...Matthieu Ballandonne Kenneth J. Arrow's 1962 article “The Economic Implications of Learning by Doing” is considered a seminal contribution to endogenous growth theory. However, no history of its origins has been written yet. We aim to fill this gap by studying the genesis of Arrow's article...

... of technological change, and continuous “learning by doing.” In the last two decades, CEPAL’s interest has focused on issues of inequality in the global region that is still the most unequal in the world. Correspondence may be addressed to Joseph L. Love, 922 West Armory Ave., Champaign, IL 61821; e-mail: j...

...,metaphorically and literally. As one might expect,then,I learned to read Smith like Samuelson (1987) argued one should. I began doing so as an undergraduate. With my college mentor I wrote two papers that sought to show how Smith thought of topics as apparently disparate as the provision of streetlights...

... this by comparing two kinds of time-based schedules. Sup- pose you start a sixty-second timer after each food delivery and do not reward a peck until sixty seconds have passed (a fixed-interval schedule). As you might expect, once the animal has learned, he waits perhaps thirty seconds after each reward...

... economics as if one all-encompassing theory had been discovered. She saw her responsibility as one of developing life- time thinkers who would learn economics by actually doing economics in different circumstances. A neoclassical economist might object that indeed there are consid- erable...

... in traditional economic ways how well they do. The risk is that we will learn next to nothing because the subjects do not have enough clues for mapping out any directions. My summary draws on several of our papers. One of our recent papers, by the way, was turned down by a journal edited near freshwater...

... of economics as part of the history of science, and should stop trying to be philosophers. The controversial part of her pa- per and its central thesis is her argument that historians of economics should not try to communicate with economists on the grounds that the latter do not care about...

... Pirenne. I was interested in ancient history in those days, and Pirenne had an economic interpretation of the end of the Roman Empire in Western Europe and the advent of the Dark Ages that was exciting for me. So I wanted to learn some economics, but hadn’t got around to actually doing so. In those...

... of Harvard graduate students were exposed to Chamberlin’s classroom exercise, apparently I was the only one of them who ultimately carried further the idea of doing experiments in economics. (3) Anyone who was familiar with what economists were doing circa 1952, and we were at the heart of learning...

...Marina Bianchi How to Learn Sociality: True and False Solutions to Mandeville’s Problem Marina Bianchi What do we know about cooperation? Or of the coordinating role of institutions, such as market, money, and competition? Mainstream economic theory has encouraged us to take...

..., Theodore Roosevelt's antitrust policy, and Xi Jinping. I'm grateful that I get paid to do something I love, which is to learn new things and then explain them to others in a clear and, I hope, entertaining way. Nearly everything I know about economics, I have learned on the job. I took just one year...

... from John Strachey’s What Are We to Do? relative to the workers’ struggles in the realm of ideas. It is significant that the British worker, loath to learn from the German, re- jects Kant’s “What ought I to do?” The British worker knows what he will al- ways do, without any remorse...

..., this issue). What explains this homogenization? I would submit it is because we actually are, in a very important sense, scientists. We do learn from experience, and we learn techniques that enable us to learn better from experience, and so over time the stock of widely accepted wisdom grows...

... setting. Dealers have a false struc- tural conjecture of demand and also do not know the value of the param- eters. They learn using market signals at set prices to update their OLS estimates of the latter. Simulated price dynamics is quite volatile at first, but over time converges. Ulrich Witt...

... to Microeconomics. Journal of Economic Literature 8 : 405 -34. Siegfried, John, and Wendy Stock. 2004 . The Market for New Ph.D. Economists in 2002. American Economic Review 94.2 : 272 -85. Stock, Wendy, and W. Lee Hansen. 2004 . Ph.D. Program Learning and Job Demands: How Close Is the Match...

... of ideas. It is significant that the British worker, loath to learn from the German, re- jects Kant’s “What ought I to do?” The British worker knows what he will al- ways do, without any remorse of conscience: Act always in such a manner as will result in the highest wage possible. In this study...

... to be, first, a compound of empirically unconstrained mathematical restrictions and, second, some fuzzy notion of moral common sense. If we break the link between observed choice and our judgment about that choice, what reason do we have to believe that these judgments have a mathematical content...

.... 1978 . The Rise and Fall of Economic Growth . Melbourne : Longman Cheshire . Arrow K. 1962a . “ The Economic Implications of Learning by Doing .” Review of Economic Studies 29 : 155 – 73 . ———. 1962b . “ Economic Welfare and the Allocation of Resources for Invention...

... and experimentation with high technology, permission to offer a new elective in the fall of 1989 was secured with little more than a short paragraph for course description and a promise to think about what to teach in such a course and how to do it. Teaching was not distinguish- able from learning. Although...

... New Navy Device Learns by Doing; Psychologist Shows Embryo of Computer Designed to Read and Grow Wiser. Later the same year, the New Yorker was celebrating a new electronic brain able to interact with its environ- ment, forming concepts that have not been made ready for it by a human agent (Mason...