Thursday, 12 November 2015

CLASSROOM PRACTICAL-ECONOMISTS



       PRACTICUM ON
NOBEL PRIZE LAUREATES:

·      Robert Merton Solow  (1987)
·      Trygve Magnus Haavelmo (1989)

   Submitted by:
                 Alphonsa Joseph
                 Social Science
                                                       
                                        



 INTRODUCTION 
 
The Nobel Memorial Prize in Economic Sciences, officially known as The Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel is awarded annually by the Royal Swedish Academy of Sciences to researchers in the field of economics. The first award was given in 1969 to Ragnar Frisch and Jan Tinbergen. Each recipient receives a medal, a diploma and a monetary award that has varied throughout the years. The award is presented in Stockholm at an annual ceremony on December 10, the anniversary of Nobel's death. Robert Merton Solow  (1987) and Trygve Magnus Haavelmo (1989) are the two eminent economists who bagged the prestigious Nobel Prize for their contributions in the field of economics.

         SIGNIFICANCE OF THE STUDY
 



Economics is the study of wealth. In our present society, we are using the economic theories and concepts for understanding the economic system. For studying about the prominent economists and their contributions to the economic theories is significant for us. Robert Merton  Solow's contribution in the model of economic growth and Trygve Magnus Haavelmo’s contribution to the field of econometrics and his probability theories are highly influential and useful for economic analysis. They are awarded the Nobel Prize for their contributions and the study about their contributions are important for the present society.




          ROBERT MERTON SOLOW

 BIOGRAPHY
 
Robert Solow was born in Brooklyn, New York in a Jewish family on August 23, 1924, the oldest of three children. He was well educated in the neighborhood public schools and excelled academically early in life. In September 1940, Solow went to Harvard College with a scholarship at the age of 16. At Harvard, his first studies were in sociology and anthropology as well as elementary economics.
 
By the end of 1942, Solow left the university and joined the U.S. Army. He served briefly in North Africa and Sicily, and later served in Italy during World War II until he was discharged in August 1945. 

He returned to Harvard in 1945, and studied under Wassily Leontief. As his research assistant he produced the first set of capital-coefficients for the input-output model. Then he became interested in statistics and probability models. From 1949–50, he spent a fellowship year at Columbia University to study statistics more intensively. During that year he was also working on his Ph.D. thesis, an exploratory attempt to model changes in the size distribution of wage income using interacting Markov processes for employment-unemployment and wage rates. 

In 1949, just before going off to Columbia he was offered and accepted an Assistant Professorship in the Economics Department at Massachusetts Institute of Technology. At M.I.T. he taught courses in statistics and econometrics. Solow's interest gradually changed to macroeconomics. For almost 40 years, Solow and Paul Samuelson worked together on many landmark theories: von Neumann growth theory (1953), theory of capital (1956), linear programming (1958) and the Phillips curve (1960).

Solow also held several government positions, including senior economist for the Council of Economic Advisers (1961–62) and member of the President's Commission on Income Maintenance (1968–70). His studies focused mainly in the fields of employment and growth policies, and the theory of capital. He is particularly known for his work on the theory of economic growth that culminated in the exogenous growth model named after him.
In 1961 he won the American Economic Association's John Bates Clark Award, given to the best economist under age forty. In 1979 he served as president of that association. In 1987, he won the Nobel Prize for his analysis of economic growth and in 1999, he received the National Medal of Science. In 2011, he received an honorary degree in Doctor of Science from Tufts University.

Solow is Founder of the Cournot Foundation and the Cournot Centre. After the death of his colleague Franco Modigliani, Solow accepted an appointment as new Chairman of the I.S.E.O Institute, an Italian nonprofit cultural association which organizes international conferences and summer schools. He is a trustee of the Economists for Peace and Security.
  
   ECONOMIC CONTRIBUTIONS
 
Solow's model of economic growth, often known as the Solow-Swan neo-classical growth model as the model was independently discovered by Trevor W. Swan and published in "The Economic Record" in 1956, allows the determinants of economic growth to be separated out into increases in inputs (labour and capital) and technical progress. Using his model, Solow (1957) calculated that about four-fifths of the growth in US output per worker was attributable to technical progress.

