Journal articles: 'Historical school of economics'

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NEGISHI, Takashi. "Kojima and the Historical School of Economics." Transactions of the Japan Academy 67, no. 2 (2013): 61–74. http://dx.doi.org/10.2183/tja.67.2_61.

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Tribe, K. "The German Historical School: The Historical and Ethical Approach to Economics." History of Political Economy 35, no. 1 (March 1, 2003): 173–74. http://dx.doi.org/10.1215/00182702-35-1-173.

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Hultén, Staffan. "Historical school and institutionalism." Journal of Economic Studies 32, no. 2 (April 2005): 169–78. http://dx.doi.org/10.1108/01443580510600940.

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Kolm, Serge-Christophe. "History of public economics: The historical French school." European Journal of the History of Economic Thought 17, no. 4 (October 2010): 687–718. http://dx.doi.org/10.1080/09672567.2010.482994.

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Lindenfeld, David F. "The Myth of the Older Historical School of Economics." Central European History 26, no. 4 (December 1993): 405–16. http://dx.doi.org/10.1017/s0008938900009389.

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It is a commonplace of German historiography and the history of economic thought in particular that German economists pursued a Sonderweq in the second half of the nineteenth century, rejecting the theoretical bases of laissez-faire doctrines that were common in Britain and France in favor of a study of economic history. This is generally viewed as taking place in two stages: first, an “older German historical school” that began to question the accepted dogmas of Smithian economics beginning in the 1840s, with the work of Wilhelm Roscher, Bruno Hildebrand, and Karl Knies. This allegedly preceded the “younger historical school” of the 1870s and after, dominated by Gustav Schomoller, Lujo Brentano, and Georg Friedrich Knapp. In calling the existence of this older school a myth, I want to draw on the currently fashionable connotation of the word “myth”: to say, in other words, that this received notion contains some important elements of truth—but masked in such a way as to distort its significance.

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Kolev, Stefan. "Early Economic Sociology and Contextual Economics: The Weber-Wieser Connection." Journal of Contextual Economics 138, no. 1 (March 1, 2018): 1–30. http://dx.doi.org/10.3790/schm.138.1.1.

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Abstract This paper addresses the parallel emergence of economic sociology within the Younger Historical School and the Austrian School. It reconstructs biographically the relationship of two key economic sociologists: Max Weber (1864&#8211;1920) and Friedrich von Wieser (1851&#8211;1926). Reconstructing Weber&#8217;s interactions with the Austrian economists and the joint pursuit of the research program &#8220;Social Economics&#8221; is illuminating for Weber&#8217;s attitude to economics and helps to correct clichés about the irreconcilability between the schools. For contextual economics, understanding the &#8220;outsourcing&#8221; of contextualism into sociology initiated in the age of Weber and Wieser can be decisive for the future &#8220;re-import&#8221; into economics. JEL Codes: A11, B13, B15, B25, B31, P16, Z13

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Pearson, H. "Was There Really a German Historical School of Economics?" History of Political Economy 31, no. 3 (September 1, 1999): 547–62. http://dx.doi.org/10.1215/00182702-31-3-547.

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Zhuk, A. A., and A. A. Vaganov. "Competition and Competitive Environment in Historical Schools of Economics." AlterEconomics 21, no. 2 (2024): 253–67. http://dx.doi.org/10.31063/altereconomics/2024.21-2.5.

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This article seeks to identify and systematize interpretations of competition and competitive environment by representatives of the German historical school of economics. It traces the evolution of their views over generations, showing how these views were refined in response to economic development, scientific and technological progress, and doctrines in related disciplines. The German authors’ perspectives emerged as a critique of traditional English classical political economy, reflecting the challenges faced by less industrialized and economically developed regions in competing with leading economies. Recognizing that the strongest would prevail under existing rules, historians focused on factors that could balance the economic disparity. This includes F. List’s “infant industry protectionism” and the calls by W. Roscher and G. Schmoller to consider legal and social factors, as well as L. Brentano’s emphasis on the influence of Christianity. Despite this, early historians like W. Roscher and B. Hildebrand acknowledged the need for free competition as a fundamental driver of economic development, a view supported by later historians such as G. Schmoller, L. Brentano, W. Sombart, and M. Weber. This study aims to fill gaps in understanding the competitive environment, providing scholars with a modern methodological approach to analyzing competition and opening avenues for further research and debate.

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Nedev, Bozhidar. "Historical roots of behavioural financial thought." Economic Thought journal 64, no. 3 (June 20, 2019): 33–50. http://dx.doi.org/10.56497/etj1964302.

