Network for Economic Education

SUMMERTIME ECONOMIC SEMINAR FOR TEACHERS@TOKYO

Date: August 11 (M) – 12 (T), 2008
Place: Tokyo Stock Exchange, Tosho Hall, Tokyo

The Network for Economic Education, in cooperation with Tokyo Stock Exchange (TSE), held a two-day seminar in economics for middle/high school teachers at TSE's Tosho Hall in Tokyo on August 11-12.
On the first day of the seminar, opening remarks were given by a representative of the TSE group and also by Mr. Akira Arai (Toritsu Nishi High) as the moderator.
In Session 1 (10:30-12:30), Mr. Shuzo Nishimura (Kyoto University) gave a talk on "Economics of Medical Care and Public Pension," where he emphasized the distribution side of medical expenditures that are received in large part by doctors, nurses and other personnel in the medical sector, implying that excessively suppressed medical costs would have negative consequences on the number and quality of medical personnel. Regarding Japan's public pension system, our choice between the pay-as-you-go system (fuka-hoshiki) and the reserve fund system (tsumitate-hoshiki) should depend on various factors, especially on the rates of population decline and economics growth, giving a lesson that we cannot often find unambiguous answers in economics.
In Session 2 (13:20-15:20), Mr. Masayuki Nakagawa (Nihon University) made a presentation on "Political Economy of Fiscal Problems," where the definition and meaning of the concept of "primary balance," which should be restored to maintain public confidence in the government's fiscal management in the long run. Also examined was the multiplier effect of fiscal spending, which will depend on whether consumers are myopic or anticipating future tax increases.
In Session 3 (15:30-17:00), a simulation game of the Japanese economy was conducted by the Tokyo Stock Exchange group, involving all the participants, where the game itself is intended mainly for high school students and possibly third-year middle school students to understand the money flow and public financing.
Finally, closing remarks were given by Mr. Soichi Shinohara (Doshisha University).
On the second day of the seminar (8/12), after his brief introductory remarks, Mr. Akira Arai (Toritsu Nishi High) first had all the participants play the “ultimatum game.”
In Session 1 (10:30-12:10), Mr. Soichi Shinohara (Doshisha University) made a presentation in "International Economics," where he explained Ricardian “comparative cost theory” in such a simple way that even middle school students can understand it. An important concept is “comparative” advantage rather than “absolute advantage,” which determines the pattern of trade, and it should be noted that “comparative” advantage tends to change over time, e.g., from light industries to auto and high-tech industries in the case of Japan, according to Mr. Shinohara.
In Session 2 (13:20-15:10), Mr. Motonari Kurasawa (Yokohama National University) gave a talk on “Fundamental Problems and Microeconomics,” where he highlighted such basic concepts as rational behavior, choice and (opportunity) cost, efficiency in time allocation, supply and demand, etc. One can go a long way toward the understanding of economics by just learning these few key concepts.
In the Symposium (15:30-17:00), four panelists (Mr. Arai, Mr. Akamine, Mr. Shinohara and Mr. Kurasawa) discussed how to utilize economics in teaching economic subjects in class, first by expressing their opinions as follows: (1) more emphasis should be placed on the explanation of the basic role and mechanism of economic systems, institutions and policies, rather than memorization of those names and events, (2) students should be encouraged to learn the economic way of thinking and to comprehend and analyze economic and social events on their own, and (3) we all should have a better understanding of market mechanism, affecting our daily life, and the failures of markets as well as governments in reality.
Then, the panelists responded to various questions from the audience regarding moral and economics, winners and losers in competition, merits and demerits of globalization, etc.
Finally, Mr. Shinohara, representing NEE (Network of Economic Education) concluded by reflecting on the two-day seminar that this kind of activities should be continued, but next time more consideration would be given to the order and content of subjects to be covered (including "finance" in the future) , and to meet the needs of middle-school teachers and of high-school teachers separately.
At any rate, it was a good try on the part of NEE in cooperation with the Tokyo Stock Exchange group for the benefit of teachers who are eager to learn economics for more effective teaching practices in class.

