{"id":46665,"date":"2019-11-08T06:53:10","date_gmt":"2019-11-08T06:53:10","guid":{"rendered":"https:\/\/www.taxresearch.org.uk\/Blog\/?p=46665"},"modified":"2019-11-08T06:53:10","modified_gmt":"2019-11-08T06:53:10","slug":"its-time-to-rethink-the-economics-of-money-and-the-way-its-taught","status":"publish","type":"post","link":"https:\/\/www.taxresearch.org.uk\/Blog\/2019\/11\/08\/its-time-to-rethink-the-economics-of-money-and-the-way-its-taught\/","title":{"rendered":"It’s time to Rethink the Economics of money and the way its taught"},"content":{"rendered":"

I am pleased to be a signatory to this letter<\/a> organised by Rethinking Economics:<\/em><\/p>\n

Dear Economics Professors and Teaching Staff,<\/p>\n

Banks and their role in the creation of money are integral to our modern, financialised economies. Yet, the teaching economics students receive doesn\u2019t give them the full picture. As those with the power to influence the next generation of economists, it is essential that you review the teaching of the role of banks in economics courses and bring it in line with up-to-date research. Our economics graduates need to understand how banks function in the real-world, in order to avoid past crises and to create better economies in future.<\/p>\n

What is currently taught?<\/b><\/p>\n

Economics textbooks across the world, some of them first published in the 1960s, continue to teach students a model of the monetary system in which commercial banks act as intermediaries, that only move existing money around the system, like lubricant in a machine. Many economics courses rely on the models in these textbooks, without recognising the empirical evidence that undermines them. This gives an unbalanced view of the way the monetary system functions and of the role of banks in the economy.<\/p>\n

How is money created?<\/b><\/p>\n

As research from the\u00a0Bank of England<\/a>,\u00a0Bundesbank<\/a>\u00a0and numerous academics has shown,\u00a0banks are not intermediaries<\/a>\u00a0channelling pre-existing funds from savers to borrowers. Commercial banks create the vast majority of money in circulation. Unlike other financial institutions, they create money when they extend loans to borrowers. In the process of extending a loan, banks do not move pre-existing funds from any other account but newly \u2018invent\u2019 the money by crediting the borrower\u2019s account. Therefore, banks\u2019 lending is constrained by borrowers\u2019 demand, profitability considerations and financial regulations, not by pre-existing funds (i.e people\u2019s savings) nor by central bank reserves. This reality is in line with the credit creation or endogenous money theory, which is absent from most current economics textbooks and teaching.<\/p>\n

Commercial banks also determine where money is directed in the economy. Around\u00a080%<\/a>\u00a0of new money created in countries like the US and UK currently goes towards existing property and financial markets, rather than the \u2018real\u2019 or productive economy, leading to soaring house and land prices, and housing crises. In the Global South, 33 major global banks poured\u00a0$1.9 trillion<\/a>\u00a0into fossil fuels since the 2015 Paris Climate Agreement, directly influencing the trajectory of economies that will be hit first and hardest by climate change. The power of banks to create money therefore has enormous implications for the shape and stability of our economy. Yet, in an overwhelming number of cases, economics textbooks and courses do not teach this to the economists of tomorrow.<\/p>\n

What are the consequences of this teaching?<\/b><\/p>\n

These models, taught without balance or regard for existing evidence on the financial sector, lead economics graduates \u2014 who often gain influential positions in society \u2014 to draw flawed conclusions. One example is the misconception that in order to increase investment in the economy we need to encourage people to save money first. Other misconceptions that arise are that money is a scarce resource and that public investment\u00a0always<\/i>\u00a0\u2018crowds out\u2019 the private sector.<\/p>\n

Furthermore, a main driver of the 2008 global financial crisis was the build-up of debt and credit by the private sector, as banks lent unprecedented amounts to property and financial markets. The crash was unanticipated by the majority of academic economists. This was in no small way influenced by blind spots regarding the power of banks to create money and influence the wider economy.<\/p>\n

The same theories that led to these blind spots are still being uncritically presented to economics students 11 years on. When real-world evidence demonstrates that banks function a certain way, why is this not taught to students? Any decisions these students take in their future careers \u2014 from financial regulation, to approaching issues like asset price bubbles or unproductive lending \u2014 will be influenced by their education at university.<\/p>\n

What are we calling for?<\/b><\/p>\n

Around the globe, economics students from Rethinking Economics are calling on their lecturers to address this gap in their education. They are calling for an education of banking which draws on empirical evidence and not on outdated models in many textbooks, which are useful only for contrasting past beliefs with modern realities.\u00a0 Most importantly, they are calling for balance in the way they are taught about the role of the financial sector, which allows space for simplified models but also includes alternative perspectives. They are submitting this letter to universities in Europe, the Americas, Asia and Africa to push for improvements to the education they receive.<\/p>\n

We strongly support the students in their calls. We\u00a0encourage economics professors and teaching staff to engage with the students\u2019 demands and review how a more complete understanding of the role of banks in the monetary system and the modern economy can be better integrated into economics education. Today\u2019s economics students will become the policy-makers, economic influencers, politicians, financiers and business leaders of the future. To create stable and productive economies globally, they must have a real-world understanding of banks and money creation.<\/p>\n

To achieve this, we ask economics professors and teaching staff to:<\/p>\n