The Discourse of Economics
Chapter 1. The Discourse of Economics
🧭 Overview
🧠 One-sentence thesis
Economics is best understood as an intellectual discourse about how societies produce, circulate, and distribute products and services, rather than as a single unified science, because the discipline contains multiple competing schools of thought with fundamentally different entry points, methods, and assumptions.
📌 Key points (3–5)
- What economics is: an intellectual discourse (conversation) about social processes of production, circulation, distribution, and their effects on human welfare—not merely about money or business.
- Historical emergence: economics developed relatively recently (17th–18th centuries) during the transition from feudalism to market capitalism in Western Europe, when people first became conscious of "the economy" as a separate sphere.
- Neoclassical dominance: neoclassical economics defines the field narrowly as a science focused on efficient use of scarce resources to satisfy unlimited wants, and it dominates modern textbooks so completely that students rarely learn about competing schools.
- Common confusion—positive vs. normative: neoclassical economists claim to separate "purely factual" positive statements from value-laden normative statements, but in practice even seemingly descriptive statements (e.g., unemployment definitions) contain hidden moral judgments.
- Method and models: neoclassical economics uses an entry point of given resources/technology/preferences, a logic of unidirectional causality, the ceteris paribus assumption, and graphical/mathematical models to assert causal relationships—but causation is never directly observable, only imposed by the theorist.
📚 What economics is and why it emerged
📖 Defining economics as discourse
Economics is an intellectual discourse concerned with the manner in which societies produce, circulate, and distribute products and services, as well as the consequences for human welfare that follow.
- Not just money or business: although money and commerce are important topics, economics is much broader.
- Intellectual: requires logical thinking, careful reasoning, and engagement with big ideas.
- Participatory: the discourse happens in academia (classrooms, conferences, journals), among government officials (tax and spending debates), and in everyday conversations (e.g., why prices differ between stores).
- Why "discourse" matters: this definition acknowledges deep disagreements and competing perspectives, rather than pretending economics has settled answers.
🏰 Historical roots: feudalism to capitalism
- Late emergence: economics as a distinct discipline did not exist in ancient Greece or medieval times; it emerged only in the 17th–18th centuries.
- Feudal system: Western Europe had a strict hierarchy (king, feudal lords, serfs) justified by divine right and religious tradition; people's livelihoods were embedded in this order.
- Transformation: growth of markets, long-distance trade, and the enclosure movement (forceful expulsion of serfs from land) led to private property, wage labor, and market capitalism.
- Why economics emerged then: for the first time, most people's livelihoods depended on unpredictable movements in prices and wages—people became conscious of "the economy" as a separate, puzzling force.
- Example: a serf's life was governed by tradition and the lord's authority; a wage laborer's life depended on finding work at a market wage, which could fluctuate for unclear reasons.
🧑🏫 Key early thinkers
| Thinker | Work | Core idea |
|---|---|---|
| Adam Smith (1723–1790) | Wealth of Nations (1776) | The "invisible hand": in a system of private property and voluntary exchange, each person pursuing self-interest unintentionally serves others' interests (e.g., customer gets haircut, stylist gets income). |
| David Ricardo (1772–1823) | Principles of Political Economy and Taxation (1817) | Comparative advantage: countries can benefit from trade even if one is better at producing both goods, because mutual gains arise from specialization. |
| Karl Marx (1818–1883) | Capital (1867–1894) | Capitalism drives rapid technological development but also exploits the working class (proletariat) for the benefit of property owners (bourgeoisie), leading to crises and class struggle. |
- Competing views: Smith and Ricardo were generally optimistic about capitalism; Marx was critical.
- Schools of thought: followers of each thinker formed schools that refined and extended their ideas, leading to ongoing debates.
🏛️ Neoclassical economics and its dominance
🎓 What neoclassical economics is
Neoclassical economics is the dominant school of economic thought that defines economics as the social science concerned with the efficient use of scarce resources to achieve the maximum satisfaction of unlimited individual wants.
- Origins: emerged in the 1870s (France, Britain, Austria) with new methods and concepts, building on but differing from classical political economy.
- Dominance: by the end of World War II, neoclassical economics became so dominant in the U.S. that students are taught it as if it were the only approach; also called mainstream or orthodox economics.
- Narrower definition: focuses specifically on efficiency and scarcity, not the broader social processes emphasized in the discourse definition.
- Claims to be a science: like physics, implying only experts can participate meaningfully—this restricts broader participation in economic discourse.
🔀 Heterodox alternatives
- Heterodox economics: all schools that reject at least some part of the neoclassical approach (Marxian, Austrian, Post-Keynesian, Sraffian, feminist, institutionalist).
