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Homer Econornicus: Using The Simpsons to Teach Economics

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Abstract

West V i r p a University Getting students to understand the economic way of thinking might be the most difficult aspect of a teaching economist's job. The counterintuitive nature of economics often makes it difficult to get the average student to think "like an economist." T o this end, the need to keep students engaged and interested is essential when teaching economic principles and interdisciplinaly approaches to engaging students are becoming increasingly common. For example, Leet and Houser (2003) build an entire principles class around classic films and documentaries while Watts (1 999) discusses how literary passages can be used to teach a typical undergraduate course more effectively. I further extend this interdisciplinary approach to economic education by providing examples from the long-running animated television show The Simpsons that can be used to stimulate student discussion and engagement in an introductory course in microeconomics. Using The Simpsons in the classroom The bulk of this paper describes scenes from The Simpsons that illustrate basic economic concepts. While the examples are pretty straightforward, the difficulty in using The Simpsons lies in deciding: where to place the examples into the lecture and the best way to present the scene to the students. " The author gratefully acknowledges the Lnancial support of The Buckeye Institute.

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... En su artículo, Hall describe escenas de episodios ilustrativas de temas como: el papel de los incentivos, la cooperación y la naturaleza de la firma, los efectos secundarios de las acciones económicas (consecuencias no intencionadas de decisiones intencionadas), los recursos y la escasez, los burócratas y la burocracia, el rol de la publicidad en una economía de mercado, el monopolio y el rol del emprendedor (véase Hall, 2005). ...
... Al respecto, al inicio del episodio "Basura de Titanes" Hall (2005) analiza el poderoso efecto que parece tener la publicidad, al menos en la familia Simpson, en las decisiones de compra de los consumidores y en las tendencias de consumo. Los gerentes de una firma especializada en la venta de artículos para días especiales, como el "Día de San Valentín", discuten acerca de diseñar una nueva celebración para explotar comercialmente durante el verano, para lo cual crean un nuevo "día del amor". ...
... En el episodio, como lo documenta Hall (2005), se puede observar el papel que cumple la estructura de incentivos en los procesos de producción de las organizaciones aplanadas. Hall lo analiza a través de la conducta de Homero, quien diseña una estructura de incentivos de muy bajo costo para motivar a los trabajadores basada en ofrecerles rosquillas y la posibilidad de más rosquillas en el futuro. ...
... Classroom references to popular culture often provide familiar hooks, harnessing an expanse of prior student knowledge (Fink and Foote, 2007;Eikmeier, 2008) to lay both a comprehensible and memorable grounding upon which to anchor introductions of novel educational content (Hall, 2005;Eikmeier, 2008;Remlinger, 2012). This approach can act as a gentle ice-breaker, easing students into reputably difficult or un-engaging areas of curricula to help counteract any prior student aversion to a subject (Perales-Palacios and Vílchez- González, 2005;Woodcock, 2006;Luccasen and Thomas, 2010), whilst reducing initial learning anxiety and instilling confidence through familiarity (Fink and Foote, 2007;Şengül and Dereli, 2010). ...
... As a stellar example of modern popular culture, having received mass global audiences during its two and a half decades of production (Fink and Foote, 2007;Waltonen and Du Vernay, 2010) -The Simpsons is a prime example of a show capable of delivering familiarity to the classroom (Hobbs, 1998;Eikmeier, 2008). Often students are even familiar enough with The Simpsons characters and premise that descriptions of clips alone without classroom viewing can prove capable of entertaining whilst successfully introducing educational concepts (Hall, 2005). ...
... The Sim psons in modern day culture 'The Simpsons' is an award winning U.S. animated sitcom, which currently in its third decade of production continues to captivate television audiences across the globe. The show is set in the fictional U.S. town of Springfield, a community dominated by a nuclear power plant and monopolised by owner Montgomery Burns (Hall, 2005). The show provides a humorously exaggerated reflection of 'real-world' Western culture, specifically that of the U.S. (Scanlan and Feinberg, 2000;Kristiansen, 2001;Gouthier, 2007). ...
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Popular culture if effectively applied can be a powerful aid to learning, increasing student engagement, understanding and enjoyment. The use of popular culture in Higher Education is under explored, using the animated US TV show The Simpsons as a case study the benefits and limitations of this medium are discussed. The Simpsons has been used in a range of Higher Education settings from the humanities to the sciences for contextualising theories and concepts. The Simpsons use is examined in a range of subjects and new uses are presented, both illustrate the shows value in enhancing the learning and teaching experience.
... La razón estriba es que el uso del cine fomenta la participación activa de los estudiantes. En relación a la conveniencia de utilizar la estrategia pedagógica estudiada, Hall (2005) cree que la naturaleza contra-intuitiva de la Economía se convierte en un obstáculo para comprender sus principios básicos, lo que merma el interés de los estudiantes de pregrado de cátedras de introducción a la Economía. Por tal razón, sostiene que se puede enfrentar este escollo usando escenas de series de TV, como "Los Simpsons", para ilustrar dichos conceptos fundamentales. ...
... Siguiendo a Díaz y Hernández (2003), la intencionalidad de las actividades propuestas debe quedar claramente establecida. Esta fase incluye acciones orientadas a crear o reforzar una base de conocimientos sobre la temática de estudio, previa a la proyección de las escenas ilustrativas de la misma (Hall, 2005). En la conducción de la estrategia, el docente debe contar con un sólido dominio del contenido estudiado, a los fines de garantizar la adecuada selección de las escenas de cine y TV a utilizar, así como la certera orientación de las discusiones, las cuales se generarán en un contexto intersubjetivo, que dará lugar al aprendizaje conjunto (Díaz y Hernández, 2003). ...
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RESUMEN ste artículo presenta resultados preliminares de una investigación que enfoca la utilización de películas y series de TV, como estrategia didáctica para la enseñanza-aprendizaje en las asignaturas del área económica de la carrera Ingeniería Informática de la Universidad Centroccidental "Lisandro Alvarado". Los objetivos del estudio contemplan, tanto el diseño de la estrategia en cuestión, como la evaluación de los resultados derivados de su aplicación, durante los lapsos académicos comprendidos entre mayo de 2016 y diciembre de 2017, incluyendo en el aspecto evaluativo, la perspectiva de los estudiantes y del docente. El avance presentado en este artículo abarca solamente la fase de diseño. El enfoque de la investigación es predominantemente cuantitativo, con algunos rasgos del paradigma cualitativo, aspectos que se conjugan en el marco de un diseño documental y de campo, que se vale de las técnicas de revisión bibliográfica, encuesta y observación. Con base en la aplicación de la primera técnica mencionada, se pudo verificar la existencia de un considerable interés en el uso de las películas y series de TV, como estrategia didáctica para la enseñanza-aprendizaje de la Economía, con resultados positivos, principalmente, en cuanto al interés de los estudiantes en los contenidos económicos. A partir de la revisión de la literatura se han encontrado contribuciones que han servido como referencia al diseño de la propuesta didáctica objeto de este trabajo. Como aspecto final del mismo, se propone extender el uso de la estrategia analizada a otras carreras de ingeniería y conformar redes académicas dedicadas al estudio de esta temática.
