Liberal arts college
A liberal arts college or liberal arts institution of higher education is a college with an emphasis on undergraduate study in the liberal arts and sciences. Such colleges aim to impart a broad general knowledge and develop general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. Students in a liberal arts college major in a particular discipline while receiving exposure to a wide range of academic subjects, including sciences as well as the traditional humanities subjects taught as liberal arts. Although it draws on European antecedents, the liberal arts college is associated with American higher education, most liberal arts colleges around the world draw explicitly on the American model. According to US News & World Report, the top ten ranked Liberal Arts Colleges in America for 2019, by alphabetical order are: Amherst College, Bowdoin College, Carleton College, Claremont McKenna College, Davidson College, Middlebury College, Pomona College, Swarthmore College, Wellesley College, Williams College.
There is no formal definition of liberal arts college, but one American authority defines them as schools that "emphasize undergraduate education and award at least half of their degrees in the liberal arts fields of study." Other researchers have adopted similar definitions. Although many liberal arts colleges are undergraduate, some offer graduate programs that lead to a master's degree or doctoral degree in subjects such as business administration, nursing and law. Although the term "liberal arts college" most refers to an independent institution, it may sometimes refer to a university college within or affiliated with a larger university. Most liberal arts colleges outside the United States follow this model. Liberal arts colleges are distinguished from other types of higher education chiefly by their generalist curricula and small size; these attributes have various secondary effects in terms of administration as well as student experience. For example, class size is much lower at liberal arts colleges than at universities, faculty at liberal arts colleges focus on teaching more than research.
From a student perspective, a liberal arts college differs from other forms of higher education in the following areas: higher overall student satisfaction, a general feeling that professors take a personal interest in the student's education, perception of encouragement to participate in discussion. Many students select liberal arts colleges with this sense of personal connection in mind. From an administrative standpoint, the small size of liberal arts colleges contributes to their cohesion and ability to survive through difficult times. Job satisfaction is typically higher in liberal arts colleges, for both faculty and staff; the smaller size makes it feasible for liberal arts colleges to adopt experimental or divergent approaches, such as the Great Books curriculum at St. John's or Shimer, or the radically interdisciplinary curriculum of Marlboro. In addition, most liberal arts colleges are residential, which means students live and learn away from home for the first time; the distinctiveness of these attributes is somewhat eroded by the tendency of universities to adopt aspects of the liberal arts college, vice versa.
For example, several American universities, including the University of California system, have experimented with a cluster colleges model in which small liberal-arts-college-like units within a larger university form a "honeycomb of residential colleges". In addition, some universities have maintained a sub-unit that preserves many aspects of the liberal arts college, such as Columbia College within Columbia University. Liberal arts colleges themselves sometimes cluster to offer greater curricular breadth or share other resources. In academia, liberal arts refer to subjects or skills that aim to provide general knowledge and comprise the arts, natural sciences, social sciences, as opposed to professional or technical subjects. Most liberal arts colleges nowadays, offer more than just liberal arts subjects, such as computer science from the formal science discipline. Liberal arts colleges are found in all parts of the world. Notwithstanding the European origins of the concept of liberal arts education, today the term is associated with the United States, most self-identified liberal arts colleges worldwide are built on the American model.
The Global Liberal Arts Alliance, which incorporates institutions on five continents, refers to itself as "an international, multilateral partnership of American style liberal arts institutions."In 2009, liberal arts colleges from around the world formed the Global Liberal Arts Alliance, an international consortium and "matching service" to help liberal arts colleges in different countries deal with their shared problems. The liberal arts college model took root in the United States in the 19th century, as institutions spread that followed the model of early schools like Harvard and Dartmouth, although none of these early American schools are regarded as liberal arts colleges today; these colleges served as a means of spreading a European cultural model across the new country. The model proliferated in the 19th century; as of 1987, there were about 540 liberal arts colleges in the United States. The oldest liberal arts college in America is considered to be Washington College, the first college chartered after American independence.
