Laws

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.

Cyberwar is very much in the news these days. It is tempting to try to understand the economics of such an activity, if only qualitatively. What effort is required? What can such attacks accomplish? What does this say, if anything,about the likelihood of cyberwar?

Debate about the pension crises has centered on certain questions such as: Are greedy government workers bankrupting states? Arepension-slashing politicians backed by big money saving the day? Or do the budget problems of state and localgovernments have more to do with wasteful corporate subsidies than pensions? What are the real policy solutions to the pressures placed on pensions?”

Five years after the end of the Great Recession, corporate profits are high and the stock market is booming. Yet most Americans are not sharing in the apparent prosperity.

This article studies the reasons for the under-investment in research vs. development in the decentralized equilibrium and argues that this bias provides a micro-foundation for the government direct involvement in conducting applied research rather than just financing it.

Economists discussing the problem of radical uncertainty commonly invoke Frank Knight’s classic definition in Risk, Uncertainty and Profit, but only rarely venture to explore the broader contours of his argument.