Puralisme Dalam Ekonomi Pendidikan KONTEKSTUALISASI EKONOMI PENDIDIKAN EKONOMI

  • Slides: 13
Download presentation
Puralisme Dalam Ekonomi & Pendidikan KONTEKSTUALISASI EKONOMI & PENDIDIKAN EKONOMI DI INDONESIA MIT WITJAKSONO

Puralisme Dalam Ekonomi & Pendidikan KONTEKSTUALISASI EKONOMI & PENDIDIKAN EKONOMI DI INDONESIA MIT WITJAKSONO FE UM 29 NOPEMBER 2014

KONTEKSTUALISASI EKONOMI Apa, mengapa, dan untuk apa dipelajari? Bagaimana penerapannya? Apa dampak & kontribusinya?

KONTEKSTUALISASI EKONOMI Apa, mengapa, dan untuk apa dipelajari? Bagaimana penerapannya? Apa dampak & kontribusinya? DALAM PEMBANGUNAN NASIONAL

PARADIGMANYA … PANCASILA BHINNEKA TUNGGAL IKA UUD 1945 Menjadi Rujukan & Orientasi Kontekstualisasi Ekonomi

PARADIGMANYA … PANCASILA BHINNEKA TUNGGAL IKA UUD 1945 Menjadi Rujukan & Orientasi Kontekstualisasi Ekonomi & Pendidikan Ekonomi di Indonesia PILIHAN PALING COCOK? PLURALISME EKONOMI

APA & MENGAPA PLURALISME? Ranah Ekonomi saat ini …

APA & MENGAPA PLURALISME? Ranah Ekonomi saat ini …

Pluralisme Ekonomi … In 1992, the American Economic Review published a ‘Plea for a

Pluralisme Ekonomi … In 1992, the American Economic Review published a ‘Plea for a Pluralistic and Rigorous Economics’ (Hodgson, Mäki, and Mc. Closkey 1992, p. xxv), a petition signed by forty-four leading economists, including four Nobel laureates, calling for … “a new spirit of pluralism in economics, involving critical conversation and tolerant communication between different approaches” and demanding that this pluralist spirit be “reflected in the character of scientific debate, in the range of contributions in its journals, and in the training and hiring of economists. ”

Referensi tentang Pluralisme Ekonomi…

Referensi tentang Pluralisme Ekonomi…

[a pluralism] that regards the various “schools” of conomics, including neoclassicalism, as offering different

[a pluralism] that regards the various “schools” of conomics, including neoclassicalism, as offering different windows on economic reality, each bringing into view different subsets of economic phenomena. . . [and] rejects the idea that any school could possess final or total solutions, but accepts all as possible means for understanding real-life economic problems. (Fullbrook 2003: 8– 9)

Three understandings of “pluralism” Conception of pluralism Main Characteristics Discourse level Teleological level Regular

Three understandings of “pluralism” Conception of pluralism Main Characteristics Discourse level Teleological level Regular critique Dominance and/or survival (Monism) Occasional Containment of critique and/or engagement status quo (Pluralism of Paradigms) Constructive engagement Ecumenical integration and diversification (Pluralist Paradigm) Other paradigms Selfish Disinterested Interested are seen as illegitimate, but invincible. Other paradigms are seen as legitimate, but disconnected. Other paradigms are seen as a potential contribution. Leonhard Dobusch and Jakob Kapeller

What kind of pluralism is viable (for heterodox economists)? We argue for “interested pluralism”

What kind of pluralism is viable (for heterodox economists)? We argue for “interested pluralism” as the only viable option for heterodox economists. It is compatible with the epistemological rationale for pluralism, which is openness and awareness for potential explanations. It would allow for an accumulation of solved puzzles. It would favor heterodox economics in terms of citation metrics (where heterodox economics is fairly below its potential due to a lack of cross-school interaction; e. g. Kapeller 2009, Dobusch and Kapeller 2012). It would come close to provide a sole competitor to neoclassical economics (the number of competitors as a decisive variable in paradigmatic struggle; e. g. Sterman/Wittenberg 1999). Leonhard Dobusch and Jakob Kapeller

A “Pluralist Paradigm” as a Framework for Interested Pluralism: Some theoretical perspectives Paradigmatic Dimension

A “Pluralist Paradigm” as a Framework for Interested Pluralism: Some theoretical perspectives Paradigmatic Dimension Evolutionary. Institutional Post-Keynesian “Pluralist Paradigm” Central Aim (teleological dim. ) Fostering economic development / innovations Securing Full. Employment Insights in economic processes Central Property of Markets (axiomatic dimension) Creative destruction Effective Demand Acceptance of different hypotheses Level of Analysis (ontological dim. ) Meso-Level Macro-Level Typical applications (practical dim. ) Research on Innovation Economic Policy (fiscal/monetary) Awareness for multifacetness of social reality Integration, comparison, division of labor Leonhard Dobusch and Jakob Kapeller

How does it work in practice? Comparison between. theoretical statements Pluralist research practices /

How does it work in practice? Comparison between. theoretical statements Pluralist research practices / strategies Identical “irreversibility of action” (uncertainty, non-ergodicity) as a prominent concept in evolutionary, post-Keynesian, ecological or Austrian thought Convergent (a) Integration Compatible OO Neutral Divergent In case of different foci of analysis (Lawson, 2010) (b) Division of labour Neoclasical vs. Post-Keynesian Monetary Theory (Taylor-Rule) (d) Test of conflicting hypotheses Contradictory Leonhard Dobusch and Jakob Kapeller Keen (1995) applies evolutionary modeling to Post. Keynesian (Minskyian) ideas (c) Diversification

DAMPAK YANG HARUS DIHINDARI … In a presentation on Ordonomics, German economist Ingo Pies

DAMPAK YANG HARUS DIHINDARI … In a presentation on Ordonomics, German economist Ingo Pies illustrates the conventional view of how cultural pluralism reduces the intersection of common. . .

IMPLIKASINYA SEKARANG … 1. KAJI ULANG: KONSEP, KONTEN, METODE, MEDIA, DAN LINGKUNGAN BELAJAR EKONOMI

IMPLIKASINYA SEKARANG … 1. KAJI ULANG: KONSEP, KONTEN, METODE, MEDIA, DAN LINGKUNGAN BELAJAR EKONOMI YANG MERUJUK & BERORIENTASI PADA PS+UUD 45+BHINNEKA TUNGGAL IKA 2. KURIKULUM DI RESET SESUAI DENGAN 1. 3. SOSIALISASI & PERINTISAN MODEL-MODEL YANG LAYAK UNTUK MENERAP-KEMBANGKAN 1 & 2 4. MENGAPA POTENSI KERAGAMAN LOKAL TIDAK DIMANFAATKAN SEBAGAI “AJANG” SEKALIGUS “PRODUK PEMBELAJARAN EKONOMI” PLURALIS → “EKONOMI KERAKYATAN/PANCASILA? ” 5. PERLU DUKUNGAN NIAT & KOMITMEN SEMUA PIHAK.