Other prominent examples in the United States include the so-called Little Ivy co
Physics is the natural science that studies matter, its motion, behavior through space and time, that studies the related entities of energy and force. Physics is one of the most fundamental scientific disciplines, its main goal is to understand how the universe behaves. Physics is one of the oldest academic disciplines and, through its inclusion of astronomy the oldest. Over much of the past two millennia, chemistry and certain branches of mathematics, were a part of natural philosophy, but during the scientific revolution in the 17th century these natural sciences emerged as unique research endeavors in their own right. Physics intersects with many interdisciplinary areas of research, such as biophysics and quantum chemistry, the boundaries of physics which are not rigidly defined. New ideas in physics explain the fundamental mechanisms studied by other sciences and suggest new avenues of research in academic disciplines such as mathematics and philosophy. Advances in physics enable advances in new technologies.
For example, advances in the understanding of electromagnetism and nuclear physics led directly to the development of new products that have transformed modern-day society, such as television, domestic appliances, nuclear weapons. Astronomy is one of the oldest natural sciences. Early civilizations dating back to beyond 3000 BCE, such as the Sumerians, ancient Egyptians, the Indus Valley Civilization, had a predictive knowledge and a basic understanding of the motions of the Sun and stars; the stars and planets were worshipped, believed to represent gods. While the explanations for the observed positions of the stars were unscientific and lacking in evidence, these early observations laid the foundation for astronomy, as the stars were found to traverse great circles across the sky, which however did not explain the positions of the planets. According to Asger Aaboe, the origins of Western astronomy can be found in Mesopotamia, all Western efforts in the exact sciences are descended from late Babylonian astronomy.
Egyptian astronomers left monuments showing knowledge of the constellations and the motions of the celestial bodies, while Greek poet Homer wrote of various celestial objects in his Iliad and Odyssey. Natural philosophy has its origins in Greece during the Archaic period, when pre-Socratic philosophers like Thales rejected non-naturalistic explanations for natural phenomena and proclaimed that every event had a natural cause, they proposed ideas verified by reason and observation, many of their hypotheses proved successful in experiment. The Western Roman Empire fell in the fifth century, this resulted in a decline in intellectual pursuits in the western part of Europe. By contrast, the Eastern Roman Empire resisted the attacks from the barbarians, continued to advance various fields of learning, including physics. In the sixth century Isidore of Miletus created an important compilation of Archimedes' works that are copied in the Archimedes Palimpsest. In sixth century Europe John Philoponus, a Byzantine scholar, questioned Aristotle's teaching of physics and noting its flaws.
He introduced the theory of impetus. Aristotle's physics was not scrutinized until John Philoponus appeared, unlike Aristotle who based his physics on verbal argument, Philoponus relied on observation. On Aristotle's physics John Philoponus wrote: “But this is erroneous, our view may be corroborated by actual observation more than by any sort of verbal argument. For if you let fall from the same height two weights of which one is many times as heavy as the other, you will see that the ratio of the times required for the motion does not depend on the ratio of the weights, but that the difference in time is a small one, and so, if the difference in the weights is not considerable, that is, of one is, let us say, double the other, there will be no difference, or else an imperceptible difference, in time, though the difference in weight is by no means negligible, with one body weighing twice as much as the other”John Philoponus' criticism of Aristotelian principles of physics served as an inspiration for Galileo Galilei ten centuries during the Scientific Revolution.
Galileo cited Philoponus in his works when arguing that Aristotelian physics was flawed. In the 1300s Jean Buridan, a teacher in the faculty of arts at the University of Paris, developed the concept of impetus, it was a step toward the modern ideas of momentum. Islamic scholarship inherited Aristotelian physics from the Greeks and during the Islamic Golden Age developed it further placing emphasis on observation and a priori reasoning, developing early forms of the scientific method; the most notable innovations were in the field of optics and vision, which came from the works of many scientists like Ibn Sahl, Al-Kindi, Ibn al-Haytham, Al-Farisi and Avicenna. The most notable work was The Book of Optics, written by Ibn al-Haytham, in which he conclusively disproved the ancient Greek idea about vision, but came up with a new theory. In the book, he presented a study of the phenomenon of the camera obscura (his thousand-year-old
Psychology is the science of behavior and mind. Psychology includes the study of conscious and unconscious phenomena, as well as feeling and thought, it is an academic discipline of immense scope. Psychologists seek an understanding of the emergent properties of brains, all the variety of phenomena linked to those emergent properties; as a social science it aims to understand individuals and groups by establishing general principles and researching specific cases. In this field, a professional practitioner or researcher is called a psychologist and can be classified as a social, behavioral, or cognitive scientist. Psychologists attempt to understand the role of mental functions in individual and social behavior, while exploring the physiological and biological processes that underlie cognitive functions and behaviors. Psychologists explore behavior and mental processes, including perception, attention, intelligence, motivation, brain functioning, personality; this extends to interaction between people, such as interpersonal relationships, including psychological resilience, family resilience, other areas.
