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1. Reason as the Source of Knowledge For medieval men, the existence of a personal and acting God was beyond any doubt. They were convinced that God intervenes into and interferes with the course of the world. The acting of God was a main factor for the explanation of natural phenomena. But with the passing of time, the understanding of nature improved and more and more phenomena could be explained by appeal to reason only and without recourse to actions of God. It became the general opinion that natural phenomena are subject to invariable natural laws. This clear departure from the God‐related understanding of nature happened when modern philosophy emerged in the 17th and 18th century. This modern philosophy saw nature as a mechanic construction. One of the leading philosophers of that period, Rene Descartes, argued that the laws of mechanics are the laws of nature. Descartes, the founder of rationalistic philosophy, was no atheist, but when he referred to God, it was only to become sure that what is clear (and rational) is also true.

The aim of this paper is to show that there is need for revitalization of the normative branch of political economy. The first part of this paper will deal with some methodological reservations against a participation of economists in a rational discussion of normative issues. The second and third parts will outline the approaches and problems of two unconventional schools of thought in present‐day economics which make attempts to strive for a reconciliation of positive and normative economics.

John Taylor devised a simple monetary policy rule that links the Federal Reserve's policy interest rate with inflation and output targets. This paper compares actual policy rates with the rates that would have been recommended by the basic Taylor Rule for three long periods in U.S. economic history: 1875–1913 (“Pre Fed”), 1914–1951 (“Early Fed”), and 1952–1998 (“Modern Fed”). In addition, the authors develop a more complex version of the Rule to facilitate a comparison of the way in which each monetary authority would have reacted to the economic challenges presented outside its own time period. The empirical evidence suggests that Modern Fed would have reacted more promptly and appropriately to inflation and output problems outside its time period than either Early Fed or Pre Fed, and that the movement of interest rates in the Pre Fed period came closer to the corrective policies of Modern Fed than did those of Early Fed.

We would like to thank C. Y. Chen, Wenchih Lee, two anonymous referees and the seminar participants at the 2000 FMA annual meeting for their helpful comments and encouragement. All of the remaining errors are our responsibility.

Public procurement in many countries is one of the most important factors in governance and is a priority target of reform. In many humanitarian situations however, service delivery cannot wait for procurement reform. The needs of many of the Millennium Development Goals are immediate, while procurement reform may take years to institutionalize. Under these circumstances, international organisations such as the United Nations have both implementation and capacity-building roles, often placing them in high-risk situations. This has led to the development of procurement risk assessment and management tools, designed to provide objectivity in country procurement risk monitoring and review, as well as assist capacity building. The procurement risk assessment methodology that follows uses established risk modeling to provide procurement risk ratings in 60 HIV/AIDS, Tuberculosis and Malaria programs in 26 countries, and is successfully promoting procurement strengthening within high-risk country offices.

This chapter provides a comprehensive survey of the contributions of the Austrian school of economics, with specific emphasis on post-WWII developments. We provide a brief history and overview of the original theorists of the Austrian school in order to set the stage for the subsequent development of their ideas by Ludwig von Mises and F. A. Hayek. In discussing the main ideas of Mises and Hayek, we focus on how their work provided the foundations for the modern Austrian school, which included Ludwig Lachmann, Murray Rothbard and Israel Kirzner. These scholars contributed to the Austrian revival in the 1960s and 1970s, which, in turn, set the stage for the emergence of the contemporary Austrian school in the 1980s. We review the contemporary development of the Austrian school and, in doing so, discuss the tensions, alternative paths, and the promising future of Austrian economics.

Nancy Maclean’s Democracy in Chains (2017) is an attempt to provide a narrative arc for the rise of free market ideas in political action during the second half of the twentieth century and into the first decades of the twenty-first century. The central character in her narrative is neither F.A. Hayek nor Milton Friedman, let alone Adam Smith or Ludwig von Mises, but James M. Buchanan, the 1986 Nobel Prize winner in economics. MacLean argues that rather than extol the virtues of the market economy as Hayek and Friedman did before him, Buchanan focused on the dysfunctions of politics. Due to a series of argumentative fallacies and failures that follow from her ideological blinders, I argue that MacLean’s attempt is a missed opportunity to seriously engage some very pressing issues in public choice and political economy and understand how James Buchanan attempted to resolve them in a democratic manner. As such, Democracy in Chains is not only a mischaracterization of Buchanan and his project but also a poignant lesson to us all about how ideological blinders can subvert even the sincerest effort to unearth truth in the social sciences and the humanities.

Despite service downgrades' undisputed practical relevance, service downgrades (e.g. customers shifting the price tier downward) have received surprisingly little attention from scholars. Previous studies have focussed on either the public policy issue of tiered pricing or optimal pricing by the service provider. Only a few studies have examined why customers shift across different price tiers and how such activities indicate their future behaviour.

Based on customer data collected from a major telecommunications company, the authors use a logistic regression model to investigate how two service modification levers (i.e. transaction- and relationship-level factors) influence the likelihood of service downgrade. The authors apply a survival model to study how service downgrades affect customer churn.

Transaction-level factors such as service usage (e.g. the frequency and recency of underuse experiences) are positively associated with the likelihood of a downgrade. However, relationship-level factors (e.g. relationship duration and customer status) are negatively associated with the likelihood of downgrades. Customers engaging in downgrades are more likely to churn in the future.

The authors focus on downgrade behaviour, which can be perceived as customers' choice to move down the price tier, which likely ruins the service provider's performance. The authors conceptualise two fundamental driving forces behind a service downgrade: the misfits between the actual usage and the service plan chosen and the deteriorating relationships. The authors' empirical findings on the factors influencing downgrades provide insights for service providers seeking to prevent such behaviour.

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Despite their motivational appeal to learners, innovative and technologically advanced computer simulation games targeting native English speakers frequently remain beyond the competence of ESL learners as independent didactic tools. Guided by Chapelle’s (2001) criteria for determining CALL task appropriateness, this paper illustrates how the popular authentic simulation, The SIMs, can be adapted to enhance vocabulary learning through supporting materials. Adult ESL learners completed a five‐week unit, experiencing different conditions of supplemental materials while completing tasks using The SIMs. The participants received mandatory supplemental materials in one condition, voluntary access to supplemental materials in the second, and no supplemental materials in the third. The results indicate a statistically significant increase in vocabulary acquisition for the first condition. Student feedback suggests the supplemental materials were beneficial for successful task completion. Thus, how authentic computer simulation tasks are structured and supported appears to have a considerable bearing on the appropriateness of the task.

Introduces the traditional German apprenticeship training approach which has been received favourably in US governments (federal and state) and in industry, but suggests that certain conditions in America do not favour heavy investment in such training. Shows that the educational transfer of the apprenticeship model may be facilitated by German firms investing and operating in the United States, as proved by the electronic giant Siemens which is committed to implementing the proven apprenticeship model in its US subsidiaries. Shows that the apprenticeship model alone may be insufficient, and may need to be supplemented by a higher level, dual system education which integrates theory and practice. Proposes that the Vocational Academy programme, illustrated by the Mercedes‐Benz experience, may fill this gap ‐ not to supplant the apprenticeship training, but to supplement it. Suggests that both the apprenticeship model and the Vocational Academy model, may fill an important need for an educational joint venture approach, not only in the United States but also in other countries, by making business and government organizations more competitive in the global market.