Economics — Student Exercises (Wikipedia Module)

These exercises train students to read Economics articles on Wikipedia as multi‑school, cross‑domain regimes, not as static facts.
Each task is short, concrete, and aligned with the RTT/1 operator‑training pattern used across all subject domains.

1. Lead‑Section Frame Identification#

Choose any economics article (e.g., Inflation, Supply and demand, Fiscal policy).

Task:
Identify three framing sentences in the lead and classify each as:

• theoretical (model‑dependent)
• descriptive (neutral definition)
• policy‑oriented (normative or prescriptive)

Write 2–3 lines explaining which school of thought the lead implicitly favors.

2. Model‑Assumption Detection#

Pick an article with explicit or implicit modeling (e.g., Market equilibrium, Utility, IS–LM model).

Task:
List the core assumptions the article relies on:

• behavioral assumptions (rationality, expectations)
• market assumptions (competition, information)
• policy assumptions (intervention vs. non‑intervention)

Explain how these assumptions shape the article’s R2 conceptual structure.

3. Category‑Mesh Mapping#

Open a page on a core economic concept (e.g., Elasticity, Externality, GDP).

Task:
List all categories attached to the page and group them into:

• theoretical
• policy
• empirical
• school‑of‑thought
• cross‑domain (politics, finance, history)

Write 3–5 lines describing how the category mesh defines the article’s R0 regime boundary.

4. Revision‑History Event Scan#

Choose a macroeconomic article (e.g., Recession, Unemployment, Monetary policy).

Task:
Scan the last 50 edits and record:

• frequency of updates
• whether edits correspond to real‑world events
• whether changes are data updates, framing shifts, or policy debates

Summarize the article’s R1 volatility profile.

5. School‑of‑Thought Comparison#

Pick an article with multiple theoretical perspectives (e.g., Business cycle, Economic growth, Inflation).

Task:
Identify:

• which schools are represented
• which school dominates the framing
• which schools are minimized or absent

Explain how this reflects the article’s R2 theoretical pluralism.

6. Policy‑Framing Check#

Choose a policy‑heavy article (e.g., Fiscal stimulus, Minimum wage, Central bank).

Task:
Identify three sentences that reveal:

• normative assumptions
• ideological framing
• policy preferences

Map each to an R3 attractor (Keynesian, monetarist, neoclassical, heterodox).

7. Data‑Update Awareness#

Pick an article containing economic indicators (e.g., GDP, CPI, Unemployment rate).

Task:
Record:

• the most recent data update
• the source of the data
• whether the article explains revisions or methodological changes

Write 2–3 lines describing how data updates shape the R1→R2 interaction.

8. Cross‑Domain Influence Mapping#

Choose an article influenced by another field (e.g., Behavioral economics, Development economics, Public choice).

Task:
Identify three concepts imported from:

• psychology
• political science
• sociology
• finance

Explain how these imports shape the article’s R3 relational alignment.

9. Criticism‑Structure Analysis#

Pick any article with a “Criticisms” or “Debate” section.

Task:
Identify:

• the main criticisms
• which schools they come from
• whether the criticisms target assumptions, evidence, or policy implications

Write 3–4 lines describing the regime tension revealed by the criticism structure.

10. Mini‑Synthesis (R0 → R3)#

Choose any economic topic and complete:

• R0: What is the surface structure?
• R1: What is the editorial activity pattern?
• R2: What theoretical frameworks shape the concept?
• R3: What deep attractors (equilibrium, policy, distributional, behavioral) influence the domain?

This is the capstone exercise for triadic economic‑regime awareness.

These exercises belong to the Economics directory of the Wikipedia Awareness module.
They follow the RTT/1 student‑training format used across all subject domains.