The economy, pricing, profits, taxes, insurance ... Does it seem to you that “this is a boring, copper-stealing topic ... Not interested in hearing it”? However, these boring things in everyday life, if deliberately explored, can actually be found as mechanisms to promote the functioning of society. You really don't want to understand? A survey of 1,000 people who have entered society found that in the “knowledges that should be learned now”, you have given the following ranking: number 1 in the history of the country, number 2 in the economics, number 3 in the cultural history of the country, number 4 in the general history of the world, and number 5 in the general literature of the modern world, who believe that economics “should be learned” because they are deeply aware of the knowledge that drives social change, as if it could not be acquired only through day-to-day practical experience, and eagerly wanted to acquire it systematically. Listen to this, students, do you want to be systematically able to see society? Then come on. Learning this book doesn't require any knowledge of economics in advance, because my goal is to use this book to give you a sense of economics from its foundation to its depth, so the book's target audience is not limited to undergraduates and graduate students studying economics. These include officials and politicians with the skills and knowledge needed to formulate economic policies. Media stakeholders in charge of economic reporting want real international economic knowledge. Business people who want to learn economics more systematically. Those who want to discuss current issues and matters of national importance and to do so want to have a full understanding of the basic structure of the economy. Economists responsible for economic analysis in institutions such as think tanks or government departments believe that basic knowledge of economics is necessary. Non-economics (or not in the past), but those who want to understand economics. In the second and third years of high school, students are curious about their knowledge. While this book is also available to ordinary readers, it is not a guidebook for the simple introduction of basic knowledge, but it accurately covers the standard content of economics courses. Specifically, the book builds on my many years of teaching at the economics department of the university of tokyo on basic courses in microeconomics. Although this course is intended for students in the second year of undergraduate studies who have decided to study economics in the future, i have always followed the tradition of teaching “in order to study, it has to start from scratch”, so the book covers the initial stages from the upper grades of undergraduate studies to the post-graduate level. There is a reason why the university of tokyo teaches more advanced economics to junior students. We believe that, in order to master economic thinking and experience its true taste and practicality, it would be useful to understand a certain degree of high-level content in a realistic manner. After more than 100 years of constant search, economics has clearly revealed “the fact that the use of theoretical models can clear up confusion”. And what's interesting about microeconomics is that we found an impressive reality: "true things like this (theoretical models) were used to understand things like that." in order for you to experience this real pleasure, the book has worked hard in several areas. The book contains theoretical models that are at the heart of economics and that need to be carefully studied, but i'm going to have an easy-to-understand talk to make sure that you can understand when you read them. As long as you have a vague memory of the mathematics that you learned in the second grade of high school literature, i can understand that i can also talk about the necessary maths from scratch. Existing textbooks on microeconomics explain theoretical models from scratch, ignoring the contrast with reality, and the book will provide details of a number of practical examples that correspond to microeconomics theoretical models. Examples include marginal and average costs of real businesses (northeast japan's electricity), london traffic congestion taxes as an example of a percocet tax, traffic around the japanese city of pinson as an example of nash's equilibrium, a leniency system as an example of prisoners' plight, etc. (for more details, see “examples at the end of the catalogue). The book will also combine current events and social thinking with an analysis of “why globalization emerges” and “how to view neoliberalism vis-À-vis anti-globalization ideas” such as “why globalization emerges” and “the merits of participating in the tpp”. With regard to writing, the book seeks to enable readers to “read to stop”. Professional scholars, in order to gain a solid grasp of the narrow points of knowledge in their field of expertise, understand the content of their thinking in a story. It is because of such stories that hard knowledge can be clearly engraved into the mind. The authors of some of the excellent textbooks that the author has so far read focus on storytelling. The book seeks to be as attractive as it is to discuss stories and to achieve the goal of “stopping”. Of course, it's up to the reader to decide how the goal is done. I have always expected more readers to read the book “to master the way of thinking in economics, thereby changing their perception of the world”. Moreover, for a number of reasons, the situation in japan is that politicians and bureaucrats responsible for economic policy, as well as the media that evaluate them, do not have the right knowledge of economics. The ability to think about social issues on the basis of an accurate understanding of economics is called “the possession of economics”. I would be proud to be a writer if it helped to develop the economic literacy of the population. To the teachers who want to use the book (or to the readers who want to know where it is in economics teaching materials), i think undergraduates should learn high-level economics (i. E. Mathematical models that precisely explain the fundamental role of the book in economics) before graduation after learning economics principles or primary microeconomics. In order to overcome these problems, the author wants to create an innovative textbook, which is the motivation for the