International Handbook of Financial Literacy

Intro -- Foreword -- Contents -- Contributors -- 1 Financial Literacy in the Twenty-First Century: An Introduction to the International Handbook of Financial Literacy -- References -- Part I Conceptions of Financial Literacy -- 2 Financial Education in General Education Schools: A Competence Model -- Abstract -- 2.1 Introduction -- 2.2 Financial Literacy or Financial Education? -- 2.3 Competence Model for Financial Education -- 2.4 Economic Competences in Financial Contexts -- 2.5 Conclusion -- References -- 3 Educational Implications of Biases in Financial Decision Making -- Abstract -- 3.1 Rational Decision Making as a Central Goal of Financial Education -- 3.2 Rational Choice and Behavioural Economics -- 3.3 Financial Decision Making from the Viewpoint of Behavioural Finance -- 3.4 Anomalies, Biases and Heuristics as Subject Matter of Financial Education -- 3.4.1 The Phase of Information Perception -- 3.4.2 The Phase of Information Processing and Evaluation -- 3.4.3 The Phase of Decision Making -- 3.5 Summary and Outlook -- References -- 4 Financial Literacy and Financial Incomprehensibility -- Abstract -- 4.1 Financial Readability? -- 4.2 The Non-Epistemic -- 4.3 Substantiality-Money as Thing -- 4.4 Sublimity-Market as Sublime Fate -- 4.5 The Absurd-Market as Evil -- 4.6 Didactics of Non-Epistemic -- 4.7 The Epistemic -- 4.8 Alien to Meaning-Market as Nature -- 4.9 Covert Meaning-Market as Muddle -- 4.9.1 Covert Meaning-Money as Counterfeit -- 4.10 Intentionally Hidden Meaning-Market as Sham -- 4.11 Didactics of Incomprehensibility -- References -- 5 A Metacognitive Approach to Financial Literacy -- Abstract -- 5.1 Introduction -- 5.2 Thinking About Financial Issues: Three Distinct Systems -- 5.2.1 Two Modes of Thinking -- 5.2.2 Strengths and Limits of the Two Systems -- 5.2.3 A Third Way of Thinking.