Teaching monetary theory and monetary policy implementation after the crisis*
Bibliographic record
Abstract
The author reflects on the state of macroeconomic theory, and more specifically on how monetary economics is being taught in the aftermath of the global financial crisis. Whereas heterodox macroeconomic theory is very much alive due to the influx of a large number of contributions and contributors, the latter still have a hard time finding positions in the academic world, as journal and departmental ranking exercises have restricted so-called standards of excellence to the neoclassical approach. The crisis has not yet induced mainstream economists to open up to different approaches that put more emphasis on realistic features than on imaginary ones based on neoclassical micro-foundations. As an exemplar, the chapters on money and banking in two first-year textbooks are being examined, an orthodox one by Greg Mankiw and a heterodox one by Neva Goodwin et al. Unsurprisingly there is little to be learned about the crisis from Mankiw's book, while the book by Goodwin et al. devotes a large amount of space to the causes and consequences of the crisis. Still, Goodwin and her co-authors are not heterodox enough: they are less heterodox than a number of central bankers when it comes to a number of key features of monetary theory.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".