The cold chilly winds of December signify the arrival of the much dreaded Exam Month at Delhi University. Hoping to compensate for their paltry attendance, students plan to work their asses off, burning the midnight oil for nights at an end, fully aware of how they’ve just got a month to save their semester. Mugging up, pulling all nighters, indulging in group study, photocopying notes, going to expensive crash courses are all tricks of the trade they use to float their graduation. But amidst all this chaos and cacophony, the real essence of education and the asking of whys and hows gets drowned somewhere. In an effort to write this article, I did something no undergraduate would have dared to do before, I picked up my Semester Readings after the semester got over. An integral aspect of Education and ideally a good way to start meaningful learning is by asking “Why are we studying this?” and only then can we even expect to reach anywhere near the actual learning outcomes the course was actually designed to achieve. As a first step towards the same, I decided to trace the evolution of our course in Economics.
The DU website could get me access to syllabi from three time periods, the one from 2011-12, the other from 2013 (when FYUP was introduced) and the third being our present syllabus that came into force from the year 2015-16.
A thorough comparison between the detailed syllabi of these 3 time periods clearly signalled how the dynamism of Economics had died a silent death in the evidently static syllabus of Economics over the years. At best, there had been a good job of shuffling the same syllabus over the semesters, Generic Electives had been introduced – but the real choice being offered due to non-availability of staff or lack of funds, by Colleges gave it little scope for experimentation. Some courses like the Economic History of India before 1947 and Economy, State and Society which gave an overview into the workings of capitalism had been scrapped. An interesting feature however was that students could take up a project or dissertation in their last semester in place of a specific elective now under CBCS, however guidelines for the same are non-existent and thus rarely taken up by students.
The Economics Department of DSE holds regular meetings involving teachers of various colleges of Delhi University to discuss the changes to be made to our syllabus. An exhaustive reading of the Minutes of Meeting gave an insight over the acceptance of the following facts – Firstly, It was agreed that interrelationships between readings should be emphasized. Secondly, the suggestions were made to find more suitable and conceptual papers for the course, and to cut down relatively old materials and find contemporary articles. But the updated syllabus seldom found a prominent place for these or was grossly understated in the suggestions that concluded a meeting.
Whatever new courses that have been offered, are through Generic Electives Or Specific electives and thus they simply become a part of the wider choice structure, and are conveniently ignored by the complacent college authorities.
The Global Financial Crisis of 2008 triggered a global movement – students across the world demanded a shake-up of the way their subject was being taught, saying that the dominance of narrow free-market theories at top universities harmed the world’s ability to confront challenges such as financial stability and climate change.
In his bestselling book Capital in the Twenty-First Century, the economist Thomas Piketty attacked mainstream economic teaching, accusing academics of believing mathematical models without looking at growing evidence that undermined their conclusions.
Neoclassical economics is given such a dominant position in our modules that many students aren’t even aware that there are other distinct theories out there that question the assumptions, methodologies and conclusions of the economics we are taught.
As a consequence, economics students never develop the faculties necessary to critically question, evaluate and compare economic theories, and enter the working world with a false belief about what economics is and a knowledge base that is limited to neoclassical theory.
Economists using this mainstream economic theory failed to predict the crisis spectacularly. Even the Queen asked professors at LSE why nobody saw it coming. And now five years on, after a bank bailout costing hundreds of billions, and unemployment peaking at 2.7 million and plummeting wages, economic syllabi remains unchanged.
Paul Krugman wrote: “As I see it, the economics profession went astray because economists, as a group, mistook beauty, clad in impressive-looking mathematics, for truth.”
At the moment an undergraduate, graduate or even a professional economist could easily go through their career without knowing anything substantive about other schools of thought, such as post-Keynesian, Austrian, institutional, Marxist, evolutionary, ecological or feminist economics. Such schools of thought are simply considered inferior or irrelevant for economic “science”. We are simply taught to memorise and regurgitate neoclassical economic theories and models.
The real world should be brought back into the classroom, as well as debate and a pluralism of theories and methods. This will help renew the discipline and ultimately create a space in which solutions to society’s problems can be generated. Special departments need to be established that could oversee interdisciplinary programmes blending economics and other fields. Confronting all theoretical frameworks with evidence and encouraging a healthy scepticism towards all assertion from whatever source.
In this way,the discipline is opened up to critical discussion and evaluation. How well do different schools explain economic phenomena? Which assumptions should we build our models upon? Should we believe that markets are inherently self-stabilising or does another school of thought explain reality better? When economists are taught to think like this, all of society will benefit and more economists will see the next crisis coming. Critical pluralism opens up possibilities and the imagination. Our syllabus definitely needs to be shaken up and students should be proactively agitating to make this a reality.
Ria Sethi