Aristotle's Economic Thought
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Religion, Economy, and State: Economic Thought of Al-Mawardi in Adab Al-Dunya Wa-Al-Din by Aan JAELANI
Journal of Economics Library www.kspjournals.org Volume 3 September 2016 Issue 3 Religion, Economy, and State: Economic Thought of al-Mawardi in Adab al-Dunya wa-al-Din By Aan JAELANIa† Abstract. The relation between religion, economy and the country became a major topic in the development of public welfare systems. Humans are political creatures that have the potential to realise the level of moral conscience to meet the needs of a better life, but humans as spiritual beings must have a balance between religious morality and economic morality. With economic ethics are supported by religious morality, the welfare system can be realised systemically if the state, communities and individuals can realise the six- dimensional form: religious observance, good governance, justice, national security, the prosperity of society and the nation's vision. Keywords. Religion, Economy, State, Ethics, Welfare state. JEL. B30, I30, N30, P50, Z12. 1. Introduction or the analysis of the public welfare, al-Mawardi al-Baghdadi (d. 450/1058) start a discussion philosophically about political ethics and Muslim character F with an emphasis on the role of individuals and communities to create integrity and social balance. In fact, the goal was set to realise the happiness of living in the world and in the hereafter (al-Arzanjani, 1328: 221-223). By applying philosophical postulates for a solid religious grounds, al-Mawardi describes human beings as political creatures (Arkoun, 2000: 250). If a man is a political creature, because he is basically weak (QS. Al-Nisa ', 4: 28), then he can not live without the help of others, in contrast to animals capable of living independently (al-Mawardi, 1996: 92- 93; al-Arzanjani, 1328: 218-219). -
Discussion Paper: 11.09 November 2011 Aristotle's
MASSEY UNIVERSITY SCHOOL OF ECONOMICS AND FINANCE DISCUSSION PAPER: 11.09 NOVEMBER 2011 JAMES E. ALVEY ARISTOTLE’S ETHICS AND ECONOMICS PART II: POLITICS (HIGH AND LOW) This series contains work in progress at the School of Economics and Finance, Massey University. Comments and criticism are invited. Quotations may be made on explicit permission of the author(s). The Secretary School of Economics and Finance Massey University Private Bag 11222 Palmerston North 4442 NEW ZEALAND Phone: 06 356 9099 Extn 7744 Fax: 06 350 5660 Discussion Paper 11.09 ISSN 1179-0474 (Online) ∗ Aristotle’s Ethics and Economics Part II: Politics (High and Low) James E. Alvey School of Economics and Finance Massey University Palmerston North New Zealand ABSTRACT This paper on Aristotle (384-322 BC) is part of a long-term research programme on the ancient Greeks. It is a companion to other work, which deals with the ancient Greek context, and the thought/work of Socrates (469-399 BC), Plato (427-347 BC), and Xenophon (434- 355 BC). The framework for the investigations is shaped by the Capabilities approach developed by Amartya Sen. This is the second of three papers concerning Aristotle. The first paper considered Aristotle’s ethics. The projected paper will focus on his economics. The current paper focuses on Aristotle’s politics. Aristotle distinguishes between a narrow and a broad definition of politics (politikē). The peak of politics in the polis, the legislative art, fundamentally affects private behaviour (and choice and character) by individuals through enactment of law. Political science, in this sense, is the ‘architectonic’ or ‘master’ science i.e. -
The 4 Economic Systems What Is an Economic System?
