Snowflake journalists

Some Australian media outlets have been warning that university students are unduly protected from disturbing ideas. But are these same media outlets actually the ones that can’t handle disturbing ideas?

For years, I’ve been seeing stories in The Australian and elsewhere about problems in universities associated with political correctness (PC). The stories tell of students who demand to be warned about disturbing material in their classes, for example discussions of rape in a class on English literature. The students demand “trigger warnings” so they can avoid or prepare for potentially disturbing content. Detractors call them “snowflake students”: they are so delicate that, like a snowflake, they dissolve at exposure to anything slightly warm.

Former Labor Party leader Mark Latham, for example, referred to “the snowflake safe-space culture of Australian universities.”


Richard King

Richard King, the author of On Offence: The Politics of Indignation, reviewed Claire Fox’s book I Find that Offensive. King says that the principal target of Fox’s book “is ‘the snowflake generation’, which is to say the current crop of students, especially student activists, who keep up a constant, cloying demand for their own and others’ supervision. ‘Safe spaces’, ‘trigger warnings’ and ‘microaggressions’ are all symptoms of this trend.”

I treat these sorts of stories with a fair bit of scepticism. Sure, there are some incidents of over-the-top trigger warnings and demands for excessive protection. But are these incidents representative of what’s happening more generally?

Before accepting that this is a major problem, I want to see a proper study. A social scientist might pick a random selection of universities and classes, then interview students and teachers to find out whether trigger warnings are used, whether class discussions have been censored or inhibited, and so forth. I’ve never heard of any such study.

What remains is anecdote. Media stories are most likely to be about what is unusual and shocking. “Dog bites man” is not newsworthy but “man bites dog” might get a run.

Most of the Australian media stories about trigger warnings and snowflake students are about what’s happening in the US, with the suggestion that Australian students are succumbing to this dire malady of over-sensitivity.


Trigger warnings: Australian movie and video game classifications

My experience

There is a case for trigger warnings. Nevertheless, in thirty years of undergraduate teaching, I never saw any need for them — except when I asked students to use them.

For one assignment in my class “Media, war and peace,” students formed small groups to design an activity for the rest of the class. The activity had to address a concept or theory relating to war or peace, violence or nonviolence. Quite a few student groups chose the more gruesome topics of assassination, torture or genocide, and some of them showed graphic pictures of torture and genocidal killings.

Never did a single student complain about seeing images of torture and killing. Nevertheless, I eventually decided to request that the student groups provide warnings that some images might be disturbing. Thereafter, when groups provided warnings, no students ever excused themselves from the class. I was watching to see their reactions and never noticed anyone looking away.

This is just one teacher’s experience and can’t prove anything general. It seems to show that some Australian students appear pretty tough when it comes to seeing images of violence. Perhaps they have been desensitised by watching news coverage of wars and terrorist attacks.

However, appearances can be deceptive. My colleague Ika Willis pointed out to me that students may hide their distress, and that few would ever complain even if they were distressed. So how would I know whether any of my students were trauma survivors and were adversely affected? Probably I wouldn’t. That is an example of why making generalisations about trigger warnings based on limited evidence is unwise.

A journalist attends classes – covertly

On 8 August 2018, Sydney’s Daily Telegraph ran a front-page story attacking three academics at Sydney University for what they had said in their classes. The journalist, Chris Harris, wrote about what he had done this way: “The Daily Telegraph visited top government-funded universities in Sydney for a first-hand look at campus life …” This was a euphemistic way of saying that he attended several classes without informing the teachers that he was attending as a journalist, and covertly recorded lectures without permission. Only in a smallish tutorial class, in which the tutor knows all the students, would an uninvited visitor be conspicuous.


Chris Harris

Harris then wrote an expose, quoting supposedly outrageous statements made by three teachers. This was a typical example of a beat-up, namely a story based on trivial matters that are blown out of proportion. Just imagine: a teacher says something that, if taken out of context, can be held up to ridicule. Many teachers would be vulnerable to this sort of scandal-mongering.

