Teaching well has always been an important objective for me, and throughout my teaching career I have devoted considerable time and energy to its realization. Gradually, I have come to the conclusion that effective teaching, at least in the field of economics, is the result of three basic factors: (1) the clear, straightforward, and objective exposition of ideas; (2) an emphasis on the challenges and policy relevance of course material; and (3) a sensitivity to the needs and problems of individual students.

In my classes I have tried to explain analytically difficult concepts as simply and intuitively as possible. In general, I have chosen nontechnical illustrations of ideas rather than technical ones. I have been pleased with the results of this approach. Students seem to feel that I can explain and clarify economic relationships that appear at first glance to be obscure and inaccessible.

My emphasis on intuition and basic ideas rather than technique reflects my view that successful teaching in economics should focus on the policy relevance of economic ideas and not on theories. The majority of both my graduate and undergraduate students study economics because they are interested in the fundamental policy problems posed by the scarcity of economic resources relative to competing ends. This observation applies to students who take classes on comparative economic systems, economic planning and development, and macroeconomics, the three fields in which I have taught. In practice, this has meant using current policy debates to illustrate and explain general economic concepts and theories. My aim has been to illustrate the general significance of these concepts by demonstrating their relevance to contemporary policy concerns that students find challenging.

In my lectures, I refrain from imposing my own views on students, and try to present conflicting arguments in theories on contemporary economic issues as completely as possible. Economics is fundamentally a normative discipline, yet the role of the instructor is not to espouse normative conclusions but to identify the issues that should be considered before such conclusions are reached.

Finally, I have learned to respect the needs of individual students. As an advisor to the undergraduate majors in Economics and Political Economy of Industrial Societies, I have seen the extent to which many students feel frustrated, discouraged, or confused because they cannot discuss their individual objectives and constraints with their instructors. I have tried to encourage students to discuss these issues with me in a variety of ways. I have served as an advisor to independent research work, given special lectures on topics requested by students, and participated in student-initiated activities, such as career discussions or informal faculty-student parties. As a result of my willingness to take part in such activities, I have developed a reputation as an accessible instructor and advisor, and this more than anything else may account for the popularity of my classes and for my success as an advisor.

Reflecting on my teaching experience to date, I feel that I have made substantial progress in the realization of my teaching goals. There is, however, always substantial room for improvement. I look forward to the further development and refinement of my teaching abilities as one of the significant challenges of my academic career.