References:
http://miyao-blog.blog.so-net.ne.jp/archive/20080811
http://miyao-blog.blog.so-net.ne.jp/archive/20080813

Time: 08:19 AM | Permalink

A COMPARISON OF VIEWS ON ECONOMIC ISSUES
（経済問題に関する経済学者、教育者、ジャーナリストの見解比較）

Chapter 6: “A Comparison of the Views of Economists, Economic Educators, Teachers and Journalists on Economic Issues” by William Becker, William B. Walstad, and Michael Watts (pp. 65-88)
in William B. Walstad, ed., “An International Perspective on Economic Education,” Kluwer, 1994
http://www.jstor.org/pss/1182987

E=Economists, T=Teachers, J=Jounalists; Generally Agree (Disagree)
E＝経済学者、T＝経済学教員、J＝ジャーナリスト、同意の％（不同意の％）

1.Tariffs and import quotas usually reduce general economic welfare
（関税と輸入割当ては、通常は経済厚生水準を低下させる）
E 71.3% (6.5%), T 65.5% (14.1%), J 54.8% (12.7%)

2.A large federal budget deficit has an adverse effect on the economy
（巨額の財政赤字は、経済に悪影響を及ぼす）
E 35.1% (15.7%), T 61.0% (7.3%), J 73.6% (4.6%)

3.The money supply is a more important target than interest rates for monetary policy
（金融政策の目標としては、貨幣供給のほうが利子率よりも重要である）
E 34.3% (40.1%), T 40.1% (29.4%), J 24.6% (34.7%)

4.Flexible and floating exchange rates offer an effective international monetary arrangement.
（固定レートではなく、伸縮的なフロート制の為替レートは、効果的な国際金融制度たりうる）
E 56.0% (8.4%), T 61.6% (5.1%), J 52.2% (5.2%)

5.As the USSR moves toward a market economy, a rapid and total reform would result in a better outcome than a slow transition.
（ソ連邦が市場経済に移行する際、急速かつ全面的改革のほうが、時間をかけた移行よりも望ましい結果をもたらす）
E 27.2% (40.1%), T 19.8% (50.9%), J 22.8% (44.3%)

6.Fiscal policy (e.g., tax cuts and/or expenditure increases) has a significant simulative impact on a less than fully-employed economy.
（減税や財政支出増加のような財政政策は、失業を抱えた経済に対して景気を刺激する大きな効果を持つ）
E 59.3% (9.1%), T 51.4% (14.1%), J 35.3% (’17.4%)

7.The distribution of income in the U.S. should be more equal.
（米国では、所得分配をもっと平等にすべきである）
E 48.5% (26.7%), T 35.6% (35.6%), J 35.0% (33.1%)

8.Antitrust laws should be enforced vigorously to reduce monopoly power from its current level.
（独占禁止法を厳格に適用して、独占的企業の力を現在の水準よりも弱めるべきである）
E 34.9% (27.6%), T 44.6% (17.0%), J 42.4% (21.4%)

9.Inflation is primarily a monetary phenomenon.
（インフレは主として貨幣的現象である）
E 39.7% (28.5%), T 35.0% (29.9%), J 18.5% (50.7%)

10.The government should restructure the welfare system along lines of a “negative income tax.”
（政府は社会福祉制度を改革し、「逆所得税」のような簡素な補助金制度に移行すべきである）
E 44.4% (19.0%), T 29.4% (33.3%), J 13.9% (46.0%)

11.Wage-price controls are a useful policy option in the control of inflation.
（賃金・価格統制は、インフレの制御に役立つ政策オプションである）
E 8.4% (73.9%), T 5.7% (84.8%), J 7.6% (71.9%)

12.A ceiling on rents reduces the quantity and quality of housing available.
（家賃の統制は供給される賃貸住宅の量と質を低下させる）
E 76.3% (6.5%), T 72.3% (6.2%), J 51.3% (20.0%)

13.The Federal Reserve System should increase the money supply at a fixed rate.
（連邦準備制度は、貨幣供給を常に一定の率で増加させる政策をとるべき）
E 13.4% (54.1%), T 10.2% (67.2%) J 5.5% (62.9%)