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The rise of the first implicit ideas in the field of behavioural finance is examined from a historical point of view, taking into consideration the evolution of economic theories. The first documented manifestation of irrational behaviour on a market level, which took place during the 17th century, is presented. The foundations of Daniel Bernoulli’s Decision theory from the 18th century are systemized in regard to the implementation of behavioural aspects and the reference to the contemporary Prospect theory. The classical and early neoclassical schools of economic thought, where the idea that economic decisions are also being influenced by emotional stimulus can be found in the works of economists like Hermann Heinrich Gossen, Adam Smith, Jeremy Bentham, William Stanley Jevons, Léon Walras and Edgeworth, are examined. The neoclassical school of economics, where the representatives of marginalism limit the idea of the complexity of human nature, is also analysed. In conclusion, a short description of some of the contemporary aspects of the science of behavioural finance is made.

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Michaelides, P. G., and J. G. Milios. "Joseph Schumpeter and the German Historical School." Cambridge Journal of Economics 33, no. 3 (November 18, 2008): 495–516. http://dx.doi.org/10.1093/cje/ben052.

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Hodgson, Geoffrey M. "Alfred Marshall versus the historical school?" Journal of Economic Studies 32, no. 4 (August 2005): 331–48. http://dx.doi.org/10.1108/01443580510618563.

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Sheptun, Alla. "The German Historical School and Russian economic thought." Journal of Economic Studies 32, no. 4 (August 2005): 349–74. http://dx.doi.org/10.1108/01443580510618572.

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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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Jan Krabbe, Jacob. "Organistic Theory in Economics: The Contribution of the Historical School." International Journal of Social Economics 14, no. 3/4/5 (March 1987): 105–17. http://dx.doi.org/10.1108/eb014051.

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Betz, H. K. "How does the German Historical School fit?" History of Political Economy 20, no. 3 (September 1, 1988): 409–30. http://dx.doi.org/10.1215/00182702-20-3-409.

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Salamova, Ayna. "Basic theories of modern institutionalism." SHS Web of Conferences 94 (2021): 03001. http://dx.doi.org/10.1051/shsconf/20219403001.

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Institutionalism went through a difficult historical path of its development, went through several stages, each of which was accompanied by the renewal of methodology and theoretical foundations. Consistently at each stage, a corresponding independent direction arose: old institutionalism, new institutionalism (new institutional economics) and neoinstitutionalism (neoinstitutional economics). Modern institutionalism is a qualitatively new direction of economic thought, based on the theoretical principles of economic analysis of the neoclassical school in terms of identifying trends in the development of the economy, as well as the methodological tools of the German historical school in the approach to the study of socio-psychological problems of the development of society.

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Penchev, Pencho. "Carl Menger on the theory of economic history. Reflections from Bulgaria." Panoeconomicus 61, no. 6 (2014): 723–38. http://dx.doi.org/10.2298/pan1406723p.

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Carl Menger founded the Austrian School of economics at the end of the 19th century. He rejected some of the main ideas of the German Historical School in his work Investigations into the Method of the Social Sciences with Special Reference to Economics (1881). The submitted paper presents the main implications of the investigations on the theory of economic history with a special reference to the economic history and history of economic thought of the Balkans. The emphasis is on the methodological subjectivism, spontaneous order, rejection of the teleological understanding of the process of economic development, and the application of mathematical models. These principles could be used as a theoretical base of the historical research, though they are widely underestimated in modern economic history.

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Hodgson, Geoffrey M. "Keynes and the historical specificity of institutions: a response to Rod O'Donnell." Journal of Institutional Economics 15, no. 4 (January 31, 2019): 733–40. http://dx.doi.org/10.1017/s1744137418000528.

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AbstractThis is a response to the criticism by Rod O'Donnell of the account of Keynes’ notion of a general theory in the book How Economics Forgot History (Hodgson, 2001). Several points of full agreement are noted, including the fact that Keynes’ work contains much discussion of historically specific institutions, including the financial and market institutions of modern capitalism. But it is argued here that even copious discussion of historically specific institutions is insufficient to indicate an adequate understanding or conceptual appreciation of historical periodisation or evolution, as developed in various ways by Karl Marx, the German historical school and the original American institutionalists. Keynes’ General Theory is best understood as a theory of modern capitalism. But Keynes did not have sufficient acquaintance with these historically oriented schools of thought to even define the concept of capitalism, or to make that specific historical association clear.

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Khubiev, Kaysyn, and Alla Rassadina. "Interdisciplinary Method in Economic Theory: Historical Experience and Prospects." Moscow University Economics Bulletin 2020, no. 2 (April 30, 2020): 198–214. http://dx.doi.org/10.38050/013001052020211.

