The Teaching Economist


Issue 5

William A. McEachern, Editor

Table of Contents

The Demise Of Central Planning Privatize and Stir?
Economists As Fast Talkers A Fable About Expectations
A Focus On Teaching Grapevine
Odds and Ends The Evidence File

The Demise Of Central Planning

The demise of central planning around the world has been stunning and revolutionary. The initial formation of centrally planned economies and the recent emergence of market forces are two of the greatest economic experiments in history. Developments in these transitional economies offer a rich source of material for a wide range of economics courses: principles, intermediate micro and macro, public finance, industrial organization, international trade and finance, law and economics, development, environmental economics, money and banking, economic history, economic thought, government regulation of business, labor, and, of course, comparative systems. The issues raised also spill into the business disciplines of finance, accounting, marketing, and management.

These transitional economies vary both in their approach to central planning and in their subsequent approach to decentralization, or market reform. For example, some former republics of the Soviet Union are still controlled by Communist parties. Thus, the transitional economies have many faces--from the emerging stock market in Mongolia, where half the population is nomadic, to the family farms and tiny household factories in China, where markets are spontaneously taking root with little or no support from the Communist central government.

Prior to recent market reforms, most centrally planned economies had several features in common. Production was carried out by state-owned enterprises, which had little experience with the need to satisfy consumers. Prices were fixed below their market-clearing level, so there was an excess demand for goods. Private property rights to resources other than labor did not exist or were poorly defined. Domestic currencies were not convertible into foreign exchange, contributing to an isolation from global markets. These common characteristics resulted in a poor allocation of resources, obsolete capital equipment, deteriorating infrastructure, low worker productivity, and profound environmental problems.

In centrally planned economies, bureaucratic coordination replaced market coordination, so nonprice rationing emerged to cope with excess demand. In the former Soviet Union, the most visible forms of rationing were the long lines that formed spontaneously outside shops that had or were rumored to have had something of value for sale. Another way of dealing with the distortions that arose from fixed prices was bribery. Consumers bribed clerks to get desired products. Subordinates bribed superiors to get relief from the central plan's output requirements or to get vital resources. And first-time job seekers bribed officials to obtain jobs and university positions. Thus, prior to the market reforms, widespread corruption and lack of faith in formal institutions were woven into the social fabric of nearly all Soviet-type economies.

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Privatize and Stir?

Although political and judicial decisions may change formal rules overnight, informal constraints embodied in customs, traditions, and codes of conduct are more immune to deliberate policies. Respect for the law relies more on the beliefs of the population than on legislative acts. A reliable system of property rights and enforceable contracts are prerequisites for creating incentives that could support a healthy market. Policy makers must develop a deeper appreciation for the institutions that nurture and support impersonal market activity. Supportive institutions are essential to economic reform, yet there is no unified economic theory explaining how to grow the institutions that are central to the success of market activity.

Most economists employed in Soviet-type systems had been trained to regard the "anarchy" of the market as a primary defect of capitalism. Most of them did not understand even the basic principles of the working of markets. But a more fundamental problem is that though Western economic theory focuses on the operation of efficient markets, most market economists do not understand the institutional requirements of such markets. Market economists simply take the necessary institutions for granted. Thus, privatization alone is not necessarily enough for a successful transition to a market economy. Impersonal market exchange must be supported by formal and informal rules of the game. This institutional tissue cannot be easily transplanted.

Some argue that because the credibility of the leadership in the former Soviet republics has been so thoroughly undermined, recent events may have actually moved these transitional economies further away from the institutional requirements needed to support a market economy. Some western economists expect rising unemployment, more inflation, and a continuing erosion of production. Critics of U.S. foreign policy have argued that Russia's problems stem, in part, from a lack of U.S. aid. But the institutional infrastructure cannot be built with foreign aid. The billions of U.S. aid that went to Poland during the 1970s disappeared without a trace.

The danger for Western economists is overselling the power of market forces. Psychologists point out how difficult it is for a person to change even one deepseated habit. The transitional economies are attempting to change habits and customs practiced for decades. By claiming too much for market forces, economists lay market economics open to attack when the transition to a market economy is threatened by ethnic violence, the absence of a legal system, the absence of a well defined system of property rights, opportunistic behavior by enterprise directors and workers, or the deep distrust of government.

Incidentally, there is an ironic contrast between the dissolution of the Soviet Union and the formation of the European Community. Republics in the former Soviet Union are losing their special trade relations with one another, their single currency (the ruble), and their ease of mobility across republics. Countries of the European Community are trying to form a union with special trade relations, a single currency (the ecu), and free resource mobility. More generally, market-oriented economies are forming trade alliances such as the North American Free Trade Agreement, while formerly socialist economies are coming apart.

