Social learning and macroeconomic policy in Britain
Social learning and macroeconomic policy in Britain
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英国的社会学习和宏观经济政策
DOI：
10.1017/s0143814x01001076
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发表时间：
2001
影响因子：
2.4
通讯作者：
I. Greener
中科院分区：
文献类型：
--
作者：
I. Greener
本文考察了霍尔和梅的社会学习模式的政策，试图创造一个综合的最好的元素。然后，我们将修正后的模型应用于英国宏观经济政策的三个具体实例；20世纪60年代引入“凯恩斯主义+”政策，从凯恩斯主义转向货币主义的运动，以及20世纪80年代货币主义的实验。在每个案例研究中，都评估了政策变化的程度，并探讨了这种变化程度的可能原因。我们的结论是，需要一种更具社会建构主义的方法来理解政策工具、指标和范式之间的联系，同时，更需要理解政策背后假设的含义。
This paper examines the social learning models of policy of Hall and May attempting to create a synthesis of the best elements of each. We then apply the revised model to three specific instances of macroeconomic policy in Britain; the introduction of ‘Keynesian-plus’ policy in the 1960s, the movement from Keynesianism to monetarism, and the experiment with monetarism in the 1980s. In each case study, the degree of policy change is assessed, and possible reasons for that level of change explored. We conclude that a more social constructionist approach is required to understand the link between policy instruments, indicators, and paradigms, and, alongside this, a greater need to understand the implications of the assumptions underlying policy.