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The article examines the tradition of teaching economic theory at Moscow University since the late 19th to the early 21st century through basic textbooks, which reflect the specificity, theoretical and practical problems of the corresponding historical periods. The narrative proposed shows the emergence of innovative textbooks that embody the breakthroughs in both the subject and method of economic theory and the methodology for its teaching. Apprehension of students and recognition of colleagues have become well-deserved attributes of manuals by A.I. Chuprov, N.A. Tsagolov and Yu.N. Cheremnykh. As well as many others, they absorbed, developed, and passed on from generation to generation the experience of teaching fundamental economic disciplines. Drawing on the «pendulum principle» widely used in the research of various intellectual thoughts, the authors show the main features of the new generation of textbooks that will be in demand by students and teachers shortly. While maintaining consistency in reflecting economic reality, the new manuals should meet the requirements of digital economy, such as fundamental and, at the same time, practical orientation of students. According to the authors, basic courses and textbooks on economic theory will be more interactive while their content expansion will occur due to behavioral aspects at both micro- and macrolevels. That will allow students to learn the principles of mainstream and alternative theoretical approaches to solving urgent practical problems.

The article examines the tradition of teaching economic theory at Moscow University since the late 19th to the early 21st century through basic textbooks, which reflect the specificity, theoretical and practical problems of the corresponding historical periods. The narrative proposed shows the emergence of innovative textbooks that embody the breakthroughs in both the subject and method of economic theory and the methodology for its teaching. Apprehension of students and recognition of colleagues have become well-deserved attributes of manuals by A.I. Chuprov, N.A. Tsagolov and Yu.N. Cheremnykh. As well as many others, they absorbed, developed, and passed on from generation to generation the experience of teaching fundamental economic disciplines. Drawing on the «pendulum principle» widely used in the research of various intellectual thoughts, the authors show the main features of the new generation of textbooks that will be in demand by students and teachers shortly. While maintaining consistency in reflecting economic reality, the new manuals should meet the requirements of digital economy, such as fundamental and, at the same time, practical orientation of students. According to the authors, basic courses and textbooks on economic theory will be more interactive while their content expansion will occur due to behavioral aspects at both micro- and macrolevels. That will allow students to learn the principles of mainstream and alternative theoretical approaches to solving urgent practical problems.

The article addresses the Giffen paradox as a significant aspect of the consumer choice theory, which receives considerable attention in microeconomics at introductory, intermediate and advanced levels of studies. The authors are expanding on a textbook interpretation of the Giffen paradox by analyzing the results of empirical studies conducted by R. Jensen and N. Miller early in the XXI century, as well as describing the "Giffen behavior" through characteristic preference approach and incorporating the subsistence constraint in the neoclassical theory of consumer choice. Drawing on the idea of maintaining a minimum level of consumption by relatively poor individuals, the article proves the unity of a textbook approach to explaining the "Giffen behavior" and its modern versions presented in scientific literature. The article can be useful to teachers and students of microeconomics, as well as to all those willing to get modern understanding of the Giffen paradox.

The paper deals with the method of teamwork projects in the courses of Microeconomics-3 and Macroeconomics-3 for graduate students at the Economic Faculty of Lomonosov Moscow State University. The purpose of this kind of work is to deepen the theoretical knowledge of students on relevant topics of modern micro- and macroeconomics based on acquaintance with the publications in their original language. The authors consider the organization, the procedure and the role of teamwork projects in training of graduate students and their familiarization with scientific research.

The authors consider Macroeconomics as a set of interrelateol research programmes which incorporates such schools of thought as Neoclassical, Keynesian, Neoclassical synthesis, Monetarism, New Classical and New Keynesian. This approach has a number of competitive advantages over a standard course and provides new opportunities for researchers, academics, entrepreneurs and students of economic theory.