14.The level of government spending relative to GNP should be reduced.
（GNPに対して政府支出のレベルを引き下げるべき）
E 35.6% (44.6%), T 49.7% (22.0%), J 58.9% (15.1%)

15.The Federal Reserve System has the capacity to achieve a constant rate of growth of the money supply if it so desired.
（連邦準備制度は、もしそれが望ましいならば、貨幣供給を一定率で増加させる能力を持っている）
E 25.4% (36.6%), T 38.4% (26.0%), J 22.8% (37.3%)

16.Economic evidence suggests there are too many resources in American agriculture.
（米国の農業に対しては過度の資源が向けられているという経済的な証拠がある）
E 48.7% (21.3%), T 20.9% (54.2%), J 14.2% (57.1%)

17.Reducing the regulatory power of the Environmental Protection Agency would improve the efficiency of the U.S. economy.
（環境保護庁による規制の力を弱めることは、米国経済の効率性を高めるであろう）
E 10.6% (62.3%), T 11.9% (60.5%), J 12.4% (64.7%)

18.If the federal budget is to be balanced, it should be done over the business cycle rather than yearly.
（連邦予算を均衡させるとすれば、それは毎年ごとよりも、景気循環の期間を通じて図られるべきである）
E 60.1% (13.4%), T 42.4% (32.8%), J 26.1% (35.7%)

19.The cause of the rise in gasoline prices that occurred in the wake of the Iraqi invasion of Kuwait is the monopoly power of the large oil companies.
（イラクのクウェート侵攻の際に起こったガソリン価格上昇は、巨大石油会社の独占力が原因であった）
E 11.4% ‘(67.5%), T 40.7% (36.7%), J 30.8% (47.6%)

20.In the short run, a reduction in unemployment causes the inflation rate to increase.
（短期的には、失業率の低下はインフレ率の上昇を導く）
E 17.7% (39.4%), T 33.3% (35.6%), 20.2% (40.6%)

21.There is a natural rate of unemployment to which the economy tends in the long run.
（長期的に経済がそこに向かう自然失業率というものが存在する）
E 34.3% (30.8%), T 66.1% (10.7%), J 44.3% (17.3%)

22.“Consumer protection” laws generally reduce economic efficiency.
（「消費者保護」のために法律は、一般的に経済の効率性を低下させる）
E 18.3% (55.8%), T 14.1% (61.0%), J 12.7% (62.3%)

23.In the movement from a non-market economy (e.g., Poland) it is important that the ownership of productive resources be privatized at the onset.
（非市場経済から市場経済への移行においては、最初に生産的な資源の所有権を民間に移すことが重要である）
E 35.1% (23.7%), T 33.9% (14.1%), J 34.2% (16.0%)

24.A large balance of trade deficit has an adverse effect on the economy
（巨額な貿易赤字は、経済にマイナスの影響を及ぼす）
E 26.3% (33.8%), T 56.5% (11.9%), J 58.6% (10.4%)

25.Lower marginal income tax rates reduces leisure and increase work effort.
（所得税の限界税率の引き下げは、余暇を減らし、労働意欲を増加させる）
E 22.6% (43.8%), T 21.5% (50.9%), J 8.4% (60.6%)

26.The trade deficit is primarily a consequence of the inability of U.S. firms to compete.
（貿易赤字は、主として米国企業の競争力が低い結果として起こる）
E 18.1% (51.5%), T 35.6% (29.4%), J 25.2% (35.6%)

27.Reducing the tax rate on income from capital gains would encourage investment and promote economic growth.
（キャピタルゲインに対する所得税率の引き下げは、投資を刺激し、経済成長を促進するであろう）
E 21.1% (49.8%), T 44.1% (22.0%), J 40.0% (25.3%)

28.The U.S. government should retaliate against dumping and subsidies in international trade
（米国政府は、国際貿易におけるダンピングや輸出補助金に対して報復措置をとるべきである）
E 15.1% (47.6%), T 30.5% (31.1%), J 32.1% (23.2%)

This report is adopted from the following blog:
http://miyao-blog.blog.so-net.ne.jp/archive/20080412

Time: 12:14 PM | Permalink

INTERNATIONAL CONFERENCE ON ECONOMIC EDUCATION

Date: February 16 (Sat), 2008
Place: International Conference Room, Waseda University

