The Complexity Vision and the Teaching of Economics [Paperback]

David Colander (Author, Editor)

Book Description

Publication Date: June 1, 2000

This work focuses on the implications of the complexity vision, such as that held by economists at the Santa Fe Institute, for the teaching of economics. This complexity vision suggests that answers to questions such as how do markets develop and how do they evolve need to be approached head on. Complexity economics is beginning to do just that. Most of the work in complexity is highly formal and technical; it seems far away from issues such as the teaching of economics. This book is different. The focus of this book is not on the grand theories, or technical aspects, of complexity. Instead it is on the teaching of economics. It asks the question: how would the teaching of economics change if complexity is taken seriously? An outstanding group of contributors, including Brian Arthur, Buz Brock and Duncan Foley, provide interesting and provocative answers to that question in a non-technical and highly accessible style. It is a book that should be read by all those teaching economics, as well as those who are interested in where the complexity revolution in science might be leading.

Product Details

• Paperback: 328 pages
• Publisher: Edward Elgar Pub (June 1, 2000)
• Language: English
• ISBN-10: 1840648139
• ISBN-13: 978-1840648133
• Product Dimensions: 9.1 x 6.1 x 1 inches
• Shipping Weight: 1.1 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #3,099,055 in Books (See Top 100 in Books)

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Most Helpful Customer Reviews

1 of 1 people found the following review helpful:

5.0 out of 5 stars Colander's Excellent Case for expanding economic pedagogy, March 23, 2008

By 

S. Fuller (Virginia) - See all my reviews

This review is from: The Complexity Vision and the Teaching of Economics (Paperback)

Colander's compilation of articles is an excellent source of information for anyone looking to learn more about why the neoclassical paradigm is insufficient by itself to prepare undergraduate students for a complex, dynamical world (and economy). Well organized and well supported arguments make one wonder why programs haven't already been developed and implemented into undergraduate programs. This book is a great place to start for anyone new to the debate of neoclassical/traditional economics v. complexity/evolutionary economics.