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The review presents a discussion at the session of the Scientific Council of Moscow State University on the development of modern economic theory and Russian model of social and economic development. The session, held on November 28, 2019 at the Faculty of Economics in Lomonosov Moscow State University, was dedicated to two dates - the 215th anniversary of the Department of Political Economy and the 115th anniversary of N. A. Tsagolov. The topic of scientific discussion: “Interdisciplinary approach - the key to solving theoretical and practical problems of modern time”. During the discussion, issues related to interdisciplinary method in economic theory, University traditions and modern experience of interdisciplinary method in economic science were discussed. Speakers also concentrated on the problems of national political economy development, inseparably connected with the history of the Department of Political Economy at the Faculty of Economics in Moscow University. Special attention was paid to the period of the development of the Department under the leadership of N. A. Tsagolov and formation of the scientific school connected with his name. The discussion focused on the interdisciplinary approach developed by “Tsagolov School”, the possibility of its development under the conditions of a new scientific and technological revolution, and its role in the effective study of economy and society in the twenty-first century.

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Klimiuk, Zbigniew. "Ekonomista ze Lwowa. Dorobek naukowy, poglądy i działalność publiczna Stanisława Głąbińskiego." Przegląd Wschodnioeuropejski 11, no. 1 (June 30, 2020): 163–78. http://dx.doi.org/10.31648/pw.5978.

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The article contains an analysis of the scientific achievements and views of the economist Stanisław Głąbiński, associated with Lviv. Polish economic thought in the interwar period developed in two opposite directions: theoretical and historical. The first of them dominated in the Krakow, Poznań and Warsaw centers, while the second was represented by economists associated with the Lviv and Warsaw centers. Głąbiński was the leading representative of the historical course at the University of Lviv. His economic views as well as political, social and economic activities deserve attention. Głąbiński’s socio-economic concepts were a reflection of his political views. His most important works from the period of the Second Polish Republic, ie two volumes of National Economics (Theory of National Economics – 1927 and National Economic Policy – 1928) and History of Economics – 1939 (volumes 1 and 2) are the best proof of this. Głąbiński has always tried to look at the essence of economic phenomena from the national point of view. Throughout his scientific activity he also proclaimed the creation of a new school in the science of economics – a national school whose theoretical basis would be the nation and the national idea. He left the individualism of the liberal school and examined the economic reality through the prism of national interest. He claimed that an abstract analysis of a personal interest that omits the national interest is only a hypothesis that does not explain the economic reality. Therefore, he proposed to supplement abstract research with research on the whole socio-economic reality: historical analyzes and comparison of the personal interest of economic entities with the general interest.

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Zaostrovtsev, A. P., and V. V. Matveev. "Austrian school of economics: Fundamental principles, methodology, institutional analysis and perspectives." Voprosy Ekonomiki, no. 2 (February 6, 2024): 67–83. http://dx.doi.org/10.32609/0042-8736-2024-2-67-83.

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The article presents the main characteristics of the modern Austrian school. Its fundamental principles are shown, from which its remaining gap with the economic mainstream becomes obvious. The task is solved to demonstrate that the Austrian economics as its initial methodological foundation has not strict methodological individualism, but institutional individualism. It is not typical for it to see a person as the notorious homo economicus. The Austrian school is a kind of modern institutionalism, the historical roots of which go back to the writings of its founders. This is due to its inherent focus not on the allocation of resources, but on individual exchange (catallaxy). The latter needs good institutions. At the same time, informal institutions (beliefs, traditions) that determine the meaning of human actions are highlighted. The spontaneous order and one of its institutional forms — anarchy are considered. The article concludes with an appeal to the perspectives of Austrian economic thought — its potential contribution to various research programs.

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Kurbet, Oleksandra. "Kyiv School of Political Economy as a subject of scientific studies." Scientific Papers NaUKMA. Economics 7, no. 1 (December 5, 2022): 61–67. http://dx.doi.org/10.18523/2519-4739.2022.7.1.61-67.

