History of Economic Thought. Historical school (lecture notes)

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History of Economic Thought. Historical school (lecture notes)

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Table of contents (expand)

The emergence of economic thought in the ancient world (Backgrounds of economic thought in the Ancient East. Ancient Egypt and Babylonia. Ancient Egypt. Babylonia. Economic thought in Ancient India. Economic thought in Ancient China. Economic thought in Ancient Rome. The teachings of Cato. The teachings of Xenophon. The teachings of Plato. The teachings of Aristotle)
Economic thought in the Middle Ages (Medieval teachings of Western Europe. "Salic truth". Socio-economic views of Ibn Khaldun. Teachings of Thomas Aquinas. Social utopia of Thomas More. "Russian Truth")
Mercantilism (Mercantilism. Economic prerequisites of mercantilism. Features of mercantilism as an economic idea. French and English mercantilism. Features of Russian mercantilism. Late mercantilism)
Physiocracy (General characteristics of the physiocrats. The teachings of François Quesnay. The activities of Jacques Turgot)
Classical school of political economy (Classical school. Economic views of William Petty. Teachings of Adam Smith. Teachings of David Ricardo)
Classical school after Smith and Ricciardo (The teachings of Jean-Baptiste Say. The economic views of John Stuart Mill. The economic views of Pierre-Joseph Proudhon. The teachings of Thomas Malthus)
historical school (Contribution of the historical school to the development of economic theory. Historical school of Germany. New historical school of Germany)
Utopian socialists (Western European utopian socialism. Economic views of Simon de Sismondi. Utopian dreams of Robert Owen)
Marxism (The emergence of Marxism as an economic doctrine. “Capital” by Karl Marx. Karl Marx on the commodity and its properties. Money and its functions. Karl Marx on constant and variable capital and surplus value. Karl Marx’s views on land rent)
Austrian school (Austrian school: the theory of marginal utility as a theory of pricing. The economic views of Eugen Böhm-Bawerk. The teachings of Carl Menger. The economic views of Friedrich von Wieser)
Marginalism (The theory of marginalism. Methodological principles of marginalism. The marginalist theory of value and its advantages. The marginalist revolution. The causes and consequences of the marginalist revolution. The theory of utility of William Stanley Jevons. The theory of exchange of William Stanley Jevons. The theory of labor supply of William Stanley Jevons. The theory of exchange of Francis Isidro Edgeworth)
General economic equilibrium theory (General equilibrium model including production; the problem of the existence of a solution and the process of "tatonnement". General equilibrium theory in the 20th century: contributions of A. Wald, J. von Neumann, J. Hicks, C. Arrow and J. Debreu)
Alfred Marshall (A. Marshall - leader of the Cambridge school of marginalists. Alfred Marshall's partial equilibrium method. Alfred Marshall's analysis of utility and demand. Alfred Marshall's analysis of costs and supply. Alfred Marshall's equilibrium price and the influence of the time factor)
The beginning of the economic development of Rus' (Eastern Slavs in the pre-state period. Prerequisites for the formation of the Old Russian state. General characteristics of the socio-economic development of Kievan Rus. Features of early feudalization. Social division of labor among the Eastern Slavs. The emergence of cities, the development of trade in Ancient Rus'. Internal development of Rus'. The adoption of Christianity and the baptism of Rus' . Money and its role in Kievan Rus)
Economic development of Rus' in the Middle Ages (Causes and consequences of feudal fragmentation. The growth of feudal land ownership. Rus' under Mongol-Tatar rule. Socio-economic and political consequences of the Mongol-Tatar yoke. The main conditions and stages of the unification of Russian lands into a centralized state. Economic policy of Russia in the second half of the 15th-17th centuries . Formation of the all-Russian market. Socio-economic development of Russia after the Time of Troubles)
Economic development under Peter I and Catherine II (The essence of the reforms of Peter I. The results of the reforms of Peter I. The peasant question. Agriculture and land use under Catherine II. Industry, trade and finance under Catherine II. The socio-economic policy of Catherine II. The nobility and the system of local government in the second half of the 18th century. Social -economic development of Russia in the first half of the 19th century)
Economic development of Russia in the 19th century. (The Crimean War and its impact on the economic situation in the country. General characteristics of the economic development of Russia in the first half of the 1860th century. Economic prerequisites for the elimination of serfdom. Abolition of serfdom. Stratification of the Russian village. Main types of agricultural farms and their characteristics. Bourgeois reforms of Alexander II and their consequences. Zemstvo reform Urban reform Judicial reform Military reform Educational reforms Financial reform Basic provisions of the legislation on peasants The situation of agriculture in the 1870-XNUMXs Agrarian reform of P. A. Stolypin)
Economic thought in Russia (second half of the 1917th - beginning of the 1921th centuries) (The place of N. G. Chernyshevsky in the history of Russian and world economic thought. Economic views of V. I. Lenin. The first socialist transformations. War communism as a stage in the formation of the command-administrative system (XNUMX-XNUMX ). Increasing crisis phenomena in the economy and the beginning of the New Economic Policy. Changes in the monetary and financial spheres)
Economic development of the USSR (The economy of the USSR on the eve of the Great Patriotic War. The Soviet economy during the war. Post-war development of the national economy. The country on the eve of reforms. Reform of the Soviet economic system. Transformations in the social sphere. The economy of developed socialism. The search for new forms and methods of management. Reforms of the 1960-1970s years: essence, goals, methods and results)
Economic development of Russia during the period of perestroika (Background of perestroika. Preconditions for its emergence. Reform of the political system. Reform of the electoral system. Analysis of liberal and other movements. Economic reforms. Economic reform of 1987. The “500 days” program. The dialectic of “new thinking”. The beginning of disarmament. Unblocking regional conflicts. Collapse socialist system)
Economic development of Russia since the early 1990s. (Russia in the first half of the 1990s. Continuation of the course of reforms, shock therapy. Issues of maintaining the unity of Russia. New Constitution. Privatization)

