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Preference Falsification in Teaching

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  • Stephen Kinsella

Abstract

Today’s macroeconomics courses are built around Solow and Romerstyle growth theories, and micro-founded equilibrium macro models of the ‘real business cycle’ 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.

Suggested Citation

  • Stephen Kinsella, 2009. "Preference Falsification in Teaching," Econ Journal Watch, Econ Journal Watch, vol. 6(3), pages 352-358, September.
    • Handle: RePEc:ejw:journl:v:6:y:2009:i:3:p:352-358
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    References listed on IDEAS

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    More about this item

    Keywords

    Preference falsification; pedagogy;

    JEL classification:

    • A1 - General Economics and Teaching - - General Economics
    • A10 - General Economics and Teaching - - General Economics - - - General
    • A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists

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