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The main purpose of this paper was the historical and economic analysis of the Kyiv School of Political Economy representation in the modern scientific literature and the systematization of approaches to determining this community of Kyiv economists. Analysis showed that in the Soviet period the scientific heritage of this community of scholars had been critical, and the school itself had been defined as bourgeois. At the end of the 20th century researchers began to show a creative perception of scientific achievements of the 19th – early 20th century economists, including Kyiv scholars’ achievements. The number of historical and economic studies were increased and the issues diversified. The author of this paper systematized approaches to studying the Kyiv School based on the complex analysis of modern scientific literature. These approaches are legal, financial, managerial and political-economic. Within these approaches, researchers study Kyiv University School of Police Law, Kyiv School of Financial Law, Kyiv Financial School, School of Ukrainian Management Scientific Thought, Kyiv Psychological School of Political Economy, Kyiv School of Economics, Kyiv School of Political Economy, etc. The most common one is the political-economic approach, within which researchers study the methodology and scientific achievements of the Kyiv school and some of its representatives in the field of economic research. The author emphasized that such a variety of different approaches is generated by the multifaceted Kyiv School’ scientific achievements that give food for research to modern specialists in various fields of economics and law. It was concluded that an attempt to reduce the community of Kyiv scholars to one scientific school, focusing on the only research area, would be artificial as it would cut off other areas that don’t meet the requirements of the chosen peculiarity. JEL classification: B19

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Trautwein, Hans-Michael. "Great Economic Thinkers from Antiquity to the Historical School." European Journal of the History of Economic Thought 29, no. 1 (January 2, 2022): 169–85. http://dx.doi.org/10.1080/09672567.2021.2023393.

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SUŠJAN, ANDREJ. "HISTORICISM AND NEOCLASSICISM IN THE KIEV SCHOOL OF ECONOMICS: THE CASE OF ALEKSANDER BILIMOVICH." Journal of the History of Economic Thought 32, no. 2 (March 17, 2010): 199–219. http://dx.doi.org/10.1017/s1053837210000167.

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Aleksander Bilimovich (1876–1963) is often considered to have been one of the last representatives of the Kiev School of economics, which was influenced by the German Historical School as well as by the emerging neoclassical theory. After the Soviet revolution, Bilimovich continued his work in exile and was developing his theoretical and methodological views along two lines of the Kiev tradition. On the one side he maintained the historical approach, and on the other side he was inclined towards the deductivist and mathematical approach. The paper thus questions the established view among the historians of Russian economic thought of Bilimovich as a consistent adherent of marginalism. His work bears also several features of historicism.

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Ciborowski, Robert W., Aneta Kargol-Wasiluk, and Marian Zalesko. "Time, Capital, and Technological Progress in the Austrian School of Economics." Studies in Logic, Grammar and Rhetoric 57, no. 1 (March 1, 2019): 123–44. http://dx.doi.org/10.2478/slgr-2019-0008.

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Abstract The article investigates the significance of time, the nature of capital, and the role of technological progress in economic processes. The presented analysis of the three economic categories makes use of the theoretical achievements of notable representatives of the Austrian School of Economics, for whom a creative entrepreneur was the main protagonist of the interactions taking place in the economy. The above-mentioned economic categories, taken together, are for him the foundation of human activity. The time factor is of great importance for man – individuals constantly analyse historical events so as to attain success in contemporary economic reality, and in the future. Capital is the basis for economic calculation, which underpins all entrepreneurial activity. Technological progress, which happens in time and requires considerable capital outlay, is the driving force of economic growth.

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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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Barkai, H. "The Old Historical School: Roscher on Money and Monetary Issues." History of Political Economy 21, no. 2 (January 1, 1989): 179–200. http://dx.doi.org/10.1215/00182702-21-2-179.

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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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Frambach, Hans. "The Younger German Historical School and the problem of unemployment." Journal of Economic Studies 32, no. 4 (August 2005): 300–313. http://dx.doi.org/10.1108/01443580510618545.

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Kulish, Vitaly V. "Youth as a Subject of Historical Memory Functioning." Общество: социология, психология, педагогика, no. 9 (September 27, 2023): 36–42. http://dx.doi.org/10.24158/spp.2023.9.4.

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The article is aimed at solving the problem of studying social subjects of historical memory functioning. The subject of analysis is the subjectivity of high school and college students. Based on the use of the theory of so-cialization and the concept of subjectivity, the article scientifically substantiates the provision about students as a specific and at the same time the main subject of historical memory functioning. At the theoretical level of analysis the characteristics of subjectivity of high schoolers and students, as well as the factors influencing the process of its formation, manifestation and development are determined. The article offers a sociological assessment of high school students’ subjectivity in the context of con-sidering its manifestation at different stages of historical memory functioning, on the one hand, and on the oth-er hand, taking into account all its characteristics. The author pays particular attention to the subjectivity indica-tors of high school and college students – the “ability” and “readiness” of students to preserve, reproduce and transmit historical memory. According to the author, these indicators are determined not only by the amount of historical information available to students, but also by the “specific situation”, “conditions of the social envi-ronment” established by the social institution.

