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A Study of Paul A. Samuelson's Economics
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. A Study of Paul A. Samuelson's Econol11ics: Making Economics Accessible to Students A thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Economics at Massey University Palmerston North, New Zealand. Leanne Marie Smith July 2000 Abstract Paul A. Samuelson is the founder of the modem introductory economics textbook. His textbook Economics has become a classic, and the yardstick of introductory economics textbooks. What is said to distinguish economics from the other social sciences is the development of a textbook tradition. The textbook presents the fundamental paradigms of the discipline, these gradually evolve over time as puzzles emerge, and solutions are found or suggested. The textbook is central to the dissemination of the principles of a discipline. Economics has, and does contribute to the education of students, and advances economic literacy and understanding in society. It provided a common economic language for students. Systematic analysis and research into introductory textbooks is relatively recent. The contribution that textbooks play in portraying a discipline and its evolution has been undervalued and under-researched. Specifically, applying bibliographical and textual analysis to textbook writing in economics, examining a single introductory economics textbook and its successive editions through time is new. When it is considered that an economics textbook is more than a disseminator of information, but a physical object with specific content, presented in a particular way, it changes the way a researcher looks at that textbook. -
Paul H. Douglas Interviewer: John Newhouse Date of Interview: June 6, 1964 Place of Interview: Washington, D.C
Paul H. Douglas, Oral History Interview – 6/6/1964 Administrative Information Creator: Paul H. Douglas Interviewer: John Newhouse Date of Interview: June 6, 1964 Place of Interview: Washington, D.C. Length: 33 pages, 2 addenda Biographical Note Douglas, a U.S. Senator from Illinois from 1949 to 1967, discusses his memories of John F. Kennedy as a Senator and as President, including his work on labor and civil rights legislation, among other issues. Access Open. Usage Restrictions According to the letter of agreement signed February 2, 1972, copyright of these materials has been assigned to the United States Government. Users of these materials are advised to determine the copyright status of any document from which they wish to publish. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. The copyright law extends its protection to unpublished works from the moment of creation in a tangible form. -
The Life and Times of Gordon Tullock
Public Choice (2012) 152:3–27 DOI 10.1007/s11127-011-9899-3 The life and times of Gordon Tullock Charles K. Rowley · Daniel Houser Received: 24 October 2011 / Accepted: 25 October 2011 / Published online: 10 November 2011 © Springer Science+Business Media, LLC 2011 Abstract Gordon Tullock is a founding father of public choice. In an academic career that has spanned 50 years, he forged much of the research agenda of the public choice program and he founded and edited Public Choice, the key journal of public choice scholarship. Tullock, however did much more than this. This Special Issue of Public Choice honors Gordon Tullock in precisely the manner that he most values: the creation of new ideas across the vast range of his own scholarly interests. Keywords Gordon Tullock · Tullock’s life · Tullock’s times Si monumentum requiris, circumspice 1 Innocence of youth Gordon Tullock was born in Rockford, Illinois on February 13, 1922. His father, George Tullock, was a hardy Midwesterner of Scottish ancestry. His mother, Helen, nee Crumb, was of equally hardy Pennsylvania-Dutch stock. His father’s elder brother, Tom, and his two children, also lived in Rockford, but some distance away. So Gordon had no close and continuing relationship with them. Both of Gordon’s grandfathers died before he was old enough to remember them. Both of his grandmothers ‘lived with us for some time, but fortunately not at the same time’ (Tullock 2009:1) Rockford, often referred to as the ‘Forest City’, was a mid-sized city with a 64,000 pop- ulation in 1922, when Gordon Tullock was born. -
Cornel West, Meet Richard Posner: Towards a Critical-Neoclassical Synthesis
