Aug 24 2008
Economics for Citizenship / The 180 Degree Science!
Published by Steve Latter at 10:46 pm under AP Economics,Competitive Markets, Demand and Supply,Macroeconomics,Politics,Teaching,Uncategorized
Now is that time of year when thousands of students across the world, from Zurich to Zimbabwe, will be taking their first economics course. Perhaps it will be a basic, high school introductory course or perhaps an even more challenging AP or IB course. Perhaps you are taking an introductory college course.
It seems like all economic text book authors seem make the point, usually in their chapter 1, that a primary benefit of studying economics is that it transforms us into more effective citizens by enabling us to better understand and conclude on the economic positions and promises of those running for public office.
I couldn’t agree any stronger!
In my classroom, I like to informally call the study of economics “the 180 degree science” because as the student studies this science for the very first time they often develop opinions and conclusions that are precisely the opposite of what they had originally believed before taking the course.
For example, here are 3 of my favorite “180 degree moments”, which are applicable to the United States’ economy but are generally applicable to all global economies, that you will probably learn in your first year economics’ course:
Ø Pre-Econ Course Citizen Quote: “We don’t make anything anymore in America. America’s manufacturing prowess is in a state of constant decline.”
Ø AP Student’s Response: “I disagree. The dollar value of manufactured goods in the United States, restated for price level changes so the comparison is accurate, is up over 50% in the last 12 years! Yes, it is true that the U.S. has lost several million jobs in manufacturing over that same time period, but that is primarily due to rising productivity (think machines & technology), where the U.S. can now produce more valuable manufactured products than ever before with many less people freeing those workers to be employed in more lucrative service-related businesses. Moreover, the US has maintained its share of global manufacturing product over that same aforementioned time period, whereas other manufacturing countries, such as Japan and Germany, have actually decreased their percentage share of global manufactured product. But, I think I understand where you may have gotten that mistaken notion that manufacturing in the U.S. is in decline; from the U.S.’s shrinking automobile industry, the lower employment in manufacturing due to higher productivity, and from the negativity inherent in the media and press which focuses mostly on the lost jobs.
Ø Pre-Econ Course Citizen Quote: “The U.S. government’s national debt of $9.6T is out of control. Imagine our country having to borrow $9.6T to pay its debts because it has no fiscal control!”
Ø AP Student’s Response: “The United States’ current level of national debt is both affordable and consistent with most nations. National accounting statistics show that the U.S.’s 67% national debt/national income percentage is average compared with other modern economies. Moreover, the level of U.S. national debt as a percentage of national income (67%) is at the same ratio as it was back in 1997 and 1992, and is much less than it was in 1950! The ‘”trick” is that debt must be benchmarked to income. It interesting that if someone knows that Bill Gates owes someone $10M they quickly can figure out that he’s probably fine, but if the guy at Starbucks finds out that the U.S. owes $9.6T they think the country is fiscally out of control!”
Ø Pre-Econ Course Citizen Quote: “International trade is hurting our economy as we have lost millions of jobs to lower wage countries. NAFTA (North American Free Trade Agreement between U.S., Mexico, and Canada) has really hurt us by having million of American jobs being lost to Mexico.”
Ø AP Student’s Response: “I challenge you to find me a reputable economist who will tell you that NAFTA, or any other free trade agreement for that matter, has not been beneficial for the United States, Mexico, and Canada. Over the past 15 years, independent and numerous studies show that free trade agreements increase employment, incomes, and standards of living in ALL countries and NAFTA is no exception to this rule. Sure, free trade does cause certain industries to lose out to better competitors but, overall, international trade increases competition with the nation’s citizens benefitting through increased product quality, lower product prices, and increased incomes and standards of living.
I really hope you work hard in your economic course so that, you too, will see your nation’s economy, and our global economy, in a whole new light. As an AP Economics’ teacher in the U.S., I see it as an especially “sweet year” for a first time economics’ student due to a presidential election.
Let the YouTube video-analysis clips of Barack Obama and John McCain begin! Our “economic analysis” hats are on… and we are ready to apply what we have learned and conclude on their economic positions.
About the author: Mr. Latter teaches various business courses at Paul VI Catholic High School in Fairfax, Virginia (USA) including AP Economics,
Accounting, Marketing, and Personal Finance.
Mr. Latter is a Certified Public Accountant (CPA) and former Chief Financial Officer with 10 years of high school business teaching experience. Prior to his career change to teaching in 2000, Mr. Latter spent 21 years in various auditing, accounting, and financial positions with Price Waterhouse, Sprint, and Teleglobe. Read more posts by this authorRelated posts:
