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Rediscovering The Historical Schools Part 2.
There has long been a consensus in the international community of economists that the historical approach to economics is a matter of the past. The historical schools are a phenomenon we find not only in German economic thought, although here the approach has been more prevalent. The history of econ...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bradford :
Emerald Group Publishing,
2005.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Backhaus, Jurgen. | |
| 245 | 1 | 0 | |a Rediscovering The Historical Schools Part 2. |
| 260 | |a Bradford : |b Emerald Group Publishing, |c 2005. | ||
| 300 | |a 1 online resource (79 pages) | ||
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| 505 | 0 | |a EDITORIAL ADVISORY BOARD; The Younger German Historical School and the problem of unemployment; Karl Knies, Austrians, and Max Weber: a Heidelberg connection?; Alfred Marshall versus the historical school?; The German Historical School and Russian economic thought. | |
| 520 | |a There has long been a consensus in the international community of economists that the historical approach to economics is a matter of the past. The historical schools are a phenomenon we find not only in German economic thought, although here the approach has been more prevalent. The history of economic thought of all European cultures, but also in the Americas contains fine examples of historical analysis in economics. The purpose of this analysis is, of course, to develop and refine economic theory and contrast it with immutable data, in particular with data that are rich in institutional de. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Comparative education. | |
| 650 | 0 | |a Economics. | |
| 650 | 6 | |a Éducation comparée. | |
| 650 | 6 | |a Économie politique. | |
| 650 | 7 | |a economics. |2 aat | |
| 650 | 7 | |a Comparative education |2 fast | |
| 650 | 7 | |a Economics |2 fast | |
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