Development As A Separate Field
Treating economic history as a discrete academic discipline has been a contentious issue for many years. Academics at the London School of Economics and the University of Cambridge had numerous disputes over the separation of economics and economic history in the interwar era. Cambridge economists believed that pure economics involved a component of economic history and that the two were inseparably entangled. Those at the LSE believed that economic history warranted its own courses, research agenda and academic chair separated from mainstream economics.
In the initial period of the subject's development, the LSE position of separating economic history from economics won out. Many universities in the UK developed independent programmes in economic history rooted in the LSE model. Indeed, the Economic History Society had its inauguration at LSE in 1926 and the University of Cambridge eventually established its own economic history programme. However, the past twenty years have witnessed the widespread closure of these separate programmes in the UK and the integration of the discipline into either history or economics departments. Only the LSE and the University of Glasgow retain separate economic history departments and stand-alone undergraduate and graduate programmes in economic history. The LSE, Glasgow and the University of Oxford together train the vast majority of economic historians coming through the British higher education system.
In the US, economic history has for a long time been regarded as a form of applied economics. As a consequence, there are no specialist economic history graduate programs at any mainstream university anywhere in the country. Instead economic history is taught as a special field component of regular economics PhD programs in some places, including at University of California, Berkeley, Harvard University, Northwestern University and Yale University.
In recent decades economic historians, following Douglass North, have tended to move away from narrowly quantitative studies toward institutional, social, and cultural history affecting the evolution of economies. However, this trend has been criticized, most forcefully by Francesco Boldizzoni, as a form of economic imperialism "extending the neoclassical explanatory model to the realm of social relations." Conversely, economists in other specializations have started to write on topics concerning economic history.
Read more about this topic: Economic History
Famous quotes containing the words development, separate and/or field:
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)
“How separate and unearthly love is,
Or women are, or what they do,
Or in our young unreal wishes
Seem to be: synthetic, new,
And natureless in ecstasies.”
—Philip Larkin (19221986)
“There is a call to life a little sterner,
And braver for the earner, learner, yearner.
Less criticism of the field and court
And more preoccupation with the sport.”
—Robert Frost (18741963)