I’ve taught Principles of Microeconomics (“ECON 101”) regularly now for nearly a half-century. The first such course I taught was in the Fall Quarter of 1982 at Auburn University, my first year of graduate school there (after having received an M.A. in economics earlier that year from NYU). And except for a few years in the 1990s, I’ve taught ECON 101 every semester since, including in many summers. The total number of “micro principles” students whom I’ve taught over these years is likely in the neighborhood of 12,000. Mostly, I teach this course in auditoriums that hold between 200 and 350 students.
I never tire – and I’m sure that I never will tire – of walking into a classroom to introduce mostly 18-year-olds to the economic way of thinking. It’s still great fun and immensely rewarding, for I do regularly see the proverbial light bulbs being lit over many students’ heads.
My ECON 101 course is taught as if it’s the only economic course my students will ever take. Unlike many professors, I do not teach Principles of Microeconomics to prepare my students for Intermediate Microeconomics, which is the next course up in the curriculum. Some such preparation occurs, I’m pleased to report, but that’s all incidental. My chief goal is to inject my students with the rudiments of the economic way of thinking in order to inoculate them against the most virulent fallacies that are likely to try to infect their minds as they go through life.
What does that inoculation look like in practice? It begins with lessons such as these:
- Those of us alive in the modern, industrial world are among the materially richest human beings who ever lived, by far.
- There’s no such thing as a free lunch.
- In economic matters, there are no solutions, only trade-offs.
- Prices and wages set on markets are not arbitrary; market prices and wages reflect underlying economic realities as they also guide buyers, sellers, employers, and workers to better coordinate their plans and actions with each other.
- Profits in markets are not ‘extracted’ from workers or consumers; profits are the rewards for creatively using resources in ways to better satisfy consumer desires.
- Trade across political borders differs in no relevant economic respects from trade that occurs within political borders.
- Collective or political decision-making is done by the same imperfect and self-interested human beings who decide and act in private markets.
The above list is only a sample; it doesn’t exhaust the topics that I cover in the course. But were I to make an exhaustive list of those topics, some of what most other ECON 101 teachers teach would not be found on my list. I long ago stopped drawing cost curves and teaching the theories of so-called “perfect competition” and “monopolistic competition.” Whatever insights into the real-world economy and market processes are offered by these theories, if they exist at all, are too meager to justify the time required to ‘teach’ them. I instead spend far more time than is conventional teaching both basic public-choice economics and international trade.
No student passes my course without learning that real-world market processes must be compared to real-world political processes rather than to ideal political processes. Likewise, every student who passes my ECON 101 course learns that protectionism neither increases nor decreases domestic employment, and that trade deficits are balanced out by capital inflows.
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