Sterling Terrell

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Economics Is Easy

Economics Is Easy

I stumbled across an interesting article a few days ago. Written by Kartik Athreya, of the Federal Reserve Bank of Richmond, the article is titled “Economics is Hard. Don’t Let Bloggers Tell You Otherwise.”

The abstract of the paper declares,

In this essay, I argue that neither non-economist bloggers, nor economists who portray economics — especially macroeconomic policy — as a simple enterprise with clear conclusions, are likely to contibute [sic] any insight to discussion of economics and, as a result, should be ignored by an open-minded lay public.

To start, I might propose that the open-minded public ignore economists and organizations that are unable to run a spell-checker over the word “contribute.”

But that takes me away from the issue.

If by “hard” Athreya means that economic concepts, and results, are sometimes counterintuitive, then I can agree. Examples include the following:

  • Giving the poor cash payments will result in fewer poor people — False.
  • Or, setting limits on rent prices will make housing, overall, more affordable — Also false.

But that is not what Athreya means. He means that economics is so scientific and complex that the untrained economist (or a trained economist who simplifies the explanation or policy result) has nothing meaningful to contribute.

He continues in discussing the public commentary, or lack thereof, that took place after the Tsunami in East Asia and the earthquake in Haiti:

Everyone understands that seismology is probably hard enough that one probably has little useful to say without first getting a PhD in it. The key is that macroeconomics, which involves aggregating the actions of millions to generate outcomes, where the constituents pieces are human beings, is probably every bit as hard. This is a message that would-be commentators just have to learn to accept. For my part, seventeen years after my first PhD coursework, I still feel ill at ease with my grasp of many issues, and I am fairly confident that this is not just a question of limited intellect.

The truth is that economics is so hard for Kartik Athreya because he is trying to do the impossible. He still feels ill at ease in his profession, after seventeen years, because he is trying to explain the economic aggregates of entire states and nations with the tools he learned in Calculus III, Econometrics II, and Linear Algebra I.

This all reminds me of the scathing critique that Nassim Nicholas Taleb leveled in his book The Black Swan about the infiltration and paralyzing reality that rationality became to the world of mainstream economics:

It involves complicated mathematics and thus raises a barrier to entry by non-mathematically trained scholars. I would not be the first to say that this optimization set back social science by reducing it from the intellectual and reflective discipline that it was becoming to an attempt at an “exact science.” By “exact science,” I mean a second-rate engineering problem for those who want to pretend that they are in the physics department — so-called physics envy. In other words, an intellectual fraud. (p. 184)

For a short explanation on the limits of macroeconomics, I recommend reading “The Limits of Macroeconomics” by Roger Garrison.

For a slightly longer one, I recommend a quick reread of Human Action by Mises himself.

Additionally, I will say that recent macroeconomic developments have been easy to understand. People bought homes they couldn’t afford with the blessing of government officials. This was encouraged by the likes of Fannie Mae and Freddie Mac, and a Federal Reserve in love with a cheap-credit policy. Now, it is all being made worse by increasing regulations, higher taxes, fiscal interventions, and unneeded bailouts.

Meanwhile, I will continue to repeat that all people will be made better off in the long run by lowering taxes, easing regulations, stopping fiscal-policy interventions, and not giving the state the power to print fiat money.

And Kartik Athreya can go on making “quality” contributions to macroeconomics by recalculating the fiscal multiplier, mathematically tweaking the Phillips Curve, and taking integrals under the IS-LM curves.

This article was originally published by the Mises Institute.

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Filed Under: PotpourriTagged With: #Economics, #Science

Dear Department Chairman

Dear Department Chairman

Dear economics department chairman,

In all the formal economic study I have sat through, I have developed a growing concern for the direction of the economics profession in general, and economic education in particular. Let me explain — and challenge you.

What is knowledge? How is knowledge acquired? What do we know? How do we know what we know? These questions seem most fitting for a philosophy class in epistemology — however, they are also essential in the world of economics.