Psychologists of diverse orientations consider the unconscious mind. Psychologists employ empirical methods to infer causal and correlational relationships between psychosocial variables. In addition, or in opposition, to employing empirical and deductive methods, some—especially clinical and counseling psychologists—at times rely upon symbolic interpretation and other inductive techniques. Psychology has been described as a "hub science" in that medicine tends to draw psychological research via neurology and psychiatry, whereas social sciences most draws directly from sub-disciplines within psychology. While psychological knowledge is applied to the assessment and treatment of mental health problems, it is directed towards understanding and solving problems in several spheres of human activity. By many accounts psychology aims to benefit society; the majority of psychologists are involved in some kind of therapeutic role, practicing in clinical, counseling, or school settings. Many do scientific research on a wide range of topics related to mental processes and behavior, work in university psychology departments or teach in other academic settings.
Some are employed in industrial and organizational settings, or in other areas such as human development and aging, sports and the media, as well as in forensic investigation and other aspects of law. The word psychology derives from Greek roots meaning study of soul; the Latin word psychologia was first used by the Croatian humanist and Latinist Marko Marulić in his book, Psichiologia de ratione animae humanae in the late 15th century or early 16th century. The earliest known reference to the word psychology in English was by Steven Blankaart in 1694 in The Physical Dictionary which refers to "Anatomy, which treats the Body, Psychology, which treats of the Soul."In 1890, William James defined psychology as "the science of mental life, both of its phenomena and their conditions". This definition enjoyed widespread currency for decades. However, this meaning was contested, notably by radical behaviorists such as John B. Watson, who in his 1913 manifesto defined the discipline of psychology as the acquisition of information useful to the control of behavior.
Since James defined it, the term more connotes techniques of scientific experimentation. Folk psychology refers to the understanding of ordinary people, as contrasted with that of psychology professionals; the ancient civilizations of Egypt, China and Persia all engaged in the philosophical study of psychology. In Ancient Egypt the Ebers Papyrus mentioned thought disorders. Historians note that Greek philosophers, including Thales and Aristotle, addressed the workings of the mind; as early as the 4th century BC, Greek physician Hippocrates theorized that mental disorders had physical rather than supernatural causes. In China, psychological understanding grew from the philosophical works of Laozi and Confucius, from the doctrines of Buddhism; this body of knowledge involves insights drawn from introspection and observation, as well as techniques for focused thinking and acting. It frames the universe as a division of, interaction between, physical reality and mental reality, with an emphasis on purifying the mind in order to increase virtue and power.
An ancient text known as The Yellow Emperor's Classic of Internal Medicine identifies the brain as the nexus of wisdom and sensation, includes theories of personality based on yin–yang balance, analyzes mental disorder in terms of physiological and social disequilibria. Chinese scholarship focused on the brain advanced in the Qing Dynasty with the work of Western-educated Fang Yizhi, Liu Zhi, Wang Qingren. Wang Qingren emphasized the importance of the brain as the center of the nervous system, linked mental disorder with brain diseases, investigated the causes of dreams and insomnia, advanced a theory of hemispheric lateralization in brain function. Distinctions in types of awareness appear in the ancient thought of India, influenced by Hinduism. A central idea of the Upanishads is the distinction between a person's transient mundane self and their eternal unchanging soul. Divergent Hindu doctrines, Buddhism, have challenged this hierarchy of selves, but have all emphasized the importance of reaching higher
Association football, more known as football or soccer, is a team sport played with a spherical ball between two teams of eleven players. It is played by 250 million players in over 200 countries and dependencies, making it the world's most popular sport; the game is played on a rectangular field called a pitch with a goal at each end. The object of the game is to score by moving the ball beyond the goal line into the opposing goal. Association football is one of a family of football codes, which emerged from various ball games played worldwide since antiquity; the modern game traces its origins to 1863 when the Laws of the Game were codified in England by The Football Association. Players are not allowed to touch the ball with hands or arms while it is in play, except for the goalkeepers within the penalty area. Other players use their feet to strike or pass the ball, but may use any other part of their body except the hands and the arms; the team that scores most goals by the end of the match wins.
