So, although I am out sick, I am still at home trying to teach… I’ve got issues apparently. In economic terms, I am still using human capital and technological commodities to generate both products and services through employment which provides me with wages and benefits that I can use to consume other products like medicine. OK. So enough with the babble. We’re going to learn about all of the over the next week or so. Here’s what we’re going to do first. We’re going to give you all jobs. Here’s the list you have to choose from:
What are we going to do with these jobs? Well, you’re going to learn about them in detail and in context. All of that begins with asking good questions about your job. Think about everything you’d like to know concerning this particular kind of work. How much will I get paid? If I don’t get paid, how will I sell goods or services and who will buy them? What resources do I need? How much will they cost? What kind of training or education do I need? How much will that cost? What about time? How long will it take to learn a trade or produce a product or service? Time is money, right? Will I need to hire others? Can I afford to raise a family? Etc. These and more are all questions you can ask. This is the first step in a process we’ll use this week to generate more student-centered learning. Here’s the gameplan:
We’re going to take a look at some basics in economics and then examine the past in US1 to see how those basics played out in four periods: 1) the agricultural (farming), 2) the industrial era, and (a big time jump here) 3) the globalized economy today.
Supply and demand. It all begins there. Look at this chart. What do you think it means? We’ll explore this more in class.
We may also try out a few others for size, like this one… a basic concept.
More importantly, to get an idea of how the world’s economy and people’s work behavior (including education) is changing, you have to watch this video by a professor named Daniel Fink. This is from his talk about his latest book, Drive.