Teaching Economics Without Calculus

AI Thread Summary
Teaching economics without calculus is feasible, particularly at the introductory level, where many courses do not require it. However, advanced economics often necessitates calculus for deeper understanding and problem-solving, especially in maximizing profits and analyzing economic models. While some argue that calculus enhances efficiency in teaching economic concepts, others believe that a solid grasp of economics can be achieved through intuitive understanding and alternative methods. Many professionals in economics have successfully operated with minimal calculus, relying instead on analytical skills and computer programs for complex calculations. Ultimately, while calculus is beneficial, it is not strictly essential for all levels of economic education.
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Just a quick question. Can you really teach economics without calculus? Reviewing it now just to refresh my memory since we have a budget being delivered tomorrow here in Aus. I have reached the point where it is proven that maximizing overall profit is different from profit per unit of whatever you are considering - you can maximize one or the other - but not necessarily both - obviously you usually want to maximize overall profit. It is easy with calculus but without it how the bejesus would you do it. And for those that studied without calculus I wonder how many even know its true?

BTW for those interested the course I am using for review is Economics With Calculus on Edx exactly as taught at Caltec,

Thanks
Bill
 
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Well one way to solve is to ask someone who knows Calculus...

Another way might be by numerical methods where you try to tune your parameters until you get the best result.

A third way might be via genetic algorithms (similar to the preview idea but better organized) where you create solution vectors that you score keeping the better scored solutions after each iteration.
 
As my econ prof would tell the class, think marginal, i.e., consider what happens when you increase or decrease production by one unit.
 
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jedishrfu said:
Well one way to solve is to ask someone who knows Calculus...

I think those doing more advanced Economics can't escape calculus. I certainly learned it in Mathematical Methods Of Economics and calculus was a required perquisite. Strangely I was the only student which says a lot. Actuaries of course do it. Very in demand course as the pay is so high and job prospects so good - but without a stimulus like that it seems unloved. Advanced degrees in economics must have it - no choice. Just disappointing its not at the early level nearly everyone does at uni so they understand something every citizen should know. The economic stuff you hear certainly would, hopefully anyway, be elevated.

Thanks
Bill
 
I've never had a mathematical economics course. What is the very greatest thing that calculus has ever done for economics? What tops the list as the one greatest feat and that calculus was the hero?
 
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My only Econ course was 101 - the intro. I remember thinking that this whole course could be taught in a few weeks if we used calculus instead of words.
 
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The short answer is yes, it is possible to learn basic economics without calculus. At least in the US, it is typical for introductory level courses (even those for economics majors) to use no calculus. I certainly took courses that worked that way. Would it be more efficient with calculus? Sure, but you can still learn quite a bit and get an understanding for how things work and why without calculus. A deeper understanding probably does require extra tools like calculus, statistics, etc. which is why upper division courses do require a calculus background and economics students need to learn serious probability and statistics as well.

You can even work as an economist without using much, if any, calculus. My father was an economics professor, published regularly, and had a successful consulting business. Very little of his research and consulting required any calculus. He seemed to think that one of the primary benefits of studying economics is that you learn distinct, useful ways to formulate and analyze problems that was not just mathematics. It is a social science after all. For the types of problems he was interested in, a lot of math just wasn't required. Of course, he advised his students to take as much math as possible if they planned to go to grad school.

jason
 
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I asked what the one great thing that calculus did for economics and no one answered, and that was two days of thinking time. I think that calculus isn't the first thing that comes to mind when it comes to economics.
People don't act and chose, buy and sell, according to calculus. The criticism the calculus-economist faces is the factuality of his models. Do they represent reality?
When calculus was introduced to the study of planetary motion, the physics immensely improved. The same thing cannot be said for economics. The calculus really didn't solve any mystery or give us any new understanding of economics.
I don't see economics getting to be called "advanced economics" just because it loads on a bunch of advanced mathematics. I don't see economics getting called "caveman economics" just because it omits calculus. Math can make economics look like physics, but we should consider that there's a false sophistication economics can assume if it misuses or excessively uses mathematics. There are certainly a lot of economic quacks with their mathematical fantasies and there is a lot of institutional quack economics that goes unchallenged.
 
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  • #10
Helios said:
I think that calculus isn't the first thing that comes to mind when it comes to economics.

Well, it was the first thing that came to my mind as I sat in Econ101 and heard the professor saying things like "ceteris paribus" and "elasticity of demand"

Helios said:
he criticism the calculus-economist faces is the factuality of his models. Do they represent reality?

That's pretty much the question for any model, isn't it?

I can't really speak to any of your other points.
 
  • #11
At my school we had economics students taking analysis, let alone calculus. Analysis is, IMHO, the grown up version of calculus, where you rigorously prove every little piece of calculus bit by bit in very general ways starting from scratch.

Remember the epsilon delta stuff everyone glossed over in calculus? In analysis you take that to the extreme, based on the text I have, and it makes elementary calculus look like child’s play.

And economics students were taking that course at my school (although to be fair, I think they were first year post grads or senior undergrads).
 
  • #12
Sorcerer said:
At my school we had economics students taking analysis, let alone calculus. Analysis is, IMHO, the grown up version of calculus, where you rigorously prove every little piece of calculus bit by bit in very general ways starting from scratch.

Remember the epsilon delta stuff everyone glossed over in calculus? In analysis you take that to the extreme, based on the text I have, and it makes elementary calculus look like child’s play.

