NuevosParadigmasen(laEnseñanzadela)Economía

DanielHojmanUniversidaddeChileyCOES

VCongresoColombianodeEconomía

Bogotá,30deSepJembre

FrustraciónconEconomía101

9/29/16, 20:21Students Walk Out of Ec 10 in Solidarity with 'Occupy' | News | The Harvard Crimson

Page 1 of 4https://www.thecrimson.com/article/2011/11/2/mankiw-walkout-economics-10/?page=single

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LUCAS G FREITAS

UPDATE: 4:04 a.m. November 3, 2011

Nearly 70 Harvard student protesters walked out of Economics 10 on Wednesdayafternoon, expressing dissatisfaction with what they perceive to be an overly conservativebias in the course.

The walkout was meant to be a show of support for the “Occupy” movement’s principalcriticism that conservative economic policies have increased income inequality in theUnited States.

“Today, we are walking out of your class, Economics 10, in order to express our discontentwith the bias inherent in this introductory economics course. We are deeply concernedabout the way that this bias affects students, the University, and our greater society,” read astatement issued by the organizers.

Economics 10—more commonly referred to as “Ec 10”—is taught by professor N. Gregory

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Students Walk Out of Ec 10 in Solidarity with 'Occupy'By JOSE A. DELREAL, CRIMSON STAFF WRITER November 2, 2011

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9/29/2016 Economics students call for shakeup of the way their subject is taught | Education | The Guardian

file:///Users/dhojman/Dropbox/Charla%20CEDE/Economics%20students%20call%20for%20shakeup%20of%20the%20way%20their%20subject%20is%20taught%2... 1/2

   

Economics students call for shakeup of the waytheir subject is taughtStudents from 19 countries argue economics courses failing wider society by ignoring need to address 21st-century issues

Phillip Inman, economics correspondent

Sunday 4 May 2014 19.42 BST

Economics students from 19 countries have joined forces to call for an overhaul of the way their

subject is taught, saying the dominance of narrow free-market theories at top universities harms

the world's ability to confront challenges such as financial stability and climate change.

In the first global protest against mainstream economic teaching, the International Student

Initiative for Pluralist Economics (ISIPE) argues in a letter to the Guardian that economics courses

are failing wider society when they ignore evidence from other disciplines.

The students, who have formed 41 protest groups in universities from Britain and the US to Brazil

and Russia, say research and teaching in economics departments is too narrowly focused and

more effort should be made to broaden the curriculum. They want courses to include analysis of

the financial crash that so many economists failed to see coming, and say the discipline has

become divorced from the real world.

"The lack of intellectual diversity does not only restrain education and research. It limits our

ability to contend with the multidimensional challenges of the 21st century – from financial

stability to food security and climate change," they say in their manifesto.

"The real world should be brought back into the classroom, as well as debate and a pluralism of

theories and methods. This will help renew the discipline and ultimately create a space in which

solutions to society's problems can be generated."

The move follows a series of protests in the UK led by students in Manchester, Cambridge and

London against academics who have been accused of acting as cheerleaders for the market-

financial models that helped push the global financial system into the crisis.

Economics undergraduates at the University of Manchester, who formed the Post-Crash

Economics Society, recently issued their own manifesto for reform with the endorsement of the

Bank of England's incoming chief economist, Andy Haldane. Haldane, who is currently director of

financial stability, said economists had forgotten the links between their subject and other social

science disciplines, which can give a broader and more accurate picture of how an economy

works.

He said: "The crisis has laid bare the latent inadequacies of economic models. These models have

failed to make sense of the sorts of extreme macro-economic events, such as crises, recessions

and depressions, which matter most to society."

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ParteII:CORE,unaexperienciaexitosacore-econ.org

ParteII:CORE,unaexperienciaexitosacore-econ.org

•  Ideabásica:

Llevaralcurrículumbásicodeeconomíatodalariquezaypluralismoqueyaformanpartedelmainstreamdelaformacióndeunalumnodedoctorado•  Primerproducto:e-book(versiónbeta,2017)hnp://www.core-econ.org/about-our-ebook/

ParteII:CORE,unaexperienciaexitosa•  Whatisdis$nc$veaboutCORE?•  COREisbasedonrecentdevelopmentsineconomicsandothersocial

sciences,withafocuson:

–  Economicactorsasbothself-interestedandethical–  WhysupplyanddemandaresomeJmesnotequal,especiallyinmarketsforlabour

andcredit–  Notonlyequilibria,butalsoonhowprices,quanJJes,andtechnologieschange–  Theimportanceofeconomicrentsfortheworkingofamoderncapitalisteconomy–  HowinsJtuJonsdifferamongeconomies,andwhatdifferencethismakesfor

macroeconomicperformance

•  COREisempiricallymo$vatedandillustrated:studentslearnmodelsmoJvatedbyfactsfromhistory,experimentsanddata.