No question, much remains unclear. Governments and jurisdictions are changing, reliable data are hard to come by, and reports and analyses are colored by normative views about the appropriate role for government. But considering how difficult it sometimes is to find out what is going on with our own economy--with the most sophisticated system of record-keeping in the world--we should not be surprised we don't always know what's going on half way around the world. The good news for professors is that the literature on transitional economies is exploding. (See "The Evidence File" on last page for some recent references.)

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Economists As Fast Talkers

Suppose there is a lecture topic we are not comfortable with, either because we are not well prepared that day or because the material itself remains unresolved in the profession. Under these circumstances, I believe there may be a tendency for us to speed through such material, with little eye contact and no room for questions. Curiously, when we are less sure what we are talking about, our voices get more persuasive and urgent, almost as if to convince ourselves that what we are saying makes sense. I have observed this tendency in myself, in colloquium speakers over the years, and in teaching assistants. As Oscar Wilde said "To be intelligible is to be found out." The solution is more preparation on purpose and a greater willingness to acknowledge ambiguity or controversy.

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A Fable About Expectations

Two professors recently joined my department. Before the term started, one wandered into my office and asked what sort of students he might expect. I asked what his experience had been at his former institution. He said students there had been inattentive, lazy, and poorly prepared for class. I told him that, unfortunately, he would find students to be about the same here. Later that day, the second newly hired professor wandered in and asked the same question. I, in turn, asked what her experience had been at her former institution. She said that students there had been attentive, energetic, and well prepared for class. I told her that, fortunately, she would find students to be about the same here.

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A Focus On Teaching

I continue to see signs that interest in teaching is growing, even among economists. For example, until last year the Journal of Economic Literature listed "teaching of economics" as one of 130 subcategories its editors used to index articles and abstracts. But under a new system introduced in March of 1991, "General Economics and Teaching" is now one of 19 major categories, and "teaching of economics" itself makes up five subcategories. This greater emphasis has not yet increased the number of teaching articles indexed (the total increased slightly from 49 in 1990 to 51 in 1991), but the number of articles abstracted increased from none in 1990 to eight in 1991. As the German physicist Heisenberg noted, the very act of observing phenomena can alter them.

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Grapevine

William A. McEachern, Editor
Davis Folsom Benjamin B. Greene, Jr.
James R. Ranney Donald A. Coffin
Ted Scheinman James R. Stroo
Brad Loomis Paul C. Clement

Davis Folsom of the University of South Carolina uses the following metaphor to help students develop an appreciation for macroeconomics. The day-to-day responsibilities of a firm's manager--dissatisfied customers, sick employees, late deliveries, government regulations, and the like--could be likened to swatting mosquitoes that fly into the business environment. A failure to deal with each pesky problem will nibble away at the bottom line. But a manager so preoccupied with mosquitoes may fail to notice the arrival of the lion, a lion that could devour a manager not alert to its presence. Changes in the macroeconomy, such as Fed policy, fiscal policy, or consumer confidence, are like that lion. Successful managers must learn the ways of the "king of the jungle."

James R. Ranney of the University of Alaska helps students distinguish between a change in demand and a change in quantity demanded by always substituting the phrase "demand curve" for demand. Thus, changes in the "demand curve" are easily recognized as shifts in the curve. He does the same with the distinction between changes in supply and changes in quantity supplied. More generally, he also tries to make economics less intimidating by insisting that economists are simple-minded people. For example, ceteris paribus really means that the simple-minded economist can deal with only one change at a time.

Ted Scheinman of Mount Hood Community College teaches economics as a way of solving mysteries in the real world. His approach follows the Joint Council on Economic Education's "Capstone" program. Students are given a small business card containing the following "Handy Dandy Clues to Economic Comprehension": people economize, all choices involve costs, people respond to incentives, economic systems influence individual choices and incentives, voluntary trade creates wealth, and the consequences of choices lie in the future. Relying on articles from The Wall Street Journal, students learn first how to state economic mysteries and then how to solve them. With regard to the open-book issue raised in the last "Grapevine," Professor Scheinman also has found that his open-book exams encouraged students to postpone studying until the test itself. During the exam, the room got noisy as students thumbed through the book. Instead of an open-book exam, he now allows students to bring to the exam a one-page "cheat sheet." Students say the process of preparing the one-pager forces them to organize their thoughts so well that they do not have to refer to it much during the exam.

Speaking of exams, Brad Loomis of the Rochester Institute of Technology used the following system when he was at Wells College, which has an honor system (so exams are not proctored). He imposed a set of taxes: from a 100 point exam, the student incurred a 5 point tax for the use of notes during the exam, a 5 point tax for use of the textbook, and a 5 point tax for taking more time than allotted. About one-third of the students paid at least one of the taxes. He said there were no complaints of any kind regarding the system. To make lectures more interesting, he recommends occasionally going to class with no notes at all and lecturing that day a cappella --just you, the chalk, and the blackboard.