The International Conference on Economic Education, organized by the Research Group of Economic Education, WIAPS (Waseda Institute for Asia-Pacific Studies, was held at the International Conference Room at Waseda University on February 16 (Sat), 10am - 5pm.
After Waseda Univ. Professor Michio Yamaoka gave a brief opening address, Josai Int'l Univ. Lecturer Shintaro Abe moderated the main session by first having Ms. Gail Tamaribuchi (Chair, Secondary Program, Institute for Teacher Education, University of Hawaii at Manoa) make her presentation on "Free Choice & Curriculum Decisions in U.S. Schools." She emphasized that, while economic understanding among high school studens as well as adults seems to be progressing, there is still much room for improvement, especially in some states and localities, and more efforts are needed to make economic reasonsing the 4th R in the U.S. school curriculum.
Second, Mr. Richard Rankin (Advanced Placement Economics Teacher, Iolani School, Honolulu) shared with the seminar participants some of the teaching strategies that he often use to help students remember key economic concepts such as marginal cost, opportunity cost, the role of profits, etc. He used such simple things as a red handkerchief, a lemon, a sheet of paper, a pair of scissors, etc. to make students feel and experience economic activities associated with key concepts.
Third, Ms. Kristine Castagnaro (Executive Director, HCEE) explained the "Economics Cadre" program, which was launched in September 2007 to create and support those economics teachers who might be called "economics champions" within Hawaii's public high school system. She concluded that the Economics Cadre is a realistic program under the current circumstances to encourage teachers, especially, economics champions, to advocate for inclusion of economics in the high school curriculum (see the reference below).
After lunch, the three speakers in turn took up various problems in economic education. In particular, Ms. Tamaribuchi focused on some negative impact of the "No Child Left Behind Act of 2001" on economic education, whereas Mr. Rankin talked about U.S. students' weakness as indicated by last year's national AP Economics exams and how the College Board is attempting to address those weaknesses. Finally, Ms. Castagnaro pointed out difficulties in linking native culture to economic education by sharing her experience in developing a financial literacy curriculum in relation to the native Hawaiian culture.
Free discussions and interactions between the speakers and the participants took place after the presentations as well as at the networking party. Clearly, it was a very stimulating and informative seminar for all the participants.
References:
HCEE Website: http://econed-hawaii.org/
Economics Cadre: http://econed-hawaii.org/cadre.aspx/

Time: 03:31 PM | Permalink

NEE ANNUAL MEETINGS: SEPTEMBER 2007

Date: September 15 (Sat), 2007
Place: Economics Department, Nihon University, Tokyo

After a brief opening remark by Prof. Fumio Ohtake (Osaka Univ.), a keynote speech was given by Prof. Takamitsu Sawa (Doshisha Univ.), who emphasized that what should be taught and learned in economics is the mechanism of the market economy and the way of economic thinking, and that economic education in Japan is in trouble at every level from the elementary school to college and beyond.
Then, in the first afternoon session, Prof. Inose (Hirosaki Univ.) gave an experimental class by using a manual of “Public Goods Game” (originally developed Nihon Univ. Prof. Nakagawa), where participants were divided into 10 groups ("households") to decide whether they would bear the cost of earthquake proof repairs for their condominium. The result was that about half of the households would be willing to pay, and some discussion took place as to how to interpret this result.
Comments were made by Mr. Katsuya Takahashi (Toritsu Haijima High) and Mr. Shigehiro Tanaka (Kitaku Kamiya Middle School), who appreciated this kind of game material, while pointing out some potential problems about the material in term of teachers' understanding and students' interest.
In the second afternoon session, a symposirum on "How to Support Economic Educaiton at School" was held, chaired by Prof. Hisashi Kurihara (Shinshu Univ.), with three panelists, Mr. Shin Akamine (Tokyo Stock Exchange), Ms. Ryoko Okazaki (Bank of Japan, PR Dept.) and Ms. Shinko Onizuka (Japan FP Association), who explained about their activities and materials to support various school programs in economic education. Active discussions were made among participants including Mr. Tadatoshi Asano (Yamamura Gakuen College) and Mr. Akira Arai, who emphasized the important of the role of schools and teachers in choosing available materials provided from outside.
In concluding remarks, Mr. Saegusa (Meguro Chuo Middle School) pointed out some difficulties on the school side, such as securing enough opportunities and time allocation for teacher training, and the importance of various activities organized by the Economic Education Network to help overcome those difficulties. That was also the conclusion of Prof. Shinohara (Doshisha Univ.) , who expressed his thanks to all the participants for useful discussions.
Reference:
For a Japanese summary and some pictures, see:
http://blog.so-net.ne.jp/miyao-blog/2007-09-16

Time: 01:23 PM | Permalink

How to Teach “Efficiency” to Middle/High School Students

It is rather difficult to teach such abstract concepts as "efficiency" and "optimality" to middle/high school students. The following is an idea of teaching these concepts relatively easily to students

1) Economics is a subject to "economize," that is to eliminate or minimize "waste" in our life as well as in our society.
2) Then, what is "waste"? There is some visible waste such as stockpiles of unsold goods and involuntary unemployment.
3) However, there is much more "invisible" than visible waste, such as mismatch between goods and taste and also between skills and jobs.
4) The economy is said to be "efficient," if there is no such waste in the economy. But how such an efficient economy can be realized?
5) Efficiency could be realized if there were the Almighty God who knows everything including people's taste and skills.
6) In reality, communist dictators tried to be the Almighty God, but they failed since they could not possibly know each and every individual's taste or skills. Then, is there any way the economy can achieve efficiency? The answer is "yes, there is a way."
7) That is through the free market system, in which individuals can buy goods and services in the free market, according to their taste, subject to their income, and earn income by supplying labor in the free market. The free market system can achieve efficiency as if individuals were led by the God's "invisible hand."
8) It is needless to say that in reality markets are not so free and, as a result, there is some waste existing in the economy. We should study under what conditions efficiency can be achieved or cannot be achieved, and how waste can be eliminated if it exists in the market economy.

This idea came out of the exchange of opinions in the "Open Discussion Room" (http://seadog.gifu.shotoku.ac.jp/econ-edu/gate/) on the homepage of the Network for Economic Education (http://www.econ-edu.net/).

For a Japanese version of this report, see the following:
http://blog.so-net.ne.jp/miyao-blog/archive/20070415

Time: 01:13 PM | Permalink

NEE ANNUAL MEETINGS: MARCH 2007

Date: March 17 (Sat), 2007
Place: Economics Department, Nihon University, Tokyo

After brief opening remarks by Prof. Soichi Shinohara (Head, NEE) and Prof. Harunobu Onagi (Nihon Univ.), a keynote speech was given by Prof. Shinohara, who emphasized the importance of "messages" in economic education for the purpose of educating pupils to be good citizens in modern society. After the speech, a Q&A session took place regarding how to choose appropriate topics for economic education.
Then, the general meeting was held to approve the budget and activity reports as well as the revised fiscal year cycle (9/1-8/31) and the date for the next annual meetings (9/15/2007).
In the first afternoon session, Mr. Saegusa (Meguro Chuo Middle School) gave an experimental class by using a revised version of “Beef Bowl Shop Simulation” with more factors and flexibility in decision-making.
In the second afternoon session, a panel discussion was held, led by Prof. Kurihara (Shinshu Univ.) as the coordinator, with three panelists, Mr. Kikimaru (Yokohama-ichiritsu Ichiba Middle School), Ms. Masuno (Otsuma Middle-High School) and Mr. Hotate (Tokodaki-fuzoku Kagaku-gijutsu High School), who explained about their approaches and materials to attract pupils’ attention to such economic topics as corporate stocks, income distribution, industry and corporate management, etc. . Then, Prof. Otake (Osaka Univ.), as the commentator, pointed out that some more ideas may be needed to teach pupils about social implications of the topics and episodes that are taken up in class.
Then, a lively discussion followed, and continued at the party in the reception room.
Reference:
For a Japanese summary and some pictures, see:
http://blog.so-net.ne.jp/miyao-blog/archive/20070318

Time: 12:53 PM | Permalink

Interview with Prof. William Comanor on Economic Education

Interviewee: Prof. William S. Comanor (Professor, UCLA)

On 12/29 (12/28 in Pacific Standard Time), I interviewed Prof. Comanor, who had a lot to say about economic education based on his long-time teaching experience at various schools in the US and Canada. The following is a summary of my interview with Prof. Comanor.

