Preference Falsification in Teaching
Todayâ€™s macroeconomics courses are built around Solow and Romerstyle growth theories, and micro-founded equilibrium macro models of the â€˜real business cycleâ€™ variety. Hewing to a course description with such an intellectual structure is a derogation of my personal and professional views. This short, confessional note explores the activity of teaching what one does not believe, and argues this is preference falsification writ large. The act of teaching equilibrium business cycle theories to students who take these theories out into the world and act upon them there is, I believe, socially destructive. Yet many economists engage in this public activity contra their personal preferences. One solution is judicious use of the course description, in order that a broad church be maintained.
Volume (Year): 6 (2009)
Issue (Month): 3 (September)
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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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- Timur Kuran, 1987. "Chameleon voters and public choice," Public Choice, Springer, vol. 53(1), pages 53-78, January.
- McCleary, Rachel & Barro, Robert, 2003. "Religion and Economic Growth across Countries," Scholarly Articles 3708464, Harvard University Department of Economics.
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- Robert J. Barro & Xavier Sala-i-Martin, 2003. "Economic Growth, 2nd Edition," MIT Press Books, The MIT Press, edition 2, volume 1, number 0262025531, March.
- Marcus Scheiblecker & et al., 2003. "Austria's Economy in 2002: Another Year of Slow Growth," WIFO Monatsberichte (monthly reports), WIFO, vol. 76(4), pages 257-323, April.
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