... Siendo la popular serie de TV "Los Simpsons", emitida sin interrupción desde diciembre de 1989 en una gran cantidad de países, una de las más utilizadas como recurso didáctico en la enseñanza de la Economía, no resulta extraño que se hayan escrito una gran cantidad de artículos académicos e incluso libros que tienen como referencia la enseñanza de la Economía utilizando escenas de episodios de esta serie [véase Hall (2005); Luccasen y Thomas (2010); Hall (2014)]. ...
... Al respecto, Hall (2005) cree que la naturaleza contra-intuitiva de la Economía se convierte en un obstáculo para comprender sus principios básicos, por lo cual los estudiantes de pregrado de cátedras de Economía a menudo pierden interés en la materia. Por ello, sostiene que se puede solventar este escollo ilustrando conceptos básicos apelando a escenas de episodios de "Los Simpsons". ...
Article
Full-text available
RESUMEN ste artículo presenta resultados preliminares de una investigación que enfoca la utilización de películas y series de TV, como estrategia didáctica para la enseñanza-aprendizaje en las asignaturas del área económica de la carrera Ingeniería Informática de la Universidad Centroccidental "Lisandro Alvarado". Los objetivos del estudio contemplan, tanto el diseño de la estrategia en cuestión, como la evaluación de los resultados derivados de su aplicación, durante los lapsos académicos comprendidos entre mayo de 2016 y diciembre de 2017, incluyendo en el aspecto evaluativo, la perspectiva de los estudiantes y del docente. El avance presentado en este artículo abarca solamente la fase de diseño. El enfoque de la investigación es predominantemente cuantitativo, con algunos rasgos del paradigma cualitativo, aspectos que se conjugan en el marco de un diseño documental y de campo, que se vale de las técnicas de revisión bibliográfica, encuesta y observación. Con base en la aplicación de la primera técnica mencionada, se pudo verificar la existencia de un considerable interés en el uso de las películas y series de TV, como estrategia didáctica para la enseñanza-aprendizaje de la Economía, con resultados positivos, principalmente, en cuanto al interés de los estudiantes en los contenidos económicos. A partir de la revisión de la literatura se han encontrado contribuciones que han servido como referencia al diseño de la propuesta didáctica objeto de este trabajo. Como aspecto final del mismo, se propone extender el uso de la estrategia analizada a otras carreras de ingeniería y conformar redes académicas dedicadas al estudio de esta temática.
... Numerous articles and even student workbooks demonstrate how clips from popular films can be used to illustrate economic concepts (Leet and Houser, 2003;Mateer 2005;Mateer, O'Roark, & Holder, 2016). Likewise, popular television series, including Seinfeld, The Simpsons, The Office, and The Big Bang Theory have been used to relate economic concepts to students (Ghent, Grant, & Lesica, 2011;Hall, 2005;Luccasen & Thomas, 2010;Kuester, Mateer, & Youderian, 2014;Tierney, Mateer, Smith, Wooten, & Geerling, 2016). ...
... Leet and Houser (2003) demonstrate how clips from popular films can be used to illustrate economic concepts, and Mateer (2005) does the same in a student workbook. Popular television series, including The Simpsons, The Big Bang Theory, The Office, and Seinfeld, have likewise been used to relate economic concepts to students (Ghent, Grant, & Lesica, 2011;Hall, 2005;Kuester, Mateer, & Youderian, 2014;Luccasen & Thomas, 2010;Tierney, Mateer, Smith, Wooten, & Geerling,. 2016). ...
... ,Ghent, Grant, and Lesica (2011),Girardi (2007),Hall (2005),Mateer and Stephensen (2011), and Wilson ...
Article
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The retail industry is one of the largest employers in developed nations and managerial motivation within retail organizations plays a vital role in employee productivity, performance, and organizational outcomes. This study examined the effect materialism has on the motivation of business managers since materialists aspire to attain money, possessions, image, and success through financial gain. This study included 56 randomly selected retail managers from the Midwestern United States who were over 18 years old, works in the retail industry, have at least 3 years of retail managerial experience, and supervise 10 or more employees. Demographic information was collected, and the participants completed the Material Values Scale, the Intrinsic Motivation Scale, and the Extrinsic Motivation Scale. Two regression analyses were conducted to determine if a significant relationship existed between materialism and intrinsic/extrinsic motivation. Results from regression analysis one revealed there was no significant relationship between materialism and intrinsic motivation. The results from regression analysis two suggested a significant relation between materialism and extrinsic motivation. Results agreed with recent studies that indicated that materialism has no effect on the workplace intrinsic motivation of individuals. Conversely, the findings were consistent with other studies that showed materialism is correlated with extrinsic motivation which can affect individual behavior, work performance, and organizational outcomes. This this study can have practical application for organizations by creating leadership training programs for managers using intrinsic motivation and recruitment strategies for materialistically motivated retail managers. Future research should focus on the controlling for demographics to see if this affects the relationship between materialism, intrinsic motivation, and extrinsic motivation, as well as, investigate the relationship between variables within other industries so it can be generalized to a larger population.
... Dentro de las producciones seriadas, los dibujos animados han recibido una atención especial porque además de su cercanía con todo tipo de espectadores, su tono humorístico favorece el aprendizaje y la atención (Luccasen et al., 2011). Entre ellas, Los Simpsons (1989-) ha sido la serie más examinada (para un ejemplo pionero, véase Hall, 2005). Sus más de 30 temporadas ofrecen un inabarcable repertorio de escenas analizables mediante los rudimentos del análisis económico. ...