Cornel West, Meet Richard Posner: Towards a Critical-Neoclassical Synthesis Francisco E.Guerra-Pujol* Do not ask who I am and do not ask me to remain the same .. Pet us leave itto our bureaucrats and our police to see that our papers are in order. I. INTRODUCTION Imagine Harvard professor Cornel West stuck in the same elevator with Judge Richard A. Posner. One is an African-American, a progressive champion of racial and economic equality, and a critical scholar of race, politics, and culture, while the other is of Jewish descent, a libertarian champion of free markets, and the intellectual godfather of 'law and economics'. Both scholars have published a prolific corpus of writings 2 and are at the forefront of two great intellectual movements: critical theory and law and economics. So what on Earth would these two leading public intellectuals say to each other? At the risk of sounding a bit irreverent, permit me to quote my favorite cartoon character: iay carumba!3 I mention Judge Posner and Professor West in particular to personify the deep intellectual divide between neoclassical economics (of which 'law and economics' is an offshoot) and critical theory.4 Indeed, this gulf is readily apparent inmany of the papers published in this LatCrit X Symposium issue.5 Furthermore, this distrust is mutual. Just as most critical scholars share a profound antipathy towards orthodox economics, many neoclassical economists and mainstream lawyer- * Associate Professor, Catholic University of Puerto Rico School of Law. I am grateful to the many critical scholars who helped me develop the ideas in this paper. -
National Academy of Arbitrators HISTORY COMMITTEE INTERVIEW Arthur Stark NAA President, 1977 Interviewed by Dennis Nolan May
National Academy of Arbitrators HISTORY COMMITTEE INTERVIEW Arthur Stark NAA President, 1977 Interviewed by Dennis Nolan May 29,1980 1 ARTHUR STARK PRESIDENT OF THE NATIONAL ACADEMY OF ARBITRATORS 1977 TO 1978 INTERVIEWED BY DENNIS NOLAN AT THE CHICAGO HILTON AND TOWERS, CHICAGO, ILLINIOS MAY, 29, 1989 Dennis Nolan: This is Monday, May 29, in Chicago, Illinois, on the first day of the Annual Meeting of The National Academy of Arbitrators. I am Dennis Nolan and I am interviewing today Arthur Stark, who was president of The National Academy in 1977. Arthur, perhaps you could start us off with some information on your background. Could you tell me, first of all, where you were born, raised, educated. Arthur Stark: Well, I was born three score and ten years ago in New York City. I was raised in Manhattan, on the upper west side. I went to elementary and high school at something called the Ethical Cultures School in New York. We lived across the street from Columbia University on Broadway and 115th Street and I played on the Columbia tennis couirts. I went, are you interested 2 in college, at this point? Yes, you might as well, go on. Since Columbia was so close, I decided to go to College at the University of Chicago. The reason, principley, was that I was interested in labor relations even at that tender age. Looking around the country, there were two Universities that appealed to somebody like me. One was the University of Wisconsin, one was the University of Chicago and I chose Chicago. -
The Institutionalist Reaction to Keynesian Economics
Journal of the History of Economic Thought, Volume 30, Number 1, March 2008 THE INSTITUTIONALIST REACTION TO KEYNESIAN ECONOMICS BY MALCOLM RUTHERFORD AND C. TYLER DESROCHES I. INTRODUCTION It is a common argument that one of the factors contributing to the decline of institutionalism as a movement within American economics was the arrival of Keynesian ideas and policies. In the past, this was frequently presented as a matter of Keynesian economics being ‘‘welcomed with open arms by a younger generation of American economists desperate to understand the Great Depression, an event which inherited wisdom was utterly unable to explain, and for which it was equally unable to prescribe a cure’’ (Laidler 1999, p. 211).1 As work by William Barber (1985) and David Laidler (1999) has made clear, there is something very wrong with this story. In the 1920s there was, as Laidler puts it, ‘‘a vigorous, diverse, and dis- tinctly American literature dealing with monetary economics and the business cycle,’’ a literature that had a central concern with the operation of the monetary system, gave great attention to the accelerator relationship, and contained ‘‘widespread faith in the stabilizing powers of counter-cyclical public-works expenditures’’ (Laidler 1999, pp. 211-12). Contributions by institutionalists such as Wesley C. Mitchell, J. M. Clark, and others were an important part of this literature. The experience of the Great Depression led some institutionalists to place a greater emphasis on expenditure policies. As early as 1933, Mordecai Ezekiel was estimating that about twelve million people out of the forty million previously employed in the University of Victoria and Erasmus University. -
