On the eve of a House vote on the Trump Administration’s first major Bill, The American Health Care Act, it was business as usual for Washington Democrats and their fellow travelers.
Maxine Waters was still calling for impeachment, young anarchists were still beating up senior citizens at “March 4 Trump” rallies, Chuck Schumer was still blocking Trump appointments in the Senate and Adam Schiff was still hot on the trail of a phantasmagoric Trump plot to hand the USA over to the Russians. Liberal media outlets were still hammering home the President’s negatives and much of America’s top drawer meritocracy remained opposed to a man they regard as a populist buffoon who won the Presidency with voters from the bottom end of American society.
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By Yarema Kelebay and William Brooks
Originally developed as a presentation to the 1987 Canadian School Trustees Association in Charlottetown, PEI, this paper was later published in The McGill Journal of Education Vol. 26 No. 1 (Winter 1991)
Abstract: When economics was implemented as a compulsory subject in Quebec high schools during the late 1970s, the then reigning demand-side Keynesian assumptions were written into the new curriculum. With the coming of the Austrian School’s supply-side revolution in the early 1980s, the government set economics curriculum was ideologically inhospitable to supply-side insights. This has left the current economics curriculum outdated and an obstacle to quality economics education. Curriculum reform is recommended.
The introduction of economics as a compulsory subject in Canadian high schools has occurred over the past five to ten years and it has happened at a very dynamic and volatile period in the intellectual history of the western world. So before considering what is actually taught in economics classrooms, it might be useful to consider the intellectual trends which have influenced teaching over recent decades?
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