The 4 Economic Systems What is an Economic System? Economics is the study of how people make decisions given the resources that are provided to them Economics is all about CHOICES, both individual and group choices. We must make choices to provide for our needs and wants. The choices each society or nation selects leads to the creation of their type of economy. 3 Basic Questions Each economic system tries to answer the three basic questions: What should be produced? How it should be produced? For whom should it be produced? How they answer these questions determines the kind of system they have. Four Types of Systems There are four main types of economic systems. The Traditional Economic System The Command Economic System The Market Economic System The Mixed Economic System Each system has its strengths and weaknesses. Traditional Economy In a traditional economy, the customs and habits of the past are used to decide what and how goods will be produced, distributed, and consumed. Each member of society knows from early on what their role in the larger group will be. Jobs are passed down from generation to generation so there is little change in jobs over the generations. In a traditional economy, people are depended upon to fulfill their jobs. If someone fails to do their part, the system can break down. Farming, hunting, and herding are part of a traditional economy. Traditional economies can be found in different indigenous groups. In addition, traditional economies bartering is used for trade. Bartering is trading without money. For example, if an individual has a good and he trades it with another individual for a different good. -
Ancient Economic Thought, Volume 1
ANCIENT ECONOMIC THOUGHT This collection explores the interrelationship between economic practice and intellectual constructs in a number of ancient cultures. Each chapter presents a new, richer understanding of the preoccupation of the ancients with specific economic problems including distribution, civic pride, management and uncertainty and how they were trying to resolve them. The research is based around the different artifacts and texts of the ancient East Indian, Hebraic, Greek, Hellenistic, Roman and emerging European cultures which remain for our consideration today: religious works, instruction manuals, literary and historical writings, epigrapha and legal documents. In looking at such items it becomes clear what a different exercise it is to look forward, from the earliest texts and artifacts of any culture, to measure the achievements of thinking in the areas of economics, than it is to take the more frequent route and look backward, beginning with the modern conception of economic systems and theory creation. Presenting fascinating insights into the economic thinking of ancient cultures, this volume will enhance the reawakening of interest in ancient economic history and thought. It will be of great interest to scholars of economic thought and the history of ideas. B.B.Price is Professor of Ancient and Medieval History at York University, Toronto, and is currently doing research and teaching as visiting professor at Massachusetts Institute of Technology. ROUTLEDGE STUDIES IN THE HISTORY OF ECONOMICS 1 Economics as Literature -
Fund Og Forskning I Det Kongelige Biblioteks Samlinger
Særtryk af FUND OG FORSKNING I DET KONGELIGE BIBLIOTEKS SAMLINGER Bind 50 2011 With summaries KØBENHAVN 2011 UDGIVET AF DET KONGELIGE BIBLIOTEK Om billedet på papiromslaget se s. 169. Det kronede monogram på kartonomslaget er tegnet af Erik Ellegaard Frederiksen efter et bind fra Frederik III’s bibliotek Om titelvignetten se s. 178. © Forfatterne og Det Kongelige Bibliotek Redaktion: John T. Lauridsen med tak til Ivan Boserup Redaktionsråd: Ivan Boserup, Grethe Jacobsen, Else Marie Kofod, Erland Kolding Nielsen, Anne Ørbæk Jensen, Stig T. Rasmussen, Marie Vest Fund og Forskning er et peer-reviewed tidsskrift. Papir: Lessebo Design Smooth Ivory 115 gr. Dette papir overholder de i ISO 9706:1994 fastsatte krav til langtidsholdbart papir. Grafisk tilrettelæggelse: Jakob Kyril Meile Nodesats: Niels Bo Foltmann Tryk og indbinding: SpecialTrykkeriet, Viborg ISSN 0060-9896 ISBN 978-87-7023-085-8 SPEAKING OF IRONY: Bournonville, Kierkegaard, H.C. Andersen and the Heibergs1 by Colin Roth t must have been exciting for the ballet historian, Knud Arne Jür Igensen, to discover a Bournonville manuscript in the Royal Library’s collection which opens with what is clearly a reference to Søren Kier ke gaard.2 Though not mentioned by name, Kierkegaard is readily identifiable because his Master’s degree dissertation on ‘The Concept of Irony’ is explicitly referred to in the first sentence. It was right that the discovery was quickly shared with researchers at the Søren Kierke gaard Research Centre at Copenhagen’s University. This article is a study of the document, its context and especially of the references con cealed within it. A complete transcription of the Danish original and a new English translation appear as appendices, one of which should, ideally, be read first. -
The-Great-Depression-Glossary.Pdf
The Great Depression | Glossary of Terms Glossary of Terms Balanced budget – Government revenues equal expenditures on an annual basis. (Lesson 5) Bank failure – When a bank’s liabilities (mainly deposits) exceed the value of its assets. (Lesson 3) Bank panic – When a bank run begins at one bank and spreads to others, causing people to lose confidence in banks. (Lesson 3) Bank reserves – The sum of cash that banks hold in their vaults and the deposits they maintain with Federal Reserve banks. (Lesson 3) Bank run – When many depositors rush to the bank to withdraw their money at the same time. (Lesson 3) Bank suspensions – Comprises all banks closed to the public, either temporarily or permanently, by supervisory authorities or by the banks’ boards of directors because of financial difficulties. Banks that close under a special holiday declaration and remained closed only during the designated holiday are not counted as suspensions. (Lesson 4) Banks – Businesses that accept deposits and make loans. (Lesson 2) Budget deficit – When government expenditures exceed revenues. (Lesson 4) Budget surplus – When government revenues exceed expenditures. (Lesson 4) Consumer confidence – The relationship between how consumers feel about the economy and their spending and saving decisions. (Lesson 5) Consumer Price Index (CPI) – A measure of the prices paid by urban consumers for a market basket of consumer goods and services. (Lesson 1) Deflation – A general downward movement of prices for goods and services in an economy. (Lessons 1, 3 and 6) Depression – A very severe recession; a period of severely declining economic activity spread across the economy (not limited to particular sectors or regions) normally visible in a decline in real GDP, real income, employment, industrial production, wholesale-retail credit and the loss of overall confidence in the economy. -
Were the Ordinalists Wrong About Welfare Economics?