An earlier newsletter talked about the poetry of economics. To "shake up" students Benjamin B. Greene, Jr. of Salisbury State University writes poems about economic concepts. Several musicians in the class came up with the melody for a recent poem. The result was a tune about fiscal and monetary policy called "'R' Gap and the Policy Makers." The lyrics are 60 lines long--too long to publish here. But here is a sample, which should be sung to a calypso beat: "Mul-ti-pli-ers Mul-ti-ply in Na-tur-al pro-pen-si-ty Ev-ry de-crease bring a-no-ther. It's the way of life you see." Those interested in the complete lryics can write Professor Greene at the Department of Economics and Finance, Salisbury State, Salisbury, Maryland, 21801.

To explain economic events, Donald A. Coffin of Indiana University has students uncover information on relative price changes. In the process, they not only learn where to look for data but they develop an appreciation for the role of relative prices. he recommends the Statistical Abstract of the United States as a valuable source of information about relative prices. It shows, for example, that between 1975 and 1987 the price of hardcover books declined relative to paperbacks; during the same period, hardcover books increased as a percentage of all books sold.

James R. Stroo of the University of Southern Mississippi has developed a way of dealing with late students and others who disrupt class. He warns in the syllabus that academic penalties may be imposed on those who distract the other 40 students. Each student is allowed two such incidents without penalty, but each additional disruption incurs a 10 point penalty (from a course total of 450 points). He says that since students are unwilling to pay this price their behavior improves.

Paul C. Clement of Nassau Community Colleges tells us the following story to distinguish between rational expectations and adaptive expectations. "One summer while visiting the Bronx Zoo, I witness a five-year-old pushing his finger inside the monkey's cage. About the fifth time the monkey bit his finger. He pushed it in again and was bitten once again. The third time his finger started to bleed and he ran crying to his mother." According to adaptive expectations, the reaction to changes in economic policy is similar to that of the five-year-old--that is, people continue to make decisions as before until they have sufficient proof that the change is permanent. Rational expectations argues that intelligent people might be fooled once but are not likely to repeat mistakes. As soon as a new tax bill becomes a certainty, people adjust accordingly. (Incidentally, a recent example of rational expectations was how carefully the residents of Louisiana prepared for Hurricane Andrew after observing its destructive force in Florida.)

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    Odds and Ends

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    The Evidence File

    References on Transitional Economics

    M. Alexeev, C. Gaddy, and J. Leitzel, "Economics in the Former Soviet Union," Journal of Economic Perspectives, 6 (Spring 1992), pp 137-48

    Stanley Fischer, "Stabilization and Economic Reform in Russia," Brookings Papers on Economic Activity, 1 (1992), pp. 77-126.

    "From Plan to Market: The Post-Soviet Challenge," Cato Journal, Part I (Fall 1991), pp. 175-323 and Part II (Winter 1992), pp. 337-496 (each part has ten articles plus comments).

    Paul Hofheinz, "The New Soviet Threat: Pollution," Fortune, 27 (July 1992), pp. 10-14.

    M. J. Gordon, "China's Path to Market Socialism," Challenge (Jan.-Feb. 1992) pp. 53-56.

    Boris Rumer, "Fueling the Post-Soviet Economics: Oil and Gas," Challenge 35 (July/August 1992), pp. 36-41.

    R. J. Shiller, M. Boycko, and V. Korobov, "Popular Attitudes Toward Free Markets: The Soviet Union and the United States Compared," American Economic Review 81 (June 1991), pp. 385-400; and "Hunting for Homo Sovieticus: Situational Versus Attitudinal Factors in Economic Behavior," Brookings Papers on Economic Activity, 1 (1992), pp. 127-94.

    "The Struggle for Freedom: Eastern Europe and the Soviet Union," Brookings Review, 10 (Winter 1992): 1-25 (three articles). "Symposium on Economic Transition in the Soviet Union and Eastern Europe," Journal of Economic Perspectives 5 (Fall 1991) pp. 1-236 (17 articles).

    Martin L. Weitzman, "Price Distortions and Shortage Deformation, or What happened to the Soap?" American Economic Review 81 (June 1991), pp. 401-14.

    The following are from American Economic Review Papers and Proceedings 82 (May 1992): session on "The Road Back from Serfdom: A Tribute to Friedrich A. Hayek," pp. 21-36; session on "Key Issues of Soviet Economic Reform," pp. 37-54; and the Ely Lecture: Janos Kornai, "The Postsocialist Transition and the State: Reflections in the Light of Hungarian Fiscal Problems," pp. 1-21.

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