•  COREisacollabora$veprojectusinginsightsontheeconomyfromawiderangeofhistorical,geographical,disciplinaryandmethodologicalperspecJves.

coreecon | Curriculum Open-access Resources in Economics 8

Beatriz, who is just as poor as she is. Figure 3 represents the situation graphically. The horizontal axis represents the amount of money Ana keeps for herself in thousands of pesetas, and the vertical one the amount that she gives to Beatriz. Each point (x, y) represents a combination of amounts of money for Ana (x) and Beatriz (y) in thousands of pesetas. The shaded triangle depicts the feasible choices for Ana. At the corner (10,0) on the horizontal axis, Ana keeps it all. At the other corner, (0,10) on the vertical axis, Ana gives it all to Beatriz.The group of all of the feasible choices for Ana, taken together, is called Ana’s feasible set.

12

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riz’

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) Feasible payoffs frontier

Ana’s payoff (thousands of pesetas)

Ana’s indifference curves (when completely selfish)

Ana’s indifference curves (when somewhat altruistic)

Feasible payoffs set

0 6 7 10 12

Figure 3. How Ana chooses to distribute her lottery winnings depends on whether she is selfish or altruistic.

INTERACT

Follow figures click-by-click in the full interactive version at www.core-econ.org.

Ana’s choice will be determined by her preferences, which can be represented by indifference curves, just as if she were choosing between grades and an amount of leisure for herself in Unit 3. But here the indifference curve represents the combinations of how much Beatriz gets and how much Ana keeps for herself that are all equally preferred by Ana. If Ana does not care at all about what Beatriz gets, her indifference curves would be straight vertical lines with ones further to the right (more money for Ana) preferred. If this were the case, given her feasible set, the best option is the point A, where Ana keeps it all.

coreecon | Curriculum Open-access Resources in Economics 14

each other. They are asked to decide on a contribution from their $20 to a common pool of money. The pool is a public good: for every dollar contributed, each person in the group, including the contributor, receives $0.40.

To see how this works, suppose that you are playing the game, and you expect the other three members of your group each to contribute $10. Then if you don’t contribute you will get $32 (three returns of $4 from their contributions, plus the initial $20 that you keep). The others have paid $10, so they only get $32 - $10 = $22 each. On the other hand, if you also contribute $10, then everyone, including you, will get $22 + $4 = $26. Unfortunately for the group, you do better by not contributing—that is, because the reward for free riding ($32) is greater than for contributing ($26). And, unfortunately for you, the same applies to each of the other members.

After each round, the participants can see can see the total amount contributed, but not the amount that each of the others have contributed. In Figure 7, each line represents the evolution over time of average contributions in a different location around the world. Just as in the Prisoner’s Dilemma and the Ultimatum Game people are definitely not entirely selfish.

Cont

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tion

Period

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8

6

4

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COPENHAGENST. GALLENBOSTONMINSK ZURICHDNIPROPETROVS’KNOTTINGHAMSAMARABONNCHENGDU MUSCATISTANBULSEOULMELBOURNERIYADHATHENS1 2 3 4 5 6 7 8 9 10

Figure 7. Worldwide public good experiments: contributions over 10 periods.

In every population where the game is played, contributions to the public good are substantial in the first period. But the difficulty (or tragedy) is obvious: everywhere, the contributions to the public good decrease over time. The results also show that there is large variation across societies, and that most of them preserve significant contribution levels even toward the end of the experiment.

The most plausible explanation of the pattern is that contributors decrease their level of cooperation if they observe that others are contributing less than expected, and free riding on them. It seems as if those contributing more than the average would

ParteII:CORE,unaexperienciaexitosa

•  Modelodecolaboración

•  Plataformasabiertas

•  Conocimientono-propietario(@CreaJveCommons)versusincenJvosaproducirydifundir

ParteII:FEN,0.5experienciaexitosa

CambiocurricularenFEN2013-2016

•  Mayorpresenciadeotrascienciassociales

•  TalleresdeinvesJgaciónaplicadadesdetempranoenlacarrera

•  Nuevastecnologías