The experience has been absolutely positive. I recommend all instructors who have not taken this step, to throw the old expensive and useless textbooks to the dustbin. The old books do not reflect the reality of the economics profession in the last 30 years and, what is more important, are not useful to understand many of the more pressing problems of humanity today, such as financial crises, pandemics, inequality or climate change. Although this academic year I will only be teaching the first (mostly micro) part, I hope to teach the whole material in the future. It has been a great experience and the feedback from students has been positive, and not only because the e-book is totally free. As I had expected, the uncertainty about the type of classes (eventually, mostly on-line) is easily accommodated by the nature of the material in CORE. The contents are better than in other textbooks and it supports and encourages better, more engaging, teaching methodologies. As I said in an article last summer, "The Economy" shows that Economics is not about supply and demand, but it is about understanding the world, and it is about changing the world. Fairness is at least as important as efficiency, and many times they can come together.
By the way, I taught the course to political science and sociology students, and I think that I convinced at least a good fraction of them that they need to understand modern economics to be better at changing the world. As economist Colin Camerer recently said, "to change the rules, you need to understand the rules."
Now I face the challenge of an online exam. Ideas are welcome. I conceive exams as part of the learning process. That is, the best exams are those with unforgettable questions, where you have to think hard and you keep thinking after the exam. One of the best examples I encountered on this was with Spyros Vassilakis, a professor I had in my PhD at the EUI in Florence. He used to give us the questions, leave the classroom and come back after two hours to collect the answers. He knew that talking and looking at materials was pointless, because the only chance of succeeding at the exam was to think hard for two hours."The Economy" is complementary of Sam Bowles' book "Microeconomics" (2004), and his and Halliday's forthcoming intermediate Microeconomics book. I hope to be teaching all these materials forever to become fully familiar with all of the contents and details, which nicely complement each other. The best way to learn something, is to teach it. Incomplete contracts and how they relate to the structure of power and inequalities in society are a common thread. There are interesting comparisons between "The Economy" and Bowles (2004) and the forthcoming micro textbook. The 2004 book gives the full picture, the new textbook presents it to intermediate undergraduates or early graduates (without the evolutionary bits), and "The Economy" presents the basic ideas to first year students or to others with similar backgrounds, although bits and pieces can be used in other years.
"The Economy" is complementary of other materials such as this wonderful video by Sam Bowles and Wendy Carlin, where Bowles mentions in passing (in 2018) epidemics as a form of non-market interaction, and he associates Government to Fear and Market to Greed as examples of the coevolution between institutions and norms. Obedience to government and material incentives are important, but social norms and loyalty in communities are also to be incorporated in our prescriptions. What matters more cannot be bought and sold. Other related materials are this JEL article, this piece in the AER, and this one in VOX-EU/CEPR.
I hope that many economists join the mission to spread these ideas. What about that as a new year resolution? Happy 2021!