One issue here is the ethics of covertly attending classes and then writing a story based on statements taken out of context. Suppose an academic covertly went into media newsrooms, recorded conversations and wrote a paper based on comments taken out of context. This would be a gross violation of research ethics and scholarly conventions. To collect information by visiting a newsroom would require approval from a university research ethics committee. Good scholarly practice would involve sending a draft of interview notes or the draft of a paper to those quoted. In a paper submitted for publication, the expectation would be that quotes fairly represent the issues addressed.


A typical Daily Telegraph front page

Where are the snowflake students?

So when Harris attended classes at universities in Sydney, did he discover lots of snowflake students who demanded to be protected by trigger warnings? He didn’t say, but it is clear that at least two individuals were highly offended: a journalist and an editor! They thought the classroom comments by a few academics were scandalous.

In a story by Rebecca Urban in The Australian following up the Telegraph expose, Fiona Martin’s passing comment about a cartoon by Bill Leak comes in for special attention. According to this story, “The Australian’s editor-in-chief Paul Whittaker described the comment as ‘appalling’ and ‘deeply disrespectful’.”


Paul Whittaker

So apparently News Corp journalists and editors are the real snowflakes, not being able to tolerate a few passing comments by academics that weren’t even intended for them or indeed for anyone outside the classroom. Or perhaps these journalists and editors are outraged on behalf of their readership, who they consider should be alerted to the dangerous and foolish comments being made in university classrooms.

Where in this process did the call for students to be tough and be exposed to vigorous discussion suddenly dissolve?

The contradiction is shown starkly in a 10 August letter to the editor of The Australian by Andrew Weeks. The letter was given the title “Bill Leak’s legacy is his courage in defending the right to free speech”. Weeks begins his letter by saying “I am unsure what is most disturbing about the abuse of sadly departed cartoonist Bill Leak by Fiona Martin.” After canvassing a couple of possibilities, he says “Perhaps it is the fact that Sydney University has supported its staffer, offering lip service in support of freedom of speech when that is exactly what is being endangered by the intolerance characteristic of so many university academics.”

The logic seems to be that freedom of speech of Bill Leak (or those like him) is endangered by an academic’s critical comment in a classroom, and that a university administration should not support academics who make adverse comments about Leak.


Bill Leak

Again it might be asked, what happened to the concern about the snowflake generation? The main snowflakes are, apparently, a journalist, an editor and some readers. Perhaps it would be wise in future for journalists to avoid visiting university classrooms so that they and their readers will not be disturbed by the strong views being expressed.

Final remarks

Universities do have serious problems, including a heavy reliance on casual teaching staff and lack of support for international students, both due to lack of money. More students report problems with anxiety and depression. There is also the fundamental issue of the purpose of higher education, which should not be reduced to job preparation. Instead of addressing these issues, News Corp newspapers seem more interested in the alleged danger, apparently most virulent in humanities disciplines, of political correctness.

My focus here is on an apparent contradiction or discrepancy in treatments of PC and “snowflake students” in The Australian and the Daily Telegraph. While decrying the rise of the so-called snowflake generation, journalists and editors seemed more upset than most students by comments made in university classrooms.

One other point is worth mentioning. If you want to inhibit vigorous classroom discussions of contentious issues, there’s no better way than spying on these discussions with the aim of exposing them for public condemnation. This suggests the value of a different sort of trigger warning: “There’s a journalist in the classroom!”

Further reading (mass media)

Josh Glancy, “Rise of the snowflake generation,” The Australian, 8-9 September 2018, pp. 15, 19.

Christopher Harris, “Degrees of hilarity” and “Bizarre rants of a class clown,” Daily Telegraph, 8 August 2018, pp. 4-5.

Amanda Hess, “How ‘snowflake’ became America’s inescapable tough-guy taunt,” New York Times Magazine, 13 June 2017.

Richard King, “Fiery blast aimed at ‘snowflake generation’,” The Australian, 1 April 2017, Review p. 22.

Mark Latham, “The parties are over,” Daily Telegraph, 9 January 2018, p. 13.

Bill Leak, “Suck it up, snowflakes,” The Australian, 11 March 2017, p. 15.

Rebecca Urban, “Uni backs staffer on secret suicide advice,” The Australian, 9 August 2018, p. 7; (another version) “University of Sydney stands by media lecturer following Bill Leak attack,” The Australian, 8 August 2018, online.

Further reading (scholarly)

Sigal R. Ben-Porath, Free Speech on Campus (University of Pennsylvania Press, 2017).

