Economics for the Masses : The Visual Display of Economic Knoledge in the United Staes (1921-1945)

The rise of visual representation in economics textbooks after WWII is one of the main features of contemporary economics. In this paper, we argue that this development has been preceded by a no less significant rise of visual representation in the larger literature devoted to social and scientific issues, including economic textbooks for non-economists as well as newspapers and magazines. During the interwar era, editors, propagandists and social scientists altogether encouraged the use of visual language as the main vehicle to spread information and opinions about the economy to a larger audience. These new ways of visualizing social facts, which most notably helped shape the understanding of economic issues by various audiences during the years of the Great Depression, were also conceived by their inventors as alternative ways of practicing economics: in opposition to the abstraction of “neoclassical” economics, these authors wanted to use visual representation as a way to emphasize the human character of the discipline and did not accept the strict distinction between the creation and the diffusion of economic knowledge. We explore different yet related aspects of these developments by studying the use of visual language in economics textbooks intended for non-specialists, in periodicals such as the Survey, a monthly magazine intended for an audience of social workers, the Americanization of Otto Neurath's pictorial statistics and finally the use of those visual representations by various state departments and administrations under Roosevelt's legislature (including the much-commented Historical Section of the Farm Security Administration). We show how visualizations that have been created in opposition to neoclassical economics have lost most of their theoretical content when used widely for policy purposes while being simultaneously integrated into the larger American culture. It is our claim that those issues, which are familiar to those involved in cultural and visual studies, are also of crucial importance to apprehend the later developments of modern economics.Visualization, economocs, American Economy, Otto Neurath, Rexford Tugwell, Roosevelt, Roy Stryker, Photographs, Pictorial Statistics

Form and content in utopia

A critique of Habermas is theory of the three worlds as a foundation for criticism and social philosophy

Economische wetenschap als politieke muze : filosofische reflecties op de relevantie van economische wetenschap voor ecologisch beleid

The first part of this book - consisting of chapters 2, 3 and 4 - is a philosophical exploration of the characteristics of an economics that intends to be relevant for the problem of sustainability. In chapter 2, 1 will analyse economic and political theories as conceptual constructs referring to the economic and political sphere respectively. I will argue that such conceptual constructs inevitably are value-laden and that, hence, different conceptual constructs of the same sphere can exist. I will argue, moreover, that and why it is important to distinguish between the economic and the political sphere. I will derive the latter arguments from a confrontation between Buchanan's and Arendt's political theory.In chapter 3, 1 will discuss an economy as consisting of two dimensions, a symbolic or institutional one and an ecological one. Such interpretation will allow us to understand the ecological performance of an economy as the counterpart of its institutional organisation. I will further argue that, in order to get insights into the internal relationships between an economy and its ecological performance, we need insights into the institutional whole of an economy. And I will elaborate on what I mean by "an institutional whole". I will suggest that it is a matter of conceptually analysing different types of economic institutions and different hierarchies of institutions. Chapter 3 will thus offer us some substantive norms for an economics that aims at contributing successfully to the political objective of "sustainability".In chapter 4, 1 will derive four norms for the nature, rather than the content, of a politically successful economics. I will suggest that a politically successful economics should, to start with, be objective in the sense that it should aim at intersubjective consensus among economists. Objectivity as intersubjective consensus does, however, not imply neutrality. I will suggest, further, that economics should provide economic policy with insights, rather than instruments. This means that economics should aim at (non-neutral) description and explanation, not at (non-neutral) prescription and prediction. I will assert, finally, that economics should be rather impartial than partial. It should explain economic sources of political inequality and contribute to political freedom. Both Arendt's interpretation of politics as a deliberative democracy and Weber's and Neurath's philosophical reflections on the nature of the social sciences will function as the breeding ground for these norms.In the second part of this book, i.e., chapters 5, 6, 7 and 8, 1 will confront the norms developed concerning both the content and the nature of an ecologically successful economics with the writings of David Pearce and Daniel Bromley. Chapters 5 and 7 are a substantive reconstruction of Pearce's and Bromley's theoretical work respectively, Chapters 6 and 8 are an analysis of the nature of their economics. Chapters 5 and 7 will make clear to what extent their writings comply with the substantive norm 1 propose in chapter 3. Chapters 6 and 8 will illuminate to what extent their writings meet the four norms suggested , in chapter 4, for the nature of an ecologically successful economics.Part 1 and 11 will be closed by chapter 9, in which 1 will give an overview of the main conclusions of this research project.</p

Mapping, Coding, Learning: When Infographic Meets Digital Education –A Pilot Programme in Design School

Media Literacy and Media Education are two concepts that are now endorsed and become part of the academic lexicon of contemporary society internationally and seem to be recognised for all intents and purposes as new processes of education within formal or informal educational contexts. This process, however, cannot be self-taught and entrusted exclusively to the experiential practice of everyone, but requires forms of cultural mediation in educational contexts, especially for the development and practice of more sophisticated transversal digital skills. In this sense, a growing number of researchers in different disciplinary fields claim the need for a 'design twist' in educational practices, with "Design" playing a leading role in terms of notions, processes, and no less distinctive intelligence. The discipline of Design, through the artefacts of Information Design - like infographics - can assist such pedagogical activities, facilitating storytelling in the acquisition of new content and tools supporting the educator in guiding the learning. Starting from these premises, the contribution - through the case study of the Digital Education programme of the master’s in design, Multimedia and Visual Communication at Sapienza University - aims at critically reflecting on the relevance of disciplinary trespassing in the reconstruction of the methodologies of Design applied to future Digital Education. Contaminations useful for the research of new models, methods and processes that allow the design of new learning experiences aimed at the construction of democratic educational systems, inclusive and more adherent to contemporary challenges

The Unity of Science and Transdisciplinarity: A new Agenda to Face Civilizational Problems

The text's objective is to show that the Western scientific tradition, since the pre-Socratics, has as one of its traits the search for a unitary and uni-versal system of knowledge. Since the modern age, many attempts have been directed toward the search for the unification of science, culminating in Neurath's analytical philosophy and efforts in cybernetics. These efforts reflected an epistemological expectation for the unity of science, seeking methods and languages that would allow such an achievement. But such an expectation has not yet satisfied the hopes of the monists. The diversifi-cation of science deepened and, at the same time, the problems faced by humanity increased the need for science to offer answers to solve the great global problems. The planet and humanity are under severe pressure in many ways. Pollution and depletion of water resources, threats of mass extinction of biodiversity, deforestation, desertification, global climate change, persistent poverty for large contingents of the world's population, attacks on democratic systems and values in many countries, and, at this moment, a pandemic of great proportions. In short, a threat to the sus-tainability of the planet and civilization as such. The paper goes through Mode 1 of knowledge production, showing that this Model is limited and insufficient to solve the problems humanity is facing. Model 2 of knowledge production is suggested as the immediate perspective to support the cope with humanity´s global problems. This Agenda presupposes a new way to unify science, which transdisciplinarity can bring. Therefore, the unity of science wouldn´t be through reduction-ism or the unification of language, but through the new modus operandi of transdisciplinary practice