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Deschenes, Sarah, Larry Cuban, and David Tyack. "Mismatch: Historical Perspectives on Schools and Students who Don't Fit Them." Teachers College Record: The Voice of Scholarship in Education 103, no. 4 (August 2001): 525–47. http://dx.doi.org/10.1177/016146810110300401.

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There have always been students who do not meet the educational expectations of their time—students outside the mainstream mold who do not fit dominant notions of success. The differences between schools and these students can be thought of as a “mismatch” between the structure of schools and the social, cultural, or economic backgrounds of students identified as problems. In this essay we examine the history of these students who have not been able to do what educators wanted them to do. We look at how educators have labeled poor school performers in different periods and how these labels reflected both attitudes and institutional conditions. We then summarize four major historical explanations for why children fail in school—individual deficits or incompetence, families, inefficiency in schools, and cultural difference. Finally, we explore what implications this history has for students in the current standards-based reform movement, including implications for social promotion and the age-graded school. To avoid a mismatch in the standards movement, we argue that educators should focus on adapting the school better to the child, addressing social inequalities that extend beyond the classroom, and undertaking comprehensive changes that take no features of current schools for granted.

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MCDANIEL, IAIN. "THE POLITICS OF HISTORICAL ECONOMICS: WILHELM ROSCHER ON DEMOCRACY, SOCIALISM AND CAESARISM." Modern Intellectual History 15, no. 1 (March 18, 2016): 93–122. http://dx.doi.org/10.1017/s1479244316000056.

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Wilhelm Friedrich Georg Roscher (1817–94) is generally remembered as a significant nineteenth-century German political economist and a contributor to the “German historical school of economics.” His work is usually placed in the context of a larger narrative about the development of economic thought. Yet intellectual historians have rarely noticed that, for Roscher, Staatswirthschaft or Nationalökonomie were subordinate to a larger science of politics, and few have engaged with the substance of his political thought (as opposed to his economics). The aim of this article is to provide an interpretation of Roscher as a political thinker, focusing especially on his account of the modern European state between the 1840s and the 1890s. In particular, it explores Roscher's concern that nineteenth-century Europe's economically advanced societies, characterized by an unstable combination of democratic sovereignty, deep socio-economic inequality and a centralized state apparatus, would soon find themselves at the mercy of “military tyranny” or “Caesarism.” It underlines the ways in which Roscher's preoccupation with ancient history fed into his estimation of nineteenth-century politics, and also examines his comparative assessment of democracy's prospects in Britain, France and the United States.

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Kazantsev, Yuri, and Nikolay Zaikin. "Sociocultural Factors in Economic Development: Problems of History and Theory." Journal of Economic History and History of Economics 23, no. 3 (October 18, 2022): 481–507. http://dx.doi.org/10.17150/2308-2488.2022.23(3).481-507.

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The article is an attempt to answer the question: “How does culture manifest itself in the economy?” For this purpose, the authors analyzed approaches of various schools of economic theory in regard to the assessment of the role of sociocultural factors in the economic development. Reference to scientific primary sources allowed the authors to point out seemingly insignificant examples of manifestation of the cultural factor in the economy in the works of Russian and foreign authors, which, at the same time, possess important conceptual meaning for the study of the problem in question. The paper proposes to consider the study of the place and role of culture in the economy as a step-by-step process: from the description of examples of the manifestation of culture in the economic space of the historical school to the conceptual model of the cultural factor in the sociocultural economy. Using the works of representatives of German Historical School, of institutional economists and researchers of sociocultural economics school, the authors try to present the regularities of culture functioning in the form of verbal formulae or synopses, for example about the significance of cultural factor in the economy, about the durability and reproductive nature of the culture, about culture as a frame through which economic decisions are made, etc. At the end of the article, the authors make a conclusion that it is necessary to take into account sociocultural factors in the implementation of the operational, tactical and strategic economic policy of the state.

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Armet, Stephen. "Patterns of Socialization among New Latino Immigrants in Comparative Historical Perspective." Journal of Research in Philosophy and History 5, no. 2 (May 24, 2022): p74. http://dx.doi.org/10.22158/jrph.v5n2p74.

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Education is a bridge enabling children of low-skilled immigrants to access higher tiered professions in a segmented labor force in order to experience socio-economic gains and social mobility. Historically, Catholic immigrants (Irish, Polish, Italian and German) have been served by the parish school which provided a basis for household integration and economic advancement in American society. This paper explores the relationship between the parish school as an agent of socialization and children of new Catholic Latino immigrants. Comparative historical analysis of old and new patterns of immigration serves to demonstrate how the mediating role of the parish school has changed. Qualitative analysis contributes to a theory of institutionally generated social capital which is operationalized by measures of communitarian socialization. Using data from the Consortium of Chicago School Research, I use ordered logit regression to measure the effect of high school socialization patterns on student’s pro-social outcomes. I find that contrary to national data, Catholic high schools in Chicago are enrolling higher percentages of Latinos, a majority of whom are children of immigrants. A school climate characterized by affective support and inspirational ideology are significantly related to pro-social outcomes, while intergenerational closure is not. These findings are important because the parish school has a legacy of contributing to conditions necessary for children of immigrants to experience upward mobility.

