|
HISTORY OF ECONOMIC THOUGHT, ECON 307 |
University of
Wisconsin - Green Bay |
|
Larry J. Smith, MAC B-331, (smithl@uwgb.edu) |
Classroom Section Tu - Th 2:00 - 3:20 MAC 210 |
| Classroom and Internet Sections
both run Sept 3 - Dec 14, 2009 |
Office Hours: Tu
- Th 1-1:50 p.m |
As required by federal law and UW-Green Bay policy for individuals with disabilities, students with a documented disability who need accommodations must contact the Disability Services Office at 465-2841. Reasonable accommodations can be made unless they alter the essential components of the class. Contact the instructor and Disability Services Coordinator in a timely manner to formulate alternative arrangements.
Textbooks:
Primary Texts (Canterbery or
Spiegel and Barber (available on the web) and Spiegel are
required)
Canterbery, E. Ray.
The Making of Economics: Volume 1.
The Foundation.
4th Edition. Singapore: World
Scientific. 2003. (Abbreviated as C in assignment table below.) This is the
primary text for the course. It is very accessible even to students with little
or no background in economics and, very importantly, it addresses the much
needed shift in background for economic thinking from mechanical to
thermodynamic (or nearly equivalently biological) frames of reference.
Barber, William J. A
History of Economic Thought. New York: Penguin. 1967
(Abb WB) This book is available in full on line at http://www.wesleyan.edu/css/readings/Barber/toc.htm
or you can pick up a used copy off of the Internet.
Spiegel, Henry William. The Growth of Economic Thought.
Duke University Press. Durham, North Carolina, 3rd. edition. 1991. (Abb HS) Note this
book is optional and can be read instead of or in addition to Canterbery with Barber required
either way.
It is especially recommended, for both this course and for future
reference, for students with a serious professional interest in economics.
Sachs, Jeffrey. Common Wealth: Economics for a Crowded Planet. Penguin
Books. New York, 2008. (Abb JS) Here's a link to several reviews and to Sachs'
web site related to the book
http://www.sachs.earth.columbia.edu/commonwealth/reviews.php . This
book addresses the future of economic problems and economic thought as human
activity challenges the productivity of Planet Earth.
Supplemental Texts: These books are optional but their
perspectives, which can be accessed in ways
other
than "reading" the
books, including from appropriate web sites or book reviews, are very important
for putting our subject into contexts relevant to and useful for both general
interest and consideration of the future of contemporary industrial culture and
it's economics.
Benyus, Janine M. Biomimicry:
Innovation Inspired by Nature. New York: Wm. Morrow.1997. (Abb JB) Note:
The web site
Biomimicry - Nature as Model, Measure and Mentor
is more up-to-date than the now 12-year old, but still very
inspiring, book.
Heilbroner, Robert L. The Worldy Philosophers: The Lives, Times
& Ideas of the Great Economic Thinkers. Any of the seven editions since
the first was published in 1953 will serve. (Abb H).
(Note: readings from H are listed in the readings but optional.)
Hawken, Paul, Amory Lovins
and L. Hunter Lovins. Natural Capitalism: Creating the Next Industrial
Revolution. New York: Little Brown. 1999. (Abb. HLL) HLL is available
in full on the web, and reviewed here (http://www.sustainabilityinstitute.org/pubs/NatCapPrimer.pdf)
in a system dynamics perspective. The book is available
in full at
http://www.natcap.org/sitepages/pid5.php
Benyus (JB) indirectly addresses
the fundamental shift from mechanical toward biological and thermodynamic frames of reference
that economics must embrace if it is to become more fully useful in addressing
humanity's future. Heilbronner’s The
Worldy Philosophers is a
classic literary and very readable
introduction to economic thought and well-worth your effort if you choose to
read it. Hawken, et.al. Natural Capitalism is another useful book for
helping you deepen your understanding of the on-going shift from mechanical
toward biological and thermodynamic frames of reference for economic issues and
concerns, and is also available entirely
online, but, if you wish, you can easily purchase it online for less than the
cost of printing copies.
