Skip to main content

Obama thinks like an economist

I have finally put my finger on why I like Obama so much (other than the obvious): he thinks like an economist. Specifically, he understands how to separate the positive from the normative. For example, this is from last night's press conference:
"When people suggest that, what a waste of money to make federal buildings more energy efficient -- why would that be a waste of money? We're creating jobs immediately by retrofitting these buildings, or weatherizing 2 million American's homes, as was called for in the package. So that right there creates economic stimulus. And we are saving taxpayers when it comes to federal buildings potentially $2 billion. In the case of homeowners, they will see more money in their pockets, and we're reducing our dependence on foreign oil in the Middle East. Why wouldn't we want to make that kind of investment?

Now, maybe philosophically you just don't think that the federal government should be involved in energy policy. I happen to disagree with that. I think that's the reason why we find ourselves importing more foreign oil now than we did back in the early '70s when OPEC first formed. And we can have a respectful debate about whether or not we should be involved in energy policymaking, but don't suggest that somehow that's wasteful spending. That's exactly what this country needs."
The first paragraph outlines a positive argument: one can disagree about how many jobs will be created but ultimately, it is an objective question that can be answered with data. Obama mixes in some normative rhetoric but the argument itself is a positive one. The second paragraph identifies the normative argument, what Obama refers to as a difference in 'philosophy': whether or not you believe the federal government should be involved in energy policy is a matter of opinion.

What's fascinating to me is that thinking about issues like this - separating the positive from the normative - is so rare in Washington that people are completely confused about what Obama is doing.

On a related point, Tyler Cowen points out that there is actually more consensus among economists than it may appear from the mainstream media and the blogosphere.

Comments

Popular posts from this blog

What are the costs?

I came across an interesting discussion about a 19-year-old intern who was fired from The Gazette in Colorado Springs for plagiarism. There appears to be some controversy over the fact that the editor publicly named the girl in a letter to readers (explaining and apologizing for the plagiarism), with some people saying that doing so was unduly harsh because this incident will now follow her for the rest of her career. I was intrigued by this discussion for two reasons - one, it seems pretty clear to me that this was not a case of ignorance (as I have often encountered with my own students who have no idea how to paraphrase or cite correctly) and two, putting aside the offense itself, I have often struggled with how to handle situations where there are long-term repercussions for a student, repercussions that lead the overall costs to be far higher than might seem warranted for the specific situation. As an example of the latter issue, I have occasionally taught seniors who need to p

What was your high school economics experience like?

As I mentioned in my last post , I am asking my Econ for Teachers students to reflect on their reading by responding to discussion prompts. It occurred to me that it wouldn't be a bad idea for me to share my thoughts on those issues here and see if anyone wants to chime in. For this week, the students were asked to read the California and national content standards , an article by Mark Schug and others about why social science teachers dread teaching economics and how to overcome the dread, an article by William Walstad on the importance of economics for understanding the world around us and making better personal decisions (with some evidence on the dismal state of economic literacy in this country), and another article by Walstad on the status of economic education in high schools (full citations below). The reflection prompt asks the students to then answer the following questions: What was your high school econ experience like? What do you remember most from that class? How do

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu