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Education: Teaching Philosophy: In teaching economics, I try to find a balance between tangible applications and abstract models. Tangible applications are often easier to think about at a superficial level, and are sometimes very interesting to students. Learning abstract models, however, develops deeper understanding of concepts and methodologies that can be transferred to a general set of new problems. Models, by definition, do not include the complexity of the real world, but I hope to convey to students that this has certain advantages. Steven Wright, the comedian, once said:
Mr. Wright’s map may
be very accurate, but I bet it is really hard to fold. Models like maps are useful
even when they abstract from reality. That said, I try to link the models to tangible
situations and economic problems whenever possible. After all, apart from a pure
academic interest in geography, maps are most useful when you intend to go somewhere.
Going somewhere in my class requires students to communicate to me (through homework,
in-class participation, and exams) that they have a grasp of the models, and that
they can apply them in new situations. My hope is that students will be able to
take the knowledge out of the classroom and approach new economic problems in
a coherent and constructive fashion. Courses
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PhD, MA (economics),
University of Colorado
© 2006 Colorado School of Mines