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PREVIEW: Economic Growth in Historical Perspective: U.C. Berkeley: Spring 2020

After hearing Ellora Derenoncourt rave about being a TA for Melissa Dell and her Econ 142: The History of Economic Growth, I have decided to go full parasite and stand up my own version of the course for the spring of 2020 here at U.C. Berkeley. Tell me what you think! Here are my notes so far:

Course to be at: Teaching Economics: https://delong.typepad.com/teaching_economics/econ-135.html

Econ 135: Economic Growth in Historical Perspective

This course examines the idea and reality of economic growth in historical perspective, beginning with the divergence between human ancestors and other primates and continuing through with forecasts for the 21st century and beyond. Topics covered include human speciation, language, and sociability; the discovery of agriculture and the domestication of animals; the origins and maintenance of gross inequality; Malthusian economies; the commercial and industrial revolutions; modern economic growth; international prosperity differentials; OECD convergence and East Asian miracles; the political economy of growth and stagnation; and the stubborn persistence of poverty.

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Framing the Industrial Revolution


#berkeley #teachingeconomics #teachinggrowth #teachinghistory #highlighted
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Modern Economic Growth Memo Question

Economics tends to view growth as a continuous and diffuse process: if one firm does not solve the problem of how to efficiently utilize resources, others will and drive the first out of business; if one technological vein plays itself out, energy will focus on others. These readings all argue different. They argue one side of a debate. They argue either that some unique and particular institutions and technologies matter a lot. What kinds of evidence not presented in these readings might lead you to come down on one or the other of the many, many sides in this debate—either on the side of economists' standard prior, or that in fact it is still other and still different institutions or technologies or simply the aggregate state of the economy that matters the most?

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Modern Economic Growth: Eagle's-Eye View Slides


#teachingeconomics #teachinggrowth #teachinghistory #moderneconomicgrowth #highlighted #berkeley
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Harry Brighouse: Navigating the Need for Rigor and Engagement: How to Make Fruitful Class Discussions Happen: "Derek Bok... a passage that, ultimately, transformed my teaching:

Teaching by discussion can also seem forbidding because it makes instructors uncomfortably aware of their shortcomings. Lecturers can delude themselves that their courses are going well, but discussion leaders know when their teaching is failing to rouse the students’ interest by the indifferent quality of responses and the general torpor of the class. Trying to conduct a discussion with apathetic students is much like giving a bad dinner party...

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Why Economic History?

Economic history Google Search

We economists have gotten too good at making theories. In fact, the set of plausible and admissible economic theories is now dense in the space of possible conclusions: For every desired conclusion X, for every ε, there is a degree of theoretical complexity nδ and a chain of theories of increasing complexity T such that:

(∀X)(∃nδ)(∃T(.))(∀n)(n > nδ -> | T(n) - X | < ε)

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