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The economics profession in twentieth-century America began as a humble quest to understand the ""wealth of nations."" It grew into a profession of immense public prestige--and now suffers a strangely withered public purpose. Michael Bernstein portrays a profession that has ended up repudiating the state that nurtured it, ignoring distributive justice, and disproportionately privileging private desires in the study of economic life. Intellectual introversion has robbed it, he contends, of the very public influence it coveted and cultivated for so long. With wit and irony he examines how a com

AbstractThe 20th‐century American economics profession and its leading professional organization—the American Economic Association (AEA)—were privileged and shaped by the federal government's need to direct resources and to call on experts. Bureaucratic tendencies to classify and count had an impact on the discipline's self‐concept, the articulation of subdisciplines, and the establishment of multiple research agendas. They also powerfully framed the strategies for growth and development formulated and deployed by the AEA itself. A consensus of professional opinion and the standardization of curriculums emerged out of the involvement of economists and the AEA with governmental affairs. At the same time, such public engagement was fraught with risks and contradictions—posing challenges and difficulties with which the AEA and the profession would have to contend for decades to come.

The 20th‐century American economics profession and its leading professional organization—the American Economic Association (AEA)—were privileged and shaped by the federal government's need to direct resources and to call on experts. Bureaucratic tendencies to classify and count had an impact on the discipline's self‐concept, the articulation of subdisciplines, and the establishment of multiple research agendas. They also powerfully framed the strategies for growth and development formulated and deployed by the AEA itself. A consensus of professional opinion and the standardization of curriculums emerged out of the involvement of economists and the AEA with governmental affairs. At the same time, such public engagement was fraught with risks and contradictions—posing challenges and difficulties with which the AEA and the profession would have to contend for decades to come.