Economics 10#**=%#!
During my undergraduate days at Syracuse University, I was fortunate enough to have Dr. Jim Price as my economics professor. A fresh graduate from MIT, and a Keynesian, Dr. Price did not view economics as a dismal science. To the contrary, he saw economics as a mental construct that not only approximated reality, but also–and for that reason–could be used to improve upon it.
he saw economics as a mental construct that not only approximated reality, but also–and for that very reason–could be used to improve upon it.
Bloody Dismal Science (Courtesy of Sjamsu)
asked about depressions, and their likely probability, he told us that we need not worry. Now we have the Phillips Curve!
Over the next few years, my enthusiasm for economics waned, not, however, for lack of interest but rather for lack of math skills. As a result–and much to my regret at the time–I chose to study international relations. To be sure, the subject matter was equally interesting and demanding; but, as compared to economics, the discipline’s problem solving ability and methodological approach seemed to me, at least at the time, to be a little fuzzy.
it was not long after, however, that I began to appreciate the decision I had made. For, in the context of the recession of the seventies, and the subsequent oil shocks, the prescriptions that I had learned in Economics 101 no longer seemed to fit. Although the United States still made economic adjustments according to the mathematically proven Phillips Curve, the results were becoming increasingly problematic. The outcome was not greater stability, as economists had led us to expect. Instead the economy suffered persistent stagflation–that is to say, higher prices and fewer jobs. 
As the late Jane Jacobs characterized this state of affairs (Cities and the Wealth of Nations, 1984), the United States was suffering from underdevelopment. The answer, according to Jacobs, was to shift our focus away from equilibrium outcomes, and to center our thinking on the problem of wealth creation and growth. Jacobs insisted that understanding cities, and how they generate wealth, was the place to start. A non-economist, who employed the wealth of all the social sciences to make sense of the failing US economy–well, that was enough of an inspiration for me.
Faced with the prospects of an up-coming, serious depression, my students ask me what I think. Unlike Dr. Price, I don’t have recourse to an answer such as the Philips Curve. But perhaps this is fortunate. For although I cannot offer formulaic solutions–which may turn out to be wrong–I can provide something that was unavailable in my day–alternative ways of thinking about the economy. Thus, I can point my students to–among other things–Jochai Benkler’s discussions of cooperative growth strategies, which are designed not only to coordinate production but also to generate positive externalities (The Wealth of Networks: How Social Production Transforms Markets and Freedoms) Likewise, I might direct them to Beinhocker’s The Origin of Wealth (2006) for a discussion of the complexity and non-linearity associated with economic interactions. Alternatively, I might suggest that they take a look at Samuel Bowles, Microeconomics: Behavior, Institutions, and Evolution, (2004) for a far more nuanced perspective on economic behavior.
Thus, as I see it, the situation is far from dismal. In fact, we have a learning/ teaching opportunity here. Experience has shown us that prescribed economic solutions, no matter how elegant, are typically situation specific. They are vulnerable to changes in the larger environment. Thus, in teaching about the economy, we must provide our students, not so much with answers, but rather with a menu of perspectives from which they can draw, when faced with fast-moving, unpredictable change.
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