Summary of Prof. Comanor's Interview.
First of all, economics is a “methodology” and not a “subject matter.” When you talk about teaching economics, people think that you are talking about the economy, and that is wrong. What distinguishes economics from sociology and other social sciences is not the subject matter but rather the methodology, which can apply to any situation with scarce resources.
Second, economics emphasizes the fact that all decisions are taken under constraints. Most people tend to think that for good decisions all we need to do is think about what you want to achieve. That misses the methodology we economist use to determine optimal decisions.
In economic education, students should be taught the fact that all decisions require identification of the constraints as well as the objectives. In a more concrete terms, they should be aware of realistic constraints, whether in daily living or in future career.
In daily living, they first have to decide how much budge they have. However, all constraints are not monetary constraints. Some constraints are imposed by other people like their parents.
For their future career, students should identify their objectives for sure. But again, that is not sufficient. Just “follow your dream” could be unbelievable non-sense, unless constraints are taken into account.
Economics can tell you these important aspects of decision making, whether it is about your daily living or about your future career. I am startled by how little that is appreciated.

For a Japanese version of this report, see the following:
http://blog.so-net.ne.jp/miyao-blog/archive/20070201

Time: 04:13 PM | Permalink

Interviews with Professionals in Los Angeles

Interviewees: Mr. Sumio Miyazaki (President, Tokimec USA Inc.) and Ms. Chisako Yokoyama (Executive Director, International School of Motion Pictures)

On 12/28 (12/27 in Pacific Standard Time), I had a chance to talk to two professionals currently living in LA about education for Japanese youth. For those who are interested in economic education in Japan, it will be quite helpful and suggestive to hear the opinions of professionals actively engaging in international business as to what can be said about Japanese young people and what can be expected of them.

Summary of Mr. Miyazaki's Interview:
In the U.S., there are quite a few people who are working hard as a businessperson on one hand and as a volunteer on the other. A friend of mine, Mr. Miyazaki, is such a businessman in charge of heading the LA office of a major precision machinery company in Japan, while voluntarily offering a short-term training program for Japanese students to learn from the American way of doing business in California.
Mr. Miyazaki said that he would like participants to obtain some hints for their future careers as well as strong motivation to pursue their objectives in life, whatever career they might choose. Although the students enrolled in his program so far were "good" students by the Japanese standard, they seemed very slow and often hesitant in making their own decisions and expressiong their own opinions in response to the questions or problems given to them on the program.
Mr. Miyazaki wishes to help students overcome such a negative cultural attitude by offering a better and longer program next spring. Hopefully, there will be more programs like this to be offered for Japanese young people to grow in an international environment, and Japan needs it for its survival in the future.
Reference:
http://glocom.blog59.fc2.com/blog-date-20061228.html

Summary of Ms. Yokoyama's Interview:
Today I was invited to a party at Ms. Chisako Yokoyama, Executive Director of the International School of Motion Pictures (ISMP), and talked to her and her family as well as her students and staff members.
Ms. Yokoyama said that although the school just opened four months ago and there are still very few students admitted, she already found it important to adjust teaching programs flexibly to the need and level of individual students, who tend to have their own specialized interests and abilities, for example, in sound technology or production activities. She was pleased with the good (actually better than expected) sense and ability of her students in handling “visual” content in film-making. In fact, a student's science fiction was really great, according to Ms. Yokoyama.
She concluded by saying that “I think I will be able to enjoy teaching my students, whatever problems they or I might face in the future.” With such optimism and the family atmosphere prevailing at the party, she will surely succeed in educating students to become professional film-making specialists in Hollywood someday.
Reference:
http://glocom.seesaa.net/archives/20061228.html
Previous Interview with Ms. Yokoyama:
http://glocom.seesaa.net/archives/20060622.html
For a Japanese version of this report, see the following:
http://blog.so-net.ne.jp/miyao-blog/archive/20070107

