A láthatatlan kéz – szemelvények egy metafora történetéből (The invisible hand - extracts from the history of a metaphor)

A láthatatlan kéz Adam Smith nyomán a közgazdaságtan legismertebb metaforája lett, de jelentősége és értelmezése máig megosztja a közgazdászokat és eszmetörténészeket. Az interpretációk skálája rendkívül széles: mértékadó közgazdászok szerint ez a közgazdaságtan alapeszméje, míg mások Smith ironikus tréfájának vélik. A tanulmány áttekinti a láthatatlan kéz Smith előtti használatát teológiai, politikai és irodalmi szövegekben és a hozzájuk kapcsolódó interpretációkat. Ezt követően bemutatja, hogyan alkalmazta Smith a nevezetes kifejezést a merkantilista politika ironikus és paradox kritikájaként, és miként került a 19. század végétől e metafora a Smith-olvasatokban központi helyre, majd miként vált kérdésessé ez a felfogás a 2008-as válság nyomán. ____ Adam Smith's phrase the invisible hand has become the best-known metaphor in economics, yet both its interpretation and its relevance are hotly debated by economists and intellectual historians. The range of opinions is wide: several leading economists view it as the founding idea in economics and social studies, some historians see it as an ironic jest by Smith. The study surveys the different uses of the metaphor in theological, political and literary texts before Smith and reconstructs the "invisible hand" passage in The Wealth of Nations as an ironic and paradoxical critique of mercantilist policy. A vast literature has emerged since the late 19th century treating the metaphor in various way, ranging from the description and justification of free markets to the claim that it is a purely fictitious mechanism. The critical approach to it has become stronger since the great recession of 2008.

Going beyond the rhetoric: system-wide changes in universities for sustainable societies

In October 2008, the 5th Environmental Management for Sustainable Universities (EMSU) international conference was held in Barcelona, Spain. It dealt with the need to rethink how our higher educational institutions are facing sustainability. This special issue has been primarily derived from contributions to that conference. This issue builds upon related academic international publications, which have analysed how to use the critical position of universities to accelerate their pace of working to help to make the transition to truly SUSTAINABLE SOCIETIES! This issue focus is on the ‘softer’ issues, such as changes in values, attitudes, motivations, as well as in curricula, societal interactions and assessments of the impacts of research. Insights derived from the interplay of the ‘softer’ issues with the ‘harder’ issues are empowering academic leaders to effectively use leverage points to make changes in operations, courses, curricula, and research. Those changes are being designed to help their students and faculty build resilient and sustainable societies within the context of climate change, the Decade of Education for Sustainable Development (DESD), and the UN Millennium Development Goals (MDGs). The overall systems approach presented by Stephens and Graham provides a structured framework to systematize change for sustainability in higher education, by stressing on the one hand the need for “learning to learn” and on the other hand by integrating leadership and cultural aspects. The “niche” level they propose for innovative interactions between practitioners such as EMSU is exemplary developed by all of the other documents in this special issue. To highlight some of the key elements of the articles in this issue, there are proposals for new educational methods based in sustainability science, a set of inspirational criteria for SD research activities, new course ranking and assessment methods and results of psychological studies that provide evidence that participatory approaches are the most effective way to change values within university members in order to facilitate the development and sharing of new sustainability norms.

Global economics governance in the post-crisis world

The Great Crisis has made it clear once again that avoiding the derailment of globalization of trade and finance and the protecting the globe from fragmentation call for enhanced global cooperation and an efficient, flexible and coherent system of global governance. Three interconnected levels (national, regional, and global) comprise the system of global governance. This paper is dealing with some of the main issues of global economic governance in the post-crisis world. It reveals that the turbulence and the distress of the world of the early 21st century have deeper roots and broader sources than the crisis. Global governance therefore has to respond much broader set of challenges in comprehensive framework and long term perspective.

Átmenettan és közgazdaságtan. Módszertani tanulságok egy részterület műveléséből (Transitology and economics. Methodological lessons to be drawn from work in a partial territory)

Az akadémiai székfoglaló előadás a teljesség igénye nélkül arra a kérdésre keresi a választ, hogy a posztkommunista átalakulás tanulmányozása milyen hasznosítható tanulságokkal szolgált a közgazdasági elmélet művelőinek szélesebb köre számára. Megállapítja, hogy - a világ közgazdaságtanában folyó megújulással párhuzamosan - a módszertani pluralizmus, ezen belül a történeti, az intézményi és az összehasonlító gazdaságtani közelítés visszahelyezése jogaiba, valamint az egyoldalúan csak a matematikai formalizálást előtérbe állító megoldások visszaszorulása figyelhető meg. _____ This inaugural lecture delivered on receiving membership of the Hungarian Academy of Sciences seeks, without attempting completeness, to examine what useful lessons could be drawn from study of the post-communist transformation for practitioners in wider fields of economics. It establishes that methodological pluralism, including the rights of historical, institutional and comparative economic approaches, is being relegated by the renewal taking place in world economics. This can be seen to be constricting the approaches that place mathematical formalism to the fore.

Teaching economics in Hungary after the crisis

In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education cannot exclude itself from this process.