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on Evolutionary Economics |
| By: | Gebhard Kirchgässner |
| Abstract: | The weak rationality principle is not an empirical statement but a heuristic rule how to proceed in social sciences. It is a necessary ingredient of any understanding’ social science in the Weberian sense. In this paper, first this principle and its role in economic theorizing is discussed. It is also explained why it makes sense to use a micro-foundation and, therefore, employ the rationality assumption in economic models. Then, with reference to the ?bounded rationality’ approach, the informational assumptions are discussed. Third, we address the assumption of self-interest which is often seen as a part of the rationality assumption. We conclude with some remarks of handling the problems of ?free will’ as well as ?weakness of the will’ within the economic approach. |
| Keywords: | Rationality, Self Interest, Micro-Foundation, Bounded Rationality |
| JEL: | B41 |
| Date: | 2004–12 |
| URL: | http://d.repec.org/n?u=RePEc:usg:dp2004:2004-13&r=evo |
| By: | JS Armstrong (The Wharton School - University of Pennsylvania) |
| Abstract: | Experiential learning refers to learning which uses the learner’s experience as a base. This definition implies an active and personal approach to learning. A more operational definition is provided below. While experiential learning has been gaining rapidly in popularity, the evidence on its value is mixed. Wolfe [1] presents evidence suggesting that experiential learning is not superior to traditional methods for transmitting knowledge. Similar results were found by Cherryholmes [2] in a survey of what would appear to be experiential methods; participants did not learn more facts, nor did they retain more facts, nor did they develop more critical thinking abilities. On the other hand, the participants did report more interest in the subject and there was more attitude change. Rather than asking whether experiential learning is superior, one might recast the question in terms of when experiential learning is superior. This paper describes the conditions under which experiential learning is useful. This description is followed by a discussion of how to design an experiential exercise. It concludes with suggestions on how experiential learning may be introduced into current educational systems. Relevant empirical literature is described. |
| Keywords: | experiential exercises, experiential learning, learning, education |
| JEL: | A |
| Date: | 2004–12–10 |
| URL: | http://d.repec.org/n?u=RePEc:wpa:wuwpgt:0412022&r=evo |
| By: | Deni Khanafiah (Bandung Fe Institute); Hokky Situngkir (Bandung Fe Institute) |
| Abstract: | Cellular phone is one of the most developing technological artifacts today. The evolution occurs through random innovation. Our effort is trying to view the evolution of this artifact from memetics. By constructing a phylomemetic tree based on cellular phone memes to infer or estimate the evolutionary history and relationship among cellular phone. We adopt several methods, which are commonly used in constructing phylogenetic tree, they are UPGMA algorithm and Parsimony Maximum algorithm to construct cellphone phylomemetic tree. Therefore we compare with the innovation tree, which is based on serial number and their appearance time. From phylomemetic tree, we then analyze the process of a cellular phone innovation through looking out on the cellular phone type lies in the same cluster. The comparison of the simulation tree result shows a generally different branching pattern, giving a presumption that innovation in cellular phone is not really relating with their serial number, but occurs merely because of random mutation of allomeme design and competes with its technological development. |
| Keywords: | artifact, innovation, evolution, memetics, phylomemetic tree, cellular phone. |
| JEL: | L |
| Date: | 2004–12–17 |
| URL: | http://d.repec.org/n?u=RePEc:wpa:wuwpio:0412009&r=evo |