Robert E. Lucas - autobiography
Preview referat: Robert E. Lucas - autobiography
I attended Seattle Public Schools, graduating from Roosevelt High School (where my parents had graduated in 1927) in 1955. I was good at math and science, and it was expected that I would attend the University of Washington in Seattle and become an engineer. But by the time I was seventeen I was ready to leave home, a decision my parents agreed to support if I could obtain a scholarship. MIT did not grant me one but the University of Chicago did. Since Chicago did not have an engineering school, this ended my engineering career. But when I began the 44 hour train trip "back east" to Chicago, I was pretty sure something interesting would turn up.
What to do instead? I took some mathematics at Chicago, but lost interest soon after my courses got past the material I had half learned in high school. I did not have the nerve to major in Physics, which is what you did at Chicago in those days if you thought you could make it. The real excitement for me was in the liberal arts core of the Chicago College, courses from the Hutchins era with names like History of Western Civilization, and Organization, Methods, and Principles of Knowledge. Everything in these courses was new to me. All of them began with readings from Plato and Aristotle, and I wanted to learn all I could about the Greeks. I took a sequence in Ancient History, and became a history major. Though I had no real idea what a professional historian does, I had learned that one can make a living by pursuing one's intellectual interests and writing about them. I began to think about an academic career.
I obtained a Woodrow Wilson Doctoral Fellowship, and entered the graduate program in History at the University of California. With no Greek or French and minimal Latin and German, I was in no position to pursue my classical interests, so I began work at Berkeley with little more than an open mind. The most exciting modern historian I had read at Chicago had been the Belgian historian Henri Pirenne, whose account of the end of the Roman era stressed the continuity of economic life in the face of major political disruptions. For me, Pirenne's shift of focus away from emperors and dreary Merovingian kings and on to the daily lives of private citizens was novel and exciting, and fit my sense of what was important. At Berkeley, I took courses in Economic History and audited an economic theory course. I liked economics at once, but it was obvious that to apply it with any confidence I would need to know much more than I could pick up on the side as a history student. I decided to move into economics and, since there appeared to be no hope of financial support from Berkeley's Economics Department, I returned to Chicago. During the rest of that academic year I took some undergraduate economics at Chicago and one or two graduate courses, to prepare for my real start as a graduate student the next fall.
It was lucky for me that one of my undergraduate texts referred to Paul Samuelson's Foundations of Economic Analysis as "the most important book in economics since the war." Both the mathematics and the economics in Foundations were way over my head, but I was too ambitious to spend my summer on the second most important book in economics, and Samuelson's confident and engaging style kept me going. All my spare time that summer went in to working through the first four chapters, line by line, going back to my calculus books when I needed to. By the beginning of fall quarter I was as good an economic technician as anyone on the Chicago faculty. Even more important, I had internalized Samuelson's standards for when an economic question had been properly posed and when it had been answered, and was in a position to take charge of my own economic education.
In the fall of 1960, I began Milton Friedman's price theory sequence. I had been looking forward to this famous course all summer, but it was far more exciting than anything I had imagined. What made it so? Many Chicago students have tried to answer this question. Certainly Friedman's brilliance and intensity, and his willingness to follow his economic logic wherever it led all played a role. After every class, I tried to translate what Friedman had done into the mathematics I had learned from Samuelson. I knew I would never be able to think as fast as Friedman, but I also knew that if I developed a reliable, systematic way for approaching economic problems I would end up at the right place.
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