How Should We Teach Economics?
If one holds to the Austrian views, writes William Anderson, teaching economics is both easier and more difficult.
If one holds to the Austrian views, writes William Anderson, teaching economics is both easier and more difficult.
"He who rejoices that peoples are turning away from liberalism, should not forget that war and revolution, misery and unemployment for the masses, tyranny and dictatorship are not accidental companions, but are necessary results of the antiliberalism that now rules the world." —Ludwig von Mises
Recorded 10/15/2004 at Radical Scholarship: The Guerrilla Movement for Liberty.
To be an Austrian has become oddly fashionable in recent days, observes Sean Corrigan, judging from the number of news reports thus describing commentators on economic and financial affairs.
The President today, writes Adam Young, is the focus of political and increasingly social life. He is presented to the public as an all-purpose master of every issue and situation, a veritable demigod in his reputation for near omniscience and infallibility.
The road to serfdom — in both Norway and America— is no coincidental detour, writes Ilana Mercer, but rather a well-charted destiny and often flows through mass political participation.
Katy Delay writes of a group of Democrats who are working to revive the "third way" fashion from the 1990s.
Moore's film strikes a universal chord within the consciousness of all people: the fear of power and the love of freedom. Eric Mattei, however, asks whether Moore's motives are rooted in liberty or detraction.
Murray Rothbard reviews the most popular selling economics textbook of all time: Paul Samuelson's Economics, and the 9th edition in particular.
The quantity theory of money at least focused on the right issue, writes Joseph Salerno. No more.