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5.1 - Introduction

from 5 - The Keynesian Model

Published online by Cambridge University Press:  05 May 2016

Humberto Barreto
Affiliation:
DePauw University, Indiana
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Summary

The most significant theme emerging from the conference was the desirability of adopting a single approach in teaching the intermediate macroeconomics course, as opposed to presenting numerous competing models.

– O. Homer Erekson, Prosper Raynold, and Michael K. Salemi

Unlike growth theory, which enjoys strong consensus built around the Solow Model, undergraduate teaching of short-run fluctuations is characterized by a wide diversity of models and perspectives. This leads to an immediate and critical pedagogical choice for an undergraduate macro course: reveal the sharply conflicting views of various schools of macroeconomic thought or teach a single, core model that is flexible enough to incorporate a range of policy positions.

The ISLMADAS Model presented in this book and screencasts adheres firmly to the latter option. As the epigraph to this chapter states, the single-model approach was favored by the roughly one hundred macroeconomists who gathered at a conference on the intermediate macroeconomics course in 1994. Although highlighting conflict can be exciting and intellectually stimulating, the costs in the classroom are quite high: “it is too expensive to teach a new set of equations and the rules for manipulating them” (Erekson et al. 1996, 101). In a course with a few weeks on fluctuations, teaching more than one model, such as Keynesian and real business cycle models, seems to err on the side of breadth over depth. The likely outcome for an undergraduate student exposed to a blizzard of contradictory statements is a mix of confusion and certainty that macroeconomists have no idea what they are taking about.

A Practical Pan-Macro Model

While not able to provide a taste of a modern macro model based on optimizing agents, the ISLMADAS Model allows for a wide continuum of policy possibilities. After all, the model says nothing about elasticities of various relationships nor speed of adjustment. With respect to policy, it easily reflects the views of leftist Keynesians and rightist monetarists and anyone in between, comfortably including the heterogeneous schools of modern macro under one umbrella. It gives, therefore, the undergraduate student a single model with which to intelligently discuss and interpret the news and policy debates of the day.

This applied orientation and policy flexibility is key to the ISLMADAS Model's amazing survival. Born as ISLM to convey inscrutable ideas presented in The General Theory, ADAS was grafted on in the 1970s as stagflation destroyed the Keynesian consensus.

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Publisher: Cambridge University Press
Print publication year: 2016

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References

The epigraph is from Erekson, O., Salemi, M., and Raynold, P., “Pedagogical Issues in Teaching Macroeconomics,” Journal of Economic Education 27, no. 2 (1996): 101, http://www.jstor.org/stable/1183017.Google Scholar
Colander, D. 1995. “The Stories We Tell: A Reconsideration of AS/AD Analysis.” Journal of Economic Perspectives 9, no. 3: 169–88. http://www.jstor.org/stable/2138432.Google Scholar
Colander, D. 2003. “The Strange Persistence of the IS/LM Model.” Economics Discussion Paper 03-07, Middlebury College. http://sandcat.middlebury.edu/econ/repec/mdl/ancoec/0307.pdf.
de Araujo, P., O'Sullivan, R., and Simpson, N. B.. 2013. “What Should Be Taught in Intermediate Macroeconomics?Journal of Economic Education 44, no. 1: 74–90. http://www.jstor.org/stable/41999255.Google Scholar
Dutt, A. K. 2002. “Aggregate Demand-Aggregate Supply Analysis: A History.” History of Political Economy 34, no. 2: 321–63. http://muse.jhu.edu/journals/hpe/summary/v034/34.2dutt.html.Google Scholar
Kennedy, P. 1996. “Correspondence.” Journal of Economic Perspectives 10, no. 3: 189–98. http://www.jstor.org/stable/2138529.Google Scholar
Krugman, P. 2000. “How Complicated Does the Model Have to Be?Oxford Review of Economic Policy 16, no. 4: 33–42. doi:10.1093/oxrep/16.4.33.Google Scholar
Mankiw, N. 2013. Macroeconomics. 9th ed. Worth.
Romer, D. 2000. “Keynesian Macroeconomics without the LM Curve.” Journal of Economic Perspectives 14, no. 2: 149–69. http://www.jstor.org/stable/2647100.Google Scholar
Williamson, S. D. 2011. Macroeconomics. 4th ed. Addison Wesley.

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  • Introduction
  • Humberto Barreto, DePauw University, Indiana
  • Book: Teaching Macroeconomics with Microsoft Excel®
  • Online publication: 05 May 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781316451014.022
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  • Introduction
  • Humberto Barreto, DePauw University, Indiana
  • Book: Teaching Macroeconomics with Microsoft Excel®
  • Online publication: 05 May 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781316451014.022
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Introduction
  • Humberto Barreto, DePauw University, Indiana
  • Book: Teaching Macroeconomics with Microsoft Excel®
  • Online publication: 05 May 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781316451014.022
Available formats
×