Economics Online Tutor
For new students, a logical place to start would be to ask: What is
economics? For the answer to that question, consider these two facts of
life: Human wants are unlimited, and resources are finite. This means that
not everybody can have everything. This combination of unlimited wants
and limited resources is called scarcity. Scarcity, in economics lingo, is not
the same thing as shortage. The term shortage is a completely different
concept and will be encountered elsewhere in the study of economics.
Scarcity is called "the economic problem". How individuals, groups of
individuals, and entire societies deal with this economic problem is what
economics is all about. So one definition of economics is this:
ECONOMICS: THE STUDY OF HOW PEOPLE CHOOSE TO USE THEIR
SCARCE RESOURCES IN AN ATTEMPT TO SATISFY THEIR UNLIMITED
Economics deals with the answers to the what, how, and who questions: WHAT
should be produced? HOW should it be produced? WHO should it be distributed
As you will figure out, if you haven't done so already, the study of economics
involves a certain kind of logic, a unique kind of thinking. This is one of the
things that is difficult to define, but you will recognize it when you see it. This
form of thinking is called "economic thinking", or the "economic approach".
Economic thinking involves the concept that costs include unintended
consequences. Economists attempt to include these costs in the decision
making process. This leads to a thoroughness of the thought process not found
in all social sciences.
USING MATH IN
THE STUDY OF
Different levels of economic
study require different levels of
mathematical knowledge. The
purpose of this site is to teach
basic economic concepts.
With that in mind, an attempt is
made to include only a minimal
level of math. However, some
math is included, because it is
impossible to get very far in the
study of economics without
encountering some math. I am
using the following rule for this
site when it comes to using
math: Some math is included,
but nothing beyond linear
algebra. This will cover the
basics, and many students are
familiar with the use of such
math. For those who are not,
much can be learned from
reading this site: just skip over
the math portions that are not
understood. Much can be
learned in that manner, but
more can be learned if the
math is also followed. Any
questions involving a higher
level of math will not be
answered through this site.
Also, statistics, important in
many areas related to
economics, will not be used
These are all terms that
refer to the same thing:
the terms are
They all refer to an
organization that is
controlled by one
and offers goods or
services for sale in the
hopes of earning a profit.
A very important concept that is involved in all areas of economic analysis is the concept of equilibrium. I
have found that while textbooks and classroom instruction generally explain this concept well as it relates
to many economic principles, the concept of equilibrium is still often under-emphasized. If you keep in mind
that if forms the basis for ALL areas of analysis, you should be able to have a clearer understanding of
The definition of equilibrium as it relates to the study of economics:
EQUILIBRIUM: A SITUATION IN WHICH NO FORCES EXIST TO CREATE CHANGES
This definition can be applied to all areas of life, not just the areas normally associated with the study of
The opposite of equilibrium is disequilibrium. When disequilibrium exists, the current situation is not
sustainable in the long run and will change, with changes moving towards a situation of equilibrium.
On the subject of economic analysis, the study of economics necessarily involves learning many different
topics and concepts. This site is divided into various topics accordingly. In order to fully understand and
analyze real life situations, knowledge of many different topics must be understood and incorporated into
the analysis. Most topics are taught in terms of specific relationships, with assumptions made in order to
isolate these relationships. These assumptions include one involving "ceteris paribus", or "everything else
held constant or equal". This assumption allows for a better understanding of the concepts being studied.
It is necessary to make this assumption for studying concepts, but it is an assumption that does not hold true
in the real world and must be relaxed when applying these concepts to real-life situation. In the real world,
everything else is not constant or equal. The economy is dynamic, and changes are always occurring. With
constant changes, real world analysis means that disequilibrium of some kind is always involved with any
situation. Knowing which relationships are in equilibrium and which are in disequilibrium for any given
situation is a key to proper economic analysis.
Since the real world economy is dynamic, composed of many different inter-relationships, the concept of
equilibrium is actually more of a process or a direction of movement, rather than a state of being.
When you hear people, especially politicians, discuss economics issues, you often
hear them talk about what should be done, or what course of action should be
followed. Such statements are called normative statements. Normative
statements are statements about "what ought to be". Other kinds of statements
you may hear in relation to economics are called positive statements, which are
statements of facts, statements of the results of studies, etc. Positive statements
include no value judgements, while normative statements include value
judgements. The economic approach requires the avoidance of using normative
statements. Only positive statements should be used in applying the principles of
economics to real-world situations.
