 Complexity and Macro Pedagogy: The Complexity Vision as a Bridge between Graduate and Undergraduate MacroDavid Colander and Casey Rothschild Chapter 6 in Macroeconomic Theory and Macroeconomic Pedagogy, 2009, pp 118-128 from Palgrave Macmillan Abstract: Abstract The macro economy is complex; everyone knows that. Complex systems are difficult to analyse and manage; everyone knows that too. The best approach to teaching and describing the complex macro economy is something we know much less well. Currently, in teaching macro to both graduate and undergraduate students, we don’t stress just how complex the economy really is. The argument in this chapter is that we should emphasize that complexity to frame the macro question.1 Having done that, we can get on with what we do, and much of the structure of both the graduate and undergraduate macro can be taught as it currently is. But instead of seeing the approaches at the two levels as substitutes for one another, complexity helps to frame them as what they really are: complementary approaches to addressing a challenging set of questions. Keywords: Taylor Rule; Dynamic Stochastic General Equilibrium; Dynamic Stochastic General Equilibrium Model; Real Business Cycle; Excess Demand Function (search for similar items in EconPapers) There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:pal:palchp:978-0-230-29166-9_7 Ordering information: This item can be ordered from DOI: 10.1007/978-0-230-29166-9_7 Access Statistics for this chapter More chapters in Palgrave Macmillan Books from Palgrave Macmillan |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.