http://www.econ-edu.net/blog/ en Copyright 2008 Mon, 08 Sep 2008 09:59:28 +0900 http://www.sixapart.com/movabletype/?v=3.2-ja-2 http://blogs.law.harvard.edu/tech/rss http://www.econ-edu.net/modules/tinyd3/index.php?id=35 For Photos and a Japanese version of this report, see: http://miyao-blog.blog.so-net.ne.jp/archive/20080907]]> http://www.econ-edu.net/blog/2008/09/report_8.html http://www.econ-edu.net/blog/2008/09/report_8.html 3. REPORT Mon, 08 Sep 2008 09:59:28 +0900 http://miyao-blog.blog.so-net.ne.jp/archive/20080811 http://miyao-blog.blog.so-net.ne.jp/archive/20080813]]> http://www.econ-edu.net/blog/2008/08/report_7.html http://www.econ-edu.net/blog/2008/08/report_7.html 3. REPORT Thu, 14 Aug 2008 08:19:23 +0900 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]]> http://www.econ-edu.net/blog/2008/04/report_6.html http://www.econ-edu.net/blog/2008/04/report_6.html 3. REPORT Sat, 12 Apr 2008 12:14:19 +0900 http://econed-hawaii.org/ Economics Cadre: http://econed-hawaii.org/cadre.aspx/]]> http://www.econ-edu.net/blog/2008/02/report_5.html http://www.econ-edu.net/blog/2008/02/report_5.html 3. REPORT Mon, 18 Feb 2008 15:31:18 +0900 http://blog.so-net.ne.jp/miyao-blog/2007-09-16]]> http://www.econ-edu.net/blog/2007/09/report_4.html http://www.econ-edu.net/blog/2007/09/report_4.html 3. REPORT Mon, 17 Sep 2007 13:23:40 +0900 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]]> http://www.econ-edu.net/blog/2007/04/proposal_1_1.html http://www.econ-edu.net/blog/2007/04/proposal_1_1.html 5. PROPOSAL Mon, 16 Apr 2007 13:13:05 +0900 http://blog.so-net.ne.jp/miyao-blog/archive/20070318 ]]> http://www.econ-edu.net/blog/2007/04/report_3.html http://www.econ-edu.net/blog/2007/04/report_3.html 3. REPORT Mon, 02 Apr 2007 12:53:51 +0900 http://blog.so-net.ne.jp/miyao-blog/archive/20070201]]> http://www.econ-edu.net/blog/2007/02/interview_4.html http://www.econ-edu.net/blog/2007/02/interview_4.html 4. INTERVIEW Fri, 02 Feb 2007 16:13:26 +0900 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 ]]> http://www.econ-edu.net/blog/2007/01/interview_3.html http://www.econ-edu.net/blog/2007/01/interview_3.html 4. INTERVIEW Tue, 09 Jan 2007 11:25:17 +0900 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 ]]> http://www.econ-edu.net/blog/2006/12/interview_2.html http://www.econ-edu.net/blog/2006/12/interview_2.html 4. INTERVIEW Tue, 19 Dec 2006 10:44:23 +0900 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 ]]> http://www.econ-edu.net/blog/2006/12/interview_with_prof_hiroya_ich.html http://www.econ-edu.net/blog/2006/12/interview_with_prof_hiroya_ich.html 4. INTERVIEW Thu, 07 Dec 2006 17:14:29 +0900 http://blog.so-net.ne.jp/miyao-blog/archive/20061116 ]]> http://www.econ-edu.net/blog/2006/11/report_2.html http://www.econ-edu.net/blog/2006/11/report_2.html 3. REPORT Mon, 27 Nov 2006 11:44:54 +0900 http://blog.so-net.ne.jp/miyao-blog/archive/20061111 Day 2 (November 12) 9:30-11:00 Ideas by Academics and Business 11:15-12:00 Key Words in Economic News 13:00-15:00 Class Practice Reports 15:00-16:45 Open Discussion and Conclusionb Workshop (Day 2) Summary: In the first session of the second day, there were some teaching ideas presented from academia and business. Mr. Fumio Otake (Osaka Univ.) pointed out that "methods to avoid waste" and "systems to make people work diligently" should be taught in economic education for middle/high school students, and to study jobs and salaries might be quite effective in attracting students' attention. And Mr. Masaki Asano (Nomura Research Institute) emphasized "communication skills" as a key element for human resource development in business as well as "visions" and "missions" as motivating factors for future prospects. In the next session "Key Words in Economic News," Mr. Naoji Kumagai (Nomura Research Institute) explained the word "CSR" (Corporate Social Responsibility) with multiple meanings in various dimensions in Japan. Afterwards, some questions were raised as to whether the definition of CSR in Japan is too wide and what "School Social Responsibility" would mean. In the afternoon session "Class Practice Reports," three teachers presented their practice in class: (1) Mr. Miyoshi Tanmatsu (Ikeda-shi Hosokawa Middle School) reported on students' activities to help revitalize their neighborhood business district as part of a "Business Practice Course." (2) Mr. Masayuki Kawase (Sapporo-shi Asahigaoka High School) explained a "Consumer Education Course" with team teaching to develop appropriate teaching materials for middle and high school students based on their experience and/or their interest. (3) Mr. Kazuyuki Kawahara (Higashi Osaka-shi Education Center) took up a number of topics that interest students as daily affairs in their real life, and explained how to motivate students to learn in class by showing a video on his actual classes. In the final session "Open Discussion," Mr. Takenori Inose (Hirosaki Univ.) summarized various issues discussed regarding economic eductaion, and many participants expressed their appreciation for information exchange and human interaction at the two-day workshop. Then, Mr. Fumio Otake (Osaka Univ.) gave the closing address, in which he emphasized the role of the Network for Economic Education for problem sharing, practical knowledge sharing, teaching material development, online and offline information exchange, etc., leading to future prospects for the Network. For pictures, see the following: http://blog.so-net.ne.jp/miyao-blog/archive/20061113 ]]> http://www.econ-edu.net/blog/2006/11/report_1.html http://www.econ-edu.net/blog/2006/11/report_1.html 3. REPORT Tue, 14 Nov 2006 22:27:13 +0900 http://www.edu.city.kyoto.jp/sogokyoiku/ Participants: Teachers and Specialists on Economic Education Capacity: 50 participants Hosted by: Network for Economic Education Yomiuri Shimbun Supported by: Kyoto-shi Kyoiku Iinkai Nihon Keizai Kyoiku Center Fees: Free of Charge Program: 9:00 - 9:15 Opening Address 9:15 - 10:30 I. How to Structure Economic Education Curricula 10:30 - 10:45 Break 10:45 - 11:45 Discussion 11:40 - 12:40 Lunch 12:40 - 13:30 II. Education Policy and Economic Education 13:30 - 14:10 Discussion 14:10 - 14:25 Break 14:25 - 15:25 III. Model Course: Simulation Material 15:25 - 16:00 Discussion 16:00 - 16:15 Break 16:15 - 17:15 IV. General Discussion 17:15 - 17:30 Closing Address For more information, send e-mail to: contact@econ-edu.net ]]> http://www.econ-edu.net/blog/2006/10/announcement_2.html http://www.econ-edu.net/blog/2006/10/announcement_2.html 2. ANNOUNCEMENT Tue, 24 Oct 2006 10:30:44 +0900 contact@econ-edu.net ]]> http://www.econ-edu.net/blog/2006/09/announcement.html http://www.econ-edu.net/blog/2006/09/announcement.html 2. ANNOUNCEMENT Fri, 29 Sep 2006 18:47:36 +0900