book. Here, let's give you a simple explanation of this, for example, in the kitchen. The food and the knife, the economic analysis, is similar to the perfect decoupling of reality with a sharp knife and making the dish. The term “cruiser” refers to economic theory, and the term “cuisine” is an interpretation of economic reality, economic forecasting and the formulation and evaluation of economic policies. What the undergraduates in economics and the general public want to know more about is probably the economic theory that the knife “can make a delicious dish”. In reality, however, the problem with most high- and middle-level textbooks is that they are simply “directives and guidelines for the use of well-ordered kitchen knives (theory models)” and have little to do with the crucial question of what can be done. This is due to an unexpected misunderstanding that “the ultimate goal of middle- and higher-level textbooks is to bring content as close as possible to the microeconomics taught at the post-graduate level”. The aim of the graduate school is to train scientists, so that the requirement at that stage is to acquire the skills to correctly apply theoretical models in the papers and to further develop new models. For this reason, it is the microeconomics of the first grade of the graduate school that should be thoroughly studied in the catalogue and guidelines for the use of vector swords (theory model). That's okay. However, the ultimate objective of the undergraduate phase is completely different. Undergraduates and ordinary people interested in economics do not want to be professional cooks (economists), but rather look forward as guests to “what delicious food can be eaten” (economics). If they were to be introduced to these people with “such a knife, it's the latest style, it can be cut” and “toucher instructions”, others would be disappointed except for some of the “cruiser fans” (a few theoretical students). Unfortunately, most of the textbooks at the middle and higher levels are being interpreted in such an anachronistic manner. In economics, there's also a picture of what's going on in the current medium- and high-level textbooks that's close to the professional specifications of "theory of progress." therefore, what we are covering is the same as the current textbooks that maximize the use of standard content. But when we're going to explain all kinds of "theory" we're going to say, "what kind of dishes can be made with this knife," by showing realistic examples that are highly consistent with the theory and that are fully acceptable. For example, rather than quickly drawing the u-shaped average cost curve and the marginal cost curve that leans above the right, we are showing you examples of marginal cost curves accumulated from data on the level of power generation facilities in northeast japan (chap. Ii, sect. 2, subsection 4). The book does not simply draw the demand curve and the supply curve, and it says, "this triangle is nothing to lose." this is a irrelevant economic policy analysis, which allows for an understanding of what can be done to calculate the magnitude of unnecessary losses from various data before evaluating the free trade of the tpp and agricultural products. In other words, we are showing you real examples of economic analysis using local equilibrium (chap. Iii, sect. Unlike almost all textbooks, which are only hypothetical figures in the rolibo theory, we show you real data: traffic in the vicinity of the city of pinson and professional sports, etc., can be interpreted equally in nash (chap. Vi, sects. 2, 7)。in short, the physics textbooks that explain the law of free fallout are accompanied by mathematical formulas, with beautiful parabolic links with spherical flight, and economics is trying to do the same thing (which is why the reader feels that the theory can be trusted and the desire to learn is aroused). It would take a long time to collect satisfactory examples of “easy to say, hard to do”. However, the book would only be published because of satisfactory examples. So i can say with great pride that for the first time this book has achieved a learning model that allows you to see both mathematical models and realistic cases. With regard to the balance between market theory and game theory, “microeconomics at the undergraduate and graduate levels, the ultimate goal is completely different”, which is the criterion for content trade-offs between different teaching materials. In our view, the “market mechanism theory”, which is part of traditional microeconomics, is more mature from the point of view of the direction of research, but the current state of affairs is that most of the latest research results are based on the theory of game and information economy students. Thus, in the microeconomics of mainstream graduate schools in europe and the united states, which aim to produce the latest research results, the theory of market mechanisms goes hand-in-hand, with one-two to two-third of the content being game theory and information economics. Many young graduate students are currently undergoing such education, and it is likely that the same trend will be observed in undergraduate microeconomic courses in the near future. I am deeply afraid of that. Accurate understanding of the functions of the “market” system that humankind has built over a long period of time is what is most necessary to understand economic phenomena and formulate sound economic policies. In order to accommodate recent research trends, the interpretation of market mechanisms has been drastically reduced from undergraduate textbooks, for example, as has been the reduction of the teaching of newton mechanics in basic physical education and the teaching of many quantum theories. So, in my presentation, about 70 percent of all things are about traditional market mechanisms, the rest about the interpretation of information economics and game theory. I think that this level of balance is what undergraduate microeconomics would look like. With regard to the new economic outcome of gaming, since it is an important addition to the theory of market mechanisms (in fact, i am a researcher of gaming theory), it would be reasonable to create, in addition to microeconomics, an additional gaming course to be taught in detail as a compulsory subject (in fact, from 2015, the curriculum of the ministry of economics at the university of tokyo)。