Classics:
Two books are on reserve in the Cofrin Library that, along with the Spiegel text, also available on
reserve, qualify as classics in the subject of the History of Economic Thought.
They are among the most complete works on our subject and far too detailed to
use as texts in our one-semester course. You should, however, become acquainted
with them and some of the many more conventional textbooks on the history of
economic thought in our library. By all means please try to consult these resources--as you
de3finately should consult Spiegel's text and especially his suggestions for collateral
readings, pp.769-771, bibliographic notes by chapter pp 684-819, and updated
literature discussion pp 822-845--for bibliographic suggestions and
interpretive perspectives on virtually any topic related to our subject and
especially for your personal research project topic.
Blaug, Mark. Economic Theory in Retrospect.
Cambridge University Press. NY. 1962, 1968, 1978,
1985, 1996 (5th ed.)
Schumpeter, A. J. History of Economic Analysis. Oxford
Univ. Press. NY. 1954
This course is accessible to any curious upper-level student and is based entirely on classroom and (or for on-line students only) D2L discussion of assigned readings and personal research project reports. Discussions will be focused by overviews of reading assignments supported by one-page reflections (one-pagers) on those assignments posted to appropriate D2L topics. Do not be intimidated by the redundant nature of the posted reading overview or summary one-pagers. Think of them as required assignments to prepare you to participate in the more substantive discussions to follow and don't look at them until you have posted your own reflection on the assignment. Student-selected projects define much of the course and frequent, including extemporaneous, personal project-related input to relevant discussions by each participant is expected. To make this work you MUST select a personal project topic and begin to pursue it early in the course. All work in the course is accumulated into and documented by D2L (or materials circulated or handed in in class).
New Resources−)(− New Expectations (or, as Joseph Schumpeter called it, creative destruction): Once you have developed interest in an economics topic and have learned a few key terms relevant to it, it is now quite easy to start to learn more about its roots. This ease results from access to internet searches on major at least partially academically oriented search engines like Google, and Google Scholar (which while useful are not nearly as useful and inexpensive to use as the Cofrin Library's data bases) and especially electronic search of academic journals as is possible in Jstor (but there only for articles about 4 or more years old) and availability of other electronic indexes, of which METALIB, especially Web of Science and World Cat are particularly useful and Internet accessible, through our and many other academic libraries. In fact, in the area of intellectual history, perhaps more than in any other field, incredible, historically unique, power is now available to anyone who bothers to access it. This technological wonder is, for you, both valuable and something of a problem. Research is now much easier than it was not long ago; but the bar of expectation is therefore higher. Hence, what may have been a respectable piece of work in intellectual history a few years ago might today be reproducible in a few relatively brief sessions with key search engines and data bases supported by relevant reading and reflection on what was found during the searches. It is, therefore, my professional responsibility to expect more from you than I did from students only a few years ago. But, it is vastly easier for you to meet the new expectations than the earlier ones were for earlier students. Unfortunately, however, this is only true if you actually learn to AND USE the new tools. This library exercise will help you considerably if you are reticent about, or slow in, using the library. http://www.uwgb.edu/Library/instruction/courses/scholarlyassign.htm . (Note, to qualify for a course grade of B or higher you MUST produce a bibliography of at least 6 peer-reviewed journal articles, with at least two of the articles published in 2007 or later, on a topic of your choice and post it to D2L before the end of the second week of class. This is as an exercise to help you begin your personal project research, so the topic is not critical. If you cannot do this exercise on your own, go to, or contact the library at 920-465-2303 | Toll Free: 888-729-4611 or Email: libraryweb@uwgb.edu, and ask for help using Jstor and Web of Science to do it. But note well, if you do not post such a bibliography before 11:59 p.m. Sept 15 you will not qualify for a course grade of B or higher no matter what else you do in the course. And this requirement is absolutely NOT negotiable.)
