Bring Economics in Action

to Your High School

This 4-hour program gives high school students a taste of college-level economics, political science, and philosophy. 


Professors James R. Harrigan and Antony Davies lead four 1-hour sections of lectures, economic experiments, and discussions that will inspire and empower students.

Students will learn about the importance of property rights, strong character, individual responsibility, and their relationship to markets so they can make sound economic choices, both personally and professionally.

Drs. Harrigan and Davies are pleased to announce they can visit your school at no chargeAny U.S. high school with 75+ students qualify as a host for this program, and we can accommodate up to 150+ students per program.

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I have had the privilege of having James and Antony to my school twice in the last three years through their one-day seminar. The information they provide to students lasts throughout their college years. The fact that they are able to come to Denver, at no cost to the school, and run classes and simulations with students, has proved to be the highlight of many of my students’ high school years.

Kurt Gutschick, Valor Christian High School (Highlands Ranch, CO)


The one-day program allowed my AP U.S. History students to experience a college style approach to philosophy and economics, as well as an uplifting intellectual experience. The hands-on, student-driven economic activities, combined with the open-dialogue philosophical discussions, transformed the Barbourville High School library into a salon-like atmosphere, which the vast majority of my students had never had the privilege of experiencing.”

Joshua De Borde, Barbourville Public High School (Barbourville, KY)



Lectures are centered around topics like "The Knowledge Problem," individual rights, human behavior, and more, with an optional lecture on how students can best prepare for college.

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The first lecture, The Knowledge Problem, explores the limits of human knowledge. The lecture begins with Leonard Read’s classic essay “I, Pencil,” which illustrates that although no one person has the knowledge to build even a single pencil from scratch, pencils are made and brought to the market every day. How? What does the answer to that question tell us about other things humans build? This lecture gets students thinking about centralized versus decentralized approaches to solving complex problems.

The second lecture takes a practical look at the knowledge problem through a series of experiments in which students attempt to allocate a society’s resources in order to make themselves better off. Students examine data collected from the experiments in light of the knowledge problem and property rights. The students then examine data from the United Nations, the U.S. government, and state governments to compare what they observed in the experiments to what economists observe in the real world.

In the third lecture, students explore how rights provide guidance for limitations on both markets and government. A strong reliance on markets does not mean that all markets are legitimate, nor does a strong reliance on government mean that all government action is legitimate. The contours of this question are addressed here, largely through the lens of rights as they are understood in the United States, both during the time of the Founding and thereafter.

The final lecture applies what economists understand about human behavior to people working in the public sector. The lecture presents a series of thought experiments and real world examples intended to highlight the difference between outcomes that are attained when government works perfectly versus when government is run by people with the same human failings and desires as exist in the private sector.

Each of these segments, including time for Q&A, is roughly one hour long. We conclude the program with an open Q&A session.

By prior arrangement and for audiences of college-bound students, we can present an hour long presentation/Q&A session on the value of college majors and what students can expect in and how they can best prepare for college.


Frequently Asked Questions

We tailor the exact length of the program to your schedule. We need a minimum of 3 hours (four, 45-minute sessions) and a maximum of 4 hours (four, 60-minute sessions). We also offer an optional one hour, add-on session to talk about college readiness (applications, admissions, majors, etc.). You can also host the program in two, 90-minute blocks as long as they are back-to-back blocks. Due to funding limitations, all four sessions must occur on the same day.

No, the content builds throughout the day so the same group of students must participate in all four sessions.

Submit the form below and then contact us at to set up a date to visit. Tell us where to check-in and what time. On the day of the program, all we need is access to a screen and projector/computer capable of showing a PowerPoint presentation.

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Email us at if you have questions.

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Jason Riddle
VP of Programs & Strategic Operations

Justin Davis

AJustin Davis
Program Manager