To the Question about the Quality of Economic Education

The article discusses the shortcomings of the methodology of neoclassical theory as a basic theory determining the content of contemporary economic theory course at Russian educational institutions namely unrealistic conditions of perfect competition, rationality of economic behavior of business entities, completeness and authenticity of commercially relevant information, consideration of exclusively quantitative characteristics of economic processes and phenomena without regard to their essential characteristics and patterns of evolution, unjustified simplification of the analyzed subject for the clarity of material presentation in graphical models. Indicated preconditions of economic analysis reduce the scientific and practical value of the teaching material of similar quality. The problem concerning the lack of a single strictly consistent terminology in the Russian textbooks on this subject by various authors that hinders mastering of the learning material by the students is also emphasized. In order to achieve scientific consistency and practical significance of the economic theory course it is proposed to link it mainly on the basis of the ideas proclaimed by the classical school of political economy, German historical school, Keynesianism in relation to the reasoning of the state regulation directions, American classical institutionalism, German ordoliberalism. At the end of the article the need to strengthen the budget financing of the educational process in modern Russia and return to the strict competitive selection of applicants are discussed. [For the complete Volume 13, Number 2 proceedings, see ED568600.]