Book Review| June 01 2015 The Oxford Handbook of Christianity and Economics The Oxford Handbook of Christianity and Economics. Edited by Oslington, Paul. Oxford: Oxford University Press, 2013. xvi; 640 pp.£100.00. Donald E. Frey Donald E. Frey Search for other works by this author on: This Site Google History of Political Economy (2015) 47 (2): 350–354. https://doi.org/10.1215/00182702-2884405 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Donald E. Frey; The Oxford Handbook of Christianity and Economics. History of Political Economy 1 June 2015; 47 (2): 350–354. doi: https://doi.org/10.1215/00182702-2884405 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsHistory of Political Economy Search Advanced Search The text of this article is only available as a PDF. Copyright 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

Tomas Sedlacek, Economics of Good and Evil: The Quest for Economic Meaning from Gilgamesh to Wall Street (Oxford and New York: Oxford University Press, 2011), pp. xii, 352. ISBN 978 0 19 976720 5. - David C. Rose, The Moral Foundation of Economic Behavior (Oxford and New York: Oxford University Press, 2011), pp. xiii, 269, $49.95 (cloth). ISBN 978 0 19 978174 4. - Volume 34 Issue 4

Richard T. Ely's economic methodology was heavily influenced by the scholarship of nineteenth-century liberal German Protestantism. It held that religious beliefs, even scripture, were not final truths but evolving expressions of historical experience. Thus historical and empirical study of religion and its documents in their contexts was crucial. The outlook influenced other disciplines, including economics, by the time Ely obtained his doctorate in Germany. The approach was compatible with tendencies the young Ely had already evinced, and the outlook continued long into his American career. In particular, Ely consistently attacked laissez-faire economics for positing absolute economic laws rather than understanding the economy and economics as human enterprises subject to change. He advocated for empirical economic research as an antidote to the static premises of laissez-faire. As an economic reformer, Ely realized that the determinism of laissez-faire was fatal to reform and ethics; by definition, one cannot change practices dictated by unchanging laws. Even when he was not advocating specific reforms, Ely consistently taught that economic institutions and ideas are human creations, subject to change and improvement, and not manifestations of unchangeable economic laws beyond the reach of human will.

Francis Wayland (1796–1865) became the president of Brown University at age 31, remaining so for twenty-eight years. According to the custom of that era, the president taught moral philosophy and political economy to the Brown undergraduates. Wayland published his lectures on moral philosophy as a textbook in 1835 (this essay cites the 1837 edition); his notes on political economy followed in 1837 (this essay cites the 1841 edition). The Elements of Moral Science ultimately reached 100,000 copies in print, while The Elements of Political Economy reached approximately 50,000 copies and its abridgment another 12,000 (Wayland and Wayland 1868, p. 389). Paul T. Heyne (1982, p. 126) states that Wayland's Political Economy “was by far the most popular political economy texbook prior to the Civil War,” with ongoing influence “through adaptations and imitations.” A comparison of book sales to college enrollments suggests that Wayland's Political Economy served a greater proportion of the market of its day than Paul Samuelson's Economics did between 1948–1980.

A film, as a tool for classroom learning, can be an effective teaching method to introduce experiential learning in the cross-cultural management classroom. In cases where actual exposure to other cultures is not feasible, films can be a medium of simulation to immerse oneself in a different culture. This paper explores the use of popular feature films for teaching cross-cultural management using the flipped classroom approach. Along with listing the process and structure of the flipped classroom, we provide a list of 101 films that can be used to teach cross-cultural skills. Using content analysis, we provide a short summary and the intercultural themes depicted in each of the films. Additionally, every film is also mapped across one of the GLOBE clusters of cultures. This enables not only teaching of intercultural concepts, but also allows instructors to choose a particular societal culture to explore. Additional recommendations are provided to customize the classroom procedure as per the teaching constraints and the learning objectives.