Everyone:
You might not be as accustomed to slogging through this kinda leisurely mind-exercising material as some others, so don't feel obligated to read this all at once (or ever, really). But do recognize that I thought since I had put some time into writing it down (again) that I'd share it with you–you can save it and refer to it one day if you wish ….. There's a lot more related and unrelated stuff on my blog, http://RobinCheung.ca/ if you're interested in learning about learning, research, finance, marketing, business strategy, or any of the other areas of passion in my life … And as always, I don't have a "mailing list," and I write your emails manually each time after considering
I'd originally written this as a reminder for Edvard; however, his exploration of the new freedom and carefree life of the first-year undergrad student make it more of a reality that he won't actually read this now, whereas once he would have discussed it at length. But lest I waste the time developing the thought (which I am arguably doing half to "Get in the groove" of the paper that I'm writing) can still benefit all of you as a gratis economics–and more significantly, new paradigm of reasoning–exercise….
Remember in the past when I'd suggest something–perhaps the rationale for my recommending strongly one distribution over another given a specific context/application/situation?
Remember when your typical response would be that you'd have to check what 'Desktop Linux Sucks' says about it…? And I'd try to point out that it really doesn't matter what they say, think, or recommend, because they didn't consider a specific application/context when they chose a position–I did.
But there's more problem with enabling your leaning on that bad habit other than failing to develop your own critical thinking skills (cf. when you would interject "But you have no need of such practice or skills, since they've already done the evaluation for you….."? And you'll note that it's on this page of the PhD in Education sample KAM where the author develops the idea that Chomsky differentiates between totalitarian mechanisms (more based on violence/physical inducements) and democracies (which, she argues, rely on propaganda to induce citizens towards a goal):
The part that you should immediately notice becomes relevant to your insistence on "comparing notes" with "Desktop Linux Sucks" articles before developing your own opinion is, of course, the part where she develops the thought in the context of Abraham Lincoln's didactic tool of asking people how many legs a dog would have if someone called the tail a leg–the answer, he argues, is still four–that just because someone tells you something is a fact does not make it a fact….And herein lies the real value of doing as much as one can, as often as one can, to develop critical thinking to be as robust and strong as one can…
Now that I'm down to the wire in this paper and was reviewing another student's KAM (this one for the PhD in Education, but still each KAM has the same focus…. in this case, the sociological/social change one…) and was looking at the way she first used critical thinking/critically-reviewed the points of view of her theorists (in her case, Chomsky, Dewey, et al.), identified a coherent theme, and then synthesized a specific practical novel application given her critical characterisation (compare this directly to the time when I was attempting first to explain a phenomenon, such as decrease in demand and its effects on equilibrium price and quantity [demanded], then asked you to use your critical thinking to develop a theoretical framework/model based on what I explained?
Then, to prompt you to probe at it critically just as you would a murky lake as you wade out over the sand bars…. to give me three maximally-orthogonal exemplars to characterise your understanding of the phenomenon and to get you in the habit of using your critical thinking/critical analysis skills to find the boundaries of the phenomenon. The boundaries are what delineate the theoretical model/frameworok in your understanding. (Recall in your high school calculus, the basic requisite skill of curve-sketching; recall that one of the first things you do in curve-sketching, after you do the purely-mechanical exercise of finding the first and second derivatives, is to locate asymptotes determine the range, etc.–this is completely analagous to using your critical analytical skills t probe at/characterise a phenomenon in order to develop a thorough, comprehensive mental (or otherwise if you make it that far formally in academia..) framework/model…
Then, I encouraged you, once you had determined what the boundaries (the outline, "shape" of, "domain and range" of, etc.) of a theoretical understanding of the phenomenon, I encouraged you to move on to testing it to "fill in the gaps" (remaining uncharacterised areas of the "theoretical map" by asking me as many questinoes as you needed to understand it as thoroughly as you needed given I then asked you to derive the parallel, related (analogous even, but different) phenomenon of, in the case of the equilibrium supply-demand price-quantity schedule, it was to show the parallel/analagous phenomenon on the supply side (that is, if you determined, say, that three maximally-orthogonal contributing factors to a drop in demand and their consequent effects on price were:
GIVEN: the example, you recall (I have the hand-drawn graphs still in my Farcebook photo archive somewhere, btw):
– The context was to consider the supply-demand price-quantity relationship of winter tyres (but recall the phenomenon equally applied to other more entertaining examples):
– What does the price-quantity supply schedule look like?
