Adam Smith, with “An Inquiry into the Nature and Causes of the Wealth of Nations” published in 1776 is unanimously hailed as the founder of economics as a social science and also of “economic liberalism” or “capitalism” as it is called to contrast it with “socialism”, the latter propagated by K. Marx at a later date.

The group of economists that followed A.Smith, including such notable names as D.Ricardo, N.W.Senior, John Stuart Mill, culminating in Alfred Marshall (1890: Principles of Economics) is called the “Classical School” or alternately the “Manchester School” to refer to their place of origin. Their macroeconomic system is called the “Classical System”. Having accepted the Malthusian law of population (T.Robert Malthus: 1798 Essays on the Principle of Population) D. Ricardo had come up with a model in which growth eventually comes to a halt, moving to that point, however, all along at full employment equilibrium.This was also in line with the views of Adam Smith. Marshall had introduced the concept of elasticities and used the partial method of analysis. In contrast, Leon Walras, in his “Eléments d’Economie Pure ou Theorie de La Richesse Sociale” used the general equilibrium approach to prove that the economy arrives automatically to full employment equilibrium, following Adam Smith and the Classical School.

This book offers a summary of the basic views and conclusions of Adam Smith concerning economic regime, as is also followed by the rest of the members of the Classical School: In a milieu of perfect competition prevailing in all the markets or sectors of the economy, including the labor market, full employment equilibrium will be achieved automatically. This equilibrium will, therefore, also maximize the welfare of the workers because the market wage rate, with no intrusions from the government or the unions, will have ensured full employment. Hence, there is no need for interventionism, that is, for the state to intervene prices, wages, channeling of investments and economic decisions in general.

In this book, we attempt to make a comparative evaluation of modern macroeconomic schools: Monetarism and New Classical School based on the Classical System that envisage automatic full employment or natural rate of unemployment (NRU) equilibrium (AFNE or ANRUE) vs. New Keynesian and Post-Keynesian Economics based on the Keynesian System which gives unemployment equilibrium (UNE) or non-automatic NRU equilibrium (NANRUE) due to insufficiency of aggregate demand.

In order to determine which school is relevant, first the basic assumptions of these systems are compared: i) rational vs. adjusted vs. heterogeneous expectations, ii) existence of perfect competition in all markets leading to flexibility of prices and wages vs. imperfect competition giving rise to rigidities, and iii) presence or lack of coordination between markets.

In the final phase of our evaluations the performance of the developed economies are surveyed to establish whether we meet with AFNE or ANRUE or else UNE or NANRUE; and whether policy prescriptions devised by respective schools solve or alleviate the problem at hand when implemented.

Our investigations point out that New Keynesian and Post-Keynesian schools are more relevant compared to Monetarism and New Classical School. The choice between New Keynesian and Post-Keynesian Economics, however, is more difficult to make although New Keynesian Economics seems more widespread than Post-Keynesian Economics. Objectively, Post-Keynesian assumptions seem more realistic; normatively, however, New Keynesian stands seems more fit to the present day move towards globalization.

Dünya üzerindeki ülkeler ve politika yapıcılar bazı dönemlerde çeşitli krizlerle karşı karşıya kalmaktadırlar. Bu krizler bazen yerel veya bölgesel çapta etkili olurken bazen de küresel boyutta bir yayılmayla birlikte; gelişmiş, gelişmekte olan veya gelişmemiş tüm ülkeleri etkisi altına alabilmektedirler. Bazen bu krizler, alınan birtakım tedbirlerle birlikte kısa süre içerisinde çözüme kavuşturulabilirken, bazen de uygulanmaya çalışılan tüm seçeneklere rağmen kısa süre de çözüme kavuşturulamamakta ve buna bağlı olarak da müzmin bir hal almaktadırlar. Karşılaşılan sorunların benzer ve ortak nitelikler taşıması, bazı ülkelerin sorunların çözümüne yönelik en iyi örnek uygulamaları sunması da, diğer ülkelerin bu uygulamaları incelemesi ve “taklit” veya “öykünmeden”, “ders çıkarmaya” kadar uzanan bir yelpazede faydalanmalarına olanak sağlamıştır. Politika transferi ve ilişkili olan diğer kavramlar işte tam da bu noktada ortaya çıkmaktadırlar…