Book
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El objetivo de este libro es aportar reflexiones para aprovechar esa oportunidad de futuro desde la perspectiva económica, así como proporcionar evidencia y análisis que permitan abordar de manera crítica qué medidas podrían impulsar mejor ese potencial. Sin duda, las actividades culturales y creativas, tanto en los aspectos vinculados a su producción y provisión como en los relacionados con el acceso y la práctica, tienen características peculiares frente a la generación y consumo de otros bienes y servicios económicos. Además, la cultura está llamada a tener una contribución central en la consecución de objetivos sociales –como la construcción de sociedades multiculturales– o en el progreso hacia los objetivos de desarrollo sostenible. En el plano material, en el marco de la economía del conocimiento, tanto los activos culturales de un país heredados del pasado o creados en el presente como los trabajadores culturales han de lugar un papel importante por la centralidad de los mensajes simbólicos de la actividad creativa.
... Por todo ello, la importancia de las narrativas de ficción en el ámbito educativo y, en especial en educación superior, tiene cada vez un mayor respaldo internacional. De hecho, son numerosas las propuestas que se han llevado a cabo, con resultados satisfactorios, y que avalan su potencial a la hora de mejorar la implicación y aprendizaje del alumnado desde hace más de una década como, por ejemplo, en estudios de Economía (Hall, 2005), ...
... We also believe that involving students in creating media encourages collaboration, creativity, accountability, and mastery of ideas and concepts [58][59][60] wherein the conscious use of media enables students to learn more [61][62][63][64]. We therefore avoid other meanings of the concept of media education, such as (2) education (knowledge transfer) through the media [65][66][67][68][69][70] or (3) media education as education for critical perception and conscious media perception [71] (p. 176) [72][73][74][75]. ...
Article
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Emphasis on the balance between human needs and the carrying capacity of these needs in the context of sustainable development (SD) is present in interdisciplinary study programs and the content of higher education in Slovakia. In the theoretical part of this paper, we present the media as a tool that expands the possibilities of schools in the field of education about SD. It is proven to help school activities draw attention to the situation and problems of SD and to spread the reported problems outside the school space. We examine the practical dimension of the issue of individual responsibility for the world and SD through our own research. The aim is to analyze the individual tasks of sustainable human behavior from the perspective of university students. The research findings provide the current view of young respondents on the roles and individual responsibilities that exist for SD. They also answered in which of the four dimensions defined by the “National strategy for SD of the Slovak republic” the researched students see the greatest need for individual responsibility.
... Existen en la literatura especializada múltiples ejemplo de cómo se han ido incorporando esa amplia gama a la que nos referíamos anteriormente: clips de películas para ilustrar diversos conceptos económicos (Leet y House, 2003;Mateer y Li, 2008;Sexton, 2006;Rodríguez, 2011), vídeos o audios (Siegfried y otros, 1991), ilustraciones de novelas (Vachis y Bohanan, 2012), novelas (Cotti y Marianne, 2012), música (Tinari y Khandke, 2000), espectáculos y series de televisión (Hall, 2005; Lucasen y Thomas, 2010) e incluso las redes sociales más populares (Al-Bahrani y Darshak, 2015; Cruz, I y otros, 2017). ...
Article
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El video educativo es una herramienta pedagógica muy utilizada en las metodologías de aprendizaje de todos los niveles educativos. En la actualidad lo complicado ya no es hacer un vídeo, sino que reúna los requisitos necesarios para que realice correctamente su función que no es otra sino la complementar a las metodologías tradicionales. En este sentido y en los últimos años en la facultad de ciencias económicas y empresariales de la UNED hemos ido realizando distintos ensayos con esta herramienta con el fin de conseguir que los alumnos universitarios dispongan de una ayuda eficaz y positiva. En esa línea de mejorar el aprendizaje a partir de herramientas tecnológicas hemos incorporado en los vídeos convencionales la funcionalidad de la interactividad. Y para comprobar su eficacia en la mejora del rendimiento académico hemos hecho un ensayo con alumnos universitarios y hemos sometido a su criterio la valoración en distintos ámbitos de los vídeos interactivos.
... Professor Hall frequently uses scenes from the popular and long-running television series. The Simpsons to set up or drive home various points within his economic lectures [7]. ...
... Cartoon-illustrated books have been developed in many fields, including statistics (Gonick & Smith, 1993;Takahashi, 2008), algebra (Gonick, 2015;Takahashi & Inoue, 2012), physics (Gonick & Huffman, 1991;Nitta & Takatsu, 2009), genetics (Gonick & Wheelis, 1991), environmental sciences (Bauman & Klein, 2014;Gonick & Outwater, 1996), calculus (Gonick, 2012), economics (Bauman et al., 2011;Bauman & Klein 2010). Scholars point out that use of comics as teaching material can bring educational benefits (Tatalovic, 2009) such as facilitating learning (Richie, 1979), arousing students' curiosity and engagement (Hall, 2005;Ramos & Vergueiro, 2013) and stimulating critical thinking and reflection (Decker & Castro, 2012;Richie, 1979). Scholars (Scanlan & Feinberg, 2000) have also noted that comics can be a very effective way to help students make connections between theory and real-world situations. ...
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In this article, we discuss the lessons learned in a system thinking course developed in a multi-campus, distance-learning environment. Forty-six undergraduate students were involved; the students were from four campuses of the Federal University of São Paulo, Brazil. We explain the course design, curriculum and online components. We analyze the effectiveness of the use of art (visual art, literature, performing arts and media arts) in fostering the students' interest, engagement and learning. In order to gather data, we used a convergent parallel mixed method approach. We made systemic analysis of the data collected. We found that the use of music, poetry, stories and films helped students to make connections between theory and practice, thereby improving their learning. Students' use of these materials also increased their enthusiasm for the course. We also found that the visual arts, in particular, fostered the students' curiosity, increasing their engagement in the proposed activities.
... Siendo la popular serie de TV "Los Simpsons", emitida sin interrupci?n desde diciembre de 1989 en una gran cantidad de pa?ses, una de las m?s utilizadas como recurso did?ctico en la ense?anza de la Econom?a, no resulta extra?o que se hayan escrito una gran cantidad de art?culos acad?micos e incluso libros que tienen como referencia la ense?anza de la Econom?a utilizando escenas de episodios de esta Al respecto, Hall (2005) cree que la naturaleza contra-intuitiva de la Econom?a se convierte en un obst?culo para comprender sus principios b?sicos, por lo cual los estudiantes de pregrado de c?tedras de Econom?a a menudo pierden inter?s en la materia. Por ello, sostiene que se puede solventar este escollo ilustrando conceptos b?sicos apelando a escenas de episodios de "Los Simpsons". ...