Solow also was the first to develop a growth model with different vintages of capital. The idea behind Solow's vintage capital growth model is that new capital is more valuable than old (vintage) capital because new capital is produced through known technology. Within the confines of Solow's model, this known technology is assumed to be constantly improving. Consequently, the products of this technology (the new capital) are expected to be more productive as well as more valuable. The idea lay dormant for some time perhaps because Dale W. Jorgenson (1966) argued that it was observationally equivalent with disembodied technological progress, as advanced earlier in Solow (1957). 

Since Solow's initial work in the 1950s, many more sophisticated models of economic growth have been proposed, leading to varying conclusions about the causes of economic growth. In the 1980s efforts have focused on the role of technological progress in the economy, leading to the development of endogenous growth theory (or new growth theory). Today, economists use Solow's sources-of-growth accounting to estimate the separate effects on economic growth of technological change, capital, and labor. 

Solow currently is an emeritus Institute Professor in the MIT economics department, and previously taught at Columbia University.



TRYGVE MAGNUS HAAVELMO

BIOGRAPHY

Haavelmo was born in Skedsmo near Oslo, Norway, in the year 1911. After completing his primary education, he, in 1930, enrolled at the University of Oslo, eventually graduating with a degree in economics.

On the recommendation of Ragnar Frisch, Haavelmo joined Frisch’s Institute of Economics as one of his assistants. He was then appointed the head of computations in the institute, in the year 1935. The next year, along with Jerzy Neyman and Egon Pearson, he studied at the department of statistics at the London University College. From 1938 to 1939, he served as a lecturer in Statistics at the University of Aarhus. From 1942-1944, he worked as a statistician at Nortraship’s office in New York and after that he became a commercial secretary at the Norwegian Embassy in Washington D.C, where he worked for two more years. During this period, he worked and published his most notable work on econometrics on which his fame lasts to this day.

He then returned to Oslo and took up a job in the trade department and stayed in the University of Oslo till 1979. During his tenure as a professor, his research interests turned to economic theory and published a book titled ‘A Study in the Theory of Economic Evolution’, which was considered to be quite innovative and methodological. It was an excellent study of economic underdevelopment of a country in relation to other countries.

His probability approach in econometrics introduced a basis of probability in the analysis of economic relations. He is particularly known for his work in identification problems and analysis of economic equations. His ideas and theories became an important factor in the research activity at the Cowles Commission, where he worked in 1946, in Chicago. He worked as the head of a division under the Ministry of Finance in Norway, where his job involved coordinating and implementing the post-war planning regime. He also had theoretical interests in macroeconomics. In 1954, his work, ‘A Study in the Theory of Economic Evolution’ brought forward a new approach to economic development issues. In 1960, he published a book titled, ‘A study in the Theory of Investment’, which was linked to the supply side of the capital goods market. Both of these works brought him credit and recognition to some extent.

Death

Trygve Haavelmo died at the age of 87, on July 28, 1999, in the city of Oslo, Norway

ECONOMIC CONTRIBUTIONS

His main contributions were the two articles, one which showed the statistical implications of simultaneous equations and the other which bases econometrics firmly on probability theory. His temporary stay in the US resulted in the book entitled ‘The Probability Approach in Econometrics’. In this he penned many of the methods, which were used in economics but theorized that all these techniques were deceptive. Economics had not acknowledged the interaction of multiple economic relations and economic laws were not rigid. 

His major contribution was the introduction of a new approach to approximate economic relations by applying mathematical statistics. After this he continued developing his interest towards economic theory. His book ‘A Study in the Theory of Economic Evolution’ dealt with the study of the causes of underdeveloped economy of a specific country in comparison to others. His contribution in the area of economics was the ‘Balanced Budget Multiplier Theorem’, which was a new approach in the business cycle theory.