Course Requirements (.x) = Approximate Proportion of Final Grade back to top
1. Regular and active course participation documented by your D2L accumulation that always starts from a one-page overview of your reaction to each reading assignment posted to D2l when assigned. Do not be intimidated by this assignment. Just Do It! Yes the posted one-pagers will be redundant. You should go ahead and post yours even if others are similar or identical to yours. The important interaction follows posting of initial reading reactions and quickly becomes a general and often quite engaging discussion of the readings. (.5)
Whenever assigned reading is relevant to your self-selected topic-oriented research you must explore scholarly, or peer-reviewed, resources beyond the reading and input the results of that exploration to D2L discussions in a timely fashion. A good place to start on this exploration is Spiegel's suggestions for collateral readings (on the unnumbered pages 678-81) and his extensive bibliographical notes (on pp. 684-845) both of which are organized by the chapters in the text. JSTOR for, all but very recent, searchable articles, other library data bases including especially Web of Science, and, for books which are in general much less useful for bibliographic development than peer reviewed journal articles, World Cat, and less useful and often expensive but more widely accessible Google Scholar, are also excellent and easy-to-use resources for this exploration. You are particularly expected to take the lead in classroom or D2L discussions when the assigned topics overlap with your own personal research topic. Obviously, to do this successfully you MUST identify your research topic early in and pursue it throughout the semester. As you begin to seek a research topic keep clearly in mind the distinction between economic history (which is only tangentially relevant to this course) and the history of economic thought (or ideas) (where your personal research topic MUST focus) which will be addressed from the first day of the course.
Your general course D2L accumulation must contain several successive versions of at least three different timelines which use a common, variously broken or roughly logarithmic, time scale to locate events pertaining to: (1) general human and hence economic experience, (2) science and technology in general and (3) economic thought in particular. Two sets of iterations of three such timelines one set focused on your research topic and the other set focused on the history of economic thought in general must be included in your D2L accumulation and you should start on them within the first week of the course. Again, to do this effectively you obviously MUST identify your research topic early in and pursue it throughout the semester.
Each three weeks of the course you should submit a self-evaluation of your work, including reference to frequency of reading and participation in D2L interactions, and progress on your personal project from the beginning to that date. A few days before the self-evaluations are due I will provide anonymous summary data on items posted and read by each class participant that you can use if you choose in developing your self-evaluation. Obviously you should have a rough idea of how many posts you have made and of what proportion of total class posts you have read. If you choose to use letter grades in your self-evaluation keep these official UW-Green Bay definitions in mind (interpretive definitions in parentheses are mine, not "official," and all grades of C or above assume extensive D2L interaction several times each week.) A-Excellent (very few errors and extensive interaction with literature beyond assigned readings), A/B-Very Good (few errors and obvious interaction with literature beyond assigned readings), B-Good (all assigned material completed at a high level with few errors), B/C-Above Average (all or most assigned work completed at a quality level with few errors), C-Average (assigned work completed on time and at an acceptable level), D-Poor (assigned work not completed on time or at acceptable levels), F-Unacceptable. While developing your self-evaluation, also keep the fact clearly in mind that excellent work is truly rare both across individuals and for most individuals most of the time. If you are uncomfortable with providing a complete self evaluation simply list your class-related activities in lieu of a full self evaluation.
Your D2L discussions should address any weaknesses in your preparation or abilities for dealing with this course and your strategies for overcoming those weaknesses. These might include limitations in your ability to: (1) read at the pace and in the rapid, highlight-focused, style required for this course, (2) conduct effective, both library, including electronic data base, and internet-based, scholarly (or peer-reviewed) bibliographic exploration, (3) write effectively or (4) participate in class D2L discussions. It might also include reference to limitations in your ability to adequately comprehend the distinction between economic history and the history of economic thought, or ideas, or anything else that might keep you from achieving at the level both you and Larry would prefer. The most important part of addressing such concerns is discussion of your efforts to ameliorate those weaknesses or problems with either Larry or other class members or tutors or students who have completed this course successfully and in your D2L accumulation.