Strength in Numbers: the Rising of Academic Statistics Departments In
Agresti · Meng Agresti Eds. Alan Agresti · Xiao-Li Meng Editors Strength in Numbers: The Rising of Academic Statistics DepartmentsStatistics in the U.S. Rising of Academic The in Numbers: Strength Statistics Departments in the U.S. Strength in Numbers: The Rising of Academic Statistics Departments in the U.S. Alan Agresti • Xiao-Li Meng Editors Strength in Numbers: The Rising of Academic Statistics Departments in the U.S. 123 Editors Alan Agresti Xiao-Li Meng Department of Statistics Department of Statistics University of Florida Harvard University Gainesville, FL Cambridge, MA USA USA ISBN 978-1-4614-3648-5 ISBN 978-1-4614-3649-2 (eBook) DOI 10.1007/978-1-4614-3649-2 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2012942702 Ó Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. -
Education Policy and Friedmanomics: Free Market Ideology and Its Impact
Education Policy and Friedmanomics: Free Market Ideology and Its Impact on School Reform Thomas J. Fiala Department of Teacher Education Arkansas State University Deborah Duncan Owens Department of Teacher Education Arkansas State University April 23, 2010 Paper presented at the 68th Annual National Conference of the Midwest Political Science Association Chicago, Illinois 2 ABSTRACT The purpose of this paper is to examine the impact of neoliberal ideology, and in particular, the economic and social theories of Milton Friedman on education policy. The paper takes a critical theoretical approach in that ultimately the paper is an ideological critique of conservative thought and action that impacts twenty-first century education reform. Using primary and secondary documents, the paper takes an historical approach to begin understanding how Friedman’s free market ideas helped bring together disparate conservative groups, and how these groups became united in influencing contemporary education reform. The paper thus considers the extent to which free market theory becomes the essence of contemporary education policy. The result of this critical and historical anaysis gives needed additional insights into the complex ideological underpinnings of education policy in America. The conclusion of this paper brings into question the efficacy and appropriateness of free market theory to guide education policy and the use of vouchers and choice, and by extension testing and merit-based pay, as free market panaceas to solving the challenges schools face in the United States. Administrators, teachers, education policy makers, and those citizens concerned about education in the U.S. need to be cautious in adhering to the idea that the unfettered free market can or should drive education reform in the United States. -
From Social Control to Financial Economics: the Linked Ecologies of Economics and Business in Twentieth Century America
Theor Soc (2013) 42:121–159 DOI 10.1007/s11186-012-9187-3 From social control to financial economics: the linked ecologies of economics and business in twentieth century America Marion Fourcade & Rakesh Khurana Published online: 27 February 2013 # Springer Science+Business Media Dordrecht 2013 Abstract This article draws on historical material to examine the co-evolution of economic science and business education over the course of the twentieth century, showing that fields evolve not only through internal struggles but also through struggles taking place in adjacent fields. More specifically, we argue that the scientific strategies of business schools played an essential—if largely invisible and poorly understood—role in major transformations in the organization and substantive direc- tion of social-scientific knowledge, and specifically economic knowledge, in twenti- eth century America. We use the Wharton School as an illustration of the earliest trends and dilemmas (ca. 1900–1930), when business schools found themselves caught between their business connections and their striving for moral legitimacy in higher education. Next, we look at the creation of the Carnegie Tech Graduate School of Industrial Administration after World War II. This episode illustrates the increas- ingly successful claims of social scientists, backed by philanthropic foundations, on business education and the growing appeal of “scientific” approaches to decision- making and management. Finally, we argue that the rise of the Graduate School of Business at the University of Chicago from the 1960s onwards (and its closely related cousin at the University of Rochester) marks the decisive ascendancy of economics, and particularly financial economics, in business education over the other behavioral M. -
