OVERVIEW

The course aims to introduce 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 most recent thought.

AIMS AND CONTENT

LEARNING OUTCOMES

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.

AIMS AND LEARNING OUTCOMES

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. The course will therefore start from Marshall's synthesis, to examine authors such as Schumpeter, Keynes and Sraffa, studying the genesis of their thought 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 reinterpretation starting from the 1960s. In this way the so-called Neoricardian, Neo Marxist and Neowalrasian theories will be compared. The different theories generically 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, some intellectual figures of undoubted importance, but difficult to place, between economics, sociology and politics will be presented: Polanyi, Hirschman and Georgescu-Roegen. Students should thus develop a critical historical awareness and awareness of the plurality of existing economic theories and the economic policies proposed and implemented in the various institutional realities.

PREREQUISITES

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.

TEACHING METHODS

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

SYLLABUS/CONTENT

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

RECOMMENDED READING/BIBLIOGRAPHY

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.

TEACHERS AND EXAM BOARD

Exam Board

RICCARDO FERMO SOLIANI (President)

GIULIA BIANCHI

LUCA GANDULLIA (Substitute)

ENRICO IVALDI (Substitute)

ALESSANDRO LE DONNE (Substitute)

LESSONS

LESSONS START

Please consult the website of the Department of Political Science.

The course lasts 54 hours and grants 9 cfu.

Course timetable: the lessons last two hours and take place in lecture hall D, next to lecture halls 17 and 18:

Tuesday, h. 16.00, room 19; Wednesday, h. 14.00, room 7; Thursday, h. 10.00, room D.

ATTENTION! The course will start the week of Monday 21 February.

To access the Teams channel "Contemporary economic thinking cod. 104954" you must use the code

j0b62gt

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Written exam with open questions in a variable number between 2 and 6, which could be divided into sub-questions

ASSESSMENT METHODS

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.

FURTHER INFORMATION

The "course" should also be a "path" to be done together; for this, attendance is highly recommended. Non-attending students are invited to contact the teacher in good time (riccardo.soliani@unige.it).

I recommend students who have regularly filed a
certification of DSA, disability or other educational needs
to contact both the contact person Prof. Aristide Canepa
(aristide.canepa@unige.it) and myself at the beginning of the course, for
agree on teaching and examination methods that, in compliance with
teaching objectives, taking into account
individual learning and provide appropriate compensatory tools