Harvard — November 2, 2011 2:23 am

An Open Letter to Greg Mankiw

By HPR

The following letter was sent to Greg Mankiw by the organizers of today’s Economics 10 walkout.

Wednesday November 2, 2011

Dear Professor Mankiw—

Today, we are walking out of your class, Economics 10, in order to express our discontent with the bias inherent in this introductory economics course. We are deeply concerned about the way that this bias affects students, the University, and our greater society.

As Harvard undergraduates, we enrolled in Economics 10 hoping to gain a broad and introductory foundation of economic theory that would assist us in our various intellectual pursuits and diverse disciplines, which range from Economics, to Government, to Environmental Sciences and Public Policy, and beyond. Instead, we found a course that espouses a specific—and limited—view of economics that we believe perpetuates problematic and inefficient systems of economic inequality in our society today.

A legitimate academic study of economics must include a critical discussion of both the benefits and flaws of different economic simplifying models. As your class does not include primary sources and rarely features articles from academic journals, we have very little access to alternative approaches to economics. There is no justification for presenting Adam Smith’s economic theories as more fundamental or basic than, for example, Keynesian theory.

Care in presenting an unbiased perspective on economics is particularly important for an introductory course of 700 students that nominally provides a sound foundation for further study in economics. Many Harvard students do not have the ability to opt out of Economics 10. This class is required for Economics and Environmental Science and Public Policy concentrators, while Social Studies concentrators must take an introductory economics course—and the only other eligible class, Professor Steven Margolin’s class Critical Perspectives on Economics, is only offered every other year (and not this year).  Many other students simply desire an analytic understanding of economics as part of a quality liberal arts education. Furthermore, Economics 10 makes it difficult for subsequent economics courses to teach effectively as it offers only one heavily skewed perspective rather than a solid grounding on which other courses can expand. Students should not be expected to avoid this class—or the whole discipline of economics—as a method of expressing discontent.

Harvard graduates play major roles in the financial institutions and in shaping public policy around the world. If Harvard fails to equip its students with a broad and critical understanding of economics, their actions are likely to harm the global financial system. The last five years of economic turmoil have been proof enough of this.

We are walking out today to join a Boston-wide march protesting the corporatization of higher education as part of the global Occupy movement. Since the biased nature of Economics 10 contributes to and symbolizes the increasing economic inequality in America, we are walking out of your class today both to protest your inadequate discussion of basic economic theory and to lend our support to a movement that is changing American discourse on economic injustice. Professor Mankiw, we ask that you take our concerns and our walk-out seriously.

Sincerely,

Concerned students of Economics 10

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  • Nikolay

    Fully support the position taken by the students. I graduated from the faculty of economics and understand the defectiveness of the modern economic model. So keep guys!!

  • Josh

    “Incidentally, the authors of this letter are in for a treat: there’s plenty of Keynesian theory to come in the second semester of Ec 10. In fact, Mankiw is a great Keynes admirer, and once wrote, “If you were going to turn to only one economist to understand the problems facing the economy, there’s little doubt that that economist would be John Maynard Keynes.” The only reason that these students have not yet studied the father of modern macroeconomics in Ec 10, of course, is that the first semester of the class is devoted to microeconomics.”

    Be grateful that you have the opportunity to attend such a great University. However, it pleases my mind that I can comprehend the understanding the structure of a typical Economics class. Plus, many of my classes use his text books. I’m all for Occupy, but if this is the future of our country, god help us.

  • http://www.e-apbe.ru ПЕТР

    Построение экономического знания на принципе сосуществования конкурирующих концепций означает доказательство фрагментарности. В этом правы не только студенты. Это показал М. Блауг.
    Для того, чтобы построить экономическую науку на принципах Целостности, необходимо естественно-научное знание. Но знанием физики, геометрии, высшей математики, нелинейной динамики будущих экономистов, в отличие от будущих инженеров не обременяют.
    На тему конструирования теории, пригодной для описания экономики знаний, есть книга на русском языке: Общая теоретическая экономика.
    http://ecsocman.hse.ru/text/35874426/
    Кто сможет – почитайте.

