Perry G. Mehrling is professor of economics at Pardee School of Global Studies at Boston University. He was professor of economics at Barnard College in New York City for 30 years. There, he taught courses on the economics of money and banking, the history of money and finance, and the financial dimensions of the U.S. retirement, health, and education systems. His most recent book is The New Lombard Street: How the Fed became the dealer of last resort (Princeton 2011). His best-known book Fischer Black and the Revolutionary Idea of Finance (Wiley 2005, 2012) has recently been released in a revised paperback edition. Currently, Prof. Mehrling directs the educational initiatives of the Institute for New Economic Thinking, one of which is his course Economics of Money and Banking, available on Coursera at www.coursera.org/course/money.
Perry G. Mehrling
By this expert
Financial (De)Globalization and the European Experiment
Europe is embarked on a grand experiment, managing modern financial crisis without a dealer of last resort, so refusing to follow the lead of the 2008 Fed.
Liquidity, Public and Private
A week ago, Mark Carney, chairman of the Financial Stability Board, warned of emerging global consequences of the escalating eurozone crisis.
Economics in Uncertain Times
My first TV chat show performance:
Euro Summit Statement Explained
Okay, so here is the statement, but what does it mean? Felix Salmon offers an unnamed advisor’s flowchart. Let’s see if Money View thinking can do better.
Featuring this expert
How Investors Use Stories to Tame Uncertainty
If you want to understand how fund managers choose a portfolio, why not ask them?
Microfoundations for the Vision of Minsky
Delli Gatti starts where his dissertation advisor, Hyman Minsky, left off.
Perry Mehrling: The New Lombard Street
An Interview with the Author of “The New Lombard Street: How the Fed Became the Dealer of Last Resort”
INET and reforming economic education: can history help?
One INET project is to “reconnect the teaching of economics with the working of the actual economy,” which is to begin with a reform of the undergraduate curriculum.