Jason Furman: belief

Transcript context

…But just taking that one class, Ec 10, now that you’ve taught it, what don’t other people teach enough of? In that class. One thing that I think David Laibson and I, I hope, did very well and certainly tried very hard to do and seemed to be something that the students appreciated was convey our enthusiasm and excitement for economics. In David Laibson’s case, conveyed that enthusiasm for how many different things in your own life it helps you to think about — decision-making under uncertainty, if you enter an auction, if you’re dealing with splitting a bill with your roommate, deciding whether to do your homework. In my case, I think I brought more excitement to the questions about public policy. We talked about tax policy, health policy, climate, and the like. One thing we did, hopefully, was teach students, but another thing is tell them, “Here’s this whole area of knowledge that can help you in so many different ways that you might not have realized. You may want to not just pay attention in our class, but maybe even keep learning about it in the many different ways you can learn about economics.” What should instructors try to do to ensure that students remember the content they’ve been taught? And in some way, however broadly, apply it, use it, vote on it.…

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