Robinson Crusoe in the economics literature and in a plethora of modern economics texts, in which, for example, we find Crusoe is portrayed as a schizophrenic consumer/producer trying to maximize his personal well-being. Using poststructuralist, feminist, postcolonial, Marxist and literary criticism approaches, the authors of the fourteen chapters in this volume examine and critique some of the deepest, fundamental assumptions neoclassical economics hold about human nature; the political economy of colonization; international trade; and the pervasive gendered organization of social relations. The contributors to this volume can be seen as engaging in the emerging conversation between economists and literary scholars known as the New Economic Criticism. They offer unique perspectives on how the economy and economic thought can be read through different disciplinary lenses. Economists pay attention to rhetoric and metaphor deployed in economics, and literary scholars have found new areas to explore and understand by focusing on economic concepts and vocabulary encountered in literary texts.

Economics is taught in some form in the secondary schools of nations throughout the world. The subject is rarely taught in elementary schools, and while economics courses are offered in universities, the majority of students end their formal education with secondary school. Thus, the best opportunity for the economic education of the youth of a nation occurs in secondary schools. This book examines economic education at this critical level of the educational system. The teaching of economics in secondary schools varies across countries. These differences occur because of history, the structure of education, and other national factors. At the same time, there are common elements in the economic education of many countries, especially in content coverage. This contrast between the common features and the uniqueness of economic education in secondary schools of major industrial nations exemplifies the international perspective presented in this book. The international perspective is developed in the six sections of the volume. The first section discusses why nations should include economics in school curricula, and presents a framework for teaching economics that should have global appeal. Dissension and consensus on economic issues among North American and European economists are examined in the second section. The third section surveys the U.S. research literature on precollege economic education and assesses the current state of economics instruction in U.S. schools. The economics curricula and educational practices in seven other nations -- the U.K., Canada, Japan, Germany, Austria, Korea, and Australia -- are described in the fourth and fifth sections. The fifth section also presents international comparisons of economic understanding based on national testing in six of those nations. The sixth and final section explores the role of economic education in centrally planned economies, and its effects on the transition to a market economy, using Russia, Bulgaria, and China as case studies.

Under the impressive editorship of Warren Samuels et al, this book addresses the state of the history of economic thought today. A relevant and important contribution to economics that will develop an unsurprising number of fans.