Josh Wright's
University of Florida Levin College of Law UF Law Scholarship Repository UF Law Faculty Publications Faculty Scholarship 4-2013 Josh Wright’s “Chicago School Papers”: An Overview William H. Page University of Florida Levin College of Law, [email protected] Follow this and additional works at: https://scholarship.law.ufl.edu/facultypub Part of the Antitrust and Trade Regulation Commons Recommended Citation William H. Page, Josh Wright’s “Chicago School Papers”: An Overview, 13-APR Antitrust Source 5 (2013), available at http://scholarship.law.ufl.edu/facultypub/650 This Article is brought to you for free and open access by the Faculty Scholarship at UF Law Scholarship Repository. It has been accepted for inclusion in UF Law Faculty Publications by an authorized administrator of UF Law Scholarship Repository. For more information, please contact [email protected]. theantitrustsource Ⅵ www.antitrustsource.com Ⅵ A p r i l 2 0 13 5 Josh Wright’s “Chicago School Papers”: An Overview By William H. Page Marshall M. Criser Eminent Scholar, University of Florida Levin College of Law. In what follows, I consider three of Commissioner Wright’s “Chicago School Papers.” In these papers, Commissioner Wright considers the past, present, and future role of the Chicago School of antitrust analysis in the shaping of law and policy, offering along the way some interesting insights into what his priorities at the FTC are likely to be. The papers discussed have common themes: the mischaracterization of the “Chicago School,” the scientific advantage of dispensing altogether with “School” labels, and a focus on empirical findings in shaping antitrust analysis. -
The Death of Welfare Economics: History of a Controversy
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Igersheim, Herrade Working Paper The death of welfare economics: History of a controversy CHOPE Working Paper, No. 2017-03 Provided in Cooperation with: Center for the History of Political Economy at Duke University Suggested Citation: Igersheim, Herrade (2017) : The death of welfare economics: History of a controversy, CHOPE Working Paper, No. 2017-03, Duke University, Center for the History of Political Economy (CHOPE), Durham, NC This Version is available at: http://hdl.handle.net/10419/155466 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu The death of welfare economics: History of a controversy by Herrade Igersheim CHOPE Working Paper No. 2017-03 January 2017 Electronic copy available at: https://ssrn.com/abstract=2901574 The death of welfare economics: history of a controversy Herrade Igersheim December 15, 2016 Abstract. -
GEORGE J. STIGLER Graduate School of Business, University of Chicago, 1101 East 58Th Street, Chicago, Ill
THE PROCESS AND PROGRESS OF ECONOMICS Nobel Memorial Lecture, 8 December, 1982 by GEORGE J. STIGLER Graduate School of Business, University of Chicago, 1101 East 58th Street, Chicago, Ill. 60637, USA In the work on the economics of information which I began twenty some years ago, I started with an example: how does one find the seller of automobiles who is offering a given model at the lowest price? Does it pay to search more, the more frequently one purchases an automobile, and does it ever pay to search out a large number of potential sellers? The study of the search for trading partners and prices and qualities has now been deepened and widened by the work of scores of skilled economic theorists. I propose on this occasion to address the same kinds of questions to an entirely different market: the market for new ideas in economic science. Most economists enter this market in new ideas, let me emphasize, in order to obtain ideas and methods for the applications they are making of economics to the thousand problems with which they are occupied: these economists are not the suppliers of new ideas but only demanders. Their problem is comparable to that of the automobile buyer: to find a reliable vehicle. Indeed, they usually end up by buying a used, and therefore tested, idea. Those economists who seek to engage in research on the new ideas of the science - to refute or confirm or develop or displace them - are in a sense both buyers and sellers of new ideas. They seek to develop new ideas and persuade the science to accept them, but they also are following clues and promises and explorations in the current or preceding ideas of the science.