B1574 - FOUNDATIONAL IDEAS IN ECONOMICS

Learning outcomes

The main objective of the course is to provide students with tools to think critically and autonomously about economic ideas. After completing the course, students are expected to be able to 1) Elaborate on a personal conceptual map of the history of the fundamental ideas of economic theory and policy 2) Compare different economic models, theories, and interpretations in their respective social, political, and technical contexts and identify points of cohesion and points of contrast 3) Read and analyse primary sources, articles, and models in its original context 4) Produce a structured discourse using historical case-studies to discuss present day issues

Course contents

The course ‘Foundational ideas in economics’ is an historical introduction to the main controversies that constitute the core of economic thinking since the 18^th century.

The course is structured around a chronological overview of the development of economics as a discipline followed by a series of sessions on topics. The chronological overview will follow the evolution of the discipline since its origins to the current state of the profession. The course will be organised around 9 topics: wealth, trade, value, market, crisis, inequality, labour, externalities, and development.

Readings/Bibliography

In addition to the texts included in the syllabus, the students can consult the following resources:

Backhouse, Roger. 2023. The Penguin History of Economics. London: Penguin.

Kuiper, Edith. 2022. A Herstory of Economics. John Wiley & Sons.

Roncaglia, Alessandro. 2009. The Wealth of Ideas. A History of Economic Thought. Cambridge University Press. (Also available in Italian)

Cherrier, Beatrice. 2017. “Classifying economics: A history of the JEL codes.” Journal of economic literature, 55(2): 545–579.

Morgan, Mary. 2003. “Economics.” In Porter, Theodore M. and Ross, Dorothy (eds.), The Cambridge History of Science Volume 7: The Modern Social Sciences. Cambridge, UK: Cambridge University Press.

Samuels, Warren J. Samuels, Jeff E. Biddle, & John B. Davis. 2003. A Companion to the History of Economic Thought. London: Wiley.

Teaching methods

This course is taught entirely in English.

There is no pre-requisite knowledge needed for the course

There will be two mandatory readings for each topic consisting of one primary source and one article or chapter producing a reflexive analysis of the topic. The goal is to equip student with the capacity to read primary sources and understand their contexts.

The course will then proceed in a series of sessions devoted to different ideas. One session will be devoted to each topic. Each session will be divided in two parts: the first will be a traditional lecture format with discussion; the second will be devoted to students’ presentations and debates.

Assessment methods

Grades will be assigned based on students' presentations in class and written exam at the end of the year. Each evaluation will count for 1/2 of the final mark.

The maximum possible score is 30 cum laude, in case all anwers are correct, complete and formally rigorous.

The grade is graduated as follows:

<18 failed
18-23 sufficient
24-27 good
28-30 very good
30 e lode excellent

Students can reject the grade obtained at the exam once. To this end, they must email a request to the instructor within the date set for registration. The instructor will confirm reception of the request within the same date.

Non-attending students should contact the professor at the beginning of the course.

In general, all information relative to exams will be send on the Virtuale page of the course.

Teaching tools

All information on the content, methods and tips, and the assessment of the course will be via the Virtuale platform, including the communication for non-attending students.

Office hours

See the website of Cleo Faiza Layla Chassonnery Zaigouche