Article
RESUMEN El uso de películas y series de TV para la enseñanza-aprendizaje de los conceptos básicos de la ciencia económica es una estrategia pedagógica practicada en cursos universitarios introductorios, complementaria al modelo convencional, basado en clases magistrales y utilización de libros de texto. Numerosas investigaciones analizan la efectividad de esta estrategia (Leet y Houser, 2003; Sexton, 2006; M. Bookman y A. Bookman, 2009; Luccasen y Thomas, 2010; Mateer y Stephenson, 2011). En general, la estrategia ha resultado efectiva porque el estudiante se siente motivado e interacciona proactivamente con el docente y sus compañeros, prestando más atención a los contenidos y objetivos del aprendizaje (Luccasen y Thomas, 2010). Una razón se debe a que el estudiante demuestra una buena capacidad de relacionar fácilmente las ejemplificaciones de la teoría económica cuando éstas son observadas en el comportamiento de los personajes de las películas y series de TV (Mateer y Stephenson, 2011). El objetivo general de la investigación es utilizar esta estrategia pedagógica en la cátedra de Ingeniería Económica I, del programa de Ingeniería en Informática del Decanato de Ciencias y Tecnología de la UCLA. El método aplicado parte de la enseñanza de principios de economía que luego se relacionan con situaciones ejemplificativas extraídas de escenas de películas y series de TV. Luego se debate sobre las causas y consecuencias de las acciones y decisiones observadas en los sujetos económicos de ficción y cuán relacionado está su comportamiento a lo indicado o predicho por la teoría económica. Posteriormente, los estudiantes presentan un trabajo práctico donde relacionan conceptos básicos de economía con escenas de películas o series de TV de su preferencia. Se espera evaluar cuantitativa y cualitativamente la efectividad del método y crear una red de investigación entre docentes de economía basada en el uso de esta estrategia pedagógica.
... They are used to teach classes in about almost every subject, e.g. math, philosophy, management (Rodes 2001) and economics (Hall 2006). In my own research I have done some first explorations on the spirit of capitalism and the media culture of film (Gloger 2012). ...
Book
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On December 17th 2014, the US TV-series "The Simpsons" celebrated its 25th birthday – a remarkable anniversary. With an airtime of 25 years and more than 550 published episodes, "The Simpsons" are part of everyday media-reality of more than just one generation of television viewers. Their immense popularity as well as the critic’s esteem highlight The Simpsons’ importance as pop-cultural phenomenon, and demand far-ranging scholarly attention. This book uses "The Simpsons" as an analytical media-matrix to discuss aspects of postmodernity. It features articles by Angela Meyer (“Lisa Simpson as the Voice of Double-Coded Critiques of Contemporary Society“), Benjamin Franz (“Vests, Monorails, ‘Springs’ and Kwik-E-Marts: Music as Political Discourse in The Simpsons”), John W. Heeren and Salvador Jimenez Murguia (“Faith And Laughter: A Postmodern View of Religion in The Simpsons”), Eric Pellerin (“The Simpsons and Television Self Reflexivity as Critique”), Martin Gloger (“No Homer-Society – Some Explorations on Springfield Capitalism”), Tom Zlabinger (“Listening to Yellow: Music and Musicians as Heard and Seen in The Simpsons”), Joseph H. Herrera (“Hmm… Abortions for Some, Miniature American Flags for Others”: The Simpsons, Cultural Memory & the Unpaid Labor behind ‘Oogle Goggles’”) and Brett Jordan Schmoll (“Slashing The Simpsons: Apu, Lisa, and the Fictionalization of Academic Discourse”)
... After developing the main idea for the project, a literature review directed me towards a significant number of accounts describing the potential of The Simpsons to teach the contents of politics, economics, society, and culture (e.g., Cantor, 1999;Hall, 2005;Kristiansen, 2001;Scanlan & Feinberg, 2000). Obviously, action research constituted the logical method for the thesis because teacher trainees are required to demonstrate that they can plan, evaluate, and critically reflect upon a classroom project. ...
Article
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This article proposes design-based action research as an addendum to large-scale educational research. Placing design-based research together with teachers' action research into one single method, this study takes a pragmatic approach in accordance with Dewey's (1938) philosophy on democratic change in education. Its participatory methodological framework includes stakeholders directly into the discourse about educational improvements and reforms. To make my claims substantial, I will elucidate why teachers' practical knowledge is of paramount importance for bridging the well-known gap between theory and practice. I will exemplify the constructed method with a research project exploring the potential of The Simpsons for bilingual Politics & Economics classes. I will argue that the overall approach I offer makes practical knowledge become scientific. Additionally, considerations for including design-based action research as a methodological pathway into teacher education are mentioned.
... Recently, there has been a movement towards a more visual form of art to engage economics students. These include, but are not limited to, the use of clips from cinema, movies, or film ( Leet and Houser 2003;Mateer and Herman 2008;Sexton 2006), television shows ( Acchiardo et al. 2014;Considine 2006;Hall 2005;Kuester et al. 2014;Luccasen et al. 2011;Tierney et al. 2015), sports shows (Al-Bahrani and Patel 2015b) 6 , animated cartoons ( Luccasen et. al 2011), internet-based cartoons ( Engel et al. 2014) and photography ( AlBahrani et al. 2016). ...
Article
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Research has shown that, at the principles level, economic education relies mainly on exams for assessment. Introducing differentiated assessment in economic education through active learning provides a way for economic educators to increase the level of learning and to assess a higher level of understanding. In this paper we provide instructors with low-cost active learning assignments. These assignments rely on creative art projects and require students to create economic content, by determining necessary information, organize thoughts and using economic language clearly and precisely. We believe that these assignments better assess deeper levels of learning. We advocate for using the active learning assignments in conjunction with multiple-choice exams. Multiple instruments of assessment and learning will provide a more inclusive educational environment.
