by From Lars Syll The main reason why the teaching of microeconomics (or of “ micro foundations” of macroeconomics) has been called “autistic” is because it is increasingly impossible to discuss real-world economic questions with microeconomists – and with almost all neoclassical theorists. They are trapped in their system, and don’t in fact care about the outside world any more. If you consult any microeconomic textbook, it is full of maths (e.g. Kreps or Mas-Colell, Whinston and Green) or of “tales” (e.g. Varian or Schotter), without real data (occasionally you find “examples”, or “applications”, with numerical examples – but they are purely fictitious, invented by the authors). At first, French students got quite a lot of support from teachers and professors: hundreds of teachers
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from Lars Syll
The main reason why the teaching of microeconomics (or of “ micro foundations” of macroeconomics) has been called “autistic” is because it is increasingly impossible to discuss real-world economic questions with microeconomists – and with almost all neoclassical theorists. They are trapped in their system, and don’t in fact care about the outside world any more. If you consult any microeconomic textbook, it is full of maths (e.g. Kreps or Mas-Colell, Whinston and Green) or of “tales” (e.g. Varian or Schotter), without real data (occasionally you find “examples”, or “applications”, with numerical examples – but they are purely fictitious, invented by the authors).
At first, French students got quite a lot of support from teachers and professors: hundreds of teachers signed petitions backing their movement – specially pleading for “pluralism” in teaching the different ways of approaching economics. But when the students proposed a precise program of studies … almost all teachers refused, considering that is was “too much” because “students must learn all these things, even with some mathematical details”. When you ask them “why?”, the answer usually goes something like this: “Well, even if we, personally, never use the kind of ‘theory’ or ‘tools’ taught in micoreconomics Courses … surely there are people who do ‘use’ and ‘apply’ them, even if it is in an ‘unrealistic’, or ‘excessive’ way”.
But when you ask those scholars who do “use these tools”, especially those who do a lot of econometrics with “representative agent” models, they answer (if you insist quite a bit): “OK, I agree with you that it is nonsense to represent the whole economy by the (intertemporal) choice of one agent –- consumer and producer — or by a unique household that owns a unique firm; but if you don’t do that, you don’t do anything !”
Yes indeed — “you don’t do anything!”
Twenty years ago Phil Mirowski was invited to give a speech on themes from his book More Heat than Light at my economics department in Lund, Sweden. All the mainstream neoclassical professors were there. Their theories were totally mangled and no one — absolutely no one — had anything to say even remotely reminiscent of a defense. Being at a nonplus, one of them, in total desperation, finally asked “But what shall we do then?”
Yes indeed — what shall they do? The emperor turned out to be naked.