Emily J. M. Knox (ed.), Trigger Warnings: History, Theory, Context (Rowman & Littlefield, 2017).

Acknowledgements
Thanks to several colleagues for valuable discussions and to Tonya Agostini, Xiaoping Gao, Lynn Sheridan and Ika Willis for comments on a draft of this post. Chris Harris and Paul Whittaker did not respond to invitations to comment.

Brian Martin
bmartin@uow.edu.au

An HIV mystery in Africa

According to mainstream scientists, HIV transmission in Africa operates differently than elsewhere. An alternative view has been systematically ignored and silenced.


HIV prevalence in Africa

AIDS is the most deadly new disease in humans, with the estimated death toll exceeding 30 million. In order to restrain the spread of the infective agent HIV, scientists have tried to figure out how it spreads. The consensus is that HIV is most contagious via blood-to-blood exposures, such as through shared injecting needles, and in comparison the risks of transmission via heterosexual sex and childbirth are small.

However, there’s a mystery in relation to Africa. The scientific consensus is that in Africa, unlike elsewhere, HIV spreads mainly through heterosexual sex. Why should this be?

John Potterat is a public health researcher who spent decades tracking the spread sexually transmitted diseases in the US. He became interested in the African mystery and developed an alternative hypothesis. He and colleagues wrote many scientific papers about it, but were rebuffed by mainstream scientists. Here I will tell about Potterat’s experience drawing primarily on his engagingly written book Seeking the positives: a life spent on the cutting edge of public health, in particular the chapter “Why Africa? The puzzle of intense HIV transmission in heterosexuals”.

Some background

My own interest in research on AIDS derives from a different controversy, the one over the origin of AIDS. The standard view is that AIDS first appeared in Africa and was due to a chimpanzee virus, called a simian immunodeficiency virus or SIV, that got into a human, where it was called a human immunodeficiency virus or HIV. Chimps have quite a few SIVs, but these don’t hurt them presumably because they have been around long enough for the population to adapt to them, in the usual evolutionary manner. There are various species of chimps, and when a chimp is exposed to an unfamiliar SIV, it can develop AIDS-like symptoms.

            So the question is, how did a chimp SIV enter the human species and become transmissible? The orthodox view is that this occurred when a hunter was butchering a chimp and got chimp blood in a cut, or perhaps when a human was bitten by a chimp, or perhaps through rituals in which participants injected chimp blood.

In 1990, I began corresponding with an independent scholar named Louis Pascal who had written papers arguing that transmissible HIV could have entered humans through a polio vaccination campaign in what is present-day Congo, in which nearly a million people were given a live-virus polio vaccine that had been grown on monkey kidneys. The campaign’s time, 1957 to 1960, and location, central Africa, coincided with the earliest known HIV-positive blood samples and the earliest known AIDS cases.

            Despite the plausibility and importance of Pascal’s ideas, no journal would publish his articles, so I arranged for his major article to be published in a working-paper series at the University of Wollongong. Independently of this, the polio-vaccine theory became big news. Later, writer Edward Hooper carried out exhaustive investigations, collected much new evidence and wrote a mammoth book, The River, that put the theory on the scientific agenda. Over the years, I wrote quite a few articles about the theory, not to endorse it but to argue that it deserved attention and that scientific and medical researchers were treating it unfairly.

In the course of this lengthy controversy — which is not over — I became increasingly familiar with the techniques used by mainstream scientists to discredit a rival, unwelcome alternative view. I had been studying this, on and off, since the early 1980s; the origin-of-AIDS saga made me even more attuned to how dissenting ideas and researchers can be discredited.

With this background, when I read John Potterat’s chapter “Why Africa?” it was like he was providing a front-row seat for a tutorial on how an unwelcome view can be marginalised. I saw one familiar technique after another.

I’m not here to say that Potterat’s view is correct. Furthermore, unlike the origin-of-AIDS debate, I haven’t studied writings about HIV transmission in Africa. What I do here is outline Potterat’s account of his experiences and comment on the techniques used to dismiss or discredit the ideas he and his collaborators presented to the scientific community.


John Potterat

Contact tracing

HIV is infectious, so it is important to know exactly how it gets from one person to another. Knowing transmission routes is the basis for developing policies and advice to prevent the spread of the virus.

