the desire to win, the need for self-actualization and public recognition, the leading role
of the motive of achievement as compared to the motive for failure avoiding (the
motivational block).
The economic aspect of social value of education is the possibility for an
individual to internalize (to use for his/her good) the significant benefits provided by
the process of knowledge acquisition. Higher education implies better labor
productivity, which brings about higher individual's income. The higher the level of
education of the employed, the higher the potentials for increasing productivity in the
national economy and the greater the aggregate income of society. Thus, there is a close
link between education and economic growth, which manifests itself in the rate of
growth of the general economic indicators: gross national product (GNP), gross
domestic product (GDP), etc.
The rational functioning of economic culture requires highly professional and
moral businessmen in order to ensure efficient organizational and managerial activity.
It is necessary to combine individuals' high professional competence with the ability to
organize and run a business, to be perspective-minded, energetic, persistent and
innovative, since entrepreneurs are expected to be civic, competent, objective, concrete
and efficient in business organization and management, that is, be highly professional.
Higher education has a tremendous impact on the human mind. In favorable
conditions, university students develop their mind at all levels. To be a successful
university student an individual needs a fairly developed general intellect, good
perception, imagination, erudition and a wide range of interests. Poor intellect can be,
to some extent, be compensated for by strong motivation and/or diligence. But there is
a subjective limit for this compensation, which is different for different universities.
For a successful study of humanities in a university, a student should have a
developed verbal intelligence. Humanities students should have a wide range of
interests, erudition, a rich active vocabulary and a developed abstract thinking.
Economic education borders on the two humanitarian and technical types of
higher education. In other words, students of economics should have both verbal
intelligence, and non-verbal, or practical, intelligence.
Economic culture is a multidimensional phenomenon that consists of both rational
and irrational components and is based on economic values and norms, economic
stereotypes, ideas, concepts, beliefs, traditions, as well as people's attitudes towards the
existing economic system as a whole, "rules of the game" and the principles of the
relationship between the individual and economic institutions.
Economic culture:
- acquires (eliminates, preserves, accumulates) the values and norms necessary
for survival and development of the economy;
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