Jim MacDonald: The Farce of Ávila | Tim Duy: Falling Inflation Expectations | Peter Oppenheimer: Record equities highs are far from crazy | Ryan Grim: Grand Bargain Loses Center For American Progress Support In Major Blow To Austerity | Benjamin Wittes: What Conceivable Statement of Facts Could Have Produced this Order? | Neil Irwin: How much blame does Mervyn King deserve for Britain’s broken economy? | Josh Barro: "PRISM" Prism Spying Project Slides | Jared Bernstein: The Facts of the Case and Why We’re Not Following Them
collating responses, the "better plan" that the IMF ignored was "cast a magic spell to solve other people's political dysfunction" mainly— Dan Davies (@dsquareddigest) June 6, 2013
- Ken Rogoff: Inflation Is Still the Lesser Evil: "The world’s major central banks continue to express concern about inflationary spillover from their recession-fighting efforts. That is a mistake. Weighed against the political, social, and economic risks of continued slow growth after a once-in-a-century financial crisis, a sustained burst of moderate inflation is not something to worry about. On the contrary, in most regions, it should be embraced."
- Matthew Yglesias: Education reform is made of teachers: "I was really glad to see this Diane Ravitch post denouncing Teach for America as an institution that 'began with a worthy goal' of getting 'bright, idealistic college graduates to serve in poor children in urban and rural districts' but has now become 'the Trojan horse of the privatization of public education' because lots of TFA alumni go onto to do policy advocacy that disagrees with teachers' union positions… it highlights the important point that in a lot of ways education reform (or 'reform' if you prefer) is made of educators…. This is a reminder that education reform isn't all about the donors or politicians. It's not just 'reformers' against 'teachers' but one set of teachers against another set of teachers. The people doing Teach for America and working in charter schools are educators just as much as the people working in the traditional public schools and going through the traditional certification route. And as Ravitch says, a large share of the people involved at a politics and policy level in reform are people who've experienced teaching in low-income schools and simply come to different policy conclusions from union people about that experience."