Another major contribution was the ‘Theory of Investment’. His book entitled ‘A Study in the Theory of Investment’ coined the demand for the actual capital, the indisposition in the modification of the real capital. His work and writings on the investment behavior and on environmental economics have inspired further research work, which has led to the development of new theories.  

Trygve Haavelmo was received the Nobel Prize in 1989. He is believed to be the first Nobel Prize awardee for the econometric work. Econometrics is the application of mathematics, statistical methods, and computer science, to economic data and is described as the branch of economics that aims to give empirical content to economic relations. More precisely, it is "the quantitative analysis of actual economic phenomena based on the concurrent development of theory and observation, related by appropriate methods of inference."
He spent a majority of his life in relative obscurity until he received the Nobel Prize and shot to limelight, particularly in his native Norway. Thereafter, he tried his utmost to avoid publicity and public debate. He was also an excellent teacher continuing for two generations and hence, had a great influence on succeeding Norwegian economists. His students considered him their role model and most of them dreamt of following in his footsteps.
Throughout his life he had motivated many students to pursue economics as their field of interest. His intelligence and keen interest in the study of economics gave rise to innovative approaches for the development of economic issues. He opened up econometrics with special emphasis on mathematics and statistics in the formation of economic theories. Taking his work into account he has carved a prominent position for himself in economics. Continue reading to learn more of his life and works.

Judea Pearl wrote “Haavelmo was the first to recognize the capacity of economic models to guide policies” and “presented a mathematical procedure that takes an arbitrary model and produces quantitative answers to policy questions”. According to Pearl, “Haavelmo's paper, ‘The Statistical Implications of a System of Simultaneous Equations’ marks a pivotal turning point, not in the statistical implications of econometric models, as historians typically presume, but in their causal counterparts.

 Haavelmo’s Probability Approach

The probability approach has been one of his key works, regarded as one of his major contributions. The approach deals with the fact that one should foresee existing economic data as being ‘a sample selected by nature’ and is governed by the reality, which was unnoticeable. He indicated that the validity of economic theories can be tested by framing the theoretical model to the statistical relationships. 

The approach signifies that the relationship between theory and reality is similar to the relationship between the observed data and that reality. This approach gives a conclusive statistical theory that if we effectively say that we have ‘reproduced’ another ‘natural drawing’ from the reality then the theoretical relationships are more or less true.




ASSIGNMENT ON SOCIAL SCIENCE - ICT AND CONSTRUCTIVIST APPROACH IN SOCIAL SCIENCE



     ASSIGNMENT


TOPIC: 

ICT AND CONSTRUCTIVIST APPROACH IN SOCIAL SCIENCES: SCOPE AND CHALLENGES

SUBMITTED BY:
              ALPHONSA JOSEPH
              SOCIAL SCIENCE



Introduction

The rapid development of information and communication technology has great implications for the constructivist approach to teaching social science. It offers a tremendous amount of information, tools for creativity and development, and various environments and forums for communication. Within a student-centered curriculum, the study is based on student performance or research and new technology tools provide many opportunities for students and teachers to build knowledge in an engaged setting.

Significant changes brought in the social, economical and cultural areas of society necessitated the need for new ways of literacy and new forms of expertise, often referred to collectively as 21st century learning. This learning involves critical thinking and problem solving, communication and collaboration, creativity and innovation, information, media and technology skills,  life and career skills. 

Constructivist practices have been predicted as the most suitable use of ICTs, and it has been widely assumed that the introduction of ICT will be accompanied by the adoption of this approach to teaching. In the literature on ICT in teaching, the term 'constructivist practices' refers to student centred learning, where there is teacher-student and student-student collaboration and co-construction of knowledge, in contrast to teacher-centred practice which involves explicit instruction, knowledge transmission, linear knowledge development, and more directly observable learning outcomes. There is no doubt that new educational technologies are always charged with exciting pedagogical properties and there is an understanding of the type of knowledge that its learners ideally need to develop for the 21st century. 

