Kenneth E. Boulding quote: “[This book] is intended as a text from which the student can learn and the teacher can teach the methods and results of…”

“The purpose of this book is to show how economic analysis can be used in formulating business policies. It is therefore a departure from the main stream of economic writings on the theory of the firm, much of which is too simple in its assumptions and too complicated in its logical development to be managerially useful. The big gap between the problems of logic that intrigue economic theorists and the problems of policy that plague practical management needs to be bridged in order to give executives access to the practical contributions that economic thinking can make to top-management policies.”

Joel Dean (1906–1979) American economics wrtier

Preface
Managerial Economics, 1951

“Ethics could teach us only those purposes and ideals. If the teachers seeks insight into the means by which the aim can be reached, into the facts by which the child can be molded, his way must lead from ethics to psychology. (…) Water flows downhill, anyhow, but to bring the water uphill hydraulic forces are indeed necessary. To overcome nature and instead to prepare for a life of ideals, to inhibit personal desires and instead to learn to serve the higher purposes indeed demands most serious and most systematic efforts. It is the teachers' task to make these efforts with all his best knowledge of mind and body, of social and of cultural values.”

Hugo Munsterberg (1863–1916) German-American psychologist, philosopher and agitator

Hugo Munsterberg, Psychology and the Teacher, 1909 (new edition, 2006), pp. 64-65.

“The materials collected in this volume are intended to acquaint the student with economic principles as they are manifested in the tangible facts of economic life. A few extracts of primarily theoretical character have been included to represent important aspects of contemporary or historic thought; but for the most part the selections are not so much authoritative formulations of economic laws as concrete case-material embodying such laws, or affording a background of information which the systematic treatises on economics can hardly give and which the teacher certainly cannot often assume that his students will possess.”

Leon C. Marshall (1879–1966) American economist

James A. Field, Leon C. Marshall and Chester W. Wright. Materials For the Study of Elementary Economics https://archive.org/stream/materialsforstud00mars#page/n5/mode/2up, University of Chicago Press, 1913. Preface

“The materials collected in this volume are intended to acquaint the student with economic principles as they are manifested in the tangible facts of economic life. A few extracts of primarily theoretical character have been included to represent important aspects of contemporary or historic thought; but for the most part the selections are not so much authoritative formulations of economic laws as concrete case-material embodying such laws, or affording a background of information which the systematic treatises on economics can hardly give and which the teacher certainly cannot often assume that his students will possess.”

Chester W. Wright (1879–1966) American economic historian

James A. Field, Leon C. Marshall and Chester W. Wright. Materials For the Study of Elementary Economics https://archive.org/stream/materialsforstud00mars#page/n5/mode/2up, University of Chicago Press, 1913. Preface

“The present book is not a methodology of mathematics in the sense that I will systematically show how some teaching matter should taught; it is not even a systematic analysis of subject matter. I hardly ever refer to well-organized classroom experiments evaluated by statistical methods, nor do I cite experimental results of developmental psychology or the psychology of learning. Maybe the most striking feature is that this book contains few quotations. I will try to justify all these features.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: Mathematics as an Educational Task (1973), p. v;As cited in: Ben Wilbrink (2013)

“We can see good economic policies in the context of a consistent analysis of the economy.”

Peter Temin (1937) American economist

Why Keynes is Important Today (2014)

“Econometrics may be defined as the quantitative analysis of actual economic phenomena based on the concurrent development of theory and observation, related by appropriate methods of inference.”

Tjalling Koopmans (1910–1985) Dutch American economist

Paul Samuelson, Tjalling Koopmans, and Richard Stone. "Report of the evaluative committee for Econometrica." Econometrica- journal of the Econometric Society. (1954): 141-146.

“Econometrics may be defined as the quantitative analysis of actual economic phenomena based on the concurrent development of theory and observation, related by appropriate methods of inference.”

Richard Stone (1913–1991) British economist, Nobel Memorial Prize winner

Paul Samuelson, Tjalling Koopmans, and Richard Stone. "Report of the evaluative committee for Econometrica." Econometrica- journal of the Econometric Society. (1954): 141-146.

“Econometrics may be defined as the quantitative analysis of actual economic phenomena based on the concurrent development of theory and observation, related by appropriate methods of inference.”

Paul A. Samuelson (1915–2009) American economist

Paul Samuelson, Tjalling Koopmans, and Richard Stone. "Report of the evaluative committee for Econometrica." Econometrica- journal of the Econometric Society. (1954): 141-146.
1950s–1970s

“It is part of the task of linguistics to describe texts, and all texts, including those prose or verse, which fall within any definition of literature and are accessible to analysis by the existing methods of linguistics.”

Michael Halliday (1925–2018) Australian linguist

Source: 1950s–1960s, The Linguistic Sciences and Language Teaching, 1964, p. 1.

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Kenneth E. Boulding 163

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