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Economics 102

 The field of economics cannot deal very well with three situations:    

1.      When there are increasing returns to scale;

2.      When there are irrational consumers;

3.      When there is abundance.

 We certainly can discuss certain aspects of these concepts.  But everyone who has ever taken Econ 101 knows that economists assume that there are decreasing returns to scale (we use fertilizer applied per acre as an example - eventually putting on more fertilizer will decrease yields).  Economists also assume that people make rational decisions (people don't, and Nobel prizes in economics have been awarded to psychologists and game theorists who have documented that inconvenient fact).  The field of economics is even defined as addressing the problem of allocating scarce resources among competing needs.

 Notice the use of "needs" rather than "wants."  We never get enough of what we don't need.  What we truly need was defined by Abraham Maslow[1], and his work is still valid.

 Economists are in denial about increasing returns - if they existed, they think we would always end up with monopolies.  We don't, but for many subtle reasons:  The limits of the market, differential wage rates, new and better products, etc.  It's a messy marketplace!

 And it is full of irrational consumers!

 They buy lottery tickets, although it can be proved that they will be economically better off by not buying the tickets.  They marry, even though the odds of that decision being a good one are, at best, a 50/50 proposition.  And they run red lights, jump out of airplanes in parachutes, use credit cards that charge them 30% in interest, and smoke.

 But economists have the hardest time when dealing with abundance.

 Most people can afford to eat more than what they do, spend more of everything since most people leave an unspent inheritance, travel more, watch more TV, read more, walk more and think more than they do.

 We have an abundance of choices that is unique in human history.  We are wealthy beyond measure in comparison with the empires of the past:  Rome, The Middle Kingdom, Britain.  What can economics tell us that we may need in order to live in such a world?

Plenty, actually.

 

 The most important insights relate to how to use time in the best possible way.

 Time is the ultimate scarce commodity, yet everyone has all there is.  The use of that time defines us as human beings, and economics rises magnificently to this task.  Economics needs to know what we want in return for the time we have been given, and plots a path, or reveals a strategy, that will most likely get us what we want.

 You say you need to write.  The economist observes you watching TV, and decides that you really want to watch TV.  The economist calls this "the revealed preference axiom."  You say you want to write a book, but your behavior reveals something else.   And economists always believe behavior over talk.

 How do you want to define yourself as a human being?  What do you want to achieve on this earth?  What do you want to acquire, given the fact that the hearse you will eventually need does not come with a luggage rack?

 Once you know, some of the most magnificent minds that ever lived stand ready to help you with how you get there.  How you can maximize your contribution.  How you can minimize your cost of time.  How you can produce the satisfaction that comes with achievement.  How you can move ever closer to the life you want to live.

 You can get those incredible returns by developing your own monopoly advantage.  You can make the "irrational" rational the way Galileo, or Einstein, or Edison did.  And as you find the abundance that is there for all those who see it - use it to make a better life, and a better world.  Once you do, you will have passed Econ 102.  And somewhere, in an abundant heaven, Adam Smith will nod and smile.


[1] Maslow, A. H. Deficiency Motivation and Growth Motivation. Nebraska Symposium on Motivation. Lincoln, NE. University of Nebraska Press. 1955.

----- Some Basic Propositions of a Growth and Self-actualization PsychologyPerceiving, Behaving, Becoming: A New Focus for Education. Washington, D.C. Yearbook of the Association for Supervision and Curriculum Development. 1962.

----- A Theory of Metamotivation: The Biological Rooting of the Value-life. Journal of Human Psychology. 1976. 7 (93-127).

----- A Theory of Metamotivation: The Biological Rooting of the Value-life. Humanities. 1969. 4 (301-343).

 

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