- What unites them: opposition to neoclassical dominance, not a single shared perspective.
- Don't confuse political orientation with methodology: Austrian economics is further right than neoclassical, so rejection of neoclassical is not always left-wing; often methodological differences drive the split.
🧩 Neoclassical entry point and logic
Entry point (bedrock assumptions):
- Given resources: society's endowment of resources is taken as given.
- Given technology: society's production knowledge is taken as given.
- Given preferences: each individual's preferences are taken as given.
- What "taken as given" means: these are the starting assumptions; neoclassical economists do not try to explain how society acquired its territory, technology, or why people have certain preferences—those questions are for historians, psychologists, etc.
- Strict boundaries: this limits what counts as an "economic" question.
- Example: how the U.S. acquired its territory (conquest vs. purchase) is not an economic question; how a smoker developed a preference for cigarettes is not an economic question.
Logic: unidirectional causality (cause-and-effect)
- Variable A causes a change in variable B, but B never causes a change in A.
- Mutual causality forbidden: e.g., consumer preferences affect diamond ring prices, but could higher prices also make some consumers desire rings more (as a quality signal)? Neoclassical logic does not allow this feedback loop.
- Why this logic: it lends itself well to mathematical reasoning.
⚖️ Positive vs. normative: a contested distinction
📊 The distinction
- Positive statement: supposedly purely factual, can be true or false (e.g., "Dave is an American citizen").
- Normative statement: value-laden, expresses what "should" be, neither true nor false (e.g., "U.S. officials should pursue full employment").
- Roots: philosopher David Hume (1711–1776) argued "No 'is' implies an 'ought'"—you cannot derive moral conclusions from facts alone.
- Neoclassical view: only positive statements are scientific; normative questions are important but cannot be answered definitively.
🧐 Why the distinction is problematic
- Hidden values in "facts": seemingly descriptive statements often contain normative content.
- Example: "John is not unemployed."
- Context: John lost his job 13 weeks ago, searched for 7 weeks, then gave up 6 weeks ago and now stays home.
- According to the U.S. Bureau of Labor Statistics, John is not unemployed (because he hasn't searched in the last 4 weeks; he's "outside the labor force").
- The normative choice: defining unemployment this way reflects a value judgment about whether discouraged workers "should" count as unemployed.
- Construction of variables: economists must decide what to include/exclude when defining measures (unemployment, GDP, etc.)—these choices are value-laden.
- Don't confuse: a statement that looks purely descriptive may smuggle in moral assumptions through definitions and classifications.
💬 Joan Robinson's warning
"To pretend to have none [ideological, moral, political views] and to be purely objective must necessarily be either self-deception or a device to deceive others. A candid writer will make his preconceptions clear and allow the reader to discount them if he does not accept them."
- Implication: claims to pure objectivity in economics should be viewed with caution; better to acknowledge one's values openly.
🧪 Economic models and the ceteris paribus assumption
🏗️ What economic models are
- Like physical models: simplifications of complex reality (e.g., a model airplane includes essential parts but omits inessential details).
- Abstract: economic models are mental constructs, not physical objects.
- Model-building choices: theorists must decide what to include and exclude—these choices inevitably reflect the theorist's values.
- Implication: even "positive" models contain implicit moral content.
🔒 The ceteris paribus assumption
Ceteris paribus (other-things-equal assumption): hold all other variables constant so the theorist can focus on the relationship between variables of greatest interest.
- Why necessary: in reality, many variables change at once; to isolate the effect of one variable, we must imagine all others are frozen.
- Biologist analogy:
- Experiment 1: Plant A gets moderate sunlight, Plant B gets zero sunlight; both get same water and food → Plant A thrives, Plant B dies → supports hypothesis that sunlight encourages growth.
- Experiment 2: Plant A gets moderate sunlight but zero water, Plant B gets zero sunlight but moderate water → Plant A dies anyway → hypothesis not supported, because other conditions differed.
- Lesson: to test a hypothesis, all other conditions must be the same except the variable of interest.
🧪 Controlled experiments vs. thought experiments
- Biologists' advantage: can perform controlled experiments in a lab, directly imposing and monitoring conditions.
- Economists' challenge: cannot create identical economies or control all variables; must rely on thought experiments (imagining other variables held constant) and statistical tests of historical data.
- Weaker evidence: statistical tests are less convincing than lab experiments, making economics harder to compare to physics.
📈 Graphical analysis and causal relationships
📉 Two-dimensional graphs
- Cartesian coordinate system: horizontal axis (first coordinate) and vertical axis (second coordinate); any point is an ordered pair (x, y).
