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David Colander presents an interesting dilemma, how can you have more HET context in
courses if the students in graduate school are taught there is no value to studying HET