Time: 11:25 AM | Permalink

Interview with Prof. Asahi Noguchi on Economic Education

Interviewee: Prof. Asahi Noguchi (Professor, Senshu University)
http://www.senshu-u.ac.jp/~off0010/faculty/kiz_a_01_noguti.html

On December 15, I had a talk with Senshu University Professor Asahi Noguchi at my favorite place near Shinjuku-gyoenmae, where I often meet him.
Prof. Noguchi has written a number of introductory economics books for general audience and, in that connection, he has been asked by Tokyo Metropolitan University for the last couple of years to teach an economics seminar on the university-sponsored program, “Tokyo Mirai Juku” for those high school students who are recommended by their schools as part of their entrance examination exercises.
Prof. Noguchi says that teaching such students is very satisfying himself with good results. This is not only due to the fact that those students are selected ones with high motivation, but also due to the way the seminar is organized and conducted as follows:
(1) In the initial lecture part, such introductory books as Prof. Noguchi’s book “Understanding Basic Economics From Level Zero Up” (2002) are used as textbooks to motivate students.
(2) Students are told to form small groups, and find and study their group topics (for example, the role of government, social security and taxes, fiscal and monetary policy, deflation, etc.) for their class presentation.
(3) They are advised and supported by an excellent assistant who used to be a school teacher with good understanding of high school students.
These may be helpful in teaching economics to high school students in general, but it would not be easy to motivate those who are not interested in economic issues in the first place. Prof. Noguchi suggested that one idea might be to start with such commonly interested issues as “taxes,” and go on to take up related problems such as “public finance and social security issues,” which every citizen should be aware of.
References:
Noguchi, Asahi “Understanding Basic Economics From Level Zero Up” (Zero kara wakaru keizai no kihon), Kodansha, 2002:
http://www.bk1.co.jp/product/2260210
Prof. Asahi Noguchi’s Authored Books:
http://www.bk1.co.jp/search/search.asp?kywd=%96%EC%8C%FB%88%AE
For a Japanese version of this report, see the following:
http://blog.so-net.ne.jp/miyao-blog/archive/20061217

Time: 10:44 AM | Permalink

Interview with Prof. Hiroya Ichikawa on Economic Education

Interviewee: Dr. Hiroya Ichikawa (Professor, Sophia University)
http://www.sophia.ac.jp/kokusai/kokusai/j/professors/index.html

Prof. Hiroya Ichikawa was interviewed at the Foreign Correspondents’ Club of Japan in Hibiya on December 4, and asked him about economic education in Japan.
Prof. Ichikawa, after graduating from the Economics Department at Keio University, worked for Keidanren before joining the Faculty of Liberal Arts at Sophia University, has a broad network in the business world at home and abroad. Based on his experience, he seems to have a critical view on economic education in Japan. The following is a summary of my interview with him.
First, what is the use of economic education? To answer this question, it is necessary to teach students in such a way that they can take it as their own problem in the real world, rather than studying and memorizing some pieces of knowledge at school.
For example, students should be taught such subjects as career development and job selection, income and consumption, savings and investment, life cycle and social security, etc. for the sake of their own life planning. If these issues are presented with concrete examples, students would be willing and able to acquire the ability to think logically and critically in economic terms.
Second, the treatment of business corporations in economic education needs revision, because corporations are no longer “seeking profit alone and ignoring the environment,” as seen in some textbooks. It is important to let students know the fact that both public and private institutions, including business corporations, are working together to solve environmental problems in Japan, and such knowledge would help students understand the relationship between the economy and the environment more fully.
The following are some materials on this issue published by Nippon Keidanren:
“Global Environment Charter” (1991)
http://www.keidanren.or.jp/japanese/profile/pro002/p02001.html
“Environment Appeal” (1996)
http://www.keidanren.or.jp/japanese/policy/pol094.html
“Voluntary Environmental Action Plans” (2006)
http://www.keidanren.or.jp/japanese/policy/vape

For a Japanese version of this report, see the following:
http://blog.so-net.ne.jp/miyao-blog/archive/20061207

Time: 05:14 PM | Permalink