How to form a new school in economics Based on the Idea of scientific thinking

Document Type : Research Paper

Author

Professor, Department of Institutional and Social Economics, Faculty of Economics, University of Tehran, Tehran, Iran

Abstract

The evolution of economic schools with the concepts of objectivism (conventional school), subjectivism (Austrian school), Holism (German historical school), and finally collectivism or collective originality (institutional school) shows that despite the development of each school in completing and evolving the schools before it and trying to solve human problems in socio-economic interactions, these schools still have fundamental shortcomings theoretically. Also, evidence from the real world, citing the arguments of several thinkers such as Husserl, Mises, Hannah Arendt, etc., shows that the deviation of the capitalist system and its ruling ideology has become the cause of authoritarianism and autocracy of great powers and taking over the stage of human life. Therefore, the necessity of forming a new paradigm and school in economics is inevitable. And that is for a human being who, on the one hand, according to his own nature, is adorned with reason and proof and is cognate with the comprehensiveness of freedom and autocracy, and on the other hand, he is faced with uncertainty and indeterminacy, and precisely because of this, the modern school must be able to, like the form and a guiding figure, determine the buffer boundaries between right and wrong and show him the straight path; The rest is the choice of the human being, whether he chooses laziness or piety, good or evil, and directs his behavior and actions accordingly. Related to this intellectual atmosphere, the formation of the first economic school from the Dark Ages to the intellectual and cultural revolution and then empiricism was discussed earlier, and in this field, an opportunity arose to draw a road map based on the comprehensiveness of scientific thinking, by analyzing the phenomena at the level Appearances (causal relationships) have been addressed to thinking and reflecting on the essence and inner hidden behind the appearances, and finally, by unifying the achievements of these two stages, the ground for creating a new idea and thought based on the synthetic approach will be provided. The result of the abstraction of all efforts shows that art, the principles of self-knowledge, and the manifestation of existential capacities (comprehensiveness of genius) are necessary as formative elements for the modern school structure around the comprehensiveness of the transcendental concept of freedom. Art is a symbol of freedom and a factor of separation from material relations, which previously, using inspiration and intuition, puts forward a new path for creation and creativity beyond human will; The principles of self-knowledge and pure practical reason, which give meaning and strengthen freedom and art, and manifest those talents, abilities and genius deposited in human existence, which are prone to actualization. Mixing these three items gives a standard, measure, and criterion that can use whatever is appropriate and compatible with it in requirements, deeds, and behavior and whatever is false and unjust from the foundation and maxim of individual and society put aside.

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