The discovery of knowledge can be broken down into two main approaches (excluding the category of divine revelation): inductive reasoning and deductive reasoning. Simply put, inductive reasoning is the discovery of knowledge through observation (as in the scientific method). Conversely, deductive reasoning is the discovery of knowledge done through logic. Or, said differently, deductive knowledge is gained in an a priori (knowledge before experience) fashion that follows naturally from stated axioms.

Importantly, knowledge gained through deductive means is no less valid than knowledge gained through inductive means.

The issue is that in the realm of mainstream economics today this is not recognized to be true. Deductive reasoning is sneered at, especially when it is not presented in the formality of Greek letters. Most economists label those that use deduction as “unscientific” and “imprecise.” The emphasis on induction is so strong in economics PhD programs today that a grad student with a background in math or statistics can finish his or her PhD with superb grades and know literally nothing about cause-and-effect economics.

Let me be clear, having induction as the mainstream of economic thought is not the issue that I wish to bring up: the issue is having inductive analysis as the mainstream of economic discovery while deductive discovery is not only looked down upon — it is not even taught. Innovation in economic thought requires a dynamic debate by all. It must be a process that includes healthy academic discussion by those who favor inductive and those who favor deductive discovery.

At one time in economics’ relatively short history, it was not so one-sided. The period from 1870 to 1920 saw the deductive-favoring Austrian School of economics and the inductive-favoring German School of economics in a pointed exchange of academic ideas. As the marginalist revolution in economics had just exploded, healthy economic debate was alive and well.

Carl Menger introduced marginalism in his 1871 book, Principles of Economics, which also refuted work done by both Adam Smith and David Ricardo. Next, Karl Marx, working on the labor theory of value, was challenged heavily by Eugen von Böhm-Bawerk. Finally, the likes of Ludwig von Mises, Joseph Schumpeter, Friedrich von Hayek, John Maynard Keynes, and Alfred Marshall spent a generation at variance, debating ideas about the progress of economic theory and the basis upon which it began. The point is that both deductive- and inductive-favoring economists contributed and offered analysis in healthy academic debate.

Sadly, World War II broke up the primarily European dialogue. When the dust of war had settled, the result was that the deductive-favoring Austrian School was less prominent and the inductive-favoring German School was now the mainstream.[1]

As induction took root, the use of deduction was more and more looked down upon, until “acceptable” economic inquiry became the one-sided view that it is today: Use the scientific method on a dataset. Quantify. Infer.

Switching gears a bit, there are essentially three ways (in a free market) in which a business can get ahead of its competitors:

  1. make a better product at a cheaper price;
  2. for the same price, make a better product; or
  3. differentiate yourself from your competitors.

In some ways, graduate education can be looked at in the same light.

There are X number of schools offering schooling in a particular program and Y number of students in any given year, choosing among available schools. Parameters that can play a part in the student’s decision include the following: What school leaves me the least in debt? What schools have a better reputation? What schools have strong programs in what I want to study? And most importantly, What schools do I have the grades to get into?

From the perspective of the school, however, the goal is to attract as many applications as possible. The more students that apply, the more a given department can be more selective in admitting students, as they are now drawing from a larger pool.

By offering one or two undergraduate or graduate courses in this vein, your school can pride itself on being one of the few programs in the nation that offer students an additional perspective to round out their education. It is even better if you oversee an agricultural- and applied-economics program. Then you may boast that you are the only school in the nation that offers any formal study of such economics based in deduction.[2]

Marketed in the right light, this could be a simple and effective way to differentiate your school in the minds of prospective students — particularly graduate students. And most importantly, from the point of view of academic honesty and freedom, adding an economics class or two based in deductive or “Austrian” analysis is the right thing to do. The discovery of knowledge is the literal foundation of the academic process, and dogmatically relegating one form of inquiry to obscurity is not only a bit academically dishonest — it’s wrong.

I hope you will make the right decision.

Sincerely,

Sterling T. Terrell

First published by the Mises Insitute.

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Filed Under: PotpourriTagged With: #AustrianEconomics, #Economics

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