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Peter Gerdes's avatar

It sounds to me like a big part of the problem is how one conceptualizes the purpose of an econ 101 course and how it is taught. If the role of the course is to introduce some simple models that will be useful to build on not a claim about causal structure this seems fine -- these models are to econ what the simple harmonic oscillator is to physics.

It seems like your concern is (reasonably) that people take these models as predictive of what one should see in real world situations. The models can be largely fine simple idealizations and because the number of firms in a market isn't really an independent variable tell us very little about what should be expected in terms of consumer surplus in those situations.

And this seems like a genuine tension. I tend to even agree with what you are saying in terms of what is really going on but I have trouble imagining how you make that work as a class. The whole problem is that if students haven't taken a class in which they manipulate and apply pretty simple models like this how do they understand the more advanced ideas that depend on apply more complex models?

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This feels kinda analogous to the problem we have in mathematics where the kind of teaching that is going to work for someone who is interested in becoming a mathematican and thinking mathematically doesn't work for the students who don't like the subject and just want to be told how to solve their problems.

My view is that we need to more clearly break these courses into different tracks but the incentivizes just don't match. Every time you try to break things into a course that teaches math for those who are genuinely interested then taking that course becomes a signal for mathematical ability and the incentivizes favor lots of people taking it for that reason and that changes instructor incentives. Similarly, if you try to create two different tracks in econ with one that just basically tells them: here is what actually happens according to the research (even if you lack the modelling capacity to understand it) and another which teaches students how to use simple economic models the second will be seen as the 'serious' econ course with the same downstream issues.

I don't have a good solution.

Richard Fulmer's avatar

There’s a question missing from this analysis: How do you define the market?

Standard Oil once had a near monopoly on the refining of kerosene, which was used for lighting. But it didn’t have a monopoly on kerosene substitutes such as coal gas and electricity.

Defining the market as kerosene is very different from defining it as lighting. A regulator who correctly understands Demsetz can still cause a lot of harm by defining the market too narrowly.

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