... También la enseñanza presencial ha ido incorporando en su metodología de aprendizaje los avances experimentados en el uso de las TIC. En el caso de las materias cuantitativas de tipo económico, aunque la mayoría de los profesores siguen confiando en las clases magistrales a la hora de desarrollar el temario (Becker y Watts, 1996;Becker, 1997), no menos cierto es que con el paso del tiempo se han ido introduciendo paulatinamente otros recursos didácticos, tales como discusiones en clase, clips de películas para ilustrar diversos conceptos económicos (Leet y House, 2003;Mateer y Li, 2008;Rodríguez, 2011;Sexton, 2006), vídeos o audios (Siegfied et al., 1991), edición de libros especiales que conjugan economía y literatura (Watts, 2003), vídeos de proyectos de estudiantes (Holtzblatt y Tschakart, 2011), ilustraciones de novelas (Vachis y Bohanan, 2012), novelas (Cotti y Johnson, 2012), música (Tinari y Khandke, 2000) e incluso espectáculos y series de televisión (Hall, 2005;Lucasen y Thomas, 2010;Mateer et al., 2011). ...
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En el presente número de RIED, se ofrecen los siguientes trabajos: - Proposições e controvérsias no conectivismo - Un estudio del e-learning para adultos en educación universitaria a distancia: un análisis estadístico sobre el rendimiento de estudiantes de contabilidad financiera en la UNED - Afeto e conflito nas interações em ambientes virtuais de aprendizagem - Evaluación del uso de tecnologías en la enseñanza universitaria a distancia de la UNED - El uso de la tecnología: determinación del tiempo que los jóvenes de entre 12 y 18 años dedican a los equipos tecnológicos - Explicitando la interrelación entre las actividades de aprendizaje, el proceso de evaluación y la adquisición de competencias - Estratégias para detecção precoce de propensão à evasão - El mini video como recurso didáctico en el aprendizaje de materias cuantitativas - Docência universitária: um estudo sobre a interação entre docentes e estudantes em cursos na modalidade semipresencial
... Popular culture is a well explored medium in the classroom, cartoon-shows like The Simpsons have been the subject of serious scholarly activity in range of disciplines including Psychology (Eaton & Usal, 2004), Economics (Luccasen & Thomas, 2010;Hall, 2005) and Philosophy (Irwin, 2001). The chalkboards in The Simpsons present a novel opportunity for teaching handwriting analysis to students of forensic science and criminalistics. ...
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The Simpsons is a successful animated sitcom. The opening credits of the show feature a series of chalkboards displaying “lines” produced by a star of the show, Bart Simpson. In this paper, a lesson plan is described that uses the chalkboards to teach undergraduate forensic science students the basis of handwriting analysis.
... Hall and Lawson (2008) suggest using songs to assist students in understanding microeconomics. Several articles (Gillis & Hall, 2010;Hall, 2005;Luccasen & Thomas, 2010) and a recent book (Hall, 2014) provide guidance on the use of The Simpsons as a tool to enhance student learning in economics. While much of the literature focuses on microeconomics, Luccasen, Hammock, and Thomas (2011) offer advice on the use of animated cartoons in the instruction of macroeconomics. ...
Article
The Colbert Report combines comedic entertainment and current events, two pedagogical sources that have the potential to increase student interest in classes and improve student learning. This article offers suggestions on the use of segments from The Colbert Report to teach introductory macroeconomics. Segments are included that relate to comparative advantage, supply and demand, externalities, GDP, unemployment, classical versus Keynesian theory and the Great Depression, fiscal policy and economic stimulus packages, monetary policy and the Federal Reserve, money, taxes, and foreign aid. Guidance is provided regarding the use of the clips in an introductory macroeconomics class.
... Others suggest using various collections of TV and movie clips to illustrate basic economic concepts (Leet and Houser 2003;Mateer 2004;Mateer, Ghent, and Stone 2011). Some focus on individual shows, such as The Simpsons (Hall 2005;Gillis and Hall 2010;Luccasen and Thomas 2010;Hall 2014), Seinfeld (Dixit 2012;Ghent, Grant, and Lesica 2011), or, most recently, South Park (Hoffer and Crowley 2015). Others recommend using such atypical tools as podcasts, comic strips, or even music (Lawson 2006;Lawson, Hall, and Mateer 2008; Van Horn and Van Horn 2013;Luther 2015). ...
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J.K Rowling’s series of books about the underage wizard Harry Potter is an exceptionally effective tool for introducing students to the key concepts of public choice. By keeping political figures at the forefront of the story, Rowling encourages students to recognize the differences between the choices made by individuals in markets and politics. To illuminate the pedagogical potential of the series, and to ease its adoption, we discuss a set of examples that best illustrate the key concepts of public choice. We also share a classroom exercise showcasing how the series can be used to promote active learning
... También la enseñanza presencial ha ido incorporando en su metodología de aprendizaje los avances experimentados en el uso de las TIC. En el caso de las materias cuantitativas de tipo económico, aunque la mayoría de los profesores siguen confiando en las clases magistrales a la hora de desarrollar el temario (Becker y Watts, 1996;Becker, 1997), no menos cierto es que con el paso del tiempo se han ido introduciendo paulatinamente otros recursos didácticos, tales como discusiones en clase, clips de películas para ilustrar diversos conceptos económicos (Leet y House, 2003;Mateer y Li, 2008;Rodríguez, 2011;Sexton, 2006), vídeos o audios (Siegfied et al., 1991), edición de libros especiales que conjugan economía y literatura (Watts, 2003), vídeos de proyectos de estudiantes (Holtzblatt y Tschakart, 2011), ilustraciones de novelas (Vachis y Bohanan, 2012), novelas (Cotti y Johnson, 2012), música (Tinari y Khandke, 2000) e incluso espectáculos y series de televisión (Hall, 2005;Lucasen y Thomas, 2010;Mateer et al., 2011). ...
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Actualmente las universidades están inmersas en lo que se conoce como el proceso de «convergencia europea» y que llevará al Espacio Europeo de Educación Superior (EEES). El objetivo es dotar a Europa de un sistema universitario homogéneo, compatible y flexible que permita a los estudiantes y titulados universitarios europeos una mayor movilidad, así como ofrecer al sistema universitario europeo unos niveles de transparencia y calidad, mediante sistemas de evaluación, que le hagan atractivo y competitivo en el ámbito internacional dentro del actual proceso de globalización. En este artículo, interesa centrar la reflexión en dos de las modalidades de la educación a distancia que asumirán importancia en ese cambio universitario: el e-learning y el b-learning, que consisten básicamente en la virtualización de los procesos de aprendizaje a través del uso de equipos informáticos. Para ello se ha realizado una investigación cualitativa con metodología de estudio de casos. De entre los resultados se destaca el uso de las TIC por parte del profesorado para conseguir un mejor aprendizaje en los estudiantes, de igual forma un porcentaje importante de los profesores 78% utiliza alguna plataforma virtual como apoyo a la docencia. Como conclusión se resalta que las políticas de formación deberían fortalecer las competencias del profesorado universitario en el uso de dispositivos telemáticos, recursos e instrumentos relacionados con el aprendizaje semipresencial y virtual.Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning.