Constructivist Learning Theories

Constructivism proposes that learning environments should support multiple perspectives or interpretations of reality, knowledge construction, and context-rich, experience-based activities.Now there are various sources for  innovative ideas on teaching and learning. Students are now learners who come to the classroom with their unique backgrounds, experience, conceptual understanding, learning styles and personal circumstances. Teachers now become learning facilitators rather than reservoirs of knowledge. Psychology of learning has shifted from behaviorism to cognitivism and to constructivism.
The guiding principle of constructivist learning theories is the learner’s own active initiative and control in learning, and personal knowledge construction, i.e. the self-regulation of learning.  The student does not passively take in knowledge, but actively constructs it on the basis of his/her prior knowledge and experiences.

The learner’s learning activities should be directed at examining his own prior conceptions and relating it to the new knowledge. The learning environment should provide the learner with opportunities to test and try out his new conceptual understanding in various applied circumstances like problem solving. Constructivism can therefore be contrasted with objectivism, the traditional view that knowledge is an external entity with an absolute value which can be transferred from teacher to learner.

A learner encounters a situation, acts on it and then thinks about what he has done, makes inferences from the experience, determines implications, and retains the experiences and reflections. The social constructivism focuses on knowledge, being a product of activity, is situated in context and culture. Knowledge is constructed and communicated through culture and social institutions, and therefore the dimensions of constructivist learning theories can be differentiated by examining the significance of the individual and the environment in the process of knowledge construction.

It was Vygotsky who pioneered a sociocultural approach to understanding cognitive processes in childhood development. He studied how social and cultural interactions were critical to cognitive functions. He believed that it is the need to interact and communicate in socio-cultural context that makes human cognitive development intellectual and distinct from animal cognition. By highlighting the effects of social interactions on cognitive development, Vygotsky revealed a critical role that external activities play in sparking internal mental constructions. Understanding this interplay is at the heart of the paradigm of constructivism.

Vygotsky’s Zone of Proximal Development(ZPD) emphasizes his belief that learning is fundamentally a socially mediated activity. This zone is defined as the distance between a child’s “actual developmental level as determined by independent problem solving” and the higher level of “potential development as determined through problem solving” under adult guidance or in collaboration with more capable peers. Vygotsky argued that instruction should be tied more closely to the level of potential development than to the level of actual development.

Constructionists claim that learners construct knowledge most naturally
and completely while they are constructing some artifacts. It is the idea of mental construction. Active learning involves using knowledge and skills to generate a product and this involve investigating to create a solution to a problem. A teaching strategy with ICT enabled the generative learning.

Realistic problems allow students to take ownership of their solutions, develop deeper, richer knowledge structures, require more systematic problem solving methods, and are more likely to benefit from collaborative efforts. Collaboration with fellow students can have several benefits to learning. Students can encounter different points of view which may identify ineffective solutions to problems, clarify misconceptions, and give rise to synergistic insights. Group members must understand their different roles and learn to accommodate conflicting ideas. This reinforces individual responsibility and has been shown to have positive effects on motivation to learn.

ICT and the Constructivism- A Paradigm Shift

There is wide consensus in education that learning is no longer seen simply as the result of a transmission of knowledge. Nowadays pedagogical strategies employed in the current ICT-based learning are linked to constructivist paradigm. According to constructivism, knowledge is considered to be socially and individually constructed, learning is the acquisition of meaningful competences in a realistic context, learning is advanced through interactive and authentic experiences that dovetail with the interests of the student and through active learning. So the focus is on the development of a suitable environment for constructing knowledge rather than for its transfer.

In such an environment the use of ICT can trigger constructivist innovation in the classroom contributing to the realization of meaningful authentic, active-reflective and problem-based learning, a method that challenges students to "learn how to learn", students seek solutions to real world problems, which, based on an ICT framework, are used to engage their curiosity and initiate learning, leading so to critical and analytical thinking.

The constructivist education philosophy aims at a school where students learn how to learn, in a learner-centered environment with emphasis on learning through discovery and exploration and on experiences in the development of problem-solving strategies. The ICT used teaching learning best deals with this objective of education.

