nep-pke New Economics Papers
on Post Keynesian Economics
Issue of 2007‒12‒15
six papers chosen by
Karl Petrick
University of the West Indies
  1. NEOCLASSICAL, MAINSTREAM, ORTHODOX, AND HETERODOX ECONOMICS By David Dequech
  2. CAPITAL ACCUMULATION, INCOME DISTRIBUTION, TECHNICAL PROGRESS AND ENDOGENOUS MONEY IN A POST-KEYNESIAN MACRODYNAMIC MODEL By Luciano Dias Carvalho; José Luís Oreiro
  3. INFLATION TARGETING AND MACROECONOMIC STABILITY IN A POST KEYNESIAN ECONOMY By Gilberto Tadeu Lima; Mark Setterfield
  4. "Lessons from the Subprime Meltdown " By Joseph Deutsch; Jacques Silber
  5. A VIEW FROM THE TROPICS: CELSO FURTADO AND THE THEORY OF ECONOMIC DEVELOPMENT IN THE 1950s By Mauro Boianovsky
  6. The Classroom as a Potential Space-teaching Negotiation through Paradox By Laurence, de Carlo
  1. By: David Dequech
    Date: 2007
    URL: http://d.repec.org/n?u=RePEc:anp:en2007:043&r=pke
  2. By: Luciano Dias Carvalho; José Luís Oreiro
    Date: 2007
    URL: http://d.repec.org/n?u=RePEc:anp:en2007:109&r=pke
  3. By: Gilberto Tadeu Lima; Mark Setterfield
    Date: 2007
    URL: http://d.repec.org/n?u=RePEc:anp:en2007:174&r=pke
  4. By: Joseph Deutsch; Jacques Silber
    Abstract: This paper uses Hyman P. Minsky's approach to analyze the current international financial crisis, which was initiated by problems in the U.S. real estate market. In a 1987 manuscript, Minsky had already recognized the importance of the trend toward securitization of home mortgages. This paper identifies the causes and consequences of the financial innovations that created the real estate boom and bust. It examines the role played by each of the key players—including brokers, appraisers, borrowers, securitizers, insurers, and regulators—in creating the crisis. Finally, it proposes short-run solutions to the current crisis, as well as longer-run policy to prevent "it" (a debt deflation) from happening again.
    Date: 2007–12
    URL: http://d.repec.org/n?u=RePEc:lev:wrkpap:wp_522&r=pke
  5. By: Mauro Boianovsky
    Date: 2007
    URL: http://d.repec.org/n?u=RePEc:anp:en2007:024&r=pke
  6. By: Laurence, de Carlo (ESSEC Business School)
    Abstract: In this article, we describe and analyze a way of teaching negotiation which recognizes and accepts paradoxes, such as caring and frustrating the students at the same time and helping them being more autonomous while manipulating them. In this analysis, the classroom is considered tantamount to a transitional space (Winnicott). This way of teaching is not the easiest one for the professor and for the students, as it is shown. But it helps the students to really listen to others, to sincerely try to understand the rational of others, and finally be more creative in the options they propose, all skills and capacities necessary to better negotiate.
    Keywords: Creativity; Negotiation; Paradox; Teaching; Transitional Space; Winnicott
    JEL: I20 I29
    Date: 2007–06
    URL: http://d.repec.org/n?u=RePEc:ebg:essewp:dr-07017&r=pke
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