... While the majority of these references focus on interpreting existing creative works within the context of economics, a few go so far as to encourage students to generate their own creative work, including poetry (Becker et al., 2006;Bohanon, 2012;Ziliak, 2009). In addition to the more traditional linkages to literature, music, drama, and art noted in Table 1, there is a growing literature applying pop-culture from cinema (Leet and Houserv, 2003;Mateer and Herman, 2008;Sexton, 2006), television (Considine, 2006;Jall, 2005;Kuester et al., 2014;Luccasen and Thomas, 2010;Mateer et al., 2011), and internet-based cartoons (Engel et al., 2014) to the economics classroom. While concrete evidence on the benefit to students in terms of assessed learning outcomes is lacking, the available literature is suggestive that creative arts may provide a number of important benefits: (1) it is a more memorable experience for students (and instructors), (2) it engages students, especially otherwise disinterested ones, and (3) it facilitates economic literacy. ...
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Full-text available
This paper draws from the cognitive and neuroscience literature to develop theoretical support for the use of creative arts in college economics classrooms. The research suggests that creative arts activate important neurological pathways that aid the transfer of information from short- to long-term memory, where it can be retrieved for future problem-solving. To encourage meaningful learning and economic literacy, students must be able to mentally organize and retain information from their classroom experiences. The fresh metaphors and imagery present in creative arts such as poetry can deepen and clarify conceptual meaning, and allow students to learn and express their understanding of economics in a more personal and memorable way.
... Media can be used in almost any discipline to improve student learning in a variety of forms, both inclass (lectures and tutorials) and out-of-class (homework, offline/online assignments, essays and projects). Research shows that the use of multimedia or popular culture can stimulate discussion in introductory classes (Becker, 2004), illustrate basic concepts (Hall, 2005; and explain abstract concepts like game theory (Dixit, 2005) or option value (Dixit, 2011) at an advanced level. ...
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Recent educational reforms aim at improving school or college quality by improving students’ study incentives. However, surprisingly little is known about the effects of study on grade performance. This paper seeks to fill some of the gap by combining survey and administrative data from one Norwegian business school. A differences-in-differences approach exploiting within-student variation in effort within the same subject across two time periods is used to generate credible evidence. We find that grades are improved when students put in more effort. The estimated effects are of considerable size, although smaller than those reported by Stinebrickner and Stinebrickner (2008).
... Media can be used in almost any discipline to improve student learning in a variety of forms, both in class (lectures and tutorials) and out of class (homework, offline/online assignments, essays, and projects). Research shows that the use of multimedia or popular culture can stimulate discussion in introductory classes (Becker, 2004), illustrate basic concepts (Hall, 2005;, and explain abstract concepts like game theory (Dixit, 2005) at an advanced level. Schaur et al. (2008) conducted a survey on Assessment practices and trends in undergraduate economics courses. ...
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We are living in a complex world which is faced with enormous economic challenges. The purpose of economic education is to create responsible citizens and effective decision makers. The importance of economic education goes far beyond the goal of improving an understanding of the basic principles of supply and demand and the workings of the economy. Economics can be taught by generating new knowledge with the help of exposing students to real-life learning environments and experiences. Teaching economics in this twenty-first century requires teachers to implement effective technology-integrated teaching and learning teaching, and assessment strategies not only to achieve cross critical outcomes, but providing ongoing support to the digital natives.
... También la enseñanza presencial ha ido incorporando en su metodología de aprendizaje los avances experimentados en el uso de las TIC. En el caso de las materias cuantitativas de tipo económico, aunque la mayoría de los profesores siguen confiando en las clases magistrales a la hora de desarrollar el temario (Becker y Watts, 1996;Becker, 1997), no menos cierto es que con el paso del tiempo se han ido introduciendo paulatinamente otros recursos didácticos, tales como discusiones en clase, clips de películas para ilustrar diversos conceptos económicos (Leet y House, 2003;Mateer y Li, 2008;Rodríguez, 2011;Sexton, 2006), vídeos o audios (Siegfied et al., 1991), edición de libros especiales que conjugan economía y literatura (Watts, 2003), vídeos de proyectos de estudiantes (Holtzblatt y Tschakart, 2011), ilustraciones de novelas (Vachis y Bohanan, 2012), novelas (Cotti y Johnson, 2012), música (Tinari y Khandke, 2000) e incluso espectáculos y series de televisión (Hall, 2005;Lucasen y Thomas, 2010;Mateer et al., 2011). ...
Article
Full-text available
RESUMEN La utilización de herramientas audiovisuales con fines educativos se ha generalizado en las últimas décadas, siendo el vídeo una de las más destacables. Sin embargo, su utilización en la enseñanza de materias de carácter cuantitativo no está tan extendida como en otras. A partir de nuestra experiencia docente de aplicación de vídeos de corta duración en la enseñanza a distancia de la matemática financiera, hemos extraído una serie de conclusiones que presentamos en este trabajo y que se refieren a los principios básicos que consideramos debe reunir el vídeo para conseguir unos resultados óptimos de aprendizaje por parte de los estudiantes. También damos a conocer la opinión de los estudiantes sobre la utilidad que les ha proporcionado este tipo de herramienta con unos resultados que ponen de manifiesto la utilidad de esta herramienta en la enseñanza a distancia de materias cuantitativas. Palabras clave: mini videos, videos educativos, educación a distancia. ABSTRACT The usage of audiovisual tools for educational purposes has become widespread in recent decades—with videos becoming one of the most prominent. However, its usage for the teaching of subjects of a quantitative nature is not as extensive as for other subjects. Based on our teaching experience of applying short videos in the distance teaching of financial mathematics, we were able to arrive at a series of conclusions. These refer to the basic principles that a short video should consist of, so as to achieve optimal learning results by students. We also present the students' opinions about the usage of these tools – which is illustrated with some findings that support their usage in the distance/online teaching of quantitative subjects.
... This can occur in-class through lectures, tutorials and workshops; and out-of-class with homework, assignments, essays and projects. Research shows that the use of multimedia or popular culture can stimulate discussion in introductory classes (Becker, 2004), illustrate basic concepts (Hall, 2005;Hall and Lawson, 2008) and explain abstract concepts like game theory (Dixit, 2005) or option value (Dixit, 2011) at an advanced level. ...
