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Macroeconomic Theory and Macroeconomic Pedagogy
 
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Macroeconomic Theory and Macroeconomic Pedagogy
 
 
Palgrave Macmillan
 
 
 
 
 
30 Jun 2009
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£78.00
|Hardback Print on Demand
  
9780230202030
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01 Jul 2010
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£22.99
|Paperback In Stock
  
9780230277632
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DescriptionReviewsContentsAuthors

In recent years, there has been much debate over the extent to which undergraduate textbook macroeconomic models are theoretically well grounded and whether they adequately reflect the latest developments in the field. The aim of Macroeconomic Theory and Macroeconomic Pedagogy is to encourage and advance this debate, with a specific view to improving macroeconomics education.

The book contains sixteen essays from internationally renowned scholars working in the field of macroeconomics. Contributions examine teaching models in light of recent developments in theory, with an eye to promoting a better understanding of real world issues. Topics include the 3-equation New Consensus model, extensions and alternatives to this model, and endogenous money and finance


Description

In recent years, there has been much debate over the extent to which undergraduate textbook macroeconomic models are theoretically well grounded and whether they adequately reflect the latest developments in the field. The aim of Macroeconomic Theory and Macroeconomic Pedagogy is to encourage and advance this debate, with a specific view to improving macroeconomics education.

The book contains sixteen essays from internationally renowned scholars working in the field of macroeconomics. Contributions examine teaching models in light of recent developments in theory, with an eye to promoting a better understanding of real world issues. Topics include the 3-equation New Consensus model, extensions and alternatives to this model, and endogenous money and finance


Reviews


'The 2007/8 financial crisis starkly revealed the limitations of the three equation ''New Consensus'' macroeconomic model. This model abstracts by assumption from default and credit risk, and hence has no room for issues relating to financial intermediation and liquidity, a ''fair weather'' model. In this book the authors outline this and other drawbacks of the current mainstream model, and make a good start in amending this in ways which both come closer to reality and can be the basis for undergraduate teaching.' - Charles A.E. Goodhart, Emeritus Professor of Economics, and Member Financial Markets Group, London School of Economics (LSE, UK); former Bank of England's External Member, Monetary Policy Committee,UK

'All who teach graduate macroeconomics will benefit from Fontana and Setterfield's efforts to broaden the scope of formal pedagogy and to incorporate Keynesian and Post Keynesian insights into a disciplined teaching framework.' - James K. Galbraith,
Professor at the Lyndon B. Johnson School of Public Affairs and at the Department of Government, University of Texas, at Austin; former Executive Director of the Joint Economic Committee, Congress of the United States, and guest scholar at the Brookings Institution, Washington, DC, USA

'Macroeconomic theory has developed rapidly in the last two decades, but undergraduate teaching and textbooks have not kept up. This timely book surveys approaches to improving pedagogy, focusing on a 3-equation model that is similar in spirit to cutting-edge macro theories but accessible to undergraduates. In addition to its theoretical appeal, the model is better than traditional textbook models for analyzing real-world economic fluctuations.' - Larry Ball, Professor of Economics, Johns Hopkins University, Baltimore, USA


Contents



List of Figures and Appendices
Notes on Contributors
Foreword; C.E.Walsh
Macroeconomic Theory and Macroeconomic Pedagogy: An Introduction; G.Fontana& M.Setterfield
PART I: THE 3-EQUATION NEW CONSENSUS MACROECONOMICS MODEL
Teaching Intermediate Macroeconomics Using the 3-Equation Model; W.Carlin& D.Soskice
Bringing Undergraduate Macroeconomics Teaching Up to Date; S.Wren-Lewis
Monetary Policy Analysis: An Undergraduate Toolkit; J.S.Chadha
Rescuing the LM Curve (and the Money Market) in a Modern Macro Course; R.Tamborini
The New Consensus in Macroeconomics: A Critical Appraisal; P.Arestis
Complexity and Macro Pedagogy: The Complexity Vision as a Bridge between Graduate and Undergraduate Macro; D.Colander& C.Rothschild
PART II: AN ENDOGENOUS-MONEY THEORY AMENDMENT OF THE NEW CONSENSUS MACROECONOMICS MODEL
Teaching Macroeconomics When the Endogeneity of Money is Taken Seriously; M.Sawyer
A Simple (and Teachable) Macroeconomic Model with Endogenous Money; G.Fontana& M.Setterfield
Money and Banking in a Realistic Macro-Model; P.Howells
PART III: FINANCIAL FRAGILITY, LIQUIDITY PREFERENCE, UNEMPLOYMENT HYSTERESIS AND OTHER AMENDMENTS
Taming the New Consensus: Hysteresis and Some Other Post-Keynesian Amendments; M.Lavoie
Minsky Meet Wicksell: Using the Wicksellian Model to Understand the Twenty-First Century Business Cycle; C.L.Weise& R.J.Barbera
Macroeconomics Meets Hyman P. Minsky: The Financial Theory of Investment; L.Randall Wray& É.Tymoigne
PART IV: THE REAL INTEREST RATE, INCOME DISTRIBUTION, AND ALTERNATIVE VIEWS OF STABILIZATION POLICIES
Teaching the New Consensus Model of 'Modern Monetary Economics' from a Critical Perspective: Pedagogical Issues; J.Smithin
A Post Keynesian Alternative to the New Consensus Model; E.Hein& E.Stockhammer
The Central Banker as Regulator of Conflict: A 'Reversed' Reading of the Solow and New Consensus Model; E.Brancaccio Institutions, Expectations and Aggregate Demand; J.Ferreiro& F.Serrano 

  
 


Authors


GIUSEPPE FONTANA is Professor of Monetary Economics at the University of Leeds, UK and Associate Professor at the University of Sannio, Italy. He has recently been awarded the first G.L.S. Shackle Prize, St. Edmund's College, University of Cambridge, UK. He is a Research Associate at the Levy Economics Institute (Bard College, USA), a Visiting Research Professor at the Center for Full Employment and Price Stability (University of Missouri Kansas City, USA), and the Cambridge Centre for Economic and Public Policy (University of Cambridge, UK).

MARK SETTERFIELD is Professor of Economics in the Department of Economics at Trinity College, Hartford, Connecticut, USA. He is an Associate Member of the Cambridge Centre for Economic and Public Policy (Cambridge University, UK), a Senior Research Associate at the International Economic Policy Institute (Laurentian University, Canada), and serves on the editorial board of the Journal of Economic Education.