by Is an economics degree really worth it? .[embedded content] A science that doesn’t self-reflect on its own history and asks important methodological and science-theoretical questions about its own activity is in dire straits. Already back in 1991, a commission chaired by Anne Krueger and including people like Kenneth Arrow, Edward Leamer, and Joseph Stiglitz, reported from their own experience “that it is an underemphasis on the ‘linkages’ between tools, both theory and econometrics, and ‘real world problems’ that is the weakness of graduate education in economics,” and that both students and faculty sensed “the absence of facts, institutional information, data, real-world issues, applications, and policy problems.” And in conclusion, they wrote that
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Is an economics degree really worth it?
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A science that doesn’t self-reflect on its own history and asks important methodological and science-theoretical questions about its own activity is in dire straits.
Already back in 1991, a commission chaired by Anne Krueger and including people like Kenneth Arrow, Edward Leamer, and Joseph Stiglitz, reported from their own experience “that it is an underemphasis on the ‘linkages’ between tools, both theory and econometrics, and ‘real world problems’ that is the weakness of graduate education in economics,” and that both students and faculty sensed “the absence of facts, institutional information, data, real-world issues, applications, and policy problems.” And in conclusion, they wrote that “graduate programs may be turning out a generation with too many idiot savants skilled in technique but innocent of real economic issues.”
Not much is different today. Economics — and economics education — is still in dire need of a remake.
More and more young economics students want to see a fundamental change in economics and how it’s taught. They want something other than the same old mainstream catechism. They don’t want to be force-fed with useless and harmfully irrelevant mainstream theories and models.