... Others suggest using various collections of TV and movie clips to illustrate basic economic concepts (Leet and Houser 2003;Mateer 2004;Mateer, Ghent, and Stone 2011). Some choose to focus on individual shows, such as The Simpsons (Hall 2005;Gillis and Hall 2010;Luccasen and Thomas 2010) or Seinfeld (Dixit 2012;Ghent, Grant, and Lesica 2011). Still more recommend using such atypical tools as comic strips or even music (Lawson 2006;Lawson, Hall, and Mateer 2008; Van Horn and Van Horn 2013). ...
Article
Full-text available
Do the laws of economics apply in the magical world of Harry Potter? Even though J.K Rowling placed her characters in a world of magic, wizards remain subject to the implications of scarcity. As a result, the series is abundant with examples of basic economic principles. Given the popularity of the series, its use in the classroom is likely to inspire students to adopt the economic way of thinking for life. We demonstrate the pedagogical potential of the series by providing illustrations of trade-offs and opportunity costs, marginal thinking, the power of incentives, and the benefits of trade and commerce.
... Media can be used in almost any discipline to improve student learning in a variety of forms, both in-class (lectures and tutorials) and out-of-class (homework, offline/online assignments, essays and projects). Research shows that the use of multimedia or popular culture can stimulate discussion in introductory classes (Becker, 2004), illustrate basic concepts (Hall, 2005; and explain abstract concepts like game theory (Dixit, 2005) or option value (Dixit, 2011) at an advanced level. ...
Article
Full-text available
This article examines the pedagogical benefits of using multimedia in the teaching of economics at an undergraduate level, then provides an example from my own teaching to serve as a reference for lecturers interested in creating an interactive learning environment, which prompts genuine two-way discussion in the classroom and produces better learning outcomes for students. The final section ties in the use of multimedia with broader debates among economists about the appropriate level of government intervention in the economy. The paper concludes by arguing that the use of multimedia has strong pedagogical advantages in stimulating greater student engagement and helping to rectify the image of economics in the wider community. Lecturers interested in using multimedia in their teaching will find an extensive list of web resources at the end of this paper.
... Watts (2003) demonstrates how literature can be used as an alternative to " chalk and talk. " Hall (2005) details how the television show The Simpsons provides numerous humorous examples that can be used to illustrate basic economic concepts while Considine (2006) illustrates how the show can be used to teach public choice. Miller and Felton (2002) show how Greek mythology can be used to enliven game theory. ...
Article
The From ABBA to Zeppelin weblog offers a variety of songs/lyrics that instructors of economics might find useful in teaching economics. Song selections range from country to rock to rap. Each post includes a selection from the song (and a link to the full lyrics) and a brief assignment for students. JEL codes are provided so that instructors may assign certain songs based on the course content. This weblog was created to help facilitate the use of music in the economics classroom. One approach to using song lyrics in the classroom is provided in the paper, "Using Music to Teach Microeconomics," which follows this page.
Article
We describe how the 2016 documentary The Man Who Discovered Capitalism can be used in the classroom to provide an entry point to the life and economics of Joseph A. Schumpeter, whose work on innovation, entrepreneurship, and creative destruction remains relevant for students today. We summarize the key ideas conveyed in the documentary and offer four criticisms: its failure to capture the role of fin-de-siècle Vienna on Schumpeter’s intellectual development, its incomplete understanding of Schumpeter’s theory of innovation, its overstatement of Keynes’s influence relative to Schumpeter, and the overly generous credit it gives to government for spurring innovation. We show how the documentary can be used in the classroom, complete with sample discussion questions grounded in the criticisms we identify. We argue The Man Who Discovered Capitalism is an effective teaching tool suitable for a variety of courses, including those on economic growth, intermediate macroeconomics, and the history of economic thought, among others.
Article
In this paper, we present the features and discuss the results of an innovative technique of teaching economics through theatrical readings, that is writing and staging plays addressing economic issues. We have applied this method to engage students, promoting the understanding of economic principles and encouraging critical reflection. Theatre is a powerful tool that favours the dissemination of economic issues, because it brings about an emotional involvement of the performers and the audience. Theatre allows emotions to improve learning; these are usually neglected in economics pedagogy. We have verified that theatrical readings represent a fruitful complement to the usual ‘chalk and talk’ lectures based on textbooks. Public readings in courses of Economics have given significant results in terms of students’ satisfaction and final marks, especially when the students’ experience encompasses writing plays and staging them. Students who participated in the activities of writing and staging economic plays have shown better knowledge of economic issues and have broadened their abilities in teamwork and public speaking. Moreover, another advantage of using theatre as a learning instrument is that it allows the performers and the audience to compare different visions in dialogical form. Finally, we explain how to introduce this pedagogical practice in courses by sharing our experience and presenting two scripts.
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The literature on active learning and engaging pedagogy has grown since the turn of the century when William Becker challenged the economics education community to be “sexier” in order to attract more majors. While the effectiveness of teaching methods has been understudied, the available resources to an interested educator has grown substantially. We survey the literature of active teaching techniques and resources as well as provide sources for aspiring educators wishing to enhance the relevance of their coursework.
Chapter
This paper uses specific examples from my cancer treatment to illuminate multiple concepts that are typically covered in principles of economics classes. Economics is a method of thinking that reveals itself in all aspects of life and a good economics instructor should be able to see and adapt these economic concepts in even his or her most severe life experiences. The real events of my treatment serve to illustrate and further clarify basic economic concepts such as inelasticity, cost-benefit analysis, product bundling, how people respond to incentives, and marginal decision making. The more advanced concepts of a second-best world and the logic of the rational voter model are also explained using situations that arose during the treatment. These real-life incidences further clarify these ideas and provide effective examples that can be used in the classroom to bolster students’ confidence in the economic way of thinking.
Article
The Committee on Economic Education (CEE) has been allocated one session in the American Economic Review Papers and Proceedings (P&P) since 1964. In 2008, the American Economic Association evaluated the allocation of AER Papers and Proceedings sessions to various AEA Committees. In response, the CEE was asked to prepare a one-page rationale for keeping that session. Their response made several important defenses of the session, including that the quality of the papers published in these sessions must speak for itself. In this paper, we evaluate the relative quality of AER P&P papers through citation analysis. Using the Social Science Citation Index, the citation counts of economic education AER P&P papers are compared to other P&P papers.