Self-evaluations that reference your reading and D2L activity and progress on course and personal project timelines, bibliographies and glossaries are due on or before October 1, November 3, and December 8. If you are uncomfortable with providing a complete self-evaluation simply list your class-related activities in lieu of a full self-evaluation. Failure to submit a self-evaluation (or at least a listing of relevant course related activities) supported by accumulated D2L activity that documents your interaction with assigned readings when they were assigned by any of the above dates will result in a a grade of NR for No Report for that period and more than one grade of NR for the three periods will seriously limit your chances of earning a grade of C or higher in the course.
2. The primary focus of your work in the course, to be documented by your D2L accumulation, should include both a general history of economic thought bibliography, timeline and glossary and a major concept or topic-focused personal research proposal organized around a focused bibliography and a bibliography-related timeline and glossary. To qualify for a grade of B or higher, a preliminary and probably incomplete, but well-grounded in scholarly bibliography, research proposal must be posted in preliminary draft form by or before Oct 20. A second draft, with revisions based on editorial comments by other class members, of the research proposal is due no later than Nov 10. The final draft of the personal project report is due Dec 1 to give class mates plenty of time to respond to at least 6 other reports. NOTE: The proposal nature of your "research paper" is a product of the fact that you cannot realistically be expected to, nor should you expect yourself to, complete a meaningful piece of intellectual history research in one term while possibly taking other courses and carrying on with a busy life. Thus, it is fully expected that your "report" will be preliminary and indicate areas, and possibly supporting resources, where additional work would be appropriate if you had the time and energy to pursue it. NOTE: YOU SIMPLY CANNOT SATISFACTORILY COMPLETE THIS PROPOSAL UNLESS YOU START EARLY AND WORK EXTENSIVELY ON IT THROUGHOUT MOST OF THE COURSE. RESEARCH PROJECTS not posted in preliminary form by Oct 20 CANNOT support course GRADES ABOVE B/C. (.25)
Your broad bibliography should contain a minimum of 50 to 80 or more, mostly electronically reproduced not hand-entered, bibliographic entries selected and topically organized from a much larger pool of possible resources. Again, Spiegel's collateral reading suggestions and his bibliographical notes, along with relevant notes and author indexes from Schumpeter and Blaug, are excellent resources to start from. It is not essential that all of the references included in your broad bibliography be accessible by you during the course of the semester, or even that they be in a language you read, and you are certainly NOT expected to read all of each item in your bibliography. What IS ESSENTIAL is that you know why the resource might be useful (probably based on some author's reference to it) and why or how you know that. At least 1/4 to 1/3 of your broad bibliography must reference academic journal articles or scholarly book chapters or sections and the bibliography should include reference to and copies of reviews of relevant books and abstracts, or other overviews, of journal articles and other resources and, for the most potentially important resources, your own annotations about why you think they are important (probably based on other authors' citations of them) whenever possible.
The final "paper - proposal" should be a
maximum of 12 pages of double spaced (12 cpi
or 12 point) text and should conclude with a discussion of how you would proceed
to study further in this area if you had time and resources to continue your
inquiry. The 12 page count is for text only and does not include:
(I) "Final" versions of the three timelines regarding (a) general experience,
(b) science and technology in general, and (c) economic thought in particular
with special reference to issues in economic thought which are related to your
topic
(II) Selected bibliography with which your paper interacts directly including a
minimum of about 20 relevant and appropriately formatted entries, at least half
of which should be parts of scholarly books or peer-reviewed journal articles,
and the broad bibliography discussed in the preceding paragraph (which should be
collected from various sources and need not be reformatted)
(III) Your research topic focused glossary and
(IV) any appendices you need to include to expand further
on issues not dealt with adequately in the 12 page or shorter presentation.
