Steven G. Medema, The Hesitant Hand, Princeton: Princeton University Press, 2009.

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1 ECONOMICS 330 HISTORY OF ECONOMIC THOUGHT FALL 2012 I. GENERAL INFORMATION: Instructor: Dr. Jeffrey T. Young Office: Hepburn 202 Phone: MW 3:15-4:30 Students are always welcome in my office (if I m there). If these times are inconvenient, drop by any time or make an appointment. Class: 10:10-11:40 TTH Hepburn 20 Texts: Steven G. Medema, The Hesitant Hand, Princeton: Princeton University Press, Sandra J. Peart and David M. Levy, The Vanity of the Philosopher, Ann Arbor: University of Michigan Press, Lawrence H. White, The Clash of Economic Ideas, New York: Cambridge University Press, II. COURSE DESCRIPTION Some general, and even systematical, idea of the perfection of policy and law, may no doubt be necessary for directing the views of the statesman (Adam Smith, The Theory of Moral Sentiments, VI.ii.2.18, p. 234). This, in a nutshell, is why Adam Smith wrote An Inquiry into the Nature and causes of the Wealth of Nations, which is still regarded as the best and most important book ever written in economics. But apart from this contemporary mood, the ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men, who believe themselves to be quite exempt form any intellectual influences, are usually the slaves of some defunct economist. Madmen in authority, who hear voices in the air, are distilling their frenzy from some academic scribbler of a few years back. I am sure that the power of vested interests is vastly exaggerated compared with the gradual encroachment of ideas. Not, indeed, immediately, but after a certain interval; for in the field of economic and political philosophy there are not many who are influenced by new theories after they are twenty-five or thirty years of age, so that ideas which civil servants and politicians and even agitators apply to current events are not likely to be the

2 newest. But, soon or late, it is ideas, not vested interests, which are dangerous for good or evil. (John Maynard Keynes, The General Theory of Employment, Interest, and Money, last paragraph in the book) Quite simply this is a course about what the academics have scribbled, and how it relates to the great political debates of the last years. It is divided into two distinct segments. In the first half of the course I will deliver a series of lectures, which will be designed to provide background and context. As you can see from the class schedule below, I will be focusing on Adam Smith with some attention devoted to pre-smithian thought, and rather more to post-smithian namely the great classical economists of the first half of the nineteenth century: Malthus, Say, Ricardo, J.S. Mill and Marx. There will be no general text, but readings will be posted on Angel. This sets the stage for the second half of the course. You will be reading and discussing three recent books written by some leading contemporary scholars in the history of economic thought. These books are thematic, not encyclopedic. They investigate significant issues. The intent is to engage with these authors in the great debates, which are still with us. If we have interesting and meaningful discussion about the ideas and controversies in these books, we will have answered the question, why study the history of economic thought? I will be doing very little actual lecturing during the second half. Instead, we will be using a model of student-led presentation and discussion, which I have used successfully in my senior seminars. (See IV, below) III. TENTATIVE CLASS SCHEDULE Aug. 30 Sept. 4-6 Sept Sept Sept. 25-Oct. 2 Oct. 4-9 Introduction Before Adam Smith Reading: Blaug, chapter 1 Adam Smith before the Wealth of Nations Reading: Skinner, Chapters 3, 4 Wealth of Nations Reading: Skinner, Chapters 7, 8, 9, Blaug, Chapter 2 Malthus, Say, Ricardo, and Mill Reading: Anthony Waterman, Ecological Model, Blaug, Chapter 5, TBA Marx Reading: Marx excerpt; Peter Singer, Marx, excerpt Peart and Levy, Pts. I and II Pt. III Pts. IV and V Oct. 16 Oct. 18 Oct. 23 Oct. 25 White, Introduction, chapters 1 and 2 Oct. 30 Chapters 3, 4 Nov. 1 Chapter 5, 6 Nov. 6 Lawrence White, guest speaker Nov. 8 Chapters 6, 7