journal of Economic Literature Vol. XXII (June 1984), pp. 507-530 Were the Ordinalists Wrong About Welfare Economics? By ROBERT COOTER University of California, Berkeley and PETER RAPPOPORT New York University Useful comments on earlier drafts were provided by Sean Flaherty, Marcia Marley, Tim Scanlon, Andrew Schotter, Mark Schankerman, Lloyd Ulman and two anonymous referees. We are grateful to the National Science Foundation and the C. V. Starr Center at New York University for financial support. Responsibility for accuracy rests with the authors. pE DEVELOPMENT of utility theory has economics.1 The intuitive idea of scientific experienced two definitive episodes: progress is that new theories are discov the "marginalist revolution" of the 1870s ered that explain more than old theories. and the "Hicksian" or "ordinalist revolu We shall contend that the ordinalist revo tion" of the 1930s. While the first event lution was not scientific progress in this established a central place for utility the sense. For example, the older school was ory in economics, the second restricted concerned with economic policies to the concept of utility acceptable to eco bring about income redistribution and al nomics. The term "ordinalist revolution" leviate poverty, and the ordinalists did not refers to the rejection of cardinal notions offer a more general theory for solving of utility and to the general acceptance these problems. Instead, the trick that car of the position that utility was not compa ried the day for the ordinalists was to ar rable across individuals. The purpose gue that the questions asked by the older of this paper is to analyze the events school, and the answers which they gave, comprising the ordinalist revolution with 1 For example, Kenneth Arrow, referring to the a view to determining whether they earlier school, wrote: achieved the advances in economic sci . -
Different Economic Systems Assessment
Social Studies Assessment Activity #14 DDIIFFFFEERREENNTT EECCOONNOOMMIICC SSYYSSTTEEMMSS Introduction The new cars and trucks have arrived! Should you buy a medium-sized car? As you may know, they are efficient and more economical to operate than a truck. But the new pickups are so flashy, and they offer all the conveniences of a car! Decisions! Decisions! Decisions! Speaking of decisions, can you even afford a new vehicle? If you don’t have enough cash, you’ll have to finance. Financing or borrowing means another monthly payment -- one that could put a damper on your future recreational spending. Perhaps you better think about this further. Making a decision to buy a new vehicle can be difficult and there are several options available. Our “market driven” economy allows privately owned corporations to produce many styles of vehicles to meet the needs and interests of the American consumer. Purchasing a new vehicle means selecting a specific make and model that comes equipped with the latest in “gadgetry.” Additionally, one must select from a wide range of colors. Obviously, purchasing a new vehicle involves more than one decision, but at least we have the freedom to make those choices. Do people living in other countries go through the same process when they consider buying a new vehicle? In some countries they do, in others they don’t. Economic systems differ. As such, making economic decisions in some countries is quite different from economic decisions that are made by Americans. In this activity, you will: Use the resources you have accumulated to write an essay that analyzes the similarities and differences between two economic systems. -
Why Youth Join Al-Qaeda Commanding the Joint Psychological Operations Task Force, Whose Missions Included Reducing the Flow of Foreign Fighters in the U.S
UNIteD StAteS INStItUte of Peace www.usip.org SPeCIAL RePoRt 1200 17th Street NW • Washington, DC 20036 • 202.457.1700 • fax 202.429.6063 ABOUT THE REPO R T Colonel John M. ”Matt” Venhaus, U.S. Army Colonel John M. “Matt” Venhaus is the Jennings Randolph Army Fellow. He is a career psychological operations officer experienced with foreign media influence operations throughout Europe, the Middle East, and South Asia. This study marries his operational experience gained while Why Youth Join al-Qaeda commanding the Joint Psychological Operations Task Force, whose missions included reducing the flow of foreign fighters in the U.S. Central Command’s area of responsibility, with his academic research as a Senior Service College Fellow. The Summary views expressed in this article are those of the author and do not necessarily reflect the official policy or position of the • Interviews and personal histories of 2,032 “foreign fighters” show that rather than be Army, Department of Defense, or U.S. government. recruited, young men actively seek out al-Qaeda and its associated movements. • Al-Qaeda is more than just an organization; it is an ideology and a popular global brand that spins a heroic narrative with an idealized version of Islamic jihad. • Al-Qaeda’s ubiquitous message of anti-Muslim oppression and global jihad appeals to the developmental needs of adolescents. • To defeat al-Qaeda, it is crucial to understand who seeks to join and why. • Common myths and misconceptions about why young men join extremist movements ignore the proximate causes. • Potential recruits have an unfulfilled need to define themselves. -
Gordon Kaufman and a Theology for the Seeker
