Documentos de Académico
Documentos de Profesional
Documentos de Cultura
contributors: Emmanuelle Bénicourt, Michael A. Bernstein, Ana Maria Binachi, Ha-Joon, Chang,
Robert Costanza, Herman E. Daly, James G. Devine, Peter Earl, Susan Feiner, Edward Fullbrook, Jean
Gadrey, Donald Gillies, Bernard Guerrien, Ozgur Gun, Joseph Halevi, Geoffrey Hodgson, Grazia Ietto-
Gillies, Steve Keen, Tony Lawson, Anne Mayhew, Paul Ormerod, Renato Di Ruzza, Sashi
Sivramkrishna, Peter Söderbaum, Hugh Stretton, Charles L Wilber, Richard Wolff, Stephen T. Ziliak.
Edward Fullbrook
Too often the lectures leave no place for reflection. Out of all the
approaches to economic questions that exist, generally only one is
presented to us. This approach is supposed to explain everything
by means of a purely axiomatic process, as if this were THE
economic truth. We do not accept this dogmatism. We want a
pluralism of approaches, adapted to the complexity of the objects
and to the uncertainty surrounding most of the big questions in
economics (unemployment, inequalities, the place of financial
markets, the advantages and disadvantages of free-trade,
globalization, economic development, etc.)
News of these events in France spread quickly via the Web and email
around the world. The distinction drawn by the French students between
what can be called narrowband and broadband approaches to economics,
and their plea for the latter, found support from large numbers of
economics students and economists in many countries. In June 2001,
almost exactly a year after the French students had released their petition,
27 PhD candidates at Cambridge University in the UK launched their
own, titled “Opening Up Economics”. Besides reiterating the French
students’ call for a broadband approach to economics teaching, the
Cambridge students also champion its application to economic research.
In August of the same year economics students from 17 countries who had
gathered in the USA in Kansas City, released their International Open
Letter to all economics departments calling on them to reform economics
education and research by adopting the broadband approach. Their letter
includes the following seven points.
First, it offers you some protection against the indoctrination process to which
you are likely to be subjected as an economics student. There are many things
that your teachers should tell you about the brand of economics they are
teaching you, but, in most cases, will not. This book will make you aware of
some of the many worldly and logical gaps in neoclassical economics, and also
its hidden ideological agendas, its disregard for the environment and inability to
consider economic issues in an ecological context, its habitual misuse of
mathematics and statistics, its inability to address the major issues of economic
globalization, its ethical cynicism concerning poverty, racism and sexism, and its
misrepresentation of economic history.
Second, if you are brave you may want to bring up some of the points
raised in this book in your classes. It is sure to make them more
interesting. It may even provoke lively discussion and, for a while at
least, convert the indoctrination process into an educational one. If it does
you will be doing a good thing: we live in a time when bad economics
probably kills more people and causes more suffering than armaments.
Notes
1. All the student petitions discussed are available at www.paecon.net.
2. Stiglitz, Joseph E. (2002) “There Is No Invisible Hand”, The Guardian,
December 20, 2002.
3. For further information about the PAE, see The Crisis in Economics:
The Post-Autistic Economics Movement: The first 600 days, Edward
Fullbrook (editor), London: Routledge, 2003.
Contents
Part II
Micro Nonsense
How mainstream economists model choice, versus how we behave, and why it matters
Peter E. Earl University of Queensland, Australia
Joseph Halevi University of Sydney, Australia and Université Pierre Mendès France, France
Part IV
Ethical Voids and Social Pathologies
Part V
Misuse of Mathematics and Statistics
Part VI
Category Mistakes Regarding Wealth and Illth
Changing visions of humans’ place in the world and the need for an Ecological
Economics
Robert Costanza The University of Vermont, USA
What's wrong with GDP and growth? The need for alternative indicators
Jean Gadrey Université Lille, France
Part VII
Globalist Distortions