Macroeconomics: a critical companion.
one of the two authors of this book has taught macroeconomics at graduate level for more than 40 years, the other is relatively new to the game, although recently trained. such a clash of experiences has been fruitful in deciding what to include in this text and how to include it. we have been pr...
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| Format: | Book |
| Language: | English |
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Pluto Press
2020
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| Online Access: | http://dspace.uniten.edu.my/jspui/handle/123456789/15313 |
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| Summary: | one of the two authors of this book has taught macroeconomics at graduate
level for more than 40 years, the other is relatively new to the game, although
recently trained. such a clash of experiences has been fruitful in deciding what to
include in this text and how to include it. we have been presented with a number
of problems in light of our objectives. First, our readership is liable to be mixed in
abilities and knowledge. In general, we expect most of the basics from an undergraduate
degree in economics. Even so, we have occasionally reviewed elementary
material, partly because it is often improperly understood, and partly because it
can look different when presented within a critical and more rounded perspective.
For this and other reasons, we have provided a number of boxes dedicated to
particular topics to supplement the text. Some are technical, some are not.
Second, economics is (increasingly) technically demanding in terms of
mathematical requirements. It is necessary to deploy and command technical
material, both as skill acquisition in and of itself and to gain a sense of the nature
of economics on the technical terms on which it is so dependent. As a result,
many economics textbooks are disproportionately mathematical in content,
difficult to follow and negligent of the motivation for, and significance of, one
damn model after another. So the difficulty here is to offer some select technical
material without it being at the expense of substantive content and serving purely
as a goal in its own right. Exactly the same comment has been made regarding the
counterpart volume Microeconomics: A critical companion, where it is probably
even more applicable, although macroeconomics is certainly catching up (or even
overtaking) given its rapprochement with microeconomics.
Third, macroeconomics in principle covers a vast range of subject matter,
although it has fashions of becoming more or less narrow in its scope and preoccupations
- ranging over dealing with long-term growth, short-run deviations,
crises, the national, the international, and so on. As such, a judicious choice has to
be made concerning the breadth and depth of material to be presented.
Fourth, unlike most other texts on macroeconomics, the critical stance adopted
here reflects the goal of introducing students to alternative ways of thinking -
often ways that were the orthodoxy but have now been discouraged and excluded
from students' previous training, often rendering the idea of alternatives and
alternative thinking both counterintuitive and subject to resistance if not incomprehension.
The approach to this is uneven across the chapters, with greater or
lesser attention to the mainstream, the technical material, the critique and what
might be alternatives. Finally, one of the problems in teaching economics in general, and macroeconomics
in particular, is that the technical demands can be so heavy upon
students that they take up an undue weight of care and attention, in complete disproportion
to the significance of what is being communicated. It takes a moment
to say that maybe the {inancial system cannot be reduced to the supply and
demand for money but much, much longer to explain how, upon that assumption
and others, that New Classical Economics suggests state intervention is ineffective
at best (see Chapter 8). But which of these is the more important? Of course,
ease of expression and learning is far from the only or main criteria concerning
what it is important to cover and how, but there are clearly some trade-offs. It is
essential that students of economics are accomplished in the techniques they have
been taught, but surely not without simultaneously having developed conceptual
understandings and a keen sense of what is important or not, in terms of both
what is within the material and what is not.
Essentially, what follows represents a lecture course of 30 hours or more with
an almost exclusive focus upon theory as opposed to applied macroeconomics,
whether empirically or policy oriented (although we do offer some theoretical
coverage of these topics). We would not describe what follows as an alternative
or heterodox macroeconomics textbook. We are far from convinced that such a
volume is possible or even desirable, reasons for which are given in Chapter 13. In
some respects, our goals are both more modest and more ambitious than writing
an alternative textbook of macroeconomics, received wisdom or set of models.
Rather, by taking the presentation of macroeconomics as it is, or has been, as a
critical point ofdeparture, we hope to elaborate its content, reveal its deficiencies
and point to the sorts of considerations that need to be incorporated into our
understandings of the macroeconomy.
We want to thank, if not in name, those who commented on the text at various
stages in its preparation. Thanks also to the team at Pluto, and especially Dan
Harding for his meticulous copy-editing. Most of all, though, thanks to the
students who have borne the burden of teaching us what to teach them and how
best to attempt to do so.
For a slightly fuller prefacing account of the difficulties of teaching economics
critically, see the preface to the counterPatt Microeconomics volume. |
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