  • http://www.e-apbe.ru ПЕТР

    General theoretical economy: the hypothesis, tools, models
    The hypothesis
    The modern economic science is fragmentary owing to its being based on concepts competition principle, with these concepts being true within the limits of local postulates. In the author’s judgment the analytical formation stage for economy
    as a holistic science is over: the solitary economic subjects have been described, and
    the fundamental solitary kinematic laws of motion have been discovered, namely the
    equilibrium (Main stream) and non-equilibrium (the evolutionary economics) processes
    of the economic development. Synthesis of these processes is the basis for an operation
    metrics in the knowledge-based economy.
    Formation of the General theoretical economy (GTE) is underlain by
    systematization based on a holistic approach. A similar problem was solved in the biology
    by Bauer in his work «Theoretical Biology». The essence of the hypothesis lies in the
    classification of GTE theories by the subjects of investigation as is shown in the table
    below. Finalistic (kinematics)
    Causal (dynamics) Empirical The single forms and their aggregation Synthesis of solitary processes
    based on the stable non-equilibrium principle.
    Maneuvering of the single forms
    in the community Theoretical Integrity of intrerconnected aggregations Maneuvering of aggregations in their integrity Widening research tools: the economic geometry.
    Since a choice of coordinate systems is up to the researcher, there are only coordinate axes which are subject to transformatin in General theoretical economy;
    proven economic laws are not rejected turning into particular cases of General theoretical
    economics.
    Scales: geometric transformations are carried out from the «a point moving along
    a path»-type model toward the «dynamics of the unsteady form plastic body with degrees
    of freedom»-type model by the transformation of coordinate axes: from two-dimensional
    plain models based on the Euclid’s and Dekart’s geometry toward the spherical Riemann‘s
    geometry, Lobachevsky’s geometry and the Poincare’s topology.
    The arrangements: the transition from the linear plane industrial unit of measure
    «man-hour» toward the spatial unit of measure: «man-thought» enabling using a ball
    (sphere) as a topological unit of a dimension.
    The holographic (holo – «whole», graph – «write») model describing the socioeconomic
    system dynamics is created which enables forecast of economic changes from the
    two self-organization types’ point of view:
    – «by Prigogine», under the external influence (the theoretical basis for the
    institutionalism);
    – as a result of an internal structural deformation «by Bauer» by adoption of the
    accumulated potential energy of the system, under the stable non-equilibrium principle (the
    theoretical basis for the active innovation policy).
    Source models: the Walras’s, Marshall’s, Samuelson’s equilibrium models, the
    Majewsky‘s non-equilibrium model and the long-wave kinematic regularities.
    Ways of practical use: a potential for a transition from the cost-based industrial
    budgeting principle toward the dynamic design approach for the innovative economy forms
    the basis for the holographic model.

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  • Matt

    Outrageous. This is a course in standard economics, and it is not meant to please students who would rather take courses of their own design. My advice to the students would be to simply pass the exams (why not, right?) and save your energy for something productive. But really, you should go ahead and just grow up, jackasses.. because even I won’t support you.

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  • http://www.psychopathiceconomics.com Davos

    Funny, I just wrote about this – it was published on Zero Hedge. “Psychopathic Economics 101″.

    You kids did the right thing. I emailed your prof. way back when about his teaching others.

    I’ll look it up and post it here.

  • http://www.psychopathiceconomics.com Davos
  • http://www.psychopathiceconomics.com Davos

    On May 9, 2011 I emailed Mankiw after reading this NY Times article.

    I was that disgusted.

    The email was not as kind as your fine open letter, but the point was the same.

    You can read my “I wouldn’t let my dog take an economic class from you.” email at http://www.psychopathiceconomics.com/DavosEconomicForum/2011/12/05/scholarly-economic-capture/

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  • http://cfaille.blogspot.com Christopher Faille

    They’re students at Harvard, yet they can’t express themselves better than this? I’m dismayed. Here’s a simple stylistic point: “basic” and “fundamental,” in the sense in which those terms are both used in the final sentence of the third graph, are synonyms. To use both with a disjunctive, “more fundamental or basic,” is just bizaare or eerie. [See what I did there?]

    Far more important, there IS of course a reason why Adam Smith’s work should be taken as more “fundamental or basic” than Keynes’. It is in point of historical fact more basic. Keynes, whether you agree with him or not, was building on a century and a half of prior work. Keynes and Smith are not competitors any more than Einstein and Newton are competitors. In each pairing, the work of the former would simply have been inconceivable without the prior contributions of the latter.

    If you think you have mastered Newton, then you can go on to the study Einstein, and perhaps some day to have an intelligent opinion about Higgs’ boson. Otherwise, you’re likely to end up confusing a boson with a North American bison.

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