religions Article Gordon Kaufman and a Theology for the Seeker Hans le Grand Independent Author, Steenhoffstraat 37, 3764BH Soest, The Netherlands; [email protected] Received: 15 May 2019; Accepted: 6 August 2019; Published: 15 August 2019 Abstract: This article begins to develop a theology for the multi-worldview seeker, based on the constructive theological work of Gordon Kaufman. Seeking, as discussed in this article, is an attitude of life, characterized by interest in more than one theological, philosophical, or spiritual worldview, without any short or mid-term intention to commit oneself to one of them. In the United States, the Unitarian Universalist Association is a denomination that houses many theological seekers. The principles and sources of faith of that denomination offer an interesting foundation for the attitude of seeking. Constructing a theology for the seeker based on these principles should include a coherent account of concepts such as truth, God, spiritual growth, and ethics as they might follow from those principles. This article identifies possible incoherencies in the use of these concepts by seekers and proposes ways to escape them. Keywords: pluralism; (religious) seekers; Unitarian Universalism; religious liberalism; Gordon Kaufman; constructive theology; pragmatic truth; spiritual growth; multiple religious belonging; Unitarian Universalist principles 1. Introduction In secularizing societies such as those in Western Europe as well as, to a lesser extent, in the US, being part of one specific religious, philosophical, or spiritual worldview is no longer taken for granted. Membership in many religious denominations is decreasing. People may not be willing to commit to one singular worldview, because they are not willing to limit themselves to one specific tradition, do not consider these traditions to be authoritative for their personal religious view, or because they do not want to commit themselves to a denomination. -
JA Economics® Course Overview and Outline
JA Economics® | Course Overview and Outline Initial JA Economics® Course Release Overview and Outline Spring 2019 Market for Goods JA Economics is a one-semester course that connects high and Services school students to the economic principles that influence their daily lives as well as their futures. It addresses each BANK of the economics standards identified by the Council for Production of Goods and Household Economic Education as being essential to complete a high Services + + Consumer school economics course. Course components equip students to: Market for Labor • Learn the necessary concepts applicable to state and national educational standards • Apply economic reasoning and skills in the world around them • Synthesize elective concepts through a cumulative, tangible deliverable (optional case studies and/or projects) • Demonstrate the skills necessary for future financial literacy pathway success • Integrate College and Career Readiness anchor standards in Reading, Informational Text, Speaking and Listening, and Vocabulary Volunteers engage with students through a variety of activities that includes subject matter guest speaking and coaching or advising for case study and project course work. Volunteer activities help students better understand the relationship between what they learn in school, their future career, and their successful participation in today’s global economy. Through a variety of experiential activities presented by the teacher and volunteer, students better understand the relationship between what they learn -
History of Economic Thought
History of economic thought The term economics was coined around 1870 and popularized by Alfred Marshall, as a substitute for the earlier term political economy which has been used through the 18-19th centuries, with Adam Smith, David Ricardo and Karl Marx as its main thinkers and which today is frequently referred to as the "classical" economic theory. Both economy and economics are derived from the Greek oikos- for "house" or "settlement", and nomos for "laws" or "norms". Economic thought may be roughly divided into three phases: Premodern (Greek, Roman, Arab), Early modern (mercantilist, physiocrats) and Modern (since Adam Smith in the late 18th century). Systematic economic theory has been developed mainly since the birth of the modern era. Premodern economic thought Several ancient philosophers made various economic observations. Among them Aristotle is probably the most important. Mediaeval Arabs also made contributions to the understanding of economics. In particular, Ibn Khaldun of Tunis (1332-1406) wrote on economic and political theory in his Prolegomena, showing for example, how population density is related to the division of labour which leads to economic growth and so in turn to greater population in a virtuous circle. Early Western precursors of economics engaged in the scholastics theological debates during the middle ages. An important topic of discussion was the determination of the just price of a good. In the religious wars following the Reformation in the 16th century, ideas about free trade appeared, later formulated in legal terms by Hugo de Groot or Grotius (Mare liberum). Economic policy in Europe during the late middle ages and early renaissance treated economic activity as a good which was to be taxed to raise revenues for the nobility and the church.