And economics students were taking that course at my school (although to be fair, I think they were first year post grads or senior undergrads).

i just today decided to start a review of calculus with the intent of being more theoretical about it this time (at least looking at proofs, and trying to understand the logic behind the definitions and theorems). i got stuck on the epsilon and delta using definition of the limit. i'll probably take a second look at it tomorrow. it sounds like i might have trouble with analysis then if it is as you say ... that and abstract algebra are subjects i know little of but have a strong curiosity about. got to buff up on regular calc. and trig. before i get into that though!

anyway, i have never taken an economics course and i doubt i will because of the cost, unless i can take it as a required elective. can anyone suggest books to read or textbooks that are good for getting an introduction to the subject? if i ever have time i would like to learn a little about it, out of curiosity and so i can become a more educated citizen. i do have "New Ideas From Dead Economists" and "Freakonomics" - these are the only two economics related books i have. is it a really hard subject to learn?
 
  • #13
Helios said:
I've never had a mathematical economics course. What is the very greatest thing that calculus has ever done for economics? What tops the list as the one greatest feat and that calculus was the hero?

I gave an example - your view of it is? ie can you explain it easily, in a few lines without calculus? I am not sure how you would explain it at all without calculus - but willing to listen to answers.

BTW the answer is things are easier if you use calculus often only taking a couple lof lines. As an example explain optimizing some utility function without calculus? Trivial with calculus - otherwise - I have no idea.

It's called advanced economics because it often has concepts you can't do without calculus eg how do you explain to concept of force of interest which is used in more advanced work.

Thanks
Bill
 
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  • #14
gmax137 said:
My only Econ course was 101 - the intro. I remember thinking that this whole course could be taught in a few weeks if we used calculus instead of words.

When I did Mathematical Economics strictly speaking I would have had to do intro to Macroeconomics and Microeconomics. But my professor said you can read about it over the break - just get a calculus based book. Non calculus based books, for example, so he claimed, spend the first chapter discussing a straight line - with your background that would just be boring and of no value. The course I am currently doing does it all in 9 sections - say a section a day and its a week and a bit - I learned it all in about 2 weeks over the break with just a couple of hours each day before doing the course at uni.

Thanks
Bill
 
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  • #15
Sorcerer said:
Analysis is, IMHO, the grown up version of calculus, where you rigorously prove every little piece of calculus bit by bit in very general ways starting from scratch.

Discussing why you should do analysis really requires a new thread. But only as a comment it allows you to understand issues that would otherwise confuse a thinking student eg exactly how do you resolve Zeno's paradox. You sometimes see questions on this forum that Zeno's paradox is an unresolved problem. I did a math degree - most students hated it - only a few nuts like me took to it.

Thanks
'Bill
 
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  • #16
  • #17
jasonRF said:
Very little of his research and consulting required any calculus.

The use of calculus is an understanding thing - in practice you use computer programs to do the grunt work such as give the results of some complicated model or pound out statistics. What was it, I think it was Marvin Minsky said, when asked what programming language do you use - he said - graduate student.

Being a professor he would have access to packages like SAS, Simula etc that do the grunt work for him - it's uderstanding what they say and what implicit assumptions they make - now that's hard. He would have learned the theory behind that understanding and that would have required calculus and advanced statistics - for which, if you do it properly requires calculus as well. But having gone beyond that he would rarely need it.

And yes Economics is not just applied math - it significantly requires a good intuitive understanding as well. Even the course I am doing emphasized it does not matter what the math says you must subject it to the intuitive understanding you have developed - and a big part of the course is developing that understanding. Somethings however, like what I mentioned about profit per item and overall profit are not intuitive - that's when one must triple check the math to make sure its true.

Thanks
Bill
 
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  • #18
In the universities in most European countries, only in STEM courses does calculus get taught, with the caveat that sciences stands for the physical sciences. Applied/technical mathematics students get the same calculus course as physics students (Calc I, II and III), while pure mathematics students get taught analysis as well. Computer science students and econometrics students usually only have to take Calc I with Calc II and III remaining as electives.

All other sciences (life, social, cognitive, etc) including economics, either do not get taught calculus or get a heavily simplified version without any serious mathematical theory such as rigorous definitions about continuity, theorems, the epsilon-delta definition of the limit and so on.

They basically get taught how to differentiate and how to integrate simple functions by doing a bunch of problems following the sum, product and chain rules; this is not unlike how high school level calculus is taught except at a higher pace. Usually this course is combined with a heavily simplified and shortened version of linear algebra as well.

The only two semi-rigorous concepts they sometimes do get taught in this course, much earlier than physics/math students, are 1) a truncated version of Taylor expansion, wherein a function needs to be constructed based on the relevant quantities in the function given as part of a word problem, and 2) constrained optimization using Lagrangian multipliers.
 
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  • #19
Auto-Didact said:
All other sciences (life, social, cognitive, etc) including economics, either do not get taught calculus or get a heavily simplified version without any serious mathematical theory such as rigorous definitions about continuity, theorems, the epsilon-delta definition of the limit and so on.

Well here in Aus it depends on the course. One course you do calculus to quite an advanced level and use it in economics and finance, and pass rigorous exams on it, is Actuarial Science.

The typical prepatory math they take is the same as any science or math student in first year - or what godd students do if they take accelerated math at HS:
https://handbook.unimelb.edu.au/subjects/mast10008
https://handbook.unimelb.edu.au/subjects/mast10009

The reason of course is those actuarial exams are both rigorous - hence the math - and tough - they really only want dedicated students.

Thanks
Bill
 
  • #20
bhobba said:
Discussing why you should do analysis really requires a new thread. But only as a comment it allows you to understand issues that would otherwise confuse a thinking student eg exactly how do you resolve Zeno's paradox. You sometimes see questions on this forum that Zeno's paradox is an unresolved problem. I did a math degree - most students hated it - only a few nuts like me took to it.