If the score is level at the end of the game, either a draw is declared or the game goes into extra time or a penalty shootout depending on the format of the competition. Association football is governed internationally by the International Federation of Association Football, which organises World Cups for both men and women every four years; the rules of association football were codified in England by the Football Association in 1863 and the name association football was coined to distinguish the game from the other forms of football played at the time rugby football. The first written "reference to the inflated ball used in the game" was in the mid-14th century: "Þe heued fro þe body went, Als it were a foteballe"; the Online Etymology Dictionary states that the "rules of the game" were made in 1848, before the "split off in 1863". The term soccer comes from a slang or jocular abbreviation of the word "association", with the suffix "-er" appended to it; the word soccer was first recorded in 1889 in the earlier form of socca.
Within the English-speaking world, association football is now called "football" in the United Kingdom and "soccer" in Canada and the United States. People in countries where other codes of football are prevalent may use either term, although national associations in Australia and New Zealand now use "football" for the formal name. According to FIFA, the Chinese competitive game cuju is the earliest form of football for which there is evidence. Cuju players could use any part of the body apart from hands and the intent was kicking a ball through an opening into a net, it was remarkably similar to modern football. During the Han Dynasty, cuju games were standardised and rules were established. Phaininda and episkyros were Greek ball games. An image of an episkyros player depicted in low relief on a vase at the National Archaeological Museum of Athens appears on the UEFA European Championship Cup. Athenaeus, writing in 228 AD, referenced the Roman ball game harpastum. Phaininda and harpastum were played involving hands and violence.
They all appear to have resembled rugby football and volleyball more than what is recognizable as modern football. As with pre-codified "mob football", the antecedent of all modern football codes, these three games involved more handling the ball than kicking. Other games included kemari in chuk-guk in Korea. Association football in itself does not have a classical history. Notwithstanding any similarities to other ball games played around the world FIFA has recognised that no historical connection exists with any game played in antiquity outside Europe; the modern rules of association football are based on the mid-19th century efforts to standardise the varying forms of football played in the public schools of England. The history of football in England dates back to at least the eighth century AD; the Cambridge Rules, first drawn up at Cambridge University in 1848, were influential in the development of subsequent codes, including association football. The Cambridge Rules were written at Trinity College, Cambridge, at a meeting attended by representatives from Eton, Rugby and Shrewsbury schools.
They were not universally adopted. During the 1850s, many clubs unconnected to schools or universities were formed throughout the English-speaking world, to play various forms of football; some came up with their own distinct codes of rules, most notably the Sheffield Football Club, formed by former public school pupils in 1857, which led to formation of a Sheffield FA in 1867. In 1862, John Charles Thring of Uppingham School devised an influential set of rules; these ongoing efforts contributed to the formation of The Football Association in 1863, which first met on the morning of 26 October 1863 at the Freemasons' Tavern in Great Queen Street, London. The only school to be represented on this occasion was Charterhouse; the Freemason's Tavern was the setting for five more meetings between October and December, which produced the first comprehensive set of rules. At the final meeting, the first FA treasurer, the representative from Blackheath, withdrew his club from the FA over the removal of two draft rules at the previous meeting: the first allowed for running with the ball in hand.
