Friday, August 27, 2010
Super Model Face Cream
After trying unsuccessfully many times to add the code of the program Podcast saddle point of the good fellow of the Faculty of Economics, National Autonomous University of Mexico (UNAM), I remetiré to post your link for the third program, to pay the cost that made me be a free rider and offset the benefit of "recommendation" of the virtual space on the second program.
In the next few lines will do some comments derived in part from what is spoken in most recent podcast saddle point "the teaching of economics in Mexico." However, I notice a few inconsistencies mentioned as part of a simple nonsense.
In the next few lines will do some comments derived in part from what is spoken in most recent podcast saddle point "the teaching of economics in Mexico." However, I notice a few inconsistencies mentioned as part of a simple nonsense.
The idea of \u200b\u200bgradually involving increasingly quantitative methods in economics education is absolutely essential, because the levels of national and international competition that currently exist. In Mexico, for example, private schools include a mathematical training and doctrinally neoclassical in their students Unlike many public universities where it falls in a very social or moderately mixed.
Apparently, there is an association of "the more and more neoclassical learn mathematics is, my Academic proficiency is greater. " This is so, under the systemic logic of an economic model where only allowed to think as neoclassical.
Yes it is of the utmost importance of mathematics in economics, math is not important economic, suggesting that the former is lord of the second, and even methodologically comes a centrifugal effect, falling into a delicate conclusion: "it is not worth modeling."
This conflict of historical and epistemological nature is widespread scientific level, since the trend has influenced the neo-positivist paradigm of science. We are not surprised to see an economy, sociology, psychology or mathematics, where everything is explained in terms of variables represented by a mathematical model tested with some tools of quantitative analysis.
This conflict of historical and epistemological nature is widespread scientific level, since the trend has influenced the neo-positivist paradigm of science. We are not surprised to see an economy, sociology, psychology or mathematics, where everything is explained in terms of variables represented by a mathematical model tested with some tools of quantitative analysis.
is valid to recognize that this influence comes from the U.S., imposing itself as the hegemonic paradigm of science, therefore, the economy is a living example of American dominance in this science, which although not created, actually, if social. Today, as suggested by my colleagues from the UNAM in his podcast that a director paraphrase anonymous, "read a book and you know the economy." An example is the recommendations of many teachers of both undergraduate and Graduate: if you read a Mas-Colell microeconomics know if you know you read a macroeconomics Romer and economic growth. How universities alone Harvard, Chicago, Berkeley, Stanford, Oxford, Cambridge, Yale, MIT, Columbia, etc., would have the privilege of thinking and being thoughtful, giving a totalizing academic nuance.
Obviously there is a persuasion of the same paradigm in economics students, precisely because this issue of academic skills and / or labor, especially in peripheral countries whose social views consist of "survival." This is a formative aspect also, do me wrong with this pride which was erected in our different teachers when they say "I studied at Yale, he taught me Philips Perron, published in the Journal of Econometrics Surveys and was Deputy James Stock "?
believe that our Mexican and Latin American universities, more than the debate of public or private, is the discussion of both approaches positive and normative economics, and even up in the philosophy of science itself, which transcends the boundaries between public and private spheres of different schools.
Now we want to be mathematical economists to strengthen the knowledge scientist of our science. The question is, does the economy need to be substantiated with math? Indeed, do not think bad, I also believe that much of the answer is yes. But the above makes me think of the following: Who or what needs the mathematical foundations? Perhaps mathematics rises as much as philosophy? No!, Mathematics is a language. For example, ontology can be done with an integral? Although the conservative view of science and exploited tell you think so or wonder that is unscientific, so they make good mathematical phenomenology as Husserl, I do not know to be made at the end of their lives. (Heidegger, do not bother, I'm playing). Can you imagine the economic phenomenology?
