Anthropological and Sociological Thoughts on Financial Education and Economic Practices of Young People
Caroline Henchoz, Fabrice Plomb, Francesca PogliaMileti, Franz Schultheis

Abstract
The contribution by humanities and social sciences with regard to economic education is modest and fragmentary. However, it gives tools to better understand it. We suggest that the relationship with money can be conceived as a process that is built up via tests or experience with economic dimensions; tests that are determined by specific historical, geographical and social contexts. We understand the mastering of them as being less a case of progressively taking possession of areas of autonomy and financial independence and more one of achieving the capability, i.e. mobilising and creating one’s own social, relational, financial, administrative, psychological, and other resources in order to succeed with these tests. The way in which young people “pass” these tests will have economic and financial consequences but also social, status-related and emotional ones that will contribute towards forging the process and content of the learning process.

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