Other English rugby clubs followed this lead and did not join the FA and instead in 1871 formed the Rugby Football Union. The eleven remaining clubs, under
Beloit College is a private liberal arts college in Beloit, Wisconsin. Founded in 1846, while the state of Wisconsin was still a territory, it is the oldest continuously operated college in the state, it is a member of the Associated Colleges of the Midwest and has an enrollment of 1,402 undergraduate students. Beloit College was founded by the group Friends for Education, started by seven pioneers from New England who, soon after their arrival in the Wisconsin Territory, agreed that a college needed to be established; the group raised funds for a college in their new town and convinced the territorial legislature to enact the charter for Beloit College on February 2, 1846. The first building was built in 1847, it remains in operation today. Classes began in the fall of 1847, with the first degrees awarded in 1851; the first president of Beloit was a Yale University graduate, Aaron Lucius Chapin, who served as president from December 1849 until 1886. The college become coeducational in fall 1895.
Although independent today, Beloit College was though unofficially, associated with the Congregationalist tradition. The college remained small for its entire first century with enrollment topping 1,000 students only with the influx of World War II veterans in 1945–1946; the "Beloit Plan" was a year-round curriculum introduced in 1964 that comprised three full terms and a "field term" of off-campus study. The trustees decided to return to the two-semester program in 1978. Beloit's campus is located within the Near East Side Historic District; the campus is host to "20 conical and animal effigy mounds built between about AD 400 and 1200", created by Native Americans identified by archaeologists as Late Woodland people. One of the mounds, in the shape of a turtle, inspired Beloit's symbol and unofficial mascot; the mounds on Beloit's campus are "catalogued" burial sites, therefore may not be disturbed without an official permit from the Wisconsin Historical Society. Several of the Beloit College sites have been excavated and restored, material found within them—including pottery and tool fragments—is now held in the college's Logan Museum of Anthropology.
Beloit College completed a 120,000 sq ft Center for the Sciences in the fall of 2008, named the Marjorie and James Sanger Center for the Sciences in 2017. The building was awarded LEED green building certification, it won a Design Excellence Honor Award in Interior Architecture from the Chicago chapter of the American Institute of Architects on October 30, 2009. In the fall of 2010, Beloit College opened the Hendricks Center for the Arts, a 58,000-square-foot structure that holds dance and theater facilities; the building held the Beloit Post Office and the Beloit Public Library. The renovation and expansion of the facility is the largest single gift in the college's history; the building is named after Diane Hendricks, chair of ABC Supply of Beloit, her late husband and former college trustee Ken Hendricks. Two Beloit campus museums open to the public are run by college staff and students; the Logan Museum of Anthropology and the Wright Museum of Art were both founded in the late 19th century.
The Logan Museum, accredited by the American Alliance of Museums, curates over 300,000 ethnographic and archaeological objects from 125 countries and over 600 cultural groups. The Wright Museum's holdings of over 8,000 objects include a large collection of original prints and Asian art. Both museums feature temporary special exhibitions year round; the Beloit College campus houses two sculptures by artist Siah Armajani, his Gazebo for One Anarchist: Emma Goldman 1991 and The Beloit College Poetry Garden. Beloit College's curriculum retains many aspects of the Beloit Plan from the 1960s, emphasizing experiential learning, learner agency, reflective connection-making between out-of-classroom and in-classroom learning experiences, or "the liberal arts in practice." Academic strengths include field-oriented disciplines such as geology. More Beloit graduates have earned Ph. D.s in anthropology than graduates of any other undergraduate liberal arts college not affiliated with a university, the school ranks among the top 20 American liberal arts colleges whose graduates go on to earn a Ph.
D. in general. The geology department continues a tradition that began with T. C. Chamberlin more than a century ago. Today the department combines a course load with research; the department is a member of the Keck Geology Consortium, a research collaboration of several similar colleges across the United States, including Amherst College, Pomona College, Washington and Lee University. The Consortium sends undergraduate students worldwide to publish their findings; the college created a center for entrepreneurship known as CELEB, founded by Professor of Economics Emeritus Jerry Gustafson. Beloit hosts seven annual academic residencies that bring leaders in their respective fields to campus to work with students and serve as the center of other themed activities; the oldest is the Lois and Willard Mackey Chair in Creative Writing, established in the late 1980s, which has brought Denise Levertov, Scott Russell Sanders, Ursula Le Guin, many noted writers to Beloit. As part of the Weissberg Program in Human Rights, Beloit hosts the Weissberg Distinguished Professor in Human Rights and Social Justice, held by an individual with significant international human rights experience.