Note: The possibility of an appendix means that the 12-page limit is not a
constraint that should keep you from elaborating completely on whatever issues
catch your attention; nor is it an excuse for inadequate attention to important
and relevant issues. Also note that you MUST submit a preliminary
research proposal and at least a start on a bibliography, timeline and glossary by
Oct 20 and much more complete bibliography, timeline and
glossary especially when
submitted for the second time on
Nov 10 NOTE: If
by Oct 20 your D2L accumulation does not include a substantial start
toward a personal research project including potentially relevant bibliography
and a previously circulated statement / one-pager on your choice among the
available STANDARD citation styles based on your career aspirations (see Research and Documentation Online)
that you WILL use for your final focused bibliography you will automatically
not be eligible for a grade of B/C or higher in the course because if you do
not start early on and work extensively throughout the semester on a personal
research project you simply cannot adequately experience the meaning of
intellectual history.
3. A final examination that surveys the history of economic thought in context of major economic events and in relation to your selected research topic. (.25)
Note that more than half of your grade will be directly related to your personal project. Begin to work on identifying a topic for that project, preferably one that links to the future you aspire to for yourself, and supporting bibliography and timelines, immediately. See Canterbery, The Making of Economics, pp. 66-67 (many copies of the three previous editions are available in our library) for a timeline to begin working from, but other timeline models are and will be available. MS Word's timeline template which you can access through a search for "timeline template" (without the "quotation" marks) in Word's online help tool is very useful for displaying timelines, but a spread sheet or word processor table function in landscape display mode works well too and there are timeline templates for Excel and other spreadsheet programs too. In general word processor developed timelines in portrait (or vertical) display mode are not nearly as visually effective as those presented in landscape (or horizontal) orientation. Always remember your timeline must be of your own creation (and regularly recreated and improved or better-focused) never borrowed directly from another source. While hand-drafted timelines are useful for getting started and, in some cases, for display, you will be most successful and have the best chance of both keeping your timeline orderly and learning to utilize timelines in other realms of inquiry if you make the investment to learn to develop it in a spreadsheet program such as Excel in "landscape" orientation on a total of about three or four pages when you print it.
Participation in assignment-focused D2L (or classroom) discussions are essential for this course. Assigned readings should be examined for what they address and how they address it. It is not expected that you will "read" all, or even most, of each assignment. This is especially true if you r-e-a-d – as most of us tend to want to – at one slow pace always trying to see and "r-e-a-d" "every word" and if you choose to “read” Spiegel. That is not the kind of "reading" expected of you for assignments in this course. Nor is such reading what you should expect of yourself in general. In fact, except when you are working on your own self-defined project or reading for entertainment and know why you think it appropriate to read like that, you are expected to never read assigned material in that conventional, one-word-at-a-time, way in this course. What is expected regarding these assignments is that you will be prepared to discuss each assignment's relationship to the larger course and topic and have identified AND STARTED TO FOLLOW leads in the assigned material that can take your exploration beyond the assigned material and potentially be worked into your personal project. You are also expected to bring those leads into your one-pagers, and into the D2L (or classroom) discussion and your evolving timelines, bibliographies and glossaries whenever possible.
NOTE: The statements above and the assignments below represent reasonable, though high, expectations for junior/senior-level university course work. I am well aware, however, that many students are either unaccustomed to such expectations or unprepared either academically or logistically in their lives, to meet those expectations. I am also painfully aware that much student experience on this and other campuses, suggests that such expectations are not common or reasonable. In that regard let me say firmly that these expectations are both reasonable and possible for ordinary people to meet with commitment and effort. Students who do meet these expectations will grow and find satisfaction in their studies. However, because the general cultural standards of our society and parts of academia generally do not always reinforce and demand such standards I will be lenient–but not generous with honor grades of B or higher for those who regularly fall short of expectations–and flexible when it is occasionally not possible to complete all assignments at the levels expected. This leniency is contingent on reasonable explanations and alternative negotiations, initiated by you, in the context of the self-evaluations or directly in writing and should, in any case, not be interpreted as a license to not contribute to discussion of assigned material. (Again, see the statements at the ends of #s1 and 2 above.)