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Chaudhary, Latika. "Determinants of Primary Schooling in British India." Journal of Economic History 69, no. 1 (March 2009): 269–302. http://dx.doi.org/10.1017/s0022050709000400.

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Using a new historical data set on the availability of schools, I analyze why there was so little primary education in British India, where as late as 1911 there were fewer than three primary schools for every ten villages. The findings show that greater caste and religious diversity contributed to both low and misguided private spending. Indeed more diverse districts had fewer privately managed primary schools and a smaller ratio of primary to secondary schools. Given primary schools were correlated with subsequent literacy, local factors that disrupted primary school provision had important consequences for India's limited achievement in basic education.

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Galassi, Giuseppe. "Economic income, historical costing income and conservatism. An integrated approach." De Computis - Revista Española de Historia de la Contabilidad 17, no. 2 (December 28, 2020): 28. http://dx.doi.org/10.26784/issn.1886-1881.v17i2.395.

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The paper intends to contribute at the debate on the ‘Evolutionary Advantage of Cost Accounting and Conservatism’ (Accounting, Economics and Law: A Convivium, 2019. 9. issue), founded on Braun’s study (2016) about The Ecological Rationality of Historical Costs and Conservatism. Moving from the IASB Conceptual Framework (2013) it stresses the renewed interest in income concept. The economic financial crisis of 2008-9 stimulated discussions between the traditional ‘received view’ of ‘cost-revenue approach’ (historical cost accounting) and ‘balance-sheet approach’ (‘current values’ and ‘present values’, that is ‘economic values’). Revaluations of assets, liabilities and owners’ equities are consistent with the cost-revenue model as well as the discounting future income flows in order to reach sustainable economic income magnitudes and sustainable economic capital values.The whole function of the information system is related to decision-making and control: the ‘accountability concept’ is crucial in this regard and is part of the process for predicting future ‘economic financial situations’. Certainly historical cost is relevant part of accountability valuation; the future economic results can be better predicted by a long past segment of outcomes from all the entity activity, ‘operating incomes’ and ‘capital gains and losses’. These principles drive in the direction of historical costing (and conservatism) integrated, through ‘revaluations’, with other different methodologies, typically ‘current values’ and ‘present values’, in a unitary systematic comprehensive framework, according to economia aziendale (entity economics) school of thought.

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Derycke, Pierre-Henri. "Road pricing - Analysis and policies (A historical perspective)." Recherches économiques de Louvain 64, no. 1 (1998): 63–74. http://dx.doi.org/10.1017/s0770451800004164.

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SummaryThis paper explains how road pricing and toll charge theory appeared and evolved on the basis of contributions from the French engineer-economist school, from Dupuit to Allais, and of Anglo-Saxon theories inspired by Pigou and Vickrey on decongestion tolls and network tools.

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Caldwell, B. "There Really Was a German Historical School of Economics: A Comment on Heath Pearson." History of Political Economy 33, no. 3 (September 1, 2001): 649–54. http://dx.doi.org/10.1215/00182702-33-3-649.

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Rempe, Martin. "From statistics to development: the Historical School of Economics and the International Statistical Institute." European Review of History: Revue européenne d'histoire 30, no. 1 (January 2, 2023): 33–52. http://dx.doi.org/10.1080/13507486.2023.2166817.

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DAVLETSHIN, Lidiya I. "The scientific contribution of scholars representing the Plekhanov Russian University of Economics to the accounting theory development: A historical retrospective." International Accounting 25, no. 1 (January 17, 2022): 108–20. http://dx.doi.org/10.24891/ia.25.1.108.

