Why "hi, economics"? (3)

   I have explained why high-school level economics are important even to an university teacher in my past two posts. Now the question is: what can I do?
   I cannot affect what high-school students learn from their economics courses. I am not the one who design the syllabus nor can I affect how high school teachers teach their students. Though I write this blog and hope some people influenced by high-school economics will read it, I know this will not have a high impact. Even so, at least I start to do something. For me, the most important thing is not the impact of writing a blog (I don't have pressure to meet any targets) but what thing should or can I write.
   Economics education is one research area that interests me. Nonetheless, I cannot devote too many efforts to exploring high-school economics. It is too costly for me. I still have to teach and do researches for other areas. Even for economics education, I am more interested in exploring how to improve university level education than high-school level. I can never be (and do not intend to become) an expert in high-school economics education given these constraints. Notwithstanding all these, I still think I can write something.
    The idea of "hi, economics" is this. In this blog, I will be critical of selective aspects of economics that high-school students may have or layman with similar understanding may have learned. Since I will touch on only these selective aspects, I need not be an expert on the entire curriculum, and I simply need to know how students or laymen have learned -- perhaps the concepts are taught correctly but what students or laymen have in their mind is another thing. What concerns me is the results of these education. When I confine the scope of my blog to this aspect, I can infer what students have learned from high schools based on my interactions with them, through interviews or chats. Of course, if there are other sources of information that I can get access to, I will also use. This method saves my time and also serves my purpose. 
   I must make clear that I do not think high-school economics is currently badly designed. My position is simply that if some aspects are already well designed and taught, I should not be bothered by them. Hence, I had better focus on the parts that need to be improved.
   I may not touch only on ideas that HKDSE economics students would have. Other programmes, such as GCSE, IB, etc., may also be involved. If some ideas are prevalent among normal people, though not from any high school syllabus, but are understandable by a high-school standard, may also be discussed.
   I think this is a reasonable starting point for a university teaching trying to say something on high-school level economics.