Article
Multimedia materials are underused and powerful tools for teaching economics. We present examples from cartoons that can be used to illustrate important principles in an introductory macroeconomics class. Clips from Beavis and Butthead, Duck Tales, Futurama, and The Simpsons are used to explain the velocity of money, inflation and long-run monetary policy, interest, future and present value, household production and mismeasurement of GDP, and structural unemployment.
Chapter
The culture wars in the United States have generally focused on hot-button social and political issues—such as gender equality, immigration reform, and educational policy—and on so-called “moral” issues, such as abortion and same-sex marriage. Oddly, the topic of class is rarely raised in relation to these debates. The absence of class in these discussions is striking, given that many of the culture war issues are intimately connected to money (often in the form of the awarding or the withholding of government funds), and the public policies related to these issues often have disparate impacts on people of differing socioeconomic standing. What might rightly be called the “class war” in American society is a key, although largely unacknowledged, component of the culture war that has been waged over the past 40 years, primarily by those in positions of political and economic power. The search for economic justice has, of course, long been a part of the cultural debate taking place in the United States, but the battle lines have become starker since the “Reagan Revolution” in 1980 and the shift toward neoliberal economic policies during Ronald Reagan’s presidency. Since that time, the “class war” in the United States has been increasingly pronounced, manifest in attacks by the rich against the poor, by corporations against workers, and even by members of the working class against others like themselves.2
Book
This innovative book offers targeted strategies for effectively and efficiently teaching economics at both undergraduate and postgraduate levels. It provides professors and other teachers of economics various techniques to engage and retain the interest of students, and challenges them to apply both knowledge and methodological tools to a range of economic problems. © Franklin G. Mixon, Jr and Richard J. Cebula 2014. All rights reserved.
Article
Numerous economic concepts are present in popular music lyrics. We conduct a study to examine the effectiveness of using music to convey economic concepts. The empirical results suggest that there is an opportunity to improve student understanding by using music lyrics to introduce and reinforce economic concepts, but the selection of topic and music matter.
Article
This short educational note describes how to incorporate EconTalk podcasts into a principles course. A list of specific podcasts is included, along with the applicable chapters from Economics: Private and Public Choice by Gwartney, Stroup, Sobel, and Macpherson.
Article
Unfamiliar with aggregate concepts like gross domestic product and inflation, many introductory students struggle to understand the big ideas in macroeconomics. Macroeconomic educators typically respond with boring lectures aimed at bringing students up to speed, or by jumping to the interesting topics their students are not yet prepared to consider. In an effort to combat this problem, I have incorporated NPR’s Planet Money podcast into my Principles of Macroeconomics course. I describe the podcast and provide a list of episodes others might find useful. In my experience, students enjoy listening to the assigned episodes. They report that the podcast made them more interested in the principles course, helped them understand the relevance of macroeconomics, and increased their understanding of many macroeconomic issues. Most students also feel more comfortable discussing macroeconomic issues having listened to the podcast. And nearly half of those students surveyed say they will continue listening to the podcast after the course ends.
Article
This note describes an approach to teaching the public choice perspectives on voting using an episode from Comedy Central’s animated television show, South Park. The episode titled, “Douche and Turd,” demonstrates the near-zero value of an individual vote, the intrinsic value individuals place on the act of voting itself, problems arising when voters must choose amongst undesirable candidates rather than issues, and the role of political campaigning; and mirrors public perception regarding the 2004 presidential campaign between George W. Bush and John Kerry.
Article
There are many goals an instructor may wish to accomplish in a course on economic principles. For us the definitive goal is the generation of sensible and active members of a civil society. This is an ambitious goal: it requires that students internalize the economic way of thinking and learn to exercise active citizenry. After experimenting with a variety of methods, we have concluded that requiring students to write an op-ed is the most conducive to the achievement of this goal. Here we share what we have learned in the process, hoping that the pedagogical capability of writing an op-ed will encourage others to adopt the assignment into their classrooms.
Article
In this paper, we examine two ways that we use music — i.e., popular songs lyrics — as an active learning technique in an undergraduate HET course. First, we use music to help students grasp the ideas of the great thinkers in economics and see their relevance today. Second, since we require students to read original texts and write thesis-driven essays, we use music to teach essential skills related to such assignments. While our paper focuses on how we use music as a pedagogical device to teach the HET, the use of music to teach essential skills could be applied to any economics course in which students engage in higher-level reading and writing.
Article
Undergraduate students are often interested in applications of economic principles. Although popular television shows and movies are not real-world examples, drawing from these sources can motivate disinterested students and provide a pedagogical tool that enhances instruction. In this article, the authors discuss several basic introductory economic principles that are illustrated by the television show The Simpsons. Topics include economic reasoning, opportunity cost, incentives, comparative advantage, declining marginal benefit, elasticity, externalities, free-riding, and game theory. The authors provide discussion questions and student worksheets that instructors can use in their own classes.
Article
This teaching note describes how to use Drew Carey's short public policy documentaries both in the classroom as a standalone complement to lectures, and in combination as a part of a writing assignment for an introductory microeconomics class. Students are challenged to identify the core microeconomic concepts that are relevant to real-world policy matter, and to understand issues such as privatization, paternalism, altruism and globalization.
Article
The authors describe an interdisciplinary approach to teaching economics that uses a powerful contemporary medium, the motion picture, to establish the context for teaching elementary economics concepts. The plots and subplots in many films can be used to illustrate problems and issues that are amenable to economic analysis. They suggest how these films can be sequenced to create a general studies course for nonmajors.
Article
Technological studies imply that annual highway deaths would be 20 percent greater without legally mandated installation of various safety devices on automobiles. However, this literature ignores offsetting effects of nonregulatory demand for safety and driver response to the devices. This article indicates that these offsets are virtually complete, so that regulation has not decreased highway deaths. Time-series (but not cross-section) data imply some saving of auto occupants' lives at the expense of more pedestrian deaths and more nonfatal accidents, a pattern consistent with optimal driver response to regulation.
Gilhgan Unbound: Pop Cultun in the Age of Globaliration
  • Paul Cantor
Cantor, Paul. 2001. Gilhgan Unbound: Pop Cultun in the Age of Globaliration. New York: Rowan and Littlefield.
Mimeconomics: l'ivate e9 Public Choice
  • Macpherson
Macpherson. 2003. Mimeconomics: l'ivate e9 Public Choice, loth edition. Mason, OH: South-Western College Publishing.