In Seeking the Positives, Potterat tells about his personal journey in scientific work. It was unusual. With a degree in medieval history, he ended up with a job in Colorado Springs (a moderate-sized town in Colorado) tracking down networks of people with sexually transmitted diseases (STDs). Learning from his mentors, the approach he developed and pursued with vigour was to interview infected individuals, find out their sexual or injecting-drug partners and proceed to build up a database revealing the interactions that spread the disease. The military base near the city meant there were lots of prostitutes (some permanent, some seasonal) and STDs to track. This sort of shoe-leather investigation (seeking those positive for disease) led to many insights reflected in a vigorous publication programme. For the Colorado Springs research team, AIDS became a key focus from the 1980s on.

When submitting a paper to a scientific journal, editors and reviewers are supposed to assess it on its merits. It should not matter whether an author has a PhD in epidemiology from Oxford or no degree at all. The test is the quality of the paper. Potterat became the author of dozens of scientific papers. However, his unusual background may have been held against him in certain circles.

In Seeking the Positives, Potterat doesn’t tell that much about his team’s clients/informants. Sensitively interviewing prostitutes, partners of prostitutes, drug users, gay men and others would have been a fascinating topic in itself, but Potterat focuses on the research side of the story.


A diagram from one of Potterat’s papers

            You might think that contact tracing is an obvious way to study the transmission of disease, especially a new disease for which the patterns of contagion are not fully understood. But what Potterat’s team was doing was unusual: mainstream AIDS researchers pursued other approaches. Because the mainstream researchers had lots of research money, they didn’t take kindly to a small, non-prestigious team doing something different.

Mainstream groups, both researchers and activists, raised a series of objections to HIV contact tracing. First they said there was no reason for contact tracing unless there was a test for HIV. Second, after a test became available in 1985, they said tracing would allow the government to compile lists of homosexuals. Third, they said that without effective treatment, notifying individuals would distress them and lead to suicides. Fourth, after the drug AZT became available in 1987, they said contact tracing would be too expensive.

            The interesting thing here is that none of the objections was backed by any evidence. Potterat says that in his team’s studies nearly all of those approached for contact tracing were very helpful.

“Contact tracing was generally opposed by AIDS activists, by civil libertarians, and (disappointingly) by many public health workers, who were often influenced by political correctness and by not wanting to offend strident constituencies.” (pp. 68-69)

Later, mainstream public health officials in the US took the line that AIDS was a danger to the heterosexual population, not just to gays and injecting drug users. If HIV was highly contagious in the wider population, this lowered the stigma attached to gays and injecting drug users, and coincidentally made it possible to attract more funding to counter the disease, a worthy objective. However, contact tracing showed that HIV transmission was far higher in specific populations. This was another reason the research by Potterat’s group, published in mainstream journals, didn’t lead to changes in research priorities more generally.

HIV transmission in Africa

In 2000, Potterat was approached by David Gisselquist about the spread of AIDS in Africa, questioning the usual explanations for why the mechanisms were claimed to be different from those in Western countries. After his retirement the following year, Potterat and some of his collaborators joined with Gisselquist in examining the studies that had been made.


David Gisselquist

            The orthodox view was that in Africa, uniquely, HIV transmission occurs primarily through heterosexual sexual activity. This, according to Potterat et al., was based on assumptions about high frequencies of sexual interactions and high numbers of partners, neither of which were supported by evidence. They said the evidence suggested that sexual activity in Africa was much like elsewhere in the world.

In this was the case, the orthodox view couldn’t explain HIV transmission in Africa, so what could? The answer, according to Potterat and his collaborators, was skin-puncture transmission that occurred when contaminated needles were reused during health-care interventions such as blood testing, vaccinations and dental work, plus tattooing and traditional medical practices. This was heresy. It was also important for public health. Potterat writes, “Only when people have accurate knowledge of HIV modes of transmission can they make good decisions to protect themselves and their families from inadvertent infection.” (p. 200)

Potterat’s team wrote dozens of papers, but they had a hard time getting them published in top journals, where orthodoxy had its strongest grip. Nevertheless, they were quite successful in publishing in reputable journals of slightly lower standing.

