I am a historian of economics. My main topic is the history of visualization in recent economics. I study how diagrams, graphs, pictures and tables have been used by economists as means of theorizing and/or for educational purposes. My most recent work is concerned with the history of economic education in the United States in the postwar period. I am interested in the way changes in economics textbooks and curriculums, as well as the more institutional debates within the economics professions, have reflected and/or affected the development of economic theorizing and its role in dealing with social issues. Broadly speaking, I am interested in how the development of economic methods is entrenched in peculiar communities and cultural practices. I am curious about how far we can go in using science studies and cultural history as role models for writing interesting new narratives in the history of economics. I am an assistant-Professor and a researcher at THEMA (CNRS UMR 8184) and I teach economics and management at the University of Cergy-Pontoise and at Sciences-Po Saint-Germain-en-Laye. I am also a member of the organizing committee of HISRECO (History of Recent Economics Conference) and co-organizer of the History of ‘Economics as Culture’ workshop.
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Yesterday, I had my first introductory economics seminar with my new students.
In his notorious “How Did Economists Get It So Wrong” NYT article in 2009, Paul Krugman relied on the freshwater/saltwater distinction to explain that the economists’ inability to predict and solve the current economics crisis was due to the fact that MIT/Harvard economics lost their long dispute against their Chicagoan counterparts.
In recent years, an increasingly significant part of the history of economics has modeled itself after the methodologies developed by Science and Technology Studies (STS) scholars.