– What are three maximally-orthogonal/three maximally-unrelated (to make sure that you have completely understood the underlying phenomenon, find three examples that are not overlapping conceptually) factors that would contribute to a drop in demand
– recall for any given price level, a drop in demand, you know intuitively already (bonus to help you) causes a commensurate drop in price; but is this caused by:
a) Movement along the price-quantity schedule to a new equilibrium point? or
b) Movement of the demand curve itself to establish a new equilibrium point?
Remember, even though the net result of both of those movements would be a drop in price people are willing to pay for a given quantity–but they are NOT the same underlying causative contributing factors–so that's why it's critically-important that you distinguish in your mind which is happening in the case of a drop in demand–in order to understand clearly, therefore, you must first establish "what does a drop in demand mean?"
Thus, I asked for three examples of causative factors of a drop in demand that would cause the coincident drop in price level/price people are willing to pay for the given quantity; three acceptable and non-overlapping contributing factors, for example, are:
1. Environmental (e.g. change in seasons): Consider the demand for winter tires as the season changes from later Winter to Spring, through to Summer. The demand for tires at a given price level would fall. This FALL in QUANTITY that people want for a given price is represented on your price-quantity schedule as a SHIFT in the DEMAND curve DOWNWARDS and to the LEFT.
2. Technological (invention of the PHV: Personal Hover Vehicle causes people to stop driving on roads so much; consequently, they need fewer tires (note that this is not at all related to environmental issues–a shortage of rubbar due to a hurricane in the rubbar-producer's country, for example, is still environmental and would not count as a separate non-overlapping factor…)
3. Cultural/behavioural: (As a result of a cultural shift, such as the Car culture of the USA–which I believe to have evolved differently to Canada, because of the higher population density of the USA–people could realistically drive "cross-country" in short day-long hops. In Canada, you could easily drive over two days and not really reach a next city to stop in each day, so I felt that it caused a differential adoption of the car in our culture). People have decided to spend more time locally or online (but not technological aspect) and have decided to drive less as a result, causing less need for tyres… (again, nothing to do with the previous two factors… get the idea? this helps you really zero in on the real underlying conceptual factors….)
The figure below illustrates the opposite of this–an increase in demand, which you see as the entire DEMAND schedule/curve shifting UP and RIGHT. This consequently has moved the equilibrium price level (the point of intersection of the DEMAND and SUPPLY curves UPWARDS along the SUPPLY curve, S).
If you understand that, then you will be able to explain easily the corollary I will ask in a moment:
So now you understand that a change in DEMAND causes a SHIFT in the DEMAND curve. It is not a movement along the demand curve, but rather an inflation or deflation of the curve itself; thus, you do not slide down the demand curve–the entire curve, as you see, shifts–causing the equilibrium/intersection point to move as well.
So now, the question to test your understanding is the following:
There is a COROLLARY of this concept on the supply side:
1. what are THREE conceptually non-overlapping factors that could cause a DECREASE in the SUPPLY of winter tires?
2. what happens to the supply schedule as a result of this decrease?
3. a) what will happen to the price-quantity equilibrium?
b) will the price for a constant quantity go up or down? will the quantity for a fixed price go up or down? show what is actually happening insde….]
I'm pretty sure that Edvard won't have read–and even if she did skim down to here, definitely didn't critically assess/test/characterise as much as she would…And I don't expect that any of you who haven't paid for a lecture series in philosophy, critical reasoning, economics, or education, would be accustomed to this kind of "thinking till it hurts–and always doing that with everything (I, in fact, still do that and push the boundaries of whatever it is I'm thinking about all the time, regardless of how well I knew/thought I knew/no longer "know" something, Peter will know….)
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