|
ECON 307
HISTORY OF ECONOMIC THOUGHT |
|
University of Wisconsin - Green Bay Summer 2009 Internet Course |
|
COURSE SCHEDULE |
WEEKS / DATES |
TOPIC OR DISCUSSION |
ASSIGNMENT |
| 1 - 2.5 Sept 3, 8 & 10 |
All discussions are to be posted to appropriate discussion
forums in the course D2L. Don't worry if it is not immediately clear where to post something just post it somewhere and
if you see later that a better place exists you can repost it there. Please introduce yourself to the class (on D2L). Post a statement (one-pager) on your understanding of the distinction between Economic History (events) and the History of Economic Thought (HET) (or Economics) (ideas) . Post brief (one-pager) reflections on each assignment or, if you prefer, groups of assignments steadily throughout the course and plan to interact with D2L at least about every other day. Don't worry about reading every word of every assignment. Just spend the time you have available with the WHOLE assignment and produce a reaction (one-pager) that you post and then engage the subsequent discussion. You will see that you can indeed learn from your classmates and that reading every word is neither essential nor, often, even desirable. Do Not Be Intimidated By Redundancy in these statements it is a natural result of the process. Everyone "read" HS Intro. “An Overall View of the History of Economics” which is available on e-reserve for this course at E-reserve list for this course (http://ereserve.uwgb.edu/econ307/econ307list.html). But you will have to enter through the main Cofrin Library Web page from off campus. I strongly recommend that you read, reread and react to this very useful overview several times during the semester. (Yes, I know it's not scanned perfectly, the book is on library reserve if reading the scanned copy is too much for you.) |
Examine Canterbery's
(C) timeline (pp 66-67) and
start work on a general HET bibliography, timeline and glossary and post updates on these each week.
(Eight or more item updates to each collection each of weeks 2 - 10 will keep you on track for a grade of A but treating all
six collections–bibliography, timeline and
glossary for each of HET in general and for your personal project topic–as parts of a single large
learning project, rather than as totally separate activities, is best for your sanity.) C Ch 1&2, WB Prefatory Note and Prologue, H Ch 1, HS Preface, Contents, Intro v-xxvii (Intro avail on e-reserve) and Ch 1&2. Also find and "read" reviews of JB, JS, and HLL and post reactions to this experience as soon as possible. See Cofrin Library Book Review Guide for help finding book reviews. One-pager on possible personal research topics due Sept 10. |
| 2.5 - 3 Sept 15,17, & 22 |
One-pager on possible personal research topic(s) address the topic'(s') potential connection to the history of economic ideas and include at least 10 peer-reviewed bibliographic sources, including at least 3 published in 2007 or later (Jstor is your best resource for starting scholarly historical bibliography)–firmly required and due by Sept 22 in addition to one-pagers on some of this period's readings. Post starting work on research topic-focused bibliography, timeline and glossary by Sept 22 or accept that you will not earn a grade of B or higher for the course. | C Chs 2-3, HS overview (do NOT try to read all of
this) Chs 3-9, H Ch 2, Bibliographic exercise including at least 6 peer-reviewed journal articles, with at least two of the articles published in 2007 or later, on a topic of your choice must be posted to D2L before 11:59 p.m. Sept 15. This is as an exercise to help you begin to do scholarly research so the topic is not critical though of course focusing on the topic of your personal research project will reduce your workload. Use library data bases for this and do NOT try to complete this exercise using the public Internet. If you cannot do this exercise otherwise go to or phone the library and ask for help using Jstor and Web of Science to do it. If you do not post this exercise on time you will not qualify for a course grade of B or higher no matter what else you accomplish in the course.) |
