Working paper

12/12/2016

At Rethinking Economics NL, we are proud to publish our first working paper. In this paper, we systematically scan the curricula of Dutch bachelor programs in economics on several measures of diversity. We establish which schools are being treated, which methodologies are being taught and identify opportunities for improvement. In the paper, we also compare various universities with each other on these and other variables.

Comments are most welcome, please send them to info@rethinkingeconomics.nl.

working_paper_economics_education_in_the_21st_century.pdf
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2 Comments

piet keizer link

17/12/2016 05:02:30 pm

Dear Rethinkers,

First of all, your Report is a good one. Second, the presentations of the results during the week of economics education were really good - I am very positive about your input.
Now I make a few remarks which might help you in working out your ideas.
(1) Game theory is a tool - not a perspective;
(2) Radical economics is an important perspective and cannot be missed in your work
(3) there is an important difference between real economy and empirical economy; real economy includes a judgment about the realism of the axioms that constitute a particular frame or perspective; without an a priori theory empirical facts cannot be constructed and measured. So, the empirical world is a theory-based construction - it leads to definitions and to empirical indicators
(4)During the discussions in the panel session on the academic bachelors programme by far the most speakers do not agree with your ideas as expressed in your report. they did not say that explicitly. Remarkable is the lack of enthousiasm for a serious treatment of psychology (logic of the psyche) - only a little neuro science (a good example of reductionism). Even more remarkable the total absence of sociology ( social logic). Coen Teulings was very explicit about this: only the homo oeconomicus, but let us place this man in a more sophisticated context: historical, geographical and institutional. So all the problems in the world in terms of rivalry, leading to severe discirimination, frustration, violence and war; all the irrationality of ceo's and other sorts of leaders, and of Luyendijk like problems: it does not exist at all.
(5) General warning: many people are praising you now - of course enjoy it! BUT: hardly any supports your ideas about multidisciplinary economics. The idea that students can voluntarily choose sociology, or psychology, or philosophy of science, or ethics is a bad one. Neuroscience teaches us that these academic courses are placed in a different part of the brain than are the core courses on micro-and macroeconomics. In the other words, there is no integration and the knowledge coming from the elective courses will not be used at the moment serious problems must be analysed.
best regards, Piet Keizer

Sam de Muijnck

31/12/2016 05:44:14 pm

Dear Piet Keizer,
Thanks for your reply, very good points! I have mailed you a detailed reaction on every point, but my main anwser is that I agree with you.
Best regards, Sam de Muijnck

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