Roosevelt University - Department of Economics

Department of Economics
College of Arts & Sciences

Meet the Faculty

Steven Balkin, Ph.D - Professor of Economics

Office: AUD 880
Email: oikon@pobox.com
Phone: (312) 341-3696
Hours: Mon/Wed 12:30-1 & Wed 5-6
faculty web page

Philosophy of Education I.

Although I am not particularly a Buddist, the Kalama Sutta seems to sum up my ideas about education: think, be skeptical and critical of everying you read and hear, even from your professors.

Buddah, a version of the Kalama Sutta, 5th Century BCE:

Do not believe in anything simply because you have heard it.
Do not believe in anything simply because it is spoken and rumoured by many.
Do not believe in anything simply because it is found written in your religious books.
Do not believe in anything merely on the authority of your teachers and elders.
Do not believe in traditions because they have been handed down for many generations.
But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.

Kalama Sutta - alternate version:

Do not believe just because it is a tradition maintained by oral repetition.
Do not believe just because it is an unbroken succession of practice.
Do not believe merely because it is hearsay.
Do not believe just because it is in the scriptures.
Do not believe just because it fits with one's point of view.
Do not believe just because it is correct on the ground of metaphysical theories.
Do not believe just because it appeals to one's consideration.
Do not believe just because it agrees with one's opinions and theories.
Do not believe just because the speaker appears believable.
Do not believe just because the speaker is our teacher.

Kalamas, whenever you realize by yourselves that these are unwholesome, harmful or are condemned by wise people, and whoever fully undertake or observe them, they will lead to uselessness or suffering, you should abandon them. Kalamas, whenever you realize by yourselves that these are wholesome, unharmful or are admired by wise people, and whoever fully undertake or observe them, they will lead to usefulness or happiness, you should undertake them.
—skepdic.com

Buddah - condensed version of the Kalama Sutta:
"Believe nothing because a wise person said it. Believe nothing because it is generally held. Believe nothing because it is written. Believe nothing because it is said to be Divine. Believe nothing because someone else believes it. But believe only what you yourself judge to be true."
—www.consciouschoice.com

Philosophy of Education II. Learning by Teaching

One of the reasons students are assigned into study groups in all my courses is that it gives them additional opportunities to interact with other students, sometimes learning and obtaining help from others; and sometimes getting the opportunity to teach or tutor others. Either way, it's a win-win situation.

Recent research suggests that firstborns have higher IQs than younger siblings because the firstborn, early-on, gets the opportunity to teach their younger siblings.

Below is a Letter to the Editor in New York Times (6/29/2007) written by a teacher. Its content captures my sense of the importance of this:

To the Editor:
As a teacher, I find that the hypothesis that firstborns benefit from teaching their younger siblings makes sense. I know that when I teach my students, I myself learn the material more thoroughly. I see the same impact on my students when they informally help one another. Perhaps schools should think about intentionally providing teaching opportunities to students of all ages (and all slots in the birth order), to help them learn as they teach.
Miriam Sicherman
Brooklyn, June 22, 2007

From www.collegeboard.com:

"The Power of Study Groups: Two Heads Are Better Than One"

Have you ever noticed that when you explain something you've learned in class to a friend, you begin to understand it better yourself? This happens because when you explain, or teach, an idea, you need to actively think it through. And by thinking more deeply about what you've learned and then explaining it to someone else, you begin to understand it better. ... When you instruct the group, you not only help the other group members, but also reinforce your own knowledge.

From Studying Science: The Six Keys to Success:

Key Number 5 - Join A Study Group
The best students - like the best health professionals - do not work in isolation. The friends you study with become allies in learning: You cheer each other on, brainstorm together, divvy up topics, and help each other study for exams. There's strength in numbers.
What makes for a successful study group? A study group should be carefully selected. Generally, a good size is 3 to 5 students. You should choose students who are committed to succeeding. Do not choose your group based on friendship; base it on commitment and similarity in study styles. Someone who is a night owl may not work well with an early morning riser, although they may both be diligent and committed individuals! Study groups should meet on a weekly basis, ideally for about two hours a week per class, but longer as exam time approaches. Generally, it is a good idea to meet toward the end of the week, because study groups are best used for reviewing material.
Each member of a study group should have clear responsibilities to cover specific material. This reduces the chances that somebody will come to the study group unprepared.
If a member of the study group comes to the meeting unprepared on a regular basis, you need to encourage him or her to find another study group. Study groups fall apart when some members feel that others are not doing their fair share. Giving each study group member specific responsibilities will make it easier to hold everyone accountable.
Study groups are particularly useful for reviewing material before an exam. As the exam approaches, expand the time that your study group meets. Discuss concepts you're not clear on and quiz other members of the group. The more practice you have answering questions, the more successful you will be on the exam.
In addition to helping you prepare for exams, effective study groups offer several real advantages. They allow students to share information, which helps everyone in the group to clarify what they do (and do not) know. At the same time, when you need to use other members of the group as resources, you get a much better sense of what you still need to learn.
Study groups also provide you with valuable information about a variety of different study methods. Being in a study group also helps you to stay on top of your workload, because you have to be prepared for the weekly meetings.

Postscript

I gained much of my knowledge of economics by teaching it. Students are individuals and have different learning styles. This has forced me to think of different ways to explain economics ideas and has enhanced my understanding of economics. Students are able to express imaginative solutions and points of view I have not thought of. So, I learn from listening to students as well as from teaching them. I am not a know-it-all but I am someone who has studied the topic of economics for many years. I am still curious about the subject and try to be a good facilitator of learning in the classroom.

Good teachers are also students.

Ten things you don't (want to?) know about your professor

10. Wants to be solo csardas dancer
9. Has a friend who has a friend who knows Shah Rukh Khan
8. Played jazz bass violin in high school and college years
7. Has met Nobel Peace Prize winner Muhammed Yunus
6. Is written about in two books about the Grameen Bank of Bangladesh
5. Wants to help preserve slum neighborhoods all over the world
4. Is a rail fan and hangs out in railroad yards
3. Would like to live in the house of the bridge tender above the lift bridge
2. Volunteers with the ONE Campaign but has never met Bono
1. Is a Django Reinhardt wannabe

College of Arts and Sciences | Economics