By the end of winter quarter, I will have completed the economics core. Completing this six-course sequence has taught me a great deal about concepts such as optimization, efficiency and cost analysis. What I have not been taught, however, is how to analyze the moral questions that economics raises. To what extent is inequality acceptable in an economy? Is it necessary to interfere in an economy to aid individuals who are deprived of sufficient resources? To fill this vital gap in economic student’s education, the economics department should not only design ethics electives but also make an ethics of economics course mandatory for all undergraduate economics majors.
Deactivating Facebook leads to lower online activity, reduced knowledge of current events and a small bump in subjective wellness, a Stanford and New York University study found.
On Wednesday afternoon, an email sent by the Stanford “Marriage Pact” announced a second year of the experiment.
The clusters of tables and Smartboard-lined walls of this spring’s ECON 1: “Principles of Economics” classroom make it look nothing like a typical introductory lecture. And according to Marcelo Clerici-Arias, economics lecturer and Honors Program director for both economics and public policy, that’s the whole point.
In ECON 47: “Media Markets and Social Good,” award winning economist and economics professor Matthew Gentzkow hopes to help students appreciate and analyze how the media relates to social good.
Together with their teaching staff, the 13 students of Econ 183: “The Cardinal Fund” act as the wealth manager for the $1 million Cardinal Fund provided by the Stanford Student Enterprises (SSE) endowment. The class has seen questionable investment returns, but remains a unique learning experience for its members.