So, I really don't know what the best answer
is -- except that it is a good idea to try and
be conversant in orthodox Marxism, modern
economics, etc., and not to reject others on
the basis of terminological preference.
Julio
I don't know what exactly you mean by modern economics
Julio but
For example, I am not as deeply in love with Marxian
theory of value as Jurriaan is, nor I am as deeply in
love with contract theory as who knows whom?
It makes absolutely no sense for a socialist to be in love with a theory,
because a theory is only a means to an end.
The only thing I can
While you're at it, why don't you sort out Arnold's
accounting problem, so that we can get on with more
interesting stories.
J.
Hi J.,
I will respond to you in a language you seem to
understand best.
I don't give a fucking shit to Arnold's accounting
problems or to you.
You called for it,
-Original Message-
From: PEN-L list
[mailto:[EMAIL PROTECTED]]On
Behalf Of michael a. lebowitz
Sent: Tuesday, December 02, 2003 12:00 PM
To: [EMAIL PROTECTED]
Subject: Re: college students again and a question
I agree with Ahmet:
radical economists were repressed in the 50s in US
Robert asks:
Would you give the citation for these?
There's a good paper at http://www.ccsr.ac.uk/staff/wkolsen/ahe2002/GT1.docalthough
how appealing Californians would find the notion of "grounded theory" I do not
know.
I was born in a cross-fire hurricane And I
howled, at my ma in the
Thanks, but I mean Fred's chapters.
At 13:58 3/12/03 +0100, you wrote:
Robert
asks:
Would you give the citation for these?
There's a good paper at
http://www.ccsr.ac.uk/staff/wkolsen/ahe2002/GT1.doc
although how appealing Californians would find the notion of grounded theory I do not know.
I
1:30 AM
Subject: Re: college students again and a question
Many of the students seemed convinced that
neoclassical economics was an inadequate tool
for analyzing production and distribution.
But several of them wanted to know why it was
so popular and dominant in the schools. Why
On Tuesday, December 2, 2003 at 09:59:16 (-0500) E. Ahmet Tonak writes:
Radical economists cannot get teaching positions at those universities
respected or otherwise if there is no demand for them. The demand itself is
always created by the general political and cultural mood. Sometimes,
certain
, Harris of Stanford, Foley of
Barnard/Columbia, etc.
Am I making sense as an outsider--as another Turk?
Ahmet Tonak
- Original Message -
From: Sabri Oncu [EMAIL PROTECTED]
To: [EMAIL PROTECTED]
Sent: Tuesday, December 02, 2003 1:30 AM
Subject: Re: college students again and a question
, 2003 8:17 AM
To: [EMAIL PROTECTED]
Subject: Re: [PEN-L] college students again and a question
What happened at American universities in the 60's was
1) anyone who didn't want to be drafted headed for a graduate
program --
and many of these folks were radicalized by the war.
2
) and declining enrollments
in economics (which will direct those instantaneous calculators of
pleasure and pain to be guided by their self-interest) to create the
environment for the hiring of progressive economists in economics
departments.
in
solidarity,
michael
Re: college students again and a question
by E
Michael Yates described his success in addressing Jim Craven's classes.
A certain degree of his success probably had to do with the fact that
Jim had already laid the groundwork. I wonder how well he would do
after students had finished nearly a semester of neoclassical
indoctrination. I'm not
My own situation supports Ahmed's interpretation of the academic market
for left economists. Here at Chico, my application had been passed over
by the faculty. I guess it was sort of flippant.
I a really surprised at that, because, beyond a bit of humour, you're
basically not a flippant
Ahmet:
Radical economists cannot get teaching positions
at those universities respected or otherwise if
there is no demand for them. The demand itself
is always created by the general political and
cultural mood.
I don't debate this Ahmet. But there seems to be a
chicken and egg issue when
My friend James Craven invited me to speak in three of his economics
classes at Clark College in Vancouver Washington, just a few miles north of
Portland. Jim is using my new book as a supplementary text in his
courses. It was an interesting experience to talk to students who had read
my
Many of the students seemed convinced that
neoclassical economics was an inadequate tool
for analyzing production and distribution.
But several of them wanted to know why it was
so popular and dominant in the schools. Why
weren't most students presented with alternatives?
What would
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