Now we want to be mathematical economists to strengthen the knowledge scientist of our science. The question is, does the economy need to be substantiated with math? Indeed, do not think bad, I also believe that much of the answer is yes. But the above makes me think of the following: Who or what needs the mathematical foundations? Perhaps mathematics rises as much as philosophy? No!, Mathematics is a language. For example, ontology can be done with an integral? Although the conservative view of science and exploited tell you think so or wonder that is unscientific, so they make good mathematical phenomenology as Husserl, I do not know to be made at the end of their lives. (Heidegger, do not bother, I'm playing). Can you imagine the economic phenomenology?
The central point of focus, namely that every student before specializing economy must be holistic, to open their cognitive range of theoretical possibilities and even multi-cultural, political, etc. and then choose a thorough reflection on the expertise he is best suited to their mental processes and knowledge built, why not we are in Socratic times, let's face it, we are not wise. But we also do not require us strongly to persuade both the expertise, because in many cases several specialize in anything, you know: PhD in economics-oriented monetary policy Phillips curve (ie ridiculous). As every student of social economy must be aware and be very thoughtful in their environment, so be creative and recognizer context. It is worth some human sensitivity, sometimes to econometricians for example, would do well to read Don Quixote de Saavedra, in Shakespeare's Othello or the Monte Cristo Dumas minimum. Ah true, I forgot, and how most, what they might read? (What will be the marginal utility of an econometrician who reads Saavedra and other econometrician who read Schopenhauer?)
above conclude that mathematics has become a great bulwark through the study of economics, this is undeniable, and that students should have a solid foundation in this area. But for those who have risked (approximately 90%) to register for the race without knowing mathematical economics, it is suggested to first empty the entire educational decomposition (mostly) high school or high school and starting a self-taught to construct their own knowledge, explain that when they know their grandmothers, Albert Einstein said good, then they will be sufficiently prepared.
In this way we shall most interesting questions, we will investigate other disciplines or more complex issues of the same mathematics and economics, possibly unknown authors know, they pose new answers to old questions of the economy, etc. Verbigracia, we walk that way we can associate fractals applied to monetary policy or the stock market or analyzing poverty with structural equations, discuss the relationship of the poor with the free rider, etc.; Authors would read beyond the gringos, perhaps Oskar Lange, Michal Kalecki, Charles Bettelheim, Henri Hauser, Nikolai Kondratiev, Alexander Bogdanov, to name a few alternative thinkers.
Finally, mathematics is one way to interpret a complex reality and economics is the science that explains the formation of society. Together explain, analyze and study the formation of society in a particular interpretation of a complex reality, but it is possible that more may still be supplemented with the same philosophy. Although mathematics is a language, philosophy is the episteme and the economy includes the objects or phenomena associated with the origin of society that need to be explained.
The economy in explaining the formation of society and find aspects associated with the production, distribution, exchange and consumption, scarcity, needs, satisfaction and decisions inherent to its ontology, influences the construction of a framework epistemological given, which in turn is expressed by a mathematical language.
Who said math is only the neoclassical? Think, mathematics is not neoclassical, and Marxist or Keynesian, but can be used more Marxist and Keynesian too.
The economy in explaining the formation of society and find aspects associated with the production, distribution, exchange and consumption, scarcity, needs, satisfaction and decisions inherent to its ontology, influences the construction of a framework epistemological given, which in turn is expressed by a mathematical language.
Who said math is only the neoclassical? Think, mathematics is not neoclassical, and Marxist or Keynesian, but can be used more Marxist and Keynesian too.
Now, if we grow old and profane, we consider that in his moments of delirium mathematical, economic, philosophical and even religious, Keynes and we stated:
"Newton was not the first representative the Age of Reason. It was the last of the magicians, the last of the Babylonians and Sumerians ... because it sees the universe and all it contains as an enigma, a secret that could be read by applying pure thought to certain evidence, certain mystical key that God had dispersed around the world to allow a kind of philosophical treasure hunt by the esoteric brotherhood ... He gazed the universe as a cryptogram provisions of the Almighty ... the same way he wrapped the discovery of calculus as a cryptogram to communicate with Leibnitz. He believed that by pure thought, by concentration of mind, the riddle would be revealed to the initiated. "
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