LECTURE No. 7. Historical school

1. The contribution of the historical school to the development of economic theory

The development of economic thought in Germany is quite unique for many reasons. For example, at that time in Germany there were about forty states with their own closed borders and huge trade duties. This hampered trade, and consequently, the development of economic thought in general. Yet the formation of economic thought in Germany was largely based on the works of Thomas Malthus.

The development of the historical school in Germany is usually divided into three stages:

1) 40-60s XIX century This period is known in history as the "Old Historical School". The main leaders of this stage are Wilhelm Roscher, Bruno Hildebrand, Karl Knies;

2) 70-90s. XIX century This is the second stage, it is called the “new historical school”. The founders of this stage were Lujo Brentano, Gustav Schmoller, Karl Buchera.

3) the first third of the 1863th century. It is customary to call it “the newest historical school.” Its main leaders are Wener Sombart (1941-1864), Max Weber (1920-XNUMX), A. Spiethof.

The greatest contribution to the development of economic thought in Germany is almost impossible to determine. Some believe that there were three stages of development, and attribute the most valuable contribution to the development of the economy to Roscher, Hildebrand, Knies. Others believe that there were only two stages, so Brentano, Schmoller, Bucher should be considered the founders and founders. Schmoller himself also belongs to this group of scientists.

This school introduced new elements into the very methodology of political economy. The essence of these elements can be summarized in several paragraphs:

1) reliance on the economic development of the country as a whole, taking into account the influence of the "human factor";

2) understanding how economic and non-economic factors are interrelated;

3) understanding the role of non-class criteria;

4) study of how they affect social life and the development of society.

Representatives of different generations are mainly united by one idea - criticism of the classical school about the fact that its representatives consider everything only in theory, leaving no room for the presence of the "human factor".