- Positive (direct) relationship: both variables move in the same direction (upward-sloping line).
- Negative (inverse) relationship: one variable increases as the other decreases (downward-sloping line).
🔍 Correlation vs. causation
- Key insight: graphs show correlations, not causation.
- Example: basketball players' practice hours and average points per game are positively correlated.
- Interpretation 1: more practice → more points (practice causes scoring).
- Interpretation 2: players with more natural ability score more points and also enjoy practicing more, so higher scoring → more practice (scoring causes practice).
- Hume's critique of induction: we never observe causal connections, only repeated correlations; causation is imposed by the theorist, not observed.
- Don't confuse: correlation does not imply causation; the theorist asserts the causal direction based on theory, not direct observation.
🔢 Independent and dependent variables
- Independent variable: the cause (e.g., quantity of output Q).
- Dependent variable: the effect (e.g., total cost TC).
- Cost function example: TC = f(Q) means total cost is a function of (depends on) output.
- Neoclassical claim: as output increases, total cost rises (positive relationship), other factors held constant.
💰 Example: a neoclassical cost model
📊 Total cost, fixed cost, variable cost
- Total cost (TC): all costs incurred by the firm.
- Total fixed cost (TFC): costs that do not vary with output (e.g., rent on a factory); positive even when output is zero.
- Total variable cost (TVC): costs that vary with output (e.g., raw materials, labor); zero when output is zero.
- Relationship: TC = TFC + TVC.
📐 Linear cost function
- Suppose a firm has the following data:
- When Q = 0, TC = $60 (this is TFC).
- When Q increases, TC rises at a constant rate.
- Slope (marginal cost): the additional cost from producing 1 more unit.
- Example: if two points are (Q₁ = 20, TC₁ = 70) and (Q₂ = 40, TC₂ = 80), then slope = (80 – 70)/(40 – 20) = 10/20 = 0.50.
- Interpretation: each additional unit of output adds $0.50 to total cost.
- Cost function form: TC = TFC + (ΔTC/ΔQ)Q
- Plugging in: TC = 60 + 0.50Q.
- Economic forecast: if Q = 120, then TC = 60 + 0.50(120) = 60 + 60 = $120.
🔄 Shifts vs. movements
- Movement along the curve: output changes, cost changes along the same curve (ceteris paribus holds).
- Shift of the curve: a change in a "held constant" variable (e.g., rent increases) shifts the entire curve upward (ceteris paribus violated).
- Don't confuse: a change in output moves you along the curve; a change in fixed costs shifts the curve.
🧮 Review of basic math concepts
↔️ Slopes of special lines
- Vertical line: slope is undefined (infinite), because Δx = 0 → slope = Δy/0.
- Horizontal line: slope is zero, because Δy = 0 → slope = 0/Δx = 0.
📏 Slope of a nonlinear curve
- Tangent line method: the slope at a point on a curve equals the slope of the unique straight line that just touches the curve at that point.
- When it fails: if no unique tangent exists (e.g., a sharp corner like in the absolute value function at the origin), the slope is undefined at that point.
✏️ Equation of a straight line from two points
Given points (x₁, y₁) and (x₂, y₂):
- Calculate slope: m = (y₂ – y₁)/(x₂ – x₁).
- Point-slope form: y – y₀ = m(x – x₀), then solve for y.
- Slope-intercept form: y = mx + b; plug in slope and one point to find b.
- Example: points (4, 5) and (12, 3) → slope = (3 – 5)/(12 – 4) = –2/8 = –1/4 → y = –(1/4)x + 6.
🌍 Broader implications
🗣️ Economics as conversation, not settled science
- Pluralism: the excerpt emphasizes that economics is a discourse with many voices (Smith, Ricardo, Marx, neoclassical, heterodox schools).
- Textbook dominance: most textbooks present only neoclassical economics and ignore the history of debate, giving students a false impression of consensus.
- Why it matters: understanding economics as discourse encourages critical thinking and recognition that economic "facts" often embed values.
🧭 Methodological self-awareness
- Entry points and logic: every school of thought starts somewhere and reasons in a particular way; recognizing this helps evaluate claims.
- Ceteris paribus and models: simplifications are necessary but always involve choices about what to include/exclude.
- Causation is imposed: theorists assert causal relationships; they are not directly observable, so different theorists may interpret the same data differently.
🎯 Practical takeaway
- Be skeptical of claims to pure objectivity: definitions, models, and causal claims all involve value judgments.
- Ask whose perspective: when reading economic analysis, consider the entry point, logic, and implicit assumptions of the school of thought being used.
- Engage in the discourse: economics is not just for experts; everyone participates when discussing prices, taxes, employment, and social well-being.