The course aims to make known the main authors, schools and orientations of economic thought from the end of the 19th to the end of the 20th century, without neglecting the previous roots, nor the most recent
Those who have to take the 6 cfu exam, or come from the Philosophical Methodologies course are kindly requested to inform me in time.
The course aims to teach students the fundamental notions about the formation and development over time of contemporary economic theories and ideas, also in relation to the cultural scientific context in which they were formulated, and the interrelationships between theories and visions of the economic system and the projects and achievements of economic policy, as well as the conceptual foundations of the analytical and interpretative tools necessary to place the problems and characters studied in their historical perspective. Students must thus develop a historical and critical awareness, as well as the awareness of the plurality of existing economic theories and the economic policies proposed and implemented in the various institutional realities.
The aim of the course is to provide students with basic knowledge about the formation and development over time of contemporary economic theories and ideas, including in relation to the scientific and cultural context in which they have been formulated, the interrelations between the theories and visions of the economic system and the projects and realizations of economic policy, as well as the conceptual bases of the analytical and interpretative tools necessary to place the problems and the characters studied in their historical perspective. After having illustrated the birth of economic thought in its modern meaning, with Smith, Ricardo and Marx, the course will then continue from the synthesis of Marshall, to examine Marginalism and, subsequently, authors such as Schumpeter, Keynes and Sraffa, studying the genesis of their thinking and identifying lines of continuity and fracture. Particular attention will be devoted to the comparison between marginalist economic thought and classical economic thought, in its fundamental structures and in its re-interpretation since the 1960s. Thus, the theories referred to in various ways, neoroicardian, neomarxist and neowalrasian. The different theories generally called "neo" or "post" Keynesian will be discussed and juxtaposed, identifying their specificities and the ability to interact with monetarism and the so-called "new classical macroeconomics". Finally, a number of important but difficult-to-place intellectual figures will be presented: Polanyi, Hirschmann and GeorgescuRoegen. The students should thus develop a critical awareness and historical consciousness around the plurality of existing economic theories and economic policies proposed and implemented in different institutional realities.
A solid preparation acquired in the Secondary School and the habit of assiduous study conducted with an active attitude are indispensable prerequisites, which should be satisfied by all students who have obtained an Italian Diploma di Maturità or equivalent recognized qualification and choose to continue their studies.
Lectures and reading or presentation in the classroom, commentary and discussion of passages by the various authors treated
In principle, lessons are to be held in classroom. However, in accordance with the rules for access to university premises adopted to counter the spread of the COVID pandemic, they might be held on TEAMS. The TEAMS code will eventually be communicated via aulaweb
Classics and Marginalists // Schumpeter // Keynes // Recalls on the relevance of Veblen and Weber for economic thought // Sraffa // von Hayek // Samuelson // The "new" microeconomics: theories of firm and industrial organization / / Neoliberalism and neoliberalisms: ordoliberalism, "new" Austrian school, Chicago school // Neoclassical synthesis and post-Keynesian economics // Monetarism // Evolutionism, institutionalism, neo-Marxism // Heretics by nature: Polanyi, Hirschman, Georgescu-Roegen
Reference manual: Alessandro Roncaglia, "L'età della disgregazione", Laterza, ult. ed.
The parts to be prepared will be indicated on Aulaweb, together with further in-depth readings.
Ricevimento: The reception time is at the end of each lesson in the same classroom, with reference to the hours of Economics 57027 (1st semester) and Contemporary Economic Thought 104954 (2nd semester) It is always possible (and desired) to arrange an appointment by e-mail (riccardo.soliani@unige.it) Those who have to take the 6 cfu exam, or come from the Philosophical Methodologies course are kindly requested to inform me in time.
RICCARDO FERMO SOLIANI (President)
GIULIA BIANCHI
LUCA GANDULLIA (Substitute)
ENRICO IVALDI (Substitute)
ALESSANDRO LE DONNE (Substitute)
Please consult the website of the Department of Political Science.
The course lasts 54 hours and grants 9 cfu.
To access the Teams channel "Contemporary economic thinking cod. 104954" you must use the code
j0b62gt
Written exam with open questions in a variable number between 2 and 6, which could be divided into sub-questions
Class discussions. Active participation will enter the final evaluation in a manner that will be communicated in the classroom. Attendance is highly recommended. Non-attending students are invited to contact the teacher in good time (riccardo.soliani@unige.it) and to maintain him.
There are no intermediate tests, but during the course, upon request, self-assessment methods will be indicated
Final exam, according to the modalities seen above.
The "course" should also be a "path" to be taken together; therefore, attendance is strongly recommended. Non-attending students are invited to contact the teacher in advance (riccardo.soliani@unige.it).
We advise students who have regularly filed a DSA, disability or other special educational needs certification to contact both the referent Prof. Aristide Canepa (aristide.canepa@unige.it) and the teacher at the beginning of the course, to agree on teaching and examination methods which, while respecting the objectives of instruction, take into account individual learning methods and provide appropriate compensatory tools
