ECAES, SaberPro, and the History of Economic Thought at EAFIT*

ECAES, SaberPro, and the
History of Economic Thought
at EAFIT*
ECAES, SABER PRO y la historia del pensamiento
económico en EAFIT
Stephen Meardon**
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ISSN 1657-4206 I Vol. 18 I No. 39 I julio-diciembre 2014 I pp. 165-198 I Medellín-Colombia
166
ECAES, SaberPro, and the History of Economic Thought at EAFIT
STEPHEN MEARDON
Abstract
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Keywords:
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Resumen
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ORVDQWLJXRV(&$(6KR\6DEHU3UR\SDUDRWURVÀQHVDFDGpPLFRV/DVIXHQWHVGHLQIRUmación para el artículo incluyen conversaciones y correspondencias con los directores
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de Economía de la Universidad EAFIT, tambien se revisaron los planes de estudios de
Economía de la Universidad EAFIT, Universidad de los Andes, Universidad de Antioquia
entre otras y los datos de los resultados del examen durante el periodo 2006-2009
obtenidos del ICFES.
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Ecos de Economía
Universidad EAFIT
Nº 38 - Vol. 19 / julio-diciembre 2014
Palabras clave:
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Introduction
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macroeconomics, microeconomics, statistics and econometrics, and economic thought
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renamed “SaberPro,” the exam still includes an Economic Analysis module comprising
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168
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STEPHEN MEARDON
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selected peer institutions, over the period 2006-2009. Part 3 describes the redesigned
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pedagogical purposes. Part 5 concludes.
1. The old ECAES
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preceding the redesign.3
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remained the same.
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ECAES, SaberPro, and the History of Economic Thought at EAFIT
STEPHEN MEARDON
Chart 1a4
Contenido temático componente de pensamiento económico e historia económica
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Instituciones y políticas económicas de la segunda mital del siglo XX
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11. El pensamiento de Keynes se caracterizó por estudiar las causas de las
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1. una política monetaria expansiva para solucionar el problema de liquidez.
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3. unas políticas económicas para estimular el crecimiento de la demanda
agregada capaz de crear nuevas inversiones.
173
Ecos de Economía
Universidad EAFIT
Nº 38 - Vol. 19 / julio-diciembre 2014
4. un cambio en la propensión marginal a consumir mediante la reducción
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did he expect such spending stimulate investment spending? And so on. Here, too, rote
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economic history questions. So too, and even more, were macroeconomics questions
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history/macroeconomics question, at least not deliberately. One could imagine such
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Keynes,” not about what macroeconomists today understand to be “the Keynesian
model,” much less about the 1930s.
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to, say, macroeconomics, in answer to a multiple-choice question. One can posit a
macroeconomic model and require a student to manipulate it in order to arrive reliably at a correct multiple-choice answer. But what would be an analogous question
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2006-2009.7 For the EAFIT, compared to other Colombian universities, the data show
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Universidad EAFIT
Nº 38 - Vol. 19 / julio-diciembre 2014
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are given in Appendix A.
The Tadeo study, however, does not disaggregate the Economics scores by component.
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and economic history.
Chart 2a
ECAESEconomicsexamperformances2006:
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ECAES, SaberPro, and the History of Economic Thought at EAFIT
STEPHEN MEARDON
Chart 2b
ECAESEconomicsexamperformances2007:
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ECAESEconomicsexamperformances2008:
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177
Ecos de Economía
Universidad EAFIT
Nº 38 - Vol. 19 / julio-diciembre 2014
Chart 2d
ECAESEconomicsexamperformances2009:
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178
ECAES, SaberPro, and the History of Economic Thought at EAFIT
STEPHEN MEARDON
mean scores between the EAFIT and other institutions is hardly relevant. Lower mean
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reasons that economics scores in general are low or high. Holding all else constant, there
are no changes in the h.e.t. curriculum at EAFIT that could raise economic thought and
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scores on the economic thought and history component relative to their scores on the
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in all other universities.
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own scores in micro, macro, and econometrics than do their peers in other universities.
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Ecos de Economía
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Nº 38 - Vol. 19 / julio-diciembre 2014
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ECAES, SaberPro, and the History of Economic Thought at EAFIT
STEPHEN MEARDON
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data present any puzzle, it is not why EAFIT did well or poorly in training students in h.e.t.
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the ECAES and its Economic Analysis module have been redesigned?
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thought and history component did.
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pp. 217-218.
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required ones in the sixth semester. They continue taking electives through the eighth
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and development, and game theory. All these, in addition to other required courses in
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the Austrian school. The course ends with “other developments” in modern economics
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5ylmv2-L4, accessed 15 Aug. 2014.
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students to think more critically about the economists and their theories. Inasmuch
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References
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7KRXJKW 7RGD\"µ 8QLYHUVLGDG GH ORV $QGHV 6HULH 'RFXPHQWRV &('( SSRN Working Paper no. 1705530.
ÉOYDUH]$QGUpVDQG-LPHQD+XUWDGRE´$PHQD]DV\9HQWDMDVGHOD(QVHxD]DGH
la Historia del Pensamiento Económico Hoy.” Lecturas de Economía de la UniversiGDGGH$QWLRTXLD1R-XOLR'LFLHPEUH
$VRFLDFLyQ&RORPELDQDGH)DFXOWDGHV3URJUDPDV\'HSDUWDPHQWRVGH(FRQRPtD$)$'(&2'RFXPHQWRGH,GHQWLÀFDFLyQGH&RPSHWHQFLDV)XQGDPHQWDOHVHQ
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)DFXOWDGHVGH(FRQRPtD$OJRGHVX+LVWRULD\GHVX-XVWLÀFDFLyQ$FWXDOµLecturas
de EconomíaGHOD8QLYHUVLGDGGH$QWLRTXLDQR-XOLR'LFLHPEUH
&XUULH/DXFKOLQ. La Enseñanza de la Economía en Colombia%RJRWi(GLFLRQHV
Tercer Mundo.
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0LURZVNL3KLOLS´$3DOODORQJWKH:DWFKWRZHU2Q/HDYLQJWKH+23(&RQIHUHQce.” History of Political Economy6XSSO
0RQWHQHJURÉOYDUR´/RV(&$(6GH(FRQRPtDµ%RJRWi'RFXPHQWRVGH(FRQRmía no. 003164.
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Appendix A:
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