Thanks
'Bill
Yeah it does, but I DID notice something cool looking at analysis (at least with the textbooks I own): it sometimes carries a resemblance to topology. It’s been a while since I looked at those books, but I distinctly remember an “oh my” moment when I realized that, at least in that particular case (which I regret I do not recall), it appeared the two were more or less doing the same thing.Edit- I think it involved a particular proof, and I think the topology relevance was related to neighborhoods, but as I said, I can’t recall. But I swear it felt like more or less a different take on the same process.
 
  • #21
Helios said:
People don't act and chose, buy and sell, according to calculus.
Yes they do.

Derivatives traders use calculus to determine prices at which they will trade a given security.
Investors use calculus to work out how much to hedge their risk.
Large, sophisticated manufacturers use calculus to determine which products to manufacture in order to maximise their profit.

I note that these are all microeconomic applications of calculus. Perhaps you are thinking more of macroeconomics. It is certainly the case that many uses of calculus in macroeconomics are questionable, but that is because the assumptions made are always so debatable. That's really a feature of macroeconomics generally rather than specifically the use of calculus in macroeconomics.
 
  • #22
Auto-Didact said:
In the universities in most European countries, only in STEM courses does calculus get taught, with the caveat that sciences stands for the physical sciences. Applied/technical mathematics students get the same calculus course as physics students (Calc I, II and III), while pure mathematics students get taught analysis as well. Computer science students and econometrics students usually only have to take Calc I with Calc II and III remaining as electives.

All other sciences (life, social, cognitive, etc) including economics, either do not get taught calculus or get a heavily simplified version without any serious mathematical theory such as rigorous definitions about continuity, theorems, the epsilon-delta definition of the limit and so on.

They basically get taught how to differentiate and how to integrate simple functions by doing a bunch of problems following the sum, product and chain rules; this is not unlike how high school level calculus is taught except at a higher pace. Usually this course is combined with a heavily simplified and shortened version of linear algebra as well.

The only two semi-rigorous concepts they sometimes do get taught in this course, much earlier than physics/math students, are 1) a truncated version of Taylor expansion, wherein a function needs to be constructed based on the relevant quantities in the function given as part of a word problem, and 2) constrained optimization using Lagrangian multipliers.
As I said earlier, at my school we had economics grad students taking analysis and other upper division and early grad math courses. We’re they doing it as electives? I don’t know. But I do know that peer reviewed publications in economics sometimes have some fairly sophisticated math in them.
 
  • #23
Sorcerer said:
As I said earlier, at my school we had economics grad students taking analysis and other upper division and early grad math courses. We’re they doing it as electives? I don’t know. But I do know that peer reviewed publications in economics sometimes have some fairly sophisticated math in them.
I was describing the standard undergraduate program, given that calculus and analysis are after all undergraduate subjects. Hell, when I was taking calculus there was a senior psychology student taking analysis with the mathematics students, wiping the floor with my freshmen physics colleagues.

Of course, there are also some specialized undergraduate and graduate programs which expand significantly upon mathematics training outside of physics/math but these tend to be fairly rare, specific to only particular universities and/or specialized graduate courses or tracks such as quantitative finance.

As for the advanced math in economics publications, that's no big surprise given that many big name researchers in the late 20th century were/are applied mathematicians and/or physicists or economics grad students under mathematicians/physicists (e.g. Fischer Black from the Black-Scholes equation and Eugene Fama under the influence of Benoit Mandelbrot). Moreover many economists and other social scientists that do end up being quantitative researchers working in academia will eventually learn much of the math required, whether or not they formally learned it at university.
 
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  • #24
Auto-Didact said:
I was describing the standard undergraduate program, given that calculus and analysis are after all undergraduate subjects. Hell, when I was taking calculus there was a senior psychology student taking analysis with the mathematics students, wiping the floor with my freshmen physics colleagues.

Of course, there are also some specialized undergraduate and graduate programs which expand significantly upon mathematics training outside of physics/math but these tend to be fairly rare, specific to only particular universities and/or specialized graduate courses or tracks such as quantitative finance.

As for the advanced math in economics publications, that's no big surprise given that many big name researchers in the late 20th century were/are applied mathematicians and/or physicists or economics grad students under mathematicians/physicists (e.g. Fischer Black from the Black-Scholes equation and Eugene Fama under the influence of Benoit Mandelbrot). Moreover many economists and other social scientists that do end up being quantitative researchers working in academia will eventually learn much of the math required, whether or not they formally learned it at university.
Now that is impressive. Usually it works the other way around.
 
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  • #25
I believe Economics (Micro and perhaps Macro) are now required for every university degree in the United States. I helped review the Microeconomics textbook for one college and there was no calculus requirement there. A student put all of the math formulas in vCalc's Microeconomics Calculator. The most complicated math was the formula for Midpoint Method of Price Elasticity of Demand :

PED= [(Q2−Q1)÷(Q2+Q1)/2] / [(P2−P1)÷(P2+P1)/2]

where:
  • PED is the Price Elasticity of Demand
  • P1 this is the first price point
  • P2 this is the second price point
  • Q1 is the quantity point associated with the first price point (P1)
  • Q2 is the quantity point associated with the second price point (P2)
 
  • #26
Helios said:
I asked what the one great thing that calculus did for economics and no one answered, and that was two days of thinking time. I think that calculus isn't the first thing that comes to mind when it comes to economics.
I guess one could avoid calling it calculus, but how can a person do much in economics without discussing rates (derivatives) and cumulative amounts (integrals)?
 