3 Nov. 13 Chapters 8, 9 Nov. 15 Chapters 10, 11 Nov. 27 Chapters 12, 13 Nov. 29 Chapters 13, 14 Dec. 4 Medema, Chapters 1, 2 Dec. 6 Chapters 3, 4, 5 Dec. 11 Chapters 6, 7, Epilogue Dec. 13 Open IV STUDENT RESPONSIBILITIES Your grade will be based on three factors: midterm exam, final exam, and class participation. The midterm and final will be take-home exams with questions and instructions posted well in advance of the due dates. These will each count 40% of your grade. Participation will account for the remaining 20%. There will be no formal attendance policy. Participation will be based on peer evaluations of your performance as discussion leader, short written commentaries on readings, and my impressions of your engagement with the class. Beginning with the Peart/Levy book, 16 October, and running through to the end of the semester, we will use a model of student-led discussion, which has worked well in the past. This entails your taking ownership of the classroom for the day. You will be assigned in groups of two to prepare a presentation on the day s reading. As you read the assignments questions will undoubtedly arise. I would suggest possibly using them as the focus of a commentary or raising them in class discussion. One technique, then, that discussion leaders might use is to begin each period asking the class for questions from the material. Make a list of these questions on the board, and then proceed to the prepared presentation. This is, however, only a suggestion. I am serious about students taking ownership of the class periods. You are free to develop whatever format, style, and pedagogical techniques work for you. Keep in mind, though, that a good presentation should include the following: Explanation of the main points Engaging the class in meaningful discussion Raising interesting discussion questions which go deeper than asking for a regurgitation of the material Analysis of any points of controversy, when appropriate Using visual aids (chalk board counts) Using the class s written commentaries (almost everyone should have one) Everyone serves the role of constructive criticism. Do not be afraid to challenge interpretations of readings or to offer alternative points of view. As you respond to presentations (both orally and in writing) consider the following: Coverage: were important points omitted? Was the presentation accurate?

4 Delivery: was it well organized and clear? Was it confusing? Did it put people to sleep? Each member of the class should also aim at stimulating relevant discussion Facilitate discussion by responding to issues/questions raised by the presenters Each presentation is peer graded, based on the above criteria. We will devote the last 5 minutes of each period to writing an assessment of the class. If you have ownership of the class, what does the professor do? I interact with the class in several ways: I enter directly into your discussion by invitation only If time permits and it seems appropriate I may respond with a short comment at the end of the class I occasionally write up a short comment on some aspect of the discussion which I think needs clarification I read all of your written commentaries and respond if necessary I am always available in my office to discuss the material one-on-one I am also available to consult with you prior to your presentations if there is some aspect of the reading you are unsure about A Note on Commentaries Open class discussion does not work well if only one or two students have done the reading. Each of you will find yourself in the role of discussion leader at least once, so I want you to know that you may assume that most of your audience has done the reading. To this end I have traditionally asked each student to hand in a brief written commentary on some aspect of the day s reading. By brief I mean one or two pages, something more than a sentence or a paragraph. You may focus on any aspect of the reading, but it should be clear to me that you really read the piece. The readings for which commentaries will be due are the three books from the second half of the course plus the 5 chapters by Andrew Skinner on Smith and the two excerpts you will read on Marx. Some basic rule for commentaries: Discussion leaders do not have to write a commentary, everyone else does Must be word processed, no hand written papers Due at the beginning of the class Late commentaries not acceptable Allowed to skip 6 times (I count 21 total commentaries possible; only 15 will be counted toward your participation grade) Electronic submission is acceptable, but must be dated before the class period begins A note on using electronic devices in class.

5 Smart phones, tablet and laptop computers have become ubiquitous in the last few years, and 3G, 4G, and/or wifi available everywhere. I have no problem with students having tablets and laptops in class, if they are being used for class-related purposes, such as taking notes. However, I also find that texting, surfing the web, checking Facebook, etc. is very distracting and rude. You are not required to be in class, except when you re assigned to make a presentation. If you feel you need to be texting during class time (or its equivalent) do not come to class. If you text in class you will be asked to leave. The same applies to non-class related uses of tablets and laptops.

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