Responses

The most common response was to ignore their work. Even though Potterat et al. had poked large holes in the orthodox view, orthodoxy was safe if the critique was given no attention.

Another response was to try to prevent publication of orthodoxy-challenging research. One study was by a team, not Potterat’s, involving Janet St. Lawrence, then at the Centers for Disease Control and Prevention (CDC), and her colleagues. According to Potterat, St. Lawrence’s CDC superiors asked her not to publish the paper, but she refused. The paper was rejected by several journals, and then submitted to the International Journal of STD & AIDS. After peer review and acceptance, the CDC applied pressure on the editor to withdraw acceptance, but he refused. This is just one example of efforts made to block publication of dissenting research findings.


Janet St. Lawrence

“… it does not engender trust in the official view to know that our informal group has solid evidence of several instances by international health agencies actively working to suppress findings supportive of non-sexual transmission and to discourage research into non-sexual transmission.” (p. 221)

Another tactic was to misrepresent views. On 14 March 2003, the World Health Organisation held a meeting of experts to, as stated in a memo to participants, “bring together the leading epidemiological and modeling experts with Gisselquist and Potterat.” Potterat was dismayed by the consultation: data disagreeing with the orthodox view was dismissed. After the meeting, a statement was put out by WHO presented as representing a consensus. Actually, this so-called consensus statement did not represent everyone’s viewpoints, and was actually finalised prior to the conclusion of the meeting. (This was an exact parallel to what happened at an origin-of-AIDS conference.)

Potterat was surprised and disappointed to be subject to ad hominem comments, otherwise known as verbal abuse. He writes:

“Among other, less printable, things I was called ‘Africa’s Newest Plague’; ‘Core Stigmatizer’; ‘Linus Pauling—in his later years’ (when Pauling was thought to be advancing crackpot ideas); and [a reward being offered] ‘for his head on a platter’.” (pp. 193-194)

Potterat was surprised at this invective because none of his team had imagined the resistance and anger their work would trigger among mainstream agencies and researchers. He was disappointed because many of the comments came from colleagues he had previously admired.

Undone science

Researchers into the dynamics of science have coined the term “undone science” to refer to research that could be done and that people are asking to be done, but nevertheless is not carried out. A common reason is that the findings might turn out to be unwelcome to powerful groups. Governments and industry, through their control over most research funding, can stifle a potential challenge to orthodoxy by refusing to do or fund relevant research.

            Undone science is most common in areas where citizen groups are calling out for investigations, for example on the environmental effects of mining in a particular area or the health effects of a new chemical. Three research students who I supervised used the idea of undone science as a key framework for their theses, on drugs for macular degeneration, on vaccination policy, and on the cause of the cancer afflicting Tasmanian devils. My former PhD student Jody Warren and I, drawing on our previous work, wrote a paper pointing to undone science in relation to three new diseases. With this experience, I was attuned to notice cases of undone science in whatever I read. In Potterat’s chapter “Why Africa?” there were many striking examples.

In their papers, Potterat and his colleagues presented findings but, as is usual in scientific papers, acknowledged shortcomings. In one case, to counter criticisms, they reviewed research on the efficiency of HIV transmission by skin-puncturing routes, while admitting that new studies were needed to obtain better data. Potterat concludes, “To my knowledge, such studies have not been fielded.” (p. 199)

In another study, on discrepancies in studies of Hepatitis-C strains and patterns, Potterat writes, “In the intervening decade, however, no studies had been fielded to resolve these uncertainties.” (p. 199)

Potterat and his collaborators were unable to obtain external funding to carry out studies to test their hypotheses. So Potterat used his own money for a small study of HIV transmission in Africa. “Yet this pilot study supported our contentions and should have provoked the conducting of larger studies to confirm our findings. Regrettably, this did not happen.” (p. 205)

Similar responses

As stated earlier, I am not in a position to judge research about transmission of HIV in Africa. I approach the issue through Potterat’s account of the tactics used by supporters of orthodoxy against a contrary perspective. The tactics, according to him, included ignoring contrary findings, denigrating the researchers who presented them, putting out a misleading consensus statement, and refusing to fund research to investigate apparent discrepancies. I was struck by the remarkable similarity of these tactics to those used against other challenges to scientific and public-health orthodoxy. This does not prove that the dissident viewpoint is correct but is strong evidence that it has not been treated fairly. To be treated fairly is usually all that dissident scientists ask for. The hostile treatment and failure to undertake research (“undone science”) suggest that defenders of orthodoxy are, at some level, afraid the challengers might be right.