  • #27
Helios said:
I asked what the one great thing that calculus did for economics and no one answered, and that was two days of thinking time. I think that calculus isn't the first thing that comes to mind when it comes to economics.
People don't act and chose, buy and sell, according to calculus. The criticism the calculus-economist faces is the factuality of his models. Do they represent reality?
When calculus was introduced to the study of planetary motion, the physics immensely improved. The same thing cannot be said for economics. The calculus really didn't solve any mystery or give us any new understanding of economics.
I don't see economics getting to be called "advanced economics" just because it loads on a bunch of advanced mathematics. I don't see economics getting called "caveman economics" just because it omits calculus. Math can make economics look like physics, but we should consider that there's a false sophistication economics can assume if it misuses or excessively uses mathematics. There are certainly a lot of economic quacks with their mathematical fantasies and there is a lot of institutional quack economics that goes unchallenged.
Well, based on what very little I know of economics, it makes things easier to look at.

Price elasticity of demand, for example, is easier to see like this:

$$e_p = \frac{\frac{dQ}{Q}}{\frac{dP}{P}}$$

than other ways I've seen it written. How much does demand change if price changes a little bit? Calculus is the exact branch of math to efficiently explore that.

Or optimization. I mean, calculus is like custom made for optimization, giving handy little functions that can approximate whatever real world application you need.
Or if you study economic growth. As I understand it, calculus of variations is highly useful for that sort of thing.
Furthermore, I think the notion of a continuum of preference makes sense, at least as an approximation. And of course, with continuous functions, calculus is the go-to math. I mean, which is easier? A little calculus, or counting 5000 different types of candy bar and finding a function to represent whatever economics relation you desire? I mean, when you look at how many goods and services there are, why would you want to have a bazillion little terms in your equations when you can just use an integral or derivative to get a function that is very approximate?
Granted, again, I barely have any knowledge of economics. But I do know for a fact that calculus makes things that deal with change MUCH easier. Try calculating the area of a curve using a sum of shapes underneath it. You'll spend several minutes or longer. Or you could look at the function, find the function that looks closest to it, and then integrate it. Done in a minute or less.
 
  • #28
Thanks for these examples. I'm all for optimization and the calculus of variations. These problems are straightforward and instructive. However, like andrewkirk said, uses of calculus in macroeconomics can be questionable. I see macroeconomist turning economics into a monumental physics problem with words like elasticity, force, and temperature all used in their terminology and explanations. When I said "People don't act and chose, buy and sell, according to calculus.", I mean people don't act and chose, buy and sell, according to the equations of macroeconomics calculus that look like physics equations." I don't know how they test their own models or if that is even possible. Who knows?
I'm still saying there's no one single great paradigm epiphany that calculus brought forth for understanding economics at large, macroeconomics, comparable to say Newton's Principia.
 
  • #29
Helios said:
I'm still saying there's no one single great paradigm epiphany that calculus brought forth for understanding economics at large, macroeconomics, comparable to say Newton's Principia.
It is not right to blame calculous for that. Economics is not physics and does not play by such hard and fast rules. But I don't think you can say much about economics without using calculous some way. Anything with rates, slopes, cumulative totals, probabilities, etc. will almost ceratainly involve calculous. You may not mention calculous, but it is there.
 
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  • #30
Helios said:
Thanks for these examples. I'm all for optimization and the calculus of variations. These problems are straightforward and instructive. However, like andrewkirk said, uses of calculus in macroeconomics can be questionable. I see macroeconomist turning economics into a monumental physics problem with words like elasticity, force, and temperature all used in their terminology and explanations. When I said "People don't act and chose, buy and sell, according to calculus.", I mean people don't act and chose, buy and sell, according to the equations of macroeconomics calculus that look like physics equations." I don't know how they test their own models or if that is even possible. Who knows?
I'm still saying there's no one single great paradigm epiphany that calculus brought forth for understanding economics at large, macroeconomics, comparable to say Newton's Principia.
I get most of this post, but why is elasticity such a problem? It’s a pretty straight forward concept: for example, health care is always going to be relatively expensive because it is by its nature low in elasticity (i.e. changes in price lead to very small changes in demand- primarily because most people would rather not die).

I mean, it’s a pretty vital part of the Law of Demand (in that it sharpens it, or rather, gives more detail than just a proportionality relation), and if there is anything in economic that mimics the importance of Newton to physics, it’s that.
 
  • #31
FactChecker said:
But I don't think you can say much about economics without using calculous some way.

A contrary opinion would come from the Austrian school of economics. They say a lot about economics with a heavy attention to epistemology. Start with axioms, make deductive conclusions, develop praxeology and then economics. There's far to go philosophically even without any math.
 
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  • #32
Helios said:
A contrary opinion would come from the Austrian school of economics. They say a lot about economics with a heavy attention to epistemology. Start with axioms, make deductive conclusions, develop praxeology and then economics. There's far to go philosophically even without any math.
Then what becomes of anything that deals with rates of change or continuous curves?

Here is a fairly big issue without calculus that the Austrian school glosses over (from the article below):

“One obvious problem arises here. Without continuous preferences, it is also highly unlikely that e.g. supply and demand can ever be equal. If you draw the supply and demand curves continuously, then they are (almost) bound to intersect. But if you draw them as a discrete set of points, supply and demand in general don't have to intersect. Thus, the argument against calculus based upon the rejection of continuity also argues against even the use of simple algebraic constructs - like intersecting supply and demand lines - that fill Rothbard's works.”Also as I understand it, there are plenty of other issues with the Austrian school, such as the belief that indifference does not exist. Yet I’m willing to flip a coin quite often when I experience a very real inability to choose one option over another, and submit my choice to the results of random chance.

http://econfaculty.gmu.edu/bcaplan/whyaust.htm
 
  • #33
Helios said:
A contrary opinion would come from the Austrian school of economics. They say a lot about economics with a heavy attention to epistemology. Start with axioms, make deductive conclusions, develop praxeology and then economics. There's far to go philosophically even without any math.
Ok. I'll grant you that point. As a mathematician, I was not aware of a branch of economics that did not believe in mathematical modeling.
 
