The course will aim to introduce students to the origins of modern economic thought; the development of the main traditions and the differences and controversies between them, and demonstrate their contemporary relevance.

11 x 2-hour lectures

3 x 1-hour seminars

1 x 1-hour revision lecture.

None

None

ILO (covered)

Reassessments are normally available for all courses, except those which contribute to the Honours classification. For non Honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions for this course are described below. 

This course examines the history of economic ideas and the evolution of the main schools of economic thought from the eighteenth century to the present day. The aims of the course are to:

■ Trace the origins of modern economic thought

■ Explore the development of the main traditions and the differences between them

■ Introduce the main controversies stimulated by the differences between the main schools of thought with regard to their contemporary relevance

■ Demonstrate that the subject is rather more than the definition once offered that it was 'the wrong opinions of dead white men'

By the end of this course students will be able to:

1. Appreciate the history, development, and evolution of economic ideas and their contemporary relevance;

2. Critically appreciate the diversity of economic approaches and how this impacts on the advocacy of certain policies;

3. Explain the contributions of key figures in economic thought;

4. Explain the gains and losses to the discipline of the forming of different schools of thought;

5. Assess how economists have sought to apply different economic principles to applied problems and policy issues;

6. Understand the emergence of an economics canon alongside the emergence of economics as a distinct discipline.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.