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What We Taught and What We Did: The Evolution of U.S. Economic Textbooks (1830-1930)

Author

Listed:
  • David Colander

    (Middlebury College - Department of Economics)

Abstract

This paper asks the question: Was there a difference between what economists taught and what they did in the mid 1800s and early 1900s, or is the divergence a recent phenomenon? It discusses three topselling texts: Francis Wayland’s The Elements of Political Economy, Francis Walker’s Political Economy, and Edwin Seligman’s Principles of Economics, and concludes that in the period i830-i930 there was a much closer connection between what economists did and what they teach than there has been in more recent time.

Suggested Citation

  • David Colander, 2006. "What We Taught and What We Did: The Evolution of U.S. Economic Textbooks (1830-1930)," Il Pensiero Economico Italiano, Fabrizio Serra Editore, Pisa - Roma, vol. 14(1), pages 27-35.
    • Handle: RePEc:pei:journl:v:14:y:2006:1:3:p:27-35
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    Citations

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    Cited by:

    1. Colander, David & Rothschild, Casey, 2010. "Sins of the Sons of Samuelson: Vision, pedagogy, and the zig-zag windings of complex dynamics," Journal of Economic Behavior & Organization, Elsevier, vol. 74(3), pages 277-290, June.
    2. David Colander, 2008. "The Making of a Global European Economist," Kyklos, Wiley Blackwell, vol. 61(2), pages 215-236, May.
    3. David Colander & Hugo Ñopo, 2011. "Educating Latin American economists," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(1), pages 54-69.

    More about this item

    Keywords

    Economic textbooks; political economy; pedagogy;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • B10 - Schools of Economic Thought and Methodology - - History of Economic Thought through 1925 - - - General

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