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  • #34
FactChecker said:
Ok. I'll grant you that point. As a mathematician, I was not aware of a branch of economics that did not believe in mathematical modeling.
There are also schools of economic thought on the other end of the spectrum, i.e. believing that the modeling of economics based on the mathematics of Newtonian physics, i.e. modeling as path-independent linear, time invariant continuous systems is a hopelessly inadequate approach giving an inaccurate and incomplete fiction at best, scarcely resembling empirical observations. This school of economic thought does not have a name or moniker per se and is possibly even being researched not by economists, but predominantly by physicists and mathematicians who were not trained in economics, but ended up working in it.

Having no definite name, this new scientific field/school of thought goes under many names in the literature (e.g. econophysics) and is associated with novel fields of science and mathematics, mainly complexity science, nonlinear dynamics and fractal mathematics. The main idea is that economic phenomena are far more complicated than the classical equations imply or can describe and that this description therefore requires far more advanced mathematical and computational tools in order to actually make accurate economic models and so enable a complete rewrite of economic theory based more closely on empirical data instead of highly overreaching and oversimplifying axioms.
 
  • #35
Auto-Didact said:
There are also schools of economic thought on the other end of the spectrum, i.e. believing that the modeling of economics based on the mathematics of Newtonian physics, i.e. modeling as path-independent linear, time invariant continuous systems is a hopelessly inadequate approach giving an inaccurate and incomplete fiction at best, scarcely resembling empirical observations. This school of economic thought does not have a name or moniker per se and is possibly even being researched not by economists, but predominantly by physicists and mathematicians who were not trained in economics, but ended up working in it.

Having no definite name, this new scientific field/school of thought goes under many names in the literature (e.g. econophysics) and is associated with novel fields of science and mathematics, mainly complexity science, nonlinear dynamics and fractal mathematics. The main idea is that economic phenomena are far more complicated than the classical equations imply or can describe and that this description therefore requires far more advanced mathematical and computational tools in order to actually make accurate economic models and so enable a complete rewrite of economic theory based more closely on empirical data instead of highly overreaching and oversimplifying axioms.
Doesn’t the Austrian school reject emperical data, though (I mean, they seem fairly adverse to statistics, which are in fact emperical data)?
 
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  • #36
Sorcerer said:
Doesn’t the Austrian school reject emperical data, though (I mean, they seem fairly adverse to statistics, which are in fact emperical data)?
I wasn't describing the Austrian school, I have no idea if the Austrian school proposes a non-empirical approach to economics. Let's call the school I am describing above the Complexity school for clarity sake.

To play devil's advocate though, rejecting the use of mainstream statistical methodology is a far cry away from directly rejecting empirical data; mainstream statistical methodology is a way of transforming data in order to demonstrate associations and properties of some data, it is certainly not itself empirical data.
 
  • #37
Auto-Didact said:
I wasn't describing the Austrian school, I have no idea if the Austrian school proposes a non-empirical approach to economics. Let's call the school I am describing above the Complexity school for clarity sake.

To play devil's advocate though, rejecting the use of mainstream statistical methodology is a far cry away from directly rejecting empirical data; mainstream statistical methodology is a way of transforming data in order to demonstrate associations and properties of some data, it is certainly not itself empirical data.
What kind of analysis can one do with emperical data that would not be called statistics?
 
  • #38
FactChecker said:
What kind of analysis can one do with emperical data that would not be called statistics?
lol are you serious? For one, directly applying mathematics, e.g. geometry to data is not statistics. Or are you claiming that physics and programming are just forms of statistics now? Mainstream statistics is what is learned in statistics courses (hypothesis testing, probabilistic inference, characterising distributions, using p-values, odds ratios, power, etc); it is a way of intra- and extrapolative reasoning in the face of incomplete/uncertain knowledge where this uncertainty is modeled as due to randomness using probability theory.

Moreover, a lot of empirical data is inherently non-numerical, e.g. written and spoken text. I'm not saying that such data can not ever be handled statistically at all (often it is possible), but that statistical handling is often inappropriate, completely misleading or just plain useless in order to actually find the patterns that are being sought; insisting on purely statistical handling for all possible enquiries is an inadequate point of view. Such data can however usually still be gained and analyzed using purely non-quantitative methods, as is done in language, law, ethics and clinical medicine, or analyzed using non-mainstream statistics tools such as techniques from pure mathematics and physics.
 
  • #39
Auto-Didact said:
lol are you serious? For one, directly applying mathematics, e.g. geometry to data is not statistics. Or are you claiming that physics and programming are just forms of statistics now? Mainstream statistics is what is learned in statistics courses (hypothesis testing, probabilistic inference, characterising distributions, using p-values, odds ratios, power, etc); it is a way of intra- and extrapolative reasoning in the face of incomplete/uncertain knowledge where this uncertainty is modeled as due to randomness using probability theory.

Moreover, a lot of empirical data is inherently non-numerical, e.g. written and spoken text. I'm not saying that such data can not ever be handled statistically at all (often it is possible), but that statistical handling is often inappropriate, completely misleading or just plain useless in order to actually find the patterns that are being sought; insisting on purely statistical handling for all possible enquiries is an inadequate point of view. Such data can however usually still be gained and analyzed using purely non-quantitative methods, as is done in language, law, ethics and clinical medicine, or analyzed using non-mainstream statistics tools such as techniques from pure mathematics and physics.
I was just asking. Does that mean that you would draw conclusions from one set of numbers or from one example as an anecdote? If not, how would you use multiple sets of numbers? My impression of economics is that there is a great deal of random variation and that one set of data would not be adequite.
 
