Archive

This year, the History of Economics Society (HES) meeting was organized at the University of Quebec at Montreal. The meeting was, on the whole, a nice affair, there were plenty of interesting sessions, I reconvened with old friends and was able to present there my latest work and receive constructive comments.

Inspired by the Coasean “market vs firm” dichotomy, we offer a new definition of efficiency by applying the notions of network cost and network efficiency as developed in complex network theory.

It is impossible to tell the history of American antitrust law and economics during the so-called formative era (1890- 1915) without a preliminary understanding of the economic rationale underlying that major phase of American constitutional law commonly called laissez faire constitutionalism, or Lochner era.

India has for the last twenty years been undergoing a rapid and abiding structural shift in its pattern of development. The transformation of the economy from the period of the license raj to the post liberalization era has wrought many changes, with somewhat ambiguous implications.

Can Economists Be Adequate Without Studying History?

Robert Skidelsky knocks the scientific halo off mainstream economists’ teaching and research

The more reflexive mode brought by the financial crisis to macroeconomics made economists more outspoken about methodological, historical and sociological issues: how have we come to the DSGE dogma? What are its limitations? How can we produce alternative knowledge? Do publishing practices favor a “monolithic” thinking, and if so, how can we change it? What about the graduate training in economics?

There is a new economics rock-star touring the US by all accounts, and his name is Thomas Piketty.

The financial crisis of 2008, and the subsequent worldwide economic depression and continuing dislocation, have made little to no impression on the way macroeconomics is taught at the university level, from Economics 101 through graduate school. It has been “business as usual’, which (it seems to me) means an almost studious avoidance of any attempt to acquire knowledge of how monetary economies actually work.

When the Curriculum Open-access Resources in Economics (CORE) project launched on 11 November 2013 at Her Majesty’s Treasury in London, we promised that we would be ‘teaching economics as if the last three decades had happened’. The last six months have shown us that this is challenging but we are well on our way to doing it.

Economics has advanced an enormous distance from the Walrasian paradigm and the Neoclassical synthesis. However, undergraduate curriculums continue to heavily favour these views of what economics is and what tools it provides for understanding contemporarypublic problems.