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Subject. This article studies the historical experience of the formation and development of the school of thought of scientists representing the Plekhanov Russian University of Economics. Objectives. The article aims to study the theoretical foundations of the doctrines of the school of Nikolai S. Lunskii and his followers, and the tendencies of development of the scientific-based theory of balances. Methods. For the study, I used the methods of observation, comparison, generalization, and interpretation. The works by well-known scientists in the field of accounting of the early twentieth century, such as N.S. Lunskii, A.M. Galagan, A.P. Rudanovskii, Ya.M. Gal'perin are the methodological basis of the study. Results. The article shows that with the advent of a new theory of balances, representatives of the Moscow School began to scientifically develop and theoretically substantiate the principles of accounting, determine the main directions and scientific methods of research based on the analysis and synthesis of accounts axioms, methods of cognition and scientific ideas of authors representing the Italian, French, and German scientific schools of accounting. Conclusions and Relevance. The scientific research findings of outstanding scientists who worked at the beginning of the 20th century played a special role in the formation and development of the school of thought of the Plekhanov Russian University of Economics. The significance of the study lies in the substantiation of the position that when further developing the theoretical foundations of accounting, it is advisable to use the scientific ideas of the authors of previous years.

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Magliulo, Antonio. "Economia e felicitŕ. La teoria austriaca dei beni relazionali da Menger a Robbins." HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (March 2009): 5–35. http://dx.doi.org/10.3280/spe2008-002001.

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- The paradox of happiness in economics has aroused a growing interest among scholars all over the world. In affluent societies, despite an increase in their income, many people do not declare themselves happier. One explanation is that economic growth can destroy some relational goods affecting happiness: family life, friendship, love, civil participation. Such an explanation is based on a historical interpretation: marginalism, denying the economic nature of relational goods, would have overshadowed the issue of happiness in economics. In this paper I intend to reconstruct the story of an attempt neglected but remarkable first made by Menger and Böhm-Bawerk and later by Wicksteed and Robbins: an attempt to solve the problem of human relationships in economics. JEL classification: B13; D60 Keywords: Austrian school; economics and happiness.

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Hajnal, Zsófia. "Measuring the Level of Technology in Moral Economics." Athens Journal of Τechnology & Engineering 9, no. 4 (November 29, 2022): 321–38. http://dx.doi.org/10.30958/ajte.9-4-4.

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This theory-based paper attempts classifying and combining methods of orthodox and heterodox economics regarding the measurement of technology levels. The importance of measuring the level of technology is illustrated by technology being a key factor in several neoclassical models. However, just as for the concept of utility, traditional economics treats the level of technology as an abstract scientific construct, without attempts for an absolute quantification. This paper argues that through a systematic classification and various methods, starting- and end points, milestones and even units can be determined. Through surveying the literature, the paper identifies the existing options of measurement, and their shortcomings. Technology is looked at as a “stock”, as opposed to the overrepresented “flow” nature. This gives space for the methods of constructing an absolute scale, and for the unique concept of the “steady-state technology”. Distinctions are made between demand-side and supply-side measurement, as well as between historical and geometrical methods of constructing scales. The methods are illustrated, though not fully implemented, due to limitations in scale and scope. Finally, the paper shows how heterodox economic branches, such as the newly emerging moral economic school, allow for the demand-side measurement to a greater extent, given the adjusted economic axioms. Keywords: technology, demand side, historical method, geometrical method, moral economics

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Büttner, Hans-Peter. "Kritik der herrschenden ökonomischen Lehre." PROKLA. Zeitschrift für kritische Sozialwissenschaft 41, no. 164 (September 1, 2011): 347–69. http://dx.doi.org/10.32387/prokla.v41i164.2.

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Hans-Peter Büttner: Critique of ruling economics. The discourse of Piero Sraffa. Neoclassicaleconomic theory and its apparatus of methodological individualism, subjectivism andmarginalism is the dominant paradigm within the field of economic science. Nevertheless theresearch program of Piero Sraffa and the neo-Ricardian school has shown that neoclassicaltheory is internally inconsistent and faced with serious problems with respect to its empiricalrelevance – as a concrete and well investigated example for empirical observation, I presentneoclassical cost theory, the fundament of standard neoclassical supply function. The textdiscusses three historical debates initiated by the neo-Ricardian school against neoclassicalecomomics and shows the importance of these results for critical economic approaches.

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Barnett, V. "Tugan-Baranovsky, the Methodology of Political Economy, and the "Russian Historical School"." History of Political Economy 36, no. 1 (March 1, 2004): 79–101. http://dx.doi.org/10.1215/00182702-36-1-79.

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England, Richard W. "Public School Finance in the United States: Historical Trends and Contending Interpretations." Review of Radical Political Economics 17, no. 1-2 (March 1985): 129–55. http://dx.doi.org/10.1177/048661348501700107.

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ARTIS, MICHAEL, GEORGE CHOULIARAKIS, and BARRY EICHENGREEN. "BUSINESS CYCLE BEHAVIOUR IN HISTORICAL PERSPECTIVE: A SPECIAL ISSUE OF THE MANCHESTER SCHOOL." Manchester School 79, no. 2 (February 21, 2011): 171–72. http://dx.doi.org/10.1111/j.1467-9957.2011.02257.x.

