MODELING AN ECONOMY

Comparative Economic Planning Final Presentation

 Our goal is to bring economics back
into the service of society, and the
first step is to change the teaching of
and the research in economics
towards more pluralism.
RATIONALE
What we intend is to create a dynamic
and rigorous discipline of economics
unencumbered and unrestricted by the
monist and orthodoxic paradigms
prevalent in our textbooks and our
schools.
 “Economics education should include
interdisciplinary approaches and allow students to
engage with other social sciences and the humanities.
Economics is a social science; complex economic
phenomena can seldom be understood if presented in a
vacuum, removed from their sociological, political,
a n d h i s t o r i c a l c o n t e x t s . To p r o p e r l y d i s c u s s e c o n o m i c
p o l i c y, s t u d e n t s s h o u l d u n d e r s t a n d t h e b r o a d e r s o c i a l
impacts and moral implications of economic
decisions.”

An International Student Call for Pluralism in

Economics, 05 May 2014
 The students will create a new model of Resource
economy based on what basically Allocation
constitutes an economy: Mechanism

Forms of Role of Politics

Types of Incentives
TASK Ownership and Ideology

Income
Redistribution and Role of Planning
Social Safety Nets

Students are given two choices: Tweak or

harmonize existing economic approaches at
least, or deconstruct traditional theories and
create new ones at most.
SCORING RUBRIC

100 points
ECONOMIC MODELING
COMPONENTS 5 POINTS
No academic precedent cited. No to low
Resource Allocation application of concepts, or incorrect
Mechanism application of concepts.
No academic precedent cited. No to low
application of concepts, or incorrect
Forms of Ownership
application of concepts.
No academic precedent cited. No to low
application of concepts, or incorrect
Types of Incentives
application of concepts.
No academic precedent cited. No to low
Role of Politics and application of concepts, or incorrect
Ideology application of concepts.
No academic precedent cited. No to low
Income
application of concepts, or incorrect
Redistribution and
application of concepts.
Social Safety Nets
No academic precedent cited. No to low
application of concepts, or incorrect
Role of Planning
application of concepts.
10 POINTS
Existing knowledge reconciled and/or
harmonized, such as related theories and
observations by academics and practitioners.
Existing knowledge reconciled and/or
harmonized, such as related theories and
observations by academics and practitioners.
Existing knowledge reconciled and/or
harmonized, such as related theories and
observations by academics and practitioners.
Existing knowledge reconciled and/or
harmonized, such as related theories and
observations by academics and practitioners.
Existing knowledge reconciled and/or
harmonized, such as related theories and
observations by academics and practitioners.
Existing knowledge reconciled and/or
harmonized, such as related theories and
observations by academics and practitioners.
15 POINTS
New theory or concept developed, and it has
the potential to revolutionize the field of
economics and affect long-held perspectives
in a massive way.
New theory or concept developed, and it has
the potential to revolutionize the field of
economics and affect long-held perspectives
in a massive way.
New theory or concept developed, and it has
the potential to revolutionize the field of
economics and affect long-held perspectives
in a massive way.
New theory or concept developed, and it has
the potential to revolutionize the field of
economics and affect long-held perspectives
in a massive way.
New theory or concept developed, and it has
the potential to revolutionize the field of
economics and affect long-held perspectives
in a massive way.
New theory or concept developed, and it has
the potential to revolutionize the field of
economics and affect long-held perspectives
in a massive way.
PRESENTATION
COMPONENTS 1 POINT 5 POINTS
Quality of The presenter’s central purpose or The presenter uses academic terminology
Presentation argument is not clearly identified. Analysis but did not seem to adequately capture the
is vague or not evident. desired outcome.
The presenter could not provide in-depth Presenter provides some support for main
answers to the questions posed by the points, but needs to elaborate further the
interlocutor (reactor). ideas with explanations, examples, and
descriptions.
General structure/organization of the
presentation seems adequate. There is
logical flow, but no clear signposts for
transitions.
10 POINTS
Presenter balances presentation of relevant
and legitimate information that clearly
supports a central purpose of argument and
shows a thoughtful, in-depth analysis of a
significant topic.
The ideas are arranged logically to support
the purpose or argument. The flows are
smoothly from one to another and are
clearly linked to each other.
The interlocutor (reactor) can follow the
line of reasoning, and gains important
insights in the process.