  • #40
Auto-Didact said:
lol are you serious? For one, directly applying mathematics, e.g. geometry to data is not statistics. Or are you claiming that physics and programming are just forms of statistics now? Mainstream statistics is what is learned in statistics courses (hypothesis testing, probabilistic inference, characterising distributions, using p-values, odds ratios, power, etc); it is a way of intra- and extrapolative reasoning in the face of incomplete/uncertain knowledge where this uncertainty is modeled as due to randomness using probability theory.

Moreover, a lot of empirical data is inherently non-numerical, e.g. written and spoken text. I'm not saying that such data can not ever be handled statistically at all (often it is possible), but that statistical handling is often inappropriate, completely misleading or just plain useless in order to actually find the patterns that are being sought; insisting on purely statistical handling for all possible enquiries is an inadequate point of view. Such data can however usually still be gained and analyzed using purely non-quantitative methods, as is done in language, law, ethics and clinical medicine, or analyzed using non-mainstream statistics tools such as techniques from pure mathematics and physics.
There appears to be some sort of disconnect between what you are saying and what I am interpreting, so, can you give specific examples of all the things you are describing?

For example, could you show specific examples where economic statistics and their applications are not based on empirical data, including whatever mathematical analysis comes with it and the source of the data? And why they are not useful?

Or, perhaps, show specific physics equations that are used in economics and demonstrate why they are either inherently invalid or inherently of no use?
 
  • #41
FactChecker said:
I guess one could avoid calling it calculus, but how can a person do much in economics without discussing rates (derivatives) and cumulative amounts (integrals)?
They (economists) can't. At least they don't. They call it indeed differently, at least here, and yes cumulative was among the words they used. I've stumbled upon all kind of limit words: limit costs, limit profits, limit prices and so on. All have turned out to be derivatives. Without the limit, they put difference in front: difference costs, difference profits and so on. It was irritating. On the other hand, the word derivative would have probably irritated them. The funny part is, that many students started to study economics because they were bad in math, only to be confronted to even more math. Their standard program in the first year was statistics I&II and mathematics I&II which was basically calculus. Now many of these math refugees then turned towards macro-economics. But the models there are even more math: differential equations of all kind, calculus of invariants and so forth. Usually they ended up in legal science.
 
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  • #42
fresh_42 said:
They (economists) can't. At least they don't. They call it indeed differently, at least here, and yes cumulative was among the words they used. I've stumbled upon all kind of limit words: limit costs, limit profits, limit prices and so on. All have turned out to be derivatives. Without the limit, they put difference in front: difference costs, difference profits and so on. It was irritating. On the other hand, the word derivative would have probably irritated them. The funny part is, that many students started to study economics because they were bad in math, only to be confronted to even more math. Their standard program in the first year was statistics I&II and mathematics I&II which was basically calculus. Now many of these math refugees then turned towards macro-economics. But the models there are even more math: differential equations of all kind, calculus of invariants and so forth. Usually they ended up in legal science.
And here is where you find another very practical reason for economics majors to take calculus and higher level math (and it's the same reason we want doctors to as well): to weed out the, how can I delicately put this, less talented people.

Long story short: if you can't handle something as easy as elementary calculus, and even beyond that, to the upper division undergrad math courses, IMHO you have no business putting your hands in anyone's economy in any way, shape or form. The career is not for you. Move to a Business major or the humanities or <insert group> studies.
 
  • #43
FactChecker said:
I was just asking. Does that mean that you would draw conclusions from one set of numbers or from one example as an anecdote? If not, how would you use multiple sets of numbers? My impression of economics is that there is a great deal of random variation and that one set of data would not be adequite.
Ah pardon me then. Yes, things like drawing conclusions from a few interviews, anecdotes and observations. The resulting data sets (video/audio-recording) tends to be non-numeric, not clearly generalizable and nowhere near identical between and within subjects, but by use of transcription, coding and analysis, it is possible to identify recurring broad themes. This empirical methodology is called qualitative research as opposed to quantitative research (i.e. simple statistics) and it has been used for decades now in many of the sciences, but particularly in market research, sociology, education and artificial intelligence (data mining from human experts in order to make expert systems).
Sorcerer said:
There appears to be some sort of disconnect between what you are saying and what I am interpreting, so, can you give specific examples of all the things you are describing?

For example, could you show specific examples where economic statistics and their applications are not based on empirical data, including whatever mathematical analysis comes with it and the source of the data? And why they are not useful?

Or, perhaps, show specific physics equations that are used in economics and demonstrate why they are either inherently invalid or inherently of no use?
You are misinterpreting what I am saying. I never claimed economic analysis is not based on empirical data. Reread what I said. I can however give you an example that premature and overt mathemization, in order to superficially resemble physics and so seem more scientific, can make and has clearly made economic analysis lead to axiomatic reasoning which is not just inaccurate but inappropriate altogether. Even worse taking the resulting calculations serious requires selectively ignoring empirical data or transforming it in such a way that it can be ignored.

Example: There has long been an assumption that risk follows a normal distrubution, i.e. Gaussian distribution. This has led to a systematic undervaluation of risks and gross underestimation of the frequency of crises. The reason for assuming normality of course is due to many factors, among others that it is mathematically more simple and partly a result of misapplying and/or misunderstanding the central limit theorem.

Many economic theoretical constructs, like volatility and risk, are nothing more than relabeled statistical concepts like variances and standard deviations in the setting of the normal distribution. Furthermore, much of financial theory is based on this same assumption of normality, most importantly the Black-Scholes equation (BSE), Modern Portfolio Theory (MPT) and the Efficient Market Hypothesis (EMH).

Regarding the EMH, read this paper on arxiv, which shows that among other things that gauge theoretic methods can be used to study curvutare in economic markets and so make money through arbitrage: https://arxiv.org/abs/0902.4274
Standard economic theory of course just claims arbitrage is impossible due to the EMH based on elegant but misleading proofs, which are mathematically sophisticated but have little to do with actual empirical economics (NB: this is analogous to von Neumann's proof of no hidden variables in QM, which is mathematically correct but physically unrealistic).

Like physics, it is posited that these theories (MPT, BSE, EMH) and equations describe economic phenomena, but unlike physics, these theories and their equations are not themselves based on empirical data. They are instead mathematical equations assumed a priori to be valid on the basis of simplicity and ignorance of alternatives, i.e. complete lack of understanding of higher mathematical probability theory. Data which is gathered is fitted to these equations, instead of finding equations which match data and discarding equations that don't, as is done in experimental science. Economists have no experience whatsover of doing experimental science outside of doing simple statistics and simple regression analysis; they will even tell you that that is all experiment is. Practically any undergraduate physics experiment course is far too complicated for them to even try analyzing, while these physical systems tend to be much simpler systems than the economic systems that economists claim to understand.

The result is that economic theory seems because of its mathematical form more scientific than it is, when its core concepts are treated as unquestionable principles when they are actually unjustifiable hypotheses in direct contradiction with experience. An example is the frequency of crises predicted on the basis of crisis frequency following a normal distribution opposed to empirical data of the frequency of crises. A correct analysis required a higher mathematical sophistication than what is taught in economics courses.

What economists should have done to prevent this catastrophe, but didn't do, is start out by actually learning graduate level higher stochastics and mathematical Probability Theory before constructing their theories. Instead it seems they just learned high school level statistics i.e. how to calculate probablities, means and variances using the normal distribution and then relabeled these things as key concepts in economic theory. (NB: this is comparable to physics prior to Newton, where statistical observation led to the mathematically precise Ptolemaic theory of epicycles in celestial mechanics, which in terms of physics was of course pure nonsense.)

Luckily things are starting to change, albeit slowly. Failures of standard economic and financial theory such as above, have crept into curricula and some quick fixes are cooked up for special scenarios, but these fixes tend to be fighting the symptoms, not fighting the disease. And since the late 20th century, at the forefront there are physicists and mathematicians who are trying to reform the entire science of economics completely from the ground up (they are the Complexity school of economics), simply because the problem is a dire one and it doesn't seem economists are willing or capable of solving it themselves. This is not purely an altruistic act on the part of these physicists and mathematicians: developing the correct mathematical theories of economics is almost guaranteed to solve the outstanding theoretical physics problem of open system non-equilibrium statistical mechanics.

The late mathematician Benoit Mandelbrot, discoverer of fractal geometry, has done much work on elucidating the correct mathematics needed for economics. It isn't an exaggeration to say that almost all of econophysics/complexity economics research carried out today are direct offshoots in some manner of Mandelbrot's work. Here is what late MIT economist Paul Cootner said about Mandelbrot's work:
Mandelbrot, like Prime Minister Churchill before him, promises us not utopia but blood, sweat, toil and tears. If he is right, almost all of our statistical tools are obsolete—least squares, spectral analysis, workable maximum-likelihood solutions, all our established sample theory, closed distributions. Almost without exception, past econometric work is meaningless.
 
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  • #44
Here is what late MIT economist Paul Cootner said about Mandelbrot's work:
"Mandelbrot, like Prime Minister Churchill before him, promises us not utopia but blood, sweat, toil and tears. If he is right, almost all of our statistical tools are obsolete—least squares, spectral analysis, workable maximum-likelihood solutions, all our established sample theory, closed distributions. Almost without exception, past econometric work is meaningless."
I guess I'm skeptical that they have anything better to replace it with. But it is not my field of expertise.
 
  • #45
I'm not an expert either, just an interdisciplinary researcher (trained as a physicist) who happens to have tutored a few economics/finance students.

For those interested I do want to mention one recent alternative: multifractal analysis in finance, here's a review from arxiv: https://arxiv.org/abs/1805.04750
 
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  • #46
Auto-Didact said:
For those interested I do want to mention one recent alternative: multifractal analysis in finance, here's a review from arxiv: https://arxiv.org/abs/1805.04750
Thanks. That gives me a good idea of the directions that they might be going in. (Even if my understanding is rudimentary.) And it does sound legitimate to me.
 
  • #47
Auto-Didact said:
The result is that economic theory seems because of its mathematical form more scientific than it is, when its core concepts are treated as unquestionable principles when they are actually unjustifiable hypotheses in direct contradiction with experience.
In my opinion you're mixing a lot of different subjects here in order to make your point. First of all there is a difference between micro and macro economics. The science of national economies is indeed rather complex and involves many mathematical tools like chaos theory, differential equation systems and so on. However, economics itself in the micro sector is about prize building, structure of costs, balances etc. which are all rudimentary arithmetic dependencies which can and are described by basic algebra and basic calculus. The calculus of costs doesn't need chaos theory, but it needs calculus - at least basic calculus. On the other hand if we turn towards macro economic models, things quickly become not only mathematical more complex, but hypothetical as well. Which model applies under which circumstances to predict which behavior of the markets can in large parts only be answered by experiences rather than by strict models (opinion). Think of chartists e.g., they haven't gone away, regardless what has been undertaken to get good models.

So to confuse all these in their most general sense economic questions, will inevitably lead to the arguments which we observe in this thread. It is foul play, because it compares incomparable subjects. Another point is, that probability theory can as well be considered a part of analysis. The two don't have to be complementary: they meet in measure theory. This separation again leads into a discussion which at its kernel is meaningless. I think the answer to ...
bhobba said:
Can you really teach economics without calculus?
... is a straight NO. Not because of the fact, that statistics, probability, game and chaos theory weren't needed to understand macro economic phenomena, but because calculus is needed for the everyday business in the micro economic field of calculations done by the financial departments and controllers in all companies. Therefore it is necessary. Nobody has claimed, that calculus alone can solve every macro economic question, and to conclude from the existence of e.g. chaos theory in market research the non-necessity of calculus in general is in my opinion just nonsense.
 
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  • #48
fresh_42 said:
In my opinion you're mixing a lot of different subjects here in order to make your point. First of all there is a difference between micro and macro economics. The science of national economies is indeed rather complex and involves many mathematical tools like chaos theory, differential equation systems and so on. However, economics itself in the micro sector is about prize building, structure of costs, balances etc. which are all rudimentary arithmetic dependencies which can and are described by basic algebra and basic calculus. The calculus of costs doesn't need chaos theory, but it needs calculus - at least basic calculus. On the other hand if we turn towards macro economic models, things quickly become not only mathematical more complex, but hypothetical as well. Which model applies under which circumstances to predict which behavior of the markets can in large parts only be answered by experiences rather than by strict models (opinion). Think of chartists e.g., they haven't gone away, regardless what has been undertaken to get good models.

So to confuse all these in their most general sense economic questions, will inevitably lead to the arguments which we observe in this thread. It is foul play, because it compares incomparable subjects. Another point is, that probability theory can as well be considered a part of analysis. The two don't have to be complementary: they meet in measure theory. This separation again leads into a discussion which at its kernel is meaningless. I think the answer to ...

... is a straight NO. Not because of the fact, that statistics, probability, game and chaos theory weren't needed to understand macro economic phenomena, but because calculus is needed for the everyday business in the micro economic field of calculations done by the financial departments and controllers in all companies. Therefore it is necessary. Nobody has claimed, that calculus alone can solve every macro economic question, and to conclude from the existence of e.g. chaos theory in market research the non-necessity of calculus in general is in my opinion just nonsense.
I never claimed non-necessity of calculus for economics, I do not adhere to the Austrian school. Quite the contrary, I am claiming, as is the Complexity school, the necessity of basically the entire physics undergraduate curriculum supplanted with fractal geometry, modern network theory, nonlinear dynamics and possibly also differential geometry and symplectic geometry.

Also I'm speaking about macroeconomics, the microeconomic situation is for the birds. The extrapolation of the micro to macro situation unfortunately wasn't as simple as it was in thermodynamics. And I agree, the survival of chartists are a clear demonstration that most financial economic and econometric models (certainly the non-complexity/chaos science based ones) are clearly inadequate, or just terrible approximations.

These models such as GARCH, NARMAX etc are clear indications that blindly increasing mathematical sophistication without rethinking fundamental concepts and postulates in economics is the wrong method of going about solving the problem. Just imagine if physics theories were made on the basis of such infinitely tunable free parameters...
 
  • #49
Sorcerer said:
And here is where you find another very practical reason for economics majors to take calculus and higher level math (and it's the same reason we want doctors to as well): to weed out the, how can I delicately put this, less talented people.
I used to have the same perspective as you before finishing medical school. During clinical rounds and especially after finishing it, my point of view has changed enormously. Biomedical research has tonnes to learn from calculus/physics, but clinical doctors have practically nothing to benefit from knowing calculus if they aren't involved in research.
fresh_42 said:
They (economists) can't. At least they don't. They call it indeed differently, at least here, and yes cumulative was among the words they used. I've stumbled upon all kind of limit words: limit costs, limit profits, limit prices and so on. All have turned out to be derivatives. Without the limit, they put difference in front: difference costs, difference profits and so on. It was irritating. On the other hand, the word derivative would have probably irritated them. The funny part is, that many students started to study economics because they were bad in math, only to be confronted to even more math. Their standard program in the first year was statistics I&II and mathematics I&II which was basically calculus. Now many of these math refugees then turned towards macro-economics. But the models there are even more math: differential equations of all kind, calculus of invariants and so forth. Usually they ended up in legal science.
There is a general theme I see among economic students and economists:
they do not really care how the economy works. Contrast this with physics students and physicists who seem to be obsessed with learning and figuring out how nature works, so obsessed they will willingly learn tonnes of abstruse mathematics.

They also tend to have an aesthetic appreciation of mathematics and get enjoyment from finding novel patterns, this is culminated in the goal of theoretical and mathematical physics. Contrast this again with the goals of economics students and economists, i.e. making money and having a career. I think this explains a lot about the state of economic science.
 
  • #50
FactChecker said:
I guess one could avoid calling it calculus, but how can a person do much in economics without discussing rates (derivatives) and cumulative amounts (integrals)?

A key concept in economics is marginal rate. Consider the utility of a product. The marginal utility would be how much the the utility varies when the product changes by one. That's the English version - calculus version - derivative. It is normally increasing - but the rate of increase gets smaller as the amount of product increases. That's now trivial with calculus - the first derivative is positive and the second derivative negative. As can be seen it makes understanding concepts easier. Instead of saying its concave increasing and drawing graphs to illustrate it - you know what it means immediately. You probably will still do it anyway to reinforce intuition but its easier with the calculus definitions.

Thanks
Bill
 
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