| 4 - 5.5 Sept 24,29&Oct1 |
(First part of week) The Larger Context of Economic
(and all scientific) Thought. While much of the reading "assigned" for this section is "optional" everyone must participate in the discussion on science history and economic history. (Second part of this period and continued into the next) Adam Smith and the start of Classical Economics First Self-Evaluation Due Oct 1 If you have not been active in classroom and (or) D2L discussions or do not have a good start on your personal research project and the two sets of bibliography, timeline and glossary do not expect a grade of B or higher when I respond to your D2L-posted self evaluation. |
By
Thursday 9-24 C, Ch 4 & 10 especially pp
175-196, JS
Wilson's Forward (who is E.O. Wilson?) overview Ch 2 and "read" Ch 6,
overview JB especially via
http://www.biomimicry.net/ 9-29 - 10-2 start C Ch 5, WB prefatory note, prologue Into to Classical Econ and Ch 1, HS Chs 10-11, H Ch 3 Students failing to post self evaluations when due will receive grades of NR for no report. Two grades of NR among the three for self-evaluations mean a grade of C or higher cannot be earned for the course no matter what else is done. |
| 5,5 - 6 Oct6,8&13 |
Classical Economics Continued October 6 Presentation on Career Consideration by Linda Peacock Landrum Director Career Services |
Finish C Ch 5, WB prefatory note, prologue Into to Classical Econ and Ch 1, HS Chs 10-11, H Ch 3 and move on to C Chs 6&7, HS Chs 12&13 and overview Chs 14&15, H Ch 4, WB Chs 2&3. |
| 7-8.5 Oct 15,20&22 |
John Stuart Mill the last Classical Economist Failures of economic practice and Karl Marx Classical Economics' Greatest Critic First posting of Preliminary Personal Project Proposal Report Due Oct 20. |
Continue / finish last
period's assignment and move on to C Ch 8,
HS Ch 16, WB Ch 4 and Postscript to Classical Economics and WB all of Part Two (Marxian Economics) Also explore HS overview Chs 17,18&21 and "read" Chs19&20, H Chs 5 and 6 or for those not reading either book check out http://www.economictheories.org/2008/07/on-economic-theory-of-socialism.html |
| 8.5 - 9 Oct 27,29&Nov3 |
Neoclassical (yesterday's and much of today's)
Economics Second Self-Evaluation Due Nov 3 |
H overview Ch 7, C "read" Ch 9 and overview Ch 10, HS overview Chs 22, 23 and 24 and "read" Ch 25, WB overview all of Part Three (Neo-Classical Economics) |
| 10 - 11.5 Nov 5,10&12 |
Institutionalism and other early critical perspectives Second draft Personal Project Proposal Report Due Nov 10 |
C Ch 10, H Ch 8, HS Ch 27, |
| 11.5-12 Nov17,19&24 |
Capitalism? Collapse??? Keynes and successors | C Chs 11 & 12, HS Ch 26, WB Part Four -- Keynesian Econmics |
| 13 - 14.5 Dec 1,3&8 |
What's next? Final Personal Project Proposal Report Due Dec 1 Third Self-Evaluation Due Dec 8 |
C Ch 13, HS Ch 29, H Chs 10 & 11, JS overview parts 2, 3 and 4 and "read" part 5 Global Problem Solving. Explore whatever you find engaging of the Benyus website http://www.biomimicry.net/ and HLL. |
| 14.5 Dec 10 |
Finish up, to your own satisfaction, your reading of and postings on Sachs and optional readings especially Benyus (mostly via the web site) and Hawken, Lovins and Lovins. Read and comment on at least seven other student's personal project proposal reports. | Final Exam answer due on D2L by 3:00 p.m. Dec 15. |
Final Exam Question (To be answered in class) |
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