Weissberg Chairs have included Palestinian activist and scholar Hanan Ashrawi and U. S. Marine Corps General Anthony Zinni; the Upton Scholar presides over Beloi
Performing arts are a form of art in which artists use their voices, bodies or inanimate objects to convey artistic expression. It is different from visual arts, when artists use paint, canvas or various materials to create physical or static art objects. Performing arts include a range of disciplines. Theatre, music and object manipulation, other kinds of performances are present in all human cultures; the history of music and dance date to pre-historic times whereas circus skills date to at least Ancient Egypt. Many performing arts are performed professionally. Performance can be in purpose built buildings, such as theatres and opera houses, on open air stages at festivals, on stages in tents such as circuses and on the street. Live performances before an audience are a form of entertainment; the development of audio and video recording has allowed for private consumption of the performing arts. The performing arts aim to express one's emotions and feelings. Artists who participate in performing arts in front of an audience are called performers.
Examples of these include actors, dancers, circus artists and singers. Performing arts are supported by workers in related fields, such as songwriting and stagecraft. A performer who excels in acting and dancing is referred to as a triple threat. Well-known examples of historical triple threat artists include Gene Kelly, Fred Astaire, Judy Garland. Performers adapt their appearance, such as with costumes and stage makeup, stage lighting, sound. Performing arts may include dance, opera and musical theatre, illusion, spoken word, circus arts, performance art. There is a specialized form of fine art, in which the artists perform their work live to an audience; this is called performance art. Most performance art involves some form of plastic art in the creation of props. Dance was referred to as a plastic art during the Modern dance era. Theatre is the branch of performing arts. Any one or more of these elements is performing arts. In addition to the standard narrative dialogue style of plays. Theater takes such forms as plays, opera, illusion, classical Indian dance, mummers' plays, improvisational theatre, stand-up comedy and non-conventional or contemporary forms like postmodern theatre, postdramatic theatre, or performance art.
In the context of performing arts, dance refers to human movement rhythmic and to music, used as a form of audience entertainment in a performance setting. Definitions of what constitutes dance are dependent on social, aesthetic artistic and moral constraints and range from functional movement to codified, virtuoso techniques such as ballet. There is one another modern form of dance that emerged in 19th- 20th century with the name of Free-Dance style; this form of dance was structured to create a harmonious personality which included features such as physical and spiritual freedom. Isadora Duncan was the first female dancer who argued about “woman of future” and developed novel vector of choreography using Nietzsche’s idea of “supreme mind in free mind”. Dance is a powerful impulse, but the art of dance is that impulse channeled by skillful performers into something that becomes intensely expressive and that may delight spectators who feel no wish to dance themselves; these two concepts of the art of dance—dance as a powerful impulse and dance as a skillfully choreographed art practiced by a professional few—are the two most important connecting ideas running through any consideration of the subject.
In dance, the connection between the two concepts is stronger than in some other arts, neither can exist without the other. Choreography is the art of making dances, the person who practices this art is called a choreographer. Music is an art form which combines pitch and dynamic in order to create sound, it can be performed using a variety of instruments and styles and is divided into genres such as folk, hip hop and rock, etc. As an art form, music can occur in live or recorded formats, can be planned or improvised; as music is a protean art, it co-ordinates with words for songs as physical movements do in dance. Moreover, it has a capability of shaping human behaviors. Starting in the 6th century BC, the Classical period of performing art began in Greece, ushered in by the tragic poets such as Sophocles; these poets wrote plays. The Hellenistic period began the widespread use of comedy. However, by the 6th century AD, Western performing arts had been ended, as the Dark Ages began. Between the 9th century and 14th century, performing art in the West was limited to religious historical enactments and morality plays, organized by the Church in celebration of holy days and other important events.