The use of normative statements is one trap to avoid when studying economics.
For the economic approach, it might be helpful to note three other common
mistakes to avoid:
1. Economics involves the study of human behavior. This should be done by
assuming that people's behavior is governed by "rational self interest" (more on
that later on this page), instead of assuming that behavior is governed by
ignorance. Don't assume that people behave in a certain way because they are too
"stupid" to behave rationally. Instead, assume a rational reason for behavior.
2. Avoid the fallacy of composition. This is the fallacy of saying that what applies to
one will apply to many. For example, one person might be better off by saving
more and spending less, but the consequences are different if everybody makes
that choice at the same time.
3. Just because an association between events can be found does not mean that
one event caused the other. Two things happening together could be a
coincidence. Or there may be a provable statistical connection between two
events. But just because the events can be linked does not in any way imply that
one caused the other.
I mentioned the term "rational self interest". This is the assumption that
economists make that states that the choices people make are done rationally,
based on the information known at the time, in an attempt to maximize their
satisfaction. 'This satisfaction is known in economics lingo as utility (the term
"utility" will come up often in the study of economics). "Rational", in this sense,
does not imply that everybody would make the exact same decision when
confronted with the same choice, using the same available information. Different
people can make different decisions and each can still be rational. Different
people have different goals, different attitudes, and different costs.
Some economists use the term "bounded rationality" instead of "rational self
interest", in order to emphasize the fact that people do not have perfect
knowledge at the time that they make decisions. But the terms are
interchangeable. Also, it is important to note that "self interest" is not the same
thing as "selfish". People who are acting in rational self interest, and are trying to
maximize their satisfaction, can very well do so by helping others, giving to charity,
and making numerous sacrifices.
|If you would like to make a donation to help with the cost of providing
this FREE educational website, you may do so by clicking on the
PayPal donate button below. PayPal account not required.
This site will remain FREE. However, I will accept donations to help
cover my personal expenses. I have also invested hundreds of hours in
Goods and services:
In the study of economics, the term "goods and services" is often encountered. Some comments about
terminology would be appropriate at this time. "Goods" refers to physical products, while "services" refers
to non-physical products. In terms of what is available for sale, an example of a good is a new car on a car
lot. An example of a service is a housecleaning service. For many types of economic analysis, these terms
are used together to indicate that the analysis applies to both together; thus the term "goods and services".
Because this is used so often in economics, it becomes somewhat cumbersome to continuously repeat this
term. Sometimes, in order to avoid this repetition, economists and economics textbooks may use the term
"goods" to refer to "goods and services". This second meaning of the term "goods" may seem at times to be
confusing, but the context that it is used in should allow you to know which meaning is being used in each
Some other terminology to be familiar with:
Economic good: Something that wouldn't exist in sufficient quantities if it were free. This covers the vast
majority of goods.
Free good: Something that there would be enough of even if it were free. It is very difficult to find a
real-world example of a free good. Some people say that air is a free good, but in some locations, "clean air"
is not free; there is a cost involved.
Economic bad: Something that people pay to have less of. Pollution, for example.
Resources, or economic resources: Anything used in the production of other goods and services. These
include land, labor, and capital.
Land: This includes such things as minerals, timber, and water, as well as the actual land itself.
Labor: The physical and intellectual services of people. This includes training, education, and peoples'
abilities. Entrepreneurship is a special class of labor, but some economists have classified it as a fourth
type of resource.
Capital: Manufactured products such as machinery and equipment that are used in production. Capital in
this sense is separate from forms of financial backing such as stocks, bonds, etc. Those kinds of assets are
known as financial capital, as opposed to physical capital. In terms of factors of production, capital only
refers to physical capital.
These different types of resources produce earnings of their own, and these earnings all have their own
terminology: land earns rent, labor earns wages, and capital earns interest. If entrepreneurship is listed as a
fourth type of resource, then its earnings would be called profit.
The study of economics is generally divided into two broad categories: microeconomics and
Microeconomics is the study of economics on the individual level: the individual firm, the individual
consumer, the individual worker.
Macroeconomics is the study of economics at the level of the economy as a whole, or an entire industry or
sector of the economy as a whole. Economic sectors are classified as the consumer, or household sector,
the business sector, the government sector, and the international sector.
