Oxford University Press has partnered with the international collaborative project of CORE researchers and teachers to bring students a text and learning system that complements and enhances CORE's open-access eBook.
*offers new approach that integrates recent developments in economics including contract theory, strategic interaction, behavioral economics, and financial instability
*challenges students to address inequality, climate change, economic instability, wealth creation, and innovation
*provides a unified treatment of micro- and macroeconomics
*supports all models and concepts with evidence and real-world applications
*adapts to students' own learning styles with interactive model building
*acts as the standard for the Economic principles course at University College London, Sciences Po Paris and the Toulouse School of Economics
A new economics for the principles course
The Economy begins with social interactions using elementary game theory and institutions modelled as rules of the game. This provides the basis for a modern treatment of markets including price-making as well as price-taking, the exercise of power, and the importance of social norms and adjustment to disequilibria.
Introducing labour and credit markets with incomplete contracts allows a consistent treatment of aggregate employment and fluctuations without the need for ad hoc sticky price and wage assumptions. Banks create money by extending credit and a central bank seeks to implement a target inflation rate.
Growth and instability are illustrated from the Great Depression, through the post-war golden age of capitalism through to the financial crisis and ensuing uncertainties. Students acquire an understanding of the past and current evolution of the economy in its social and environmental context, equipping them to marshal evidence and articulate positions about contemporary policy issues.
DT Economist in Action videos by Al Roth, James Heckman, Thomas Piketty, and others give students a glimpse of what economists do and how they engage in real policy questions
DT How economists learn from facts boxes introduce students to research practice including how to identify causation using experiments and other methods
DT When economists disagree features engage the student with evidence and controversies
DT The Read more suggestions direct the reader to resources they can consult to take their learning further
DT Student-paced interactive diagrams suited to diverse learner capabilities are available within the CORE open access ebook available here: http://www.core-econ.org/
DT Multiple-choice questions (with explanations of correct and incorrect answers) allow students to self-test their understanding
DT Great Economists panels showcase a range of influential thinkers who have shaped the path of economics
DT Definitions explain important terms right where needed
DT Einsteins provide an opportunity for readers to explore the quantitative aspects of the topics under discussion in more detail
DT Online Leibniz calculus supplements provide a calculus-based course option, enhancing flexibility of use.
The Economy is further augmented by the online learning and assessment tool, Dashboard, making it the complete solution for teaching and learning the principles of economics.
Additional support resources for the lecturer include:
DT Lecture slides plus animated slides of all figures and charts
DT 250 data sets in Excel for student exercises
DT Unit by unit guides to teaching
DT Suggested course structures for standalone micro and macro, and a course for non-majors
The use of The Economy also brings to lecturers membership of a growing global network of curriculum innovators changing how economics is taught worldwide.
The best innovation in economic education that I have seen in my career. A smorgasbord of ideas that refresh our old concepts, moving our standard discourse from dismal to light, from a dehumanized science to a spirited vision of the world. * Christian Gollier a founder and former long term Director of the Toulouse School of Economics *
The text takes a refreshing new approach to giving students their first encounter with economics, with lots of data and intuitive interesting examples, but without sacrificing the key ingredients of the distinctive way economists look at the world. * Stephen Wright, Professor of Economics at Birkbeck College *
Answers an important but, astonishingly, unfilled need, for an economics text that is respectful of the world as we find it. This means a focus on both the historical foundations of current institutions and trends, but also an awareness of current empirical evidence on economic phenomena. It asks a lot of students but it also rewards their effort with a sense of empowerment * Peter Matthews, Chair of the Department of Economics at Middlebury College *
a brilliant way to introduce students to economics: it combines state of the art economic theory with a big-picture perspective on modern development * Nikolaus Wolf, Professor of Economics at Humboldt University of Berlin *
Adopting CORE gives us a competitive edge, demonstrating our commitment to cutting edge and student-focused content and delivery * Marco Gundermann, Programme Director Economics Suite of Programmes, Cardiff School of Management at the Cardiff Metropolitan University *
advances the teaching of Economics, providing a new path to the somewhat petrified pedagogical Micro-Macro structure we have become too accustomed to. I have had very positive responses from students regarding the CORE material I have used so far. I am adopting more of the CORE chapters this coming year and will run a fully CORE first year Micro module next year * Peter Backus, University of Manchester *
While conceding nothing in terms of teaching first year students key techniques, CORE addresses historical context and key contemporary debates that have for too long been neglected in the standard first year economics curriculum * Colin Jennings, Programme Director of the BA/BSc Political Economy Programme at King's College London *
Overhauling the way economics is taught ought to produce students more able to understand the modern world. Even better, it should improve economics itself * The Economist *
CORE promises to be the biggest shake-up since Paul Samuelson's Economics became the standard bearer for introductory texts in 1948 * The Times *
The members of the CORE team deserve credit for responding to the critics of economics without pandering to them. They have produced a careful but engrossing curriculum that will hopefully draw more young people into economics, and encourage them to continue their studies. (At University College London, students who took the CORE course did better in subsequent economics classes than earlier cohorts who took a more traditional introductory course.) * The New Yorker *
When 'political economy' became just 'economics', the shift came at the cost of its links to other social sciences. CORE authors explain the attempts to shift the paradigm in economics teaching and, in doing so, hope that students of the CORE course will become citizens better equipped to address the pressing problems of today. * The Wire *
1: The Capitalist revolution 2: Technological change, population and growth 3: Scarcity, work and choice 4: Social interactions 5: Property and power: Mutual gains and conflict 6: The firm: Owners, managers and employees 7: The firm and its customers 8: Supply and demand: Price-taking and competitive markets 9: The Labour market: Wages, profits, and unemployment 10: Banks, money and the credit market 11: Price-setting, rent-seeking, and market dynamics 12: Markets, efficiency and public policy 13: Economic fluctuations and unemployment 14: Unemployment and fiscal policy 15: Inflation, unemployment and monetary policy 16: Technological progress, employment and living standards in the long runCapstones 17: The Great Depression, golden age and global financial crisis 18: The nation and the world economy 19: Economic inequality 20: Economics of the environment 21: Innovation, information and the networked economy 22: Economics, politics, and public policy