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Help CEPR Educate the Public on the Real Issues

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Written by Dawn Lobell   
Friday, 16 November 2012 12:45

As the holiday season approaches, CEPR decided that the best gift we could give would be to offer a free Econ 101 class to all those in need.  And since there are so many in need, we had a hard time deciding where to begin…

Erskine Bowles gets an F

We decided to start with the deficit hawks, that group of powerful elites who have continuously misled the public, the press, and the policymakers on the true nature of U.S. debt (while also convincing millions of Americans that Social Security won’t be there for them”).

With your help, we can teach the likes of Erskine Bowles, Alan Simpson, Peter Peterson and the rest of the class of 2013 these basic economic concepts:

And, last but not least:

Your donation will help us to continue to push back against the misinformation and spin that make up most of the media coverage of these issues.

Click here
to help support CEPR’s research, analysis, media and outreach. And most importantly, our educational programs.

This holiday season, help us send them back to school.

Thanks for your support,
Dean, Mark and CEPR Staff

Comments (1)Add Comment
Macroeconomics Knowledge
written by Macrocompassion, November 19, 2012 11:37
I applaud the claim for the need to provide better education to the public on how society works. Here, the most vital and badly taught subject for public study should be about macroeconomics. This is because it affects us all, yet the way that it is taught betrays a poor knowledge of it, even by those responsible for its presentation at university, who should know better. The reason for this is because those who pay the university and support their economics departments are able to influence what is being taught to the students. Without a straight and inbiased logical and scientific presentation, there is every chance that the politicians will never catch up with what is actually causing the limitations to progress of our country. Nobody will be in a strong enough position to correct them because of a lack of true knowledge of what is really going on.

Macroeconomics sounds like it is a very difficult subject, yet by applying engineering methods (systems analysis) with both aggregation and idealization of the role-playing entities and their specific activities involved, it is possible to comprehensively represent what is happening in as simple terms as possible, using a model that I have developed and used. So I suggest that the would-be teachers of this important subject examine the following source of infotmation for modelling the full and true situation at: Wikipedia Commons using macroeconomics diagram: DiagFuncMacro.pdf
(enlarge it to read all the names).

This model is superior to those of the past, since many of the assumptions used before are not needed here and the 3 (Smithian) factors of production and their returns are included originally and for the first time. The model has 6 entities and 19 mutual flows of money verses goods, services and valuable documents. This model requires much study and it implies a lot of definitions of the various quantities, yet it is the best way I can devise for REALLY understanding how our social system works.

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