LEADER 05520oam 2200829I 450 001 9910456037203321 005 20200520144314.0 010 $a0-415-86731-2 010 $a9786610070947 010 $a1-280-07094-3 010 $a1-134-79475-4 010 $a0-585-44738-1 024 7 $a10.4324/9780203434376 035 $a(CKB)111087026899772 035 $a(EBL)180267 035 $a(OCoLC)52421520 035 $a(SSID)ssj0000298405 035 $a(PQKBManifestationID)11226372 035 $a(PQKBTitleCode)TC0000298405 035 $a(PQKBWorkID)10361748 035 $a(PQKB)11066683 035 $a(SSID)ssj0000169216 035 $a(PQKBManifestationID)11153852 035 $a(PQKBTitleCode)TC0000169216 035 $a(PQKBWorkID)10203138 035 $a(PQKB)11362007 035 $a(SSID)ssj0001145633 035 $a(PQKBManifestationID)12528977 035 $a(PQKBTitleCode)TC0001145633 035 $a(PQKBWorkID)11123000 035 $a(PQKB)21214159 035 $a(MiAaPQ)EBC180267 035 $a(Au-PeEL)EBL180267 035 $a(CaPaEBR)ebr10058263 035 $a(CaONFJC)MIL7094 035 $a(OCoLC)1000429821 035 $a(EXLCZ)99111087026899772 100 $a20180331d1995 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHayek's political economy $ethe socio-economics of order /$fSteve Fleetwood 210 1$aLondon ;$aNew York :$cRoutledge,$d1995. 215 $a1 online resource (191 p.) 225 1 $aRoutledge studies in the history of economics ;$v3 300 $aDescription based upon print version of record. 311 $a0-415-12909-5 311 $a0-203-43437-4 320 $aIncludes bibliographical references and index. 327 $aCover; HAYEK'S POLITICAL ECONOMY: The socio-economics of order; Copyright; CONTENTS; ILLUSTRATIONS; ACKNOWLEDGEMENTS; 1 INTRODUCTION; THE ORIGIN OF THE INQUIRY INTO SOCIO-ECONOMIC ORDER; SMITH'S HEIRS; SITUATING HAYEK IN THE CONTEMPORARY CONTEXT; THE ARGUMENT OF THE BOOK IN A NUTSHELL; 2 PHILOSOPHY; EPISTEMOLOGY AND ONTOLOGY; KANT'S SUBJECTIVE-IDEALIST EPISTEMOLOGY; TWO ONTOLOGIES; EMPIRICAL REALISM; TRANSCENDENTAL IDEALISM AND POSITIVISM; CLARIFICATION OF CATEGORIES AND TERMINOLOGY7; CONCLUSION; 3 THE PHILOSOPHY UNDERLYING HAYEK II's SOCIO-ECONOMIC THEORY 327 $aHAYEK'S PHILOSOPHICAL POSITION IN NATURAL SCIENCEHAYEK'S PHILOSOPHICAL POSITION IN SOCIAL SCIENCE; CONCLUSION; 4 THE METHODOLOGY UNDERLYING HAYEK II's SOCIO-ECONOMIC THEORY; SUBJECTIVISM; HERMENEUTIC FOUNDATIONALISM; THE ACTIONS OF AGENTS ARE MOTIVATED BY IDEAS; THE NATURE OF SOCIAL WHOLES; THE GOAL OF SOCIAL SCIENCE, 1: UNDERSTANDING; THE GOAL OF SOCIAL SCIENCE, 2: EXPLANATION; METHODOLOGICAL INDIVIDUALISM AND THE COMPOSITIVE METHOD; SUBJECTIVISED POSITIVISM; CONCLUSION; 5 THE IMPLICATIONS OF HAYEK II's PHILOSOPHY AND METHOD FOR HIS SOCIO-ECONOMIC THEORY; KNOWLEDGE; EQUILIBRIUM; AGENCY 327 $aTHE TELECOMMUNICATIONS SYSTEM OF THE PRICE MECHANISMCONCLUSION; 6 HAYEK III's QUASI-TRANSCENDENTAL REALIST PHILOSOPHY; TRANSCENDENTAL REALISM; HAYEK III's QUASI-TRANSCENDENTAL REALISM; THE TRANSFORMATIONAL MODEL OF SOCIAL ACTIVITY (TMSA); A SWITCH IN THE MODE OF THEORISING; CONCLUSION: ONTOLOGY AND IMPLICATIONS OF HAYEK I, II AND III; 7 KNOWLEDGE, IGNORANCE AND SOCIAL RULES OF CONDUCT; IGNORANCE; KNOWLEDGE; THE NATURE OF SOCIAL RULES: THE EMBODIMENT OF KNOWLEDGE; 8 RULES AND THE COGNITIVE PSYCHOLOGY UNDERPINNING RULE-FOLLOWING; SOME PRELIMINARY COMMENTS ON RULES; SOCIAL RULES OF CONDUCT 327 $aRULES OF PERCEPTIONTHE ARTICULATION BETWEEN RULES OF PERCEPTION AND RULES OF CONDUCT; EXPECTATIONS; SOCIAL RULES VARY IN THE DEGREE OF ABSTRACTNESS OR GENERALITY; HAYEK III's PHILOSOPHY AND THE ROLE PLAYED BY THE MIND; CONCLUSION; 9 THE ARTICULATION BETWEEN SOCIAL RULES OF CONDUCT AND THE TELECOMMUNICATIONS SYSTEM; THE ARTICULATION BETWEEN PRICES AND RULES; THE TELECOM SYSTEM AS A STIMULUS TO KNOWLEDGE ACQUISITION; THE TELECOM SYSTEM IS EMBEDDED IN A NETWORK OF RULES; RULES AND KNOWLEDGE WHEN THE TELECOM SYSTEM IS INOPERATIVE; ADVANTAGES OF HAYEK'S CONCEPTION 327 $a10 HAYEK III's TRANSFORMATIONAL CONCEPTION OF SPONTANEOUS SOCIO-ECONOMIC ORDERTHE ARGUMENT IN SUMMARY; ONTOLOGY, METHOD, EQUILIBRIUM AND EMPIRICAL REALISM; ORDER VERSUS EQUILIBRIUM; ONTOLOGY, METHOD, TRANSFORMATION AND CRITICAL REALISM; THE MARKET PROCESS OR CATALLAXY; CONCLUSION; NOTES; BIBLIOGRAPHY; INDEX 330 $aIn a society where no central agency coordinates the human activity of producing, selling and buying, why is there order and not chaos? This fundamental question has taxed generations of economists. Hayek's notion of spontaneous order goes some way to providing an answer.
Hayek's Political Economy argues that afer explicitly rejecting positivism, Hayek was free to embrace reality and offer an explanation of the process involved in bringing about order. 410 0$aRoutledge studies in the history of economics ;$v3. 606 $aEconomics$xHistory$y20th century 606 $aAustrian school of economics$xHistory 608 $aElectronic books. 615 0$aEconomics$xHistory 615 0$aAustrian school of economics$xHistory. 676 $a330/.092 700 $aFleetwood$b Steve$f1955,$0957833 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456037203321 996 $aHayek's political economy$92170094 997 $aUNINA LEADER 03669oam 22007333 450 001 9910772089703321 005 20240501082240.0 010 $a9781317484936 010 $a1317484932 010 $a9781315709116 010 $a1315709112 010 $a9781317484929 010 $a1317484924 035 $a(CKB)3710000000841028 035 $a(OAPEN)1007818 035 $a(MiAaPQ)EBC4658950 035 $a(OCoLC)959238234 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/30168 035 $a(ScCtBLL)85076333-be83-4b53-a44c-939486d7f9c0 035 $a(oapen)doab30168 035 $a(EXLCZ)993710000000841028 100 $a20180706d2017 uy 0 101 0 $aeng 135 $auuuuu---auuuu 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aCurriculum, instruction and assessment in Japan $ebeyond lesson study /$fKoji Tanaka, Kanae Nishioka and Terumasa Ishii 205 $a1st ed. 210 $cTaylor & Francis$d2017 210 1$aLondon :$cRoutledge,$d2017. 215 $a1 online resource (154) 225 1 $aRoutledge series on schools and schooling in Asia 311 08$a9781138892514 311 08$a1138892513 327 $apt. I. Curriculum -- part II. Instruction -- part III. Assessment. 330 $aThis book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" ? a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices. Curriculum, Instruction and Assessment in Japan explores: ? Child-centered Curriculum and Discipline-Centered Curriculum ? Theories based on Models of Academic Achievement and Competency ? Various Methods for Organizing Creative Whole-Class Teaching ? Performance Assessment in Subject Teaching A good guideline for those who would like to use the idea of "Lesson Study" in order to improve their own teaching and management practices and a reference to all working in educational improvement, this book will be of interest to educators and policymakers concerned with curriculum practices or those with an interest in the Japanese education system. 410 0$aRoutledge series on schools and schooling in Asia. 606 $aEducation$2bicssc 610 $aArea Studies 610 $aAsian Studies 610 $aAsian Studies (General) 610 $aAsian Education 610 $aJapanese Studies 610 $aEducation 610 $aClassroom Practice 610 $aAssessment & Testing 610 $aTeaching & Learning 610 $aCurriculum Studies 610 $aEducation Policy & Politics 610 $aEducation Policy 610 $aInternational & Comparative Education 615 7$aEducation 676 $a375.000952 676 $a375.000952 700 $aTanaka$b Ko?ji$f1952-$01460973 701 $aIshii$b Terumasa$01460974 701 $aNishioka$b Kanae$01460975 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910772089703321 996 $aCurriculum, instruction and assessment in Japan$93661533 997 $aUNINA