ICT & Constructivism in Social Studies

Meaningful learning of social studies content, skills, and values through a constructivist approach is designed to help teachers to facilitate students development into problem solving and decision making who take an active role as citizens of their world. The appropriate ICT-enhanced activities, critical examples and strategies that can be applied in the study of social science and practiced constructivist innovation. It provided opportunities to examine how ICT can be used to promote a constructivist, learner-centered approach to learn social science subjects.

It is designed the strategies for teaching powerful social studies, the structure of the knowledge to be learned and the theory and research explaining meaningful learning in social studies.  The students need to construct knowledge in their own minds for it to be meaningful to them. ICT offer a range of different tools for use in the school activities like projector based learning, audio visual learning, social issues based learning, computer controlled microscope and map, publishing and presentation system etc. 

The ICT enabled social science class is the basic motivating factor for the students to work with more interest and zeal. The students also got the clear image about the subject matter. The clear ideas were formed  when we see, hear and touch with our direct experiences. These direct experiences will be concrete and permanent in the minds of the students.

The use of ICT in social science classes gave the freedom to the students to learn in an effective environment. ICT used learning is great scope for children to talk, laugh,critique and comment upon the subject matter. ICT used constructive learning give variety in the learning environment as well as in the subject matter. The students got sensory experiences through the visual and hearing mediums. Which will enable them to remember and recollect whenever necessary. ICT provide real life experiences to the students. It promotes realism and it is the antidote to the verbal instruction. ICT used social science study is more effective and pupil centered.

The constructivist use of ICT in social science teaching will gives:
·       Emphasis on learning rather than instruction
·       The learning is considered asa process
·      The priority should be given to how to learn the social science subjects and how can we imbibe the objectives of studying social science
·       It promotes the instinctive curiosity of the learners
·       It promotes the spirit of enquiry
·       The learners can construct their own mental models for studying the subjects
·       It promotes the ability of exploration though the use of internet and computer facilities.
·       The students can experience the learning rather than a mere rote learning
·       It gives more priority to the social contexts which the students are living
·       It encourages the cooperative and collaborative learning and promotes group activity and communication among students and between the teacher and students
·       It is based on the strong psychological principles and caters the individual difference of the learners.
·       It gives the opportunity for the learners to create, construct and enlarge new ideas and concepts in their learning.


The Scope for ICT-enhanced Constructivist Learning

ICT-enhanced constructivist classroom practices, however, demand that teachers play a new role. This means that opportunities, like exposure to a number of critical examples and experience in designing ICT-based activities and integrating them in their classroom practice in constructivist ways are of great priority. The aim is to convince teachers for the potentiality of ICT as constructivist learning tool through their own personal experience. For this reason the development and implementation of appropriate courses is very important for the teachers’ professional development and crucial for the success of innovative approaches using ICT.

Teachers need to go beyond traditional approaches and become acquainted with new methods in order to get a clear understanding of the educational functionality of technological tools in their educational practices. The approaches to staff training include the need for awareness of the advantages and possible difficulties of the proposed methods for school learning and usage of settings and tools for training similar to those expected to be used in classrooms in the sense of learning by doing and applying the new knowledge in real learning contexts.

Challenges of ICT and Constructivist Approach

With the wider scope of ICT and constuctivist approach in teaching, we need to rethink whether we really want constructivist practices as our aspiration or whether our aspiration should be learning conducive to our current society. The teachers can prepare students for life and work in our current society without using constructivist practices. A single-minded pursuit of constructivist practices alone may actually be a hindrance to learning and may obstruct the opportunity for teachers and school leaders to learn about what meaningful pedagogy with ICT might be.

Conclusion

The generalized adoption of constructivist teaching practices in schools is unlikely to be achieved simply through the extensive resourcing of ICT in schools. It would most likely require a shift in emphasis within the syllabus, from specific content knowledge towards non-cognitive outcomes, values and citizenship education, as well as a strong emphasis on informal learning. Professional development in support of these constructivist practices would also need to allow for the depth and complexity of teachers' commitment to their current approaches to teaching and unearth the inherent innovative intellectual and creative potentials of the students ,thus enabling them to ponder and critique on the prodigious steams of universal knowledge.