Possibly the strangest phenomenon in all of economics is the absence of a long tradition of criticism focused on Keynesian economic theory. Keynesian demand management has been at the centre of some of the worst economic outcomes in history, from the great stagflation of the 1970s to the lost decade and more in Japan following the expenditure program of the 1990s. And once again, following the Global Financial Crisis, it is incontrovertible that no stimulus program in any part of the world has been a success, each one having been abandoned as conditions deteriorated under the weight of public sector spending. This book brings together some of the most vocal critics of Keynesian economics. Each author attempts to explain what is wrong with Keynesian theory in ways that can be understood by those seeking guidance on where to turn for a more accurate explanation of the business cycle and on what to do when recessions occur.
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Edited by Steven Kates
Edited by Franklin G. Mixon and Richard J. Cebula
This innovative book offers targeted strategies for effectively and efficiently teaching economics at both undergraduate and postgraduate levels. It provides professors and other teachers of economics various techniques to engage and retain the interest of students, and challenges them to apply both knowledge and methodological tools to a range of economic problems.
Edited by Jesper Jespersen and Mogens Ove Madsen
This book contends that post Keynesian economics has its own methodological and didactic basis, and its realistic analysis is much-needed in the current economic and financial crisis. At a time when the original message of Keynes’ General Theory is no longer present in the most university syllabuses, this book celebrates the uniqueness of teaching post Keynesian economics, providing comparisons with traditional economic rationale and illustrating the advantages of post Keynesian pedagogy.
Edited by Gail M. Hoyt and KimMarie McGoldrick
The International Handbook on Teaching and Learning Economics provides a comprehensive resource for instructors and researchers in economics, both new and experienced. This wide-ranging collection is designed to enhance student learning by helping economic educators learn more about course content, pedagogic techniques, and the scholarship of the teaching enterprise.
Strategies and Applications for Interactive Instruction
Edited by Michael K. Salemi and William B. Walstad
Teaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation. The six-year project engaged economics professors in the use of interactive teaching in undergraduate economics courses. Each chapter offers an insightful explanation of an innovative teaching strategy and provides a description and examples of its effective use in undergraduate economics courses. The book’s conclusion assesses the results from an evaluation of the program that reports detailed findings on how TIP fundamentals have contributed to faculty development and successful outcomes.
Lessons from Leading Minds
Simon W. Bowmaker
This unique monograph comprises a collection of interviews conducted face-to-face with leading economists at universities throughout the United States. Presented with the singular opportunity to reflect on and share their wisdom and experience, the 21 interviewees discuss how they interpret, understand and practice their role as teachers. In addition to providing lessons that will inform the way others teach, the interviews shatter the illusion that teaching and research are strictly independent and competing activities.
The Teagle Discussion on Re-evaluating the Undergraduate Economics Major
Edited by David Colander and KimMarie McGoldrick
The economics major is a central part of a college education. But is that economics major doing what it is meant to do? And if not, how should it be changed? This book raises a set of provocative questions that encourage readers to look at the economics major in a different light than it is typically considered and provides a series of recommendations for change.
David Colander’s highly original and thought provoking book considers ongoing changes in graduate European economics education. Following up on his earlier classic studies of US graduate economic education, he studies the ‘economist production function’ in which universities take student ‘raw material’ and transform it into economists, In doing so he provides insight into economists and economics.