There's a lot to love and loathe in this New York Times online debate, but I found one part particularly curious. Robert Skidelsky, professor of economics at the University of Warwick, on improving economic education:
"The most important steps to improve the training of young economists would be to make economic history and the history of economic thought compulsory in all undergraduate teaching of economics. Both survive, if at all, as curricular options that the brightest are discouraged from taking. The rich history of economic thought has been replaced by a narrow range of currently fashionable mathematical "models" taught and often learned by rote...
Behind the dismissal of economic history and the history of ideas lies the mistaken view of economics as a natural science, whose knowledge base automatically cumulates. For example, anything worthwhile in the old has been incorporated in the new, and can therefore be neglected. This ignores the fact that, unlike in the natural world, the reality that economics aims to study and understand is constantly shifting..."I actually agree with his prescription for economic education, but Skidelsky has an adorably naive view of natural science.
The history of natural science is far from cumulative. Theories are constantly supplanting one another, with each paradigm invalidating the last. The most cogent example of this is the Copernican revolution. Geocentrism was a legitimate scientific paradigm for millennia. The entire science of astronomy revolved, with the sun, around the earth. Complex mathematical models were used to explain and predict celestial observations. In fact, during the time of Copernicus, the geocentric models were actually better at predicting celestial motions than their heliocentric counterpart. (Notice that neither theory is objectively "truer" than the other. They each merely try to compress observations into rules, with varying degrees of success.) Some of the most damning, intransigent resistance to heliocentrism came not from the church but rather the incumbent scientific community, whose ideas and contributions threatened to evaporate in the face of the new theory. When the science of astronomy shifted from geocentrism to heliocentrism, two thousand years worth of science was effectively destroyed. Reality itself had metastasized.
Scientific history is littered with such creative destruction. Yesterday's science is today's alchemy. Phlogiston chemistry, Aristotalian mechanics, Newtonian dynamics: all were once models of scientific reality now deemed obsolete, replaced merely by new theories.
This leads us to conclude, then, that even modern scientific theories aren't "true" in any sense, and that they will all likely be replaced at some point in the future. We should be thusly encouraging students to think critically about scientific theories, their limitations, and how the "facts" of a given field are produced. Unfortunately modern scientific education amounts to peremptory readings from holy textbooks, with the best marks going to those students who most successfully regurgitate dogmas.
Academics have every incentive to prevent students and scholastic civilians alike from questioning their findings, and the scientific axioms that underlie them. But the last Einstein had to reject theories taught in academia in order to improve upon them, and so will the next one.



