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MICROECONOMICS, 6th ed. (2005)
by David Colander

Excerpts from "Preface"

"While not all textbooks are written by passionless people, the conventional wisdom is that authors should hide their passion to make their books more marketable. In some ways this makes sense- often passion and ideological bias go together. Many economists' passions are ideologically linked, and if you remove the ideology, you remove the passion. Good economic sensibility cannot be- and cannot even appear to be- biased; if passion is purged in maintaining neutrallity, it is purged for a good cause.
But passion and ideological bias need not go together. I believe it is possible for a passionate textbook to be reasonably objective and unbiased. And I set out to write a book that would be as unbiased as possible (but not more so) and to do so without masking my passion for economic ideas. Various techniques allow me to do this. For example, to keep the students interested in the ideas rather than focusing on technique, I present some ideas in a debate format with two passionate believers on both sides arguing the points. The debate format makes the arguments come alive; they are no longer technical issues that must be memorized; they are passionate ideas, and as the students get caught up in the debate, they think about the ideas much more deeply than they otherwise would."

"I see the course and the book as an entry point to an enormous store of information, not as the ultimate source. I want to motivate students to learn on their own, to read on their own, to think on their own. These desires have to be taught, and they can only be taught in a language that students can relate to. I believe in going in steps with students, not in leaps. The traditional textbookese is too much a leap for most students to make. It's not a step from the stuff they normally read; it's a leap that most of them aren't willing to make- the same type of leap it is for most of us teachers of economics to read the Journal of Economic Theory. There may be some relevant information in those articles, but most of us teachers aren't going to find out because the language the ideas are presented in is incomprehensible to us. So too with a text; it has to talk to students, otherwise they won't read it."

David Colander