Since the method of the historical school was too new for that time, and besides, it was completely unrelated to the already existing achievements in economic theory, this direction could not take a leading position in the economy of that time. This would make up for the omissions of the representatives of the classical school. This became possible only in the XIX - XX centuries.

2. German Historical School

The historical school arose in the XNUMXth century. as one of the alternatives to the classical school.

The main ideas of the representatives of the historical school are taken from the works of Adam Müller ("Fundamentals of the Art of Government", 1809) and Friedrich List ("The National System of Political Economy", 1841).

The main point on which all representatives of the historical school are unanimous is that the classics are too carried away by generalization and abstraction and are completely unwilling to recognize any observations and experience from the past or the present.

Also, representatives of the historical school believed that economic laws are completely different from natural (chemical or physical). On the basis of such reflections, they concluded that political economy has a universal character, the economy depends not only on economic, but also on non-economic factors. These non-economic factors include:

1) geographical location, therefore, climate;

2) features of mentality;

3) faith and its features;

4) features of historical development;

5) features of culture;

6) features of psychology.

Representatives of the historical school of Germany at the initial stage include such scientists as Wilhelm Roscher (1817-1894), Bruno Hildebrand (1812-1878), Karl Knies (1821-1894). Their teachings were based on the collection of historical facts. This trend began in the 1840s and 1850s. Later, these three scientists were attributed to the “old” historical school.

William Roscher - University professor, compiler of the Lecture Program on the Historical Method. He divided into five categories information that related to income, property, credit, prices, money, slavery, freedom, division of labor, luxury, population. He also identified three stages in the development of the history of the economy: ancient, medieval and new. Known as the author of the works "Brief Foundations of the Course of Political Economy from the Point of View of the Historical Method" (1843), "The Beginning of the National Economy" (in 4 vols.; 1854, 1860, 1881, 1886).

Bruno Hildebrand was the mentor and teacher of the American neoclassicist J. B. Clark, the author of The Political Economy of the Present and the Future (1848) and the book Natural Economy, Money Economy, Credit Economy (1864).

Carl Gustav Adolf Knies - author of "Political Economy from the Point of View of the Historical Method" (1853). He denied economic science in general. The historical method of Karl Knies was eventually reduced to the history of economic opinions.

3. New Historical School of Germany

Gustav Schmoller (1870-1838), Lujo Brentano (1917-1848), Adolf Geld (1931-18844), Karl Bücher (1880-1847) can be attributed to the representatives of the new historical school in Germany, which began to emerge in the 1930s. .

Gustav Schmoller is a university professor, one of the founders of the Social Policy Union. He did not consider V. Roscher, B. Hildebrand, K. Knies as representatives of the historical school. G. Schmoller, like K. Marx, believed that it was impossible to reconcile the bourgeoisie and the proletariat. According to G. Schmoller, the state must protect the lower class and create mutually beneficial conditions for the reconciliation of classes so that their enmity does not interfere with the proper development of the country's economy.

G. Schmoller believed that political economy should not explain only the doctrine of the market and the exchange of goods, it is necessary to try to explain economic behavior, the theory and ethics of economic activity.

Lujo Brentano is an active member of the Social Policy Union. He proposed raising the wages of workers, thereby giving rise to an improvement in the quality and quantity of goods produced.

Adolf Geld - Professor, author of the book "Socialism, Social Democracy and Social Policy" (1878).

Karl Bucher - author of "The Emergence of the National Economy" (1893). In this work, he proposed a scheme according to which the national economy of Europe developed. The scheme is very simple and consists of three periods of the development of society:

1) subsistence farming (all goods were produced only for personal consumption in their household);

2) the beginning of the division of labor (people noticed that they produce some goods faster, and some more slowly, and it is much more profitable to exchange missing goods with neighbors);

3) complete division of labor (people considered that it is much more profitable to produce one type of goods, and exchange the rest on the market).

Authors: Eliseeva E.L., Ronshina N.I.

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