One last note about the study of economics: it is often talked about, and joked about, the fact that
economists tend to disagree on about everything. Since economists, who are supposed to be the experts in
the field, cannot agree or come to a consensus, then people, and especially government officials, often
suggest that their own instincts and opinions are just as good as anybody else's, including the so-called
expert economists. These people often draw erroneous conclusions by making this assumption. The truth
is, economists actually agree on almost everything. One thing that economists always agree on is the logic
of economics itself, something that often gets excluded by other people, including politicians. The few
things open for disagreement are the only things that the public sees regarding economic thought. Since
the public sees only the disagreements, they falsely conclude that disagreements among economists is the
There are very good reasons behind the disagreements that do exist. Economies are very complex. They
involve literally millions of inter-relationships and transactions every day. In order to be able to draw
conclusions, economists develop simplified models to explain these relationships one at a time. Mentioned
earlier in this section is the term "ceteris paribus", which is a Latin term meaning "other things being equal".
This means that economists assume that the other millions of relationships are irrelevant to the study at
hand. But this assumption only holds true within the economic model, the theory being studied. In the real
world other things never remain constant. Isolating specific relationships does yield valuable, statistical
correlations that aid in the understanding of how things work. Remember, though, that correlation does not
prove cause and effect.
Keeping the assumptions in mind, and having the ability to understand what changes from the theory to the
real world when the assumptions are lifted, often separate the "good" economists from the rest.
Economists have used many studies to create many simplified models of the complex world. Sometimes, the
complexity is compounded by the fact that the relationships studied take time to develop in the real world.
By the time they do, other factors will change. The result of all the complexity is that different interpretations
of the conclusions that can be drawn from looking at different models will exist. This is one of the causes of
disagreements among economists, and has led to different economic "schools of thought". These
differences often show up in public as being associated with different political philosophies. It doesn't mean
that economists cannot agree on anything, and it doesn't mean that economic study is not worthwhile.
Another criticism of economists is that they are not 100% accurate in their predictions. But they are not
supposed to be 100% accurate. That is not their jobs, and they don't claim that it is. Their jobs are to study
the models, the evidence that they have at their disposal, compare that to the current and complex real
world situation, and draw conclusions based on what they believe is likely to occur based on the information
that they have at hand. These are economic forecasts, not quite the same thing as predictions of the future.
But the complexity of the real world, compounded by the fact that future decisions will be made by imperfect
humans, means that "results may vary" when it comes to forecasts about the economy.
This section covers the basics. It should give you a background for studying the various topics in
economics. Where to begin?
This site is designed for flexibility: different people use it for different purposes. I have included a series of
tabs and links to make navigation through the various topics as easy as possible. Many users of this site are
looking for an explanation of a specific topic that they are studying in economics class.
Each topic should be relatively easy to find: start with the tabs and links on the home page. Perhaps you are
unsure of where a specific topic would be located, or you want an even easier way to jump to a specific
topic: start with the glossary section.
The glossary section is handy because it lists all of the economics terms that appear within this site, along
with a handy definition as used in economics for each term. Perhaps that definition will answer your specific
question. If not, or if you want to learn more, each term itself is a link to a page within this site where that
term is used in context.
Perhaps you want to use this site for an overall study of economics. In that case, you would want to
systematically work through different sections. In that case, keep in mind that the topics build on one
another, so you would want to proceed through them in order. Some people prefer to begin with
microeconomic topics, some prefer to begin with macroeconomic topics. If you begin with macroeconomics,
you will want to be aware that it assumes some prior knowledge of some of the concepts involved with the
study of supply & demand, which is part of microeconomics. So start with supply & demand, and then jump to
|This page, along with additional commentary, was posted on the "Economics
Online Tutor" Facebook page's timeline on July 14, 2012.
|Do you find the information on this page
The left column of the home page lists all of
the economics topics covered in this website.
Now, you can receive a FREE ebook version
of the information in this site under the title
Basic Economics for Students and Non-
By Jerry Wyant
Or if you prefer, you may purchase a
paperback version from Amazon, Barnes &
Noble, Sony, Apple, and other distributors.
This makes a great handbook and reference.
Students: please help to make sure your
classmates and teachers are aware of this
Click here to order a FREE ebook from
Click here to purchase a paperback version