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Teaching Macro Principles after the Financial Crisis

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  • Alan Blinder

Abstract

Recent events should force everyone who teaches macroeconomics (or finance, for that matter) to reconsider their curriculums. In this short article, the author shares his thoughts about what should and should not be changed in the way economists teach macro principles to beginning students. Two tradeoffs are paramount and must be faced by every instructor: (1) how much additional complexity must be and can be introduced in a principles course in which the students are relatively unsophisticated; and (2) although it is easy to think of new topics that recent events “demand” instructors add, it is much harder to think of topics to delete . Yet economists should understand the necessity of choice forced by (time) budget constraints.

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File URL: http://hdl.handle.net/10.1080/00220485.2010.510394
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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 41 (2010)
Issue (Month): 4 (September)
Pages: 385-390

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Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:385-390

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Cited by:
  1. Ben Beachy, 2012. "A Financial Crisis Manual Causes, Consequences, and Lessons of the Financial Crisis," GDAE Working Papers 12-06, GDAE, Tufts University.
  2. Gärtner, Manfred & Griesbach, Björn & Jung, Florian, 2013. "Is there a transatlantic divide in undergraduate macroeconomics teaching?," Economics Working Paper Series 1322, University of St. Gallen, School of Economics and Political Science.
  3. Gärtner, Manfred & Griesbach, Björn & Jung, Florian, 2011. "Teaching Macroeconomics after the Crisis: A Survey among Undergraduate Instructors in Europe and the U.S," Economics Working Paper Series 1120, University of St. Gallen, School of Economics and Political Science.

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