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Article

Преподавание эконометрики в бакалавриате: мрачное впечатление

Квантиль. 2019. № 14. С. 1-20.
Ангрист Дж., Пишке Й.
Editor of translation: А. Ю. Ощепков

The past half-century has seen economic research become increasingly empirical, whilethe nature of empirical economic research has also changed. In the 1960s and 1970s, anempirical economist’s typical mission was to “explain” economic variables like wagesor GDP growth. Applied econometrics has since evolved to prioritize the estimationof specific causal effects and empirical policy analysis over general models of outcomedetermination. Yet econometric instruction remains mostly abstract, focusing on thesearch for “true models” and technical concerns associated with classical regressionassumptions. Questions of research design and causality still take a back seat in theclassroom, in spite of having risen to the top of the modern empirical agenda. Thisessay traces the divergent development of econometric teaching and empirical practice,arguing for a pedagogical paradigm shift