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Marcinkus, Madara, and Ilmārs Dirveiks. "The Architecture of Folk Schools in Latvia: Development and Stylistic Features in Kurzeme and Zemgale." Architecture and Urban Planning 20, no. 1 (January 1, 2024): 40–51. http://dx.doi.org/10.2478/aup-2024-0004.

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Abstract The analysis in this research focuses on folk schools, which are among the oldest educational buildings in Latvia. These schools played a significant role in the advancement of Latvian national culture and the initiation of Latvian education. Throughout history, the preservation and fate of this architectural heritage have consistently relied on socio-economic and political factors. Even in the present day, due to urbanization, school restructuring, and a lack of societal appreciation for their historical significance, these buildings remain vulnerable to complete deterioration and eventual disappearance. The historical form of folk schools as an educational network no longer exists, and today their architectural heritage serves as vanishing proof of the past, with its value primarily recognized within cultural and historical contexts. This study analyzes 114 identified folk school structures situated in two historical regions of Latvia. It delves into their construction history and architectural characteristics while elucidating the inherent risks and potential cultural significance these edifices hold in the contemporary landscape of Kurzeme and Zemgale.

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Shiriaev, Igor M., and Daria S. Zakharova. "Evolution of The Functions of Money in The Context of The Approaches of Various Schools of Economic Thought." Journal of Economic Regulation 12, no. 2 (June 30, 2021): 036–49. http://dx.doi.org/10.17835/2078-5429.2021.12.2.036-049.

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The purpose of this paper is the identification of the functions of money and characteristic of their evolution through change of the used types of money. Research methods are a brief overview and comparative analysis of economic-theoretical approaches to the definition of the functions of money. A comparative analysis of the classifications of the functions of money, made by physiocracy, classical political economy, Marxist political economy, Austrian school of economic theory, German historical school of economics, neoclassical economic theory, Keynesianism, monetarism, institutionalism, modern monetary theory, is carried out. It is shown that various economic schools have different approaches to the definition of the functions of money. Some scientific schools separate money functions for basic and secondary, but other schools consider that all the functions are equally significant. It is concluded that modern changes in the types of money used lead to the fact that different functions of money (in particular, the functions of medium of exchange, measure of value, reserve of value, means of payment) are most effectively implemented by different types of money. Scientific novelty consists in the reconstruction and comparison of lists of functions of money identified by the most important schools of economic theory. The conclusions of the research can be used in scientific and pedagogical activities in the study of the essence and functions of money.

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Polskoy, Sergey, and Vladislav Rjéoutski. "The Corpus of Russian Translations of Social and Political Works of the Eighteenth Century." ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies 9 (December 21, 2021): 20–31. http://dx.doi.org/10.21900/j.vivliofika.v9.915.

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The project that has been carried out at the German Historical Institute in Moscow since 2016 continues the engagement of the Institute in the development of the history of concepts in Russia. The previous project, “The History of Concepts and Historical Semantics,” which was led by Ingrid Schierle and Denis Sdvizkov (both research fellows at the German Historical Institute in Moscow at the time), was undertaken between 2008-2014. It consisted of a series of conferences and resulted in several publications; namely, two volumes devoted to the history of key concepts in the Russian imperial period. However, the main focus of the current project is on translation as a laboratory of the Russian language of “civil sciences.” The project is being coordinated by Sergey Polskoy (Higher School of Economics, Moscow) and Vladislav Rjéoutski (German Historical Institute in Moscow). In addition, the editorial work on the database is being carried out by Evgenii Kushkov (Higher School of Economics, Moscow), with Vadim Popov (GHI Moscow) also being responsible for statistics and the visualization of the results of the project.

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Manioudis, Manolis. "John Stuart Mill." History of Political Economy 54, no. 1 (February 1, 2022): 137–59. http://dx.doi.org/10.1215/00182702-9548344.

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This article attempts to illustrate the interrelations between theory and history in John Stuart Mill’s political economy. Mill follows a stages theory from the tradition of the Scottish historical school and viewed history as an essential part in understanding economic phenomena. The article stresses the affinities between Mill and the Scottish historical school while at the same time showing how Mill moves between theory and history to verify his views or to show the limit of his economic analysis. This movement, viewed as a part of his attempt to sketch out a middle way between Ricardianism and inductivism, provided Mill the opportunity to make an extensive use of factual data before the professionalization of economic history proper in the late nineteenth century.

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Journal articles on the topic 'Historical school of economics'

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