In the 15th century performing arts, along with the arts in general, saw a revival as the Renaissance began in Italy and spread throughout Europe plays, some of which incorporated dance, which were performed and Domenico da Piacenza credited with the first use of the term ballo instead of danza for his baletti or balli. The term became Ballet; the first Ballet per se is thought to be Balthasar de Beaujoyeulx's Ballet Comique de la Reine. By the mid-16th century Commedia Dell'arte became popular in Europe, introducing the use of improvisation; this period introduced the Elizabethan
Economics is the social science that studies the production and consumption of goods and services. Economics focuses on the behaviour and interactions of economic agents. Microeconomics analyzes basic elements in the economy, including individual agents and markets, their interactions, the outcomes of interactions. Individual agents may include, for example, firms and sellers. Macroeconomics analyzes the entire economy and issues affecting it, including unemployment of resources, economic growth, the public policies that address these issues. See glossary of economics. Other broad distinctions within economics include those between positive economics, describing "what is", normative economics, advocating "what ought to be". Economic analysis can be applied throughout society, in business, health care, government. Economic analysis is sometimes applied to such diverse subjects as crime, the family, politics, social institutions, war and the environment; the discipline was renamed in the late 19th century due to Alfred Marshall, from "political economy" to "economics" as a shorter term for "economic science".
At that time, it became more open to rigorous thinking and made increased use of mathematics, which helped support efforts to have it accepted as a science and as a separate discipline outside of political science and other social sciences. There are a variety of modern definitions of economics. Scottish philosopher Adam Smith defined what was called political economy as "an inquiry into the nature and causes of the wealth of nations", in particular as: a branch of the science of a statesman or legislator a plentiful revenue or subsistence for the people... to supply the state or commonwealth with a revenue for the publick services. Jean-Baptiste Say, distinguishing the subject from its public-policy uses, defines it as the science of production and consumption of wealth. On the satirical side, Thomas Carlyle coined "the dismal science" as an epithet for classical economics, in this context linked to the pessimistic analysis of Malthus. John Stuart Mill defines the subject in a social context as: The science which traces the laws of such of the phenomena of society as arise from the combined operations of mankind for the production of wealth, in so far as those phenomena are not modified by the pursuit of any other object.
Alfred Marshall provides a still cited definition in his textbook Principles of Economics that extends analysis beyond wealth and from the societal to the microeconomic level: Economics is a study of man in the ordinary business of life. It enquires how he uses it. Thus, it is on the one side, the study of wealth and on the other and more important side, a part of the study of man. Lionel Robbins developed implications of what has been termed "erhaps the most accepted current definition of the subject": Economics is a science which studies human behaviour as a relationship between ends and scarce means which have alternative uses. Robbins describes the definition as not classificatory in "pick out certain kinds of behaviour" but rather analytical in "focus attention on a particular aspect of behaviour, the form imposed by the influence of scarcity." He affirmed that previous economists have centred their studies on the analysis of wealth: how wealth is created and consumed. But he said that economics can be used to study other things, such as war, that are outside its usual focus.
This is because war has as the goal winning it, generates both cost and benefits. If the war is not winnable or if the expected costs outweigh the benefits, the deciding actors may never go to war but rather explore other alternatives. We cannot define economics as the science that studies wealth, crime and any other field economic analysis can be applied to; some subsequent comments criticized the definition as overly broad in failing to limit its subject matter to analysis of markets. From the 1960s, such comments abated as the economic theory of maximizing behaviour and rational-choice modelling expanded the domain of the subject to areas treated in other fields. There are other criticisms as well, such as in scarcity not accounting for the macroeconomics of high unemployment. Gary Becker, a contributor to the expansion of economics into new areas, describes the approach he favours as "combin assumptions of maximizing behaviour, stable preferences, market equilibrium, used relentlessly and unflinchingly."
One commentary characterizes the remark as making economics an approach rather than a subject matter but with great specificity as to the "choice process and the type of social interaction that analysis involves." The same source reviews a range of definitions included in principles of economics textbooks and concludes that the lack of agreement need not affect the subject-matter that the texts treat. A