Potterat nicely summarises the multiple reasons why the findings by him and his colleagues were resisted.

“By their own admission, the international agencies feared that our work would cause Africans to lose trust in modern health care, especially childhood immunizations, as well as undermine safer sex initiatives. (Recall that their condom campaigns were also aimed at curtailing rapid population growth in sub-Saharan Africa.) We speculate that disbelief on the part of HIV researchers that medical care in Africa could be harming patients may have been a significant factor in their defensive posture. We were also impugning the quality of their scientific research and potentially threatening their livelihoods. In addition, our analyses also directly threatened the politically correct view that AIDS was not just a disease of gay men and injecting drug users, but also of heterosexuals. Lastly, our data were undermining the time-honored belief about African promiscuity, a notion that may well have initially contributed to the (pre)conception that AIDS was thriving in Africa because of it.” (p. 194)

The depressing lesson from this saga, and from the many others like it, is that science can be subject to the same sorts of groupthink, intolerance of dissent, and defence of privilege that afflict other domains such as politics. To get to the bottom of long-standing scientific disputes by trying to understand the research is bound to be time-consuming and very difficult, something few people have the time or interest to pursue. I aim at something easier: observation of the tactics used in the dispute. This doesn’t enable me to determine which side is right but does give a strong indication of whether the dispute is being pursued fairly.

Brian Martin
bmartin@uow.edu.au

Thanks to Al Klovdahl for valuable suggestions.

Obtain free downloads of John Potterat’s chapter “Why Africa?” or the entire book Seeking the Positives

Supply and demand: think again?

Some of the things we learn in economics classes may not be as simple as they seem.

            One of the basics taught in economics classes is that the price of a good is determined by supply and demand. There’s a curve showing how the supply varies with the price and another curve showing how the demand varies with the price. Where the two curves intersect determines the price.

            This seems plausible, but I must admit I never thought deeply about these curves. So I thought I’d try to figure out what the supply curve might look like for product I know something about: printed books.

            What happens to the supply of a book when the price goes up? Well, most books are sold at the same price until they go out of print: the price doesn’t go up at all. Sometimes remaining print copies are “remaindered”: they are sold off to discount booksellers at a rock-bottom price, maybe $1 each, and the discount booksellers mark them up a bit, maybe to $2 or $5, though they are still a bargain compared to the original retail price.

            When the book goes out of print, then it’s usually possible to buy used copies, for example via booksellers who sell through Amazon. If there’s still a demand, then some suppliers jack up the price. On the other hand, if the demand is great enough, the publisher may do another print run, so then the supply is suddenly increased.

            So what does the supply curve look like? Here’s what the textbooks say.

Whoops. The textbook curve doesn’t seem to fit what happens with printed books. Instead of supply increasing as the price increases, the price stays the same and then, if there’s still a demand for the book as supply dwindles, the price goes up.

Ryan on economics

            If this is as confusing to you as it was to me, then read Michael Ryan’s book The Truth about Economics. Ryan was a high tech executive who decided to become a school teacher in Texas and, after having to teach economics, became sceptical about some of the basics. To him, the claims in the standard textbooks used in the US didn’t make sense. So he wrote a book to explain, in simple terms, what’s going on.

            According to Ryan, the supply and demand curves in textbooks like Paul Samuelson’s Economics and Gregory Mankiw’s Principles of Economics simply don’t apply in many situations. The texts say that the curves apply when other things are equal. The trouble is that other things often aren’t equal.

            Even worse, Ryan shows that some of the data provided in the textbooks to show the operation of supply and demand are made up. Rather than using actual data from markets, the numbers in the texts are chosen to give the right answer, namely the answer that agrees with the theory. In other words, the authors work backwards from the theory to generate data that shows that the theory works.

            If your mind goes blank at the sight of a table of numbers or a graph, you will find Ryan’s book challenging. Actually, though, it is easier than most economics texts, not to mention econometrics research papers, because Ryan patiently explains what is going on.

            The Truth about Economics made me think for myself about supply and demand. I already knew about some of the abuses involving pharmaceutical drugs. Some companies exploit their patent-protected monopolies over drugs by raising prices unscrupulously, even though it costs no more to make the drug than before. When patients desperately need the drug, the demand is inelastic: it doesn’t change much even when the price goes up.

            Another example Ryan uses is buying a car. He notes that there are different price ranges. You might be in the market for a low-cost Nissan Versa or a top-of-the-range Porsche. Most buyers only want one car, and want it within a particular price range. The result is a very different sort of supply-and-demand diagram.  

          As well as markets for goods and services, there are also markets for labour. Ryan analyses what US textbooks say and is withering in his criticism. He presents arguments showing why raising the minimum wage makes almost no difference to unemployment rates. Instead, raising the minimum wage benefits workers at the expense of owners and managers. Ryan points to the ideological role of conventional economic theory, at least as presented in US textbooks. He quotes from standard texts to show the authors’ hostility to trade unions. This raises the suspicion that some facets of economics texts are more a glorification of capitalism than a neutral presentation.

            Could it be that generations of students have studiously learned about supply and demand curves and never questioned whether they actually described what happens in real markets? That is what Ryan claims. He presents ideas about groupthink to explain the economics profession’s continued commitment to a model based on questionable assumptions and for which there are so many counterexamples — such as book sales. As for students, Ryan believes most are too young and inexperienced to question textbooks, or they just suppress their rebellious thoughts.


Michael Ryan

            I’m not here to endorse Ryan’s critique. Instead, I recommend it as a way to encourage you to think for yourself about markets.

            Ryan argues that high-school students should be given the option of taking courses in financial literacy, learning the basics of bookkeeping and profit-and-loss statements. Financial literacy, he says, is far more relevant to the lives of students when they are in jobs and perhaps running their own businesses. However, Ryan is excessively optimistic to imagine that, based on his analysis, a movement will arise to introduce financial literacy courses throughout the US.

Learning about economics

You may have no interest in economics, but if you do, what’s the best way to learn about it? I’d say there are three things to look at.

            First are expositions of the dominant neoclassical perspective. Currently in the US the most popular textbook is Gregory Mankiw’s Principles of Economics, so you could start there, but just about any basic text would be fine.

            Second, to avoid simply accepting standard ideas without question, you can also look at critiques. Ryan’s The Truth about Economics is one possibility. Steve Keen’s Debunking Economics is a more advanced analysis.

            Contrary perspectives have been put forward for decades. Ryan quotes from early economists like H. L. Moore, who challenged Alfred Marshall’s dominant ideas about supply and demand. That was in the early 1900s.

            You can dip into the large literature on political economy, which is based on the idea that the economic system cannot be understood separately from the political system. John Kenneth Galbraith in a number of books, for example Economics and the Public Purpose, showed the value judgements built into orthodox economics.

Those with a mathematical bent can appreciate John Blatt’s 1983 book Dynamical Economic Systems in which he showed that the assumption of equilibrium in markets, an assumption that underlies a vast body of econometric theory, is untenable. Blatt also wrote a paper, “The utility of being hanged on the gallows,” that challenged the assumptions underlying utility theory, central to much work in economics.

            Third, it is illuminating to look at alternatives to standard economic theory. For example, you can read about local currencies, which provide a radically different way of thinking about markets.

A more radical alternative is the sharing economy based on an expansion of the commons, with production done collaboratively without pay, as with free software. Then there are models or visions of economic systems that avoid reliance on organised violence. Current market systems do not qualify because the power of the state is required to protect private property. I have found only four models or visions of economic systems that could operate without organised violence: Gandhian economics, anarchism, voluntaryism and demarchy.

            If you’re going to study standard views, critiques and alternatives, what’s the best order to approach them? My suggestion would be to look at all three in tandem, because each throws light on the others.

            It is not surprising that the discipline of economics is, to a considerable extent, a reflection and legitimation of the existing economic system. Challenges are needed to orthodox economic theory as part of challenges to the dominant economic system. That means there is still quite a lot worth investigating, indeed entire realms. Most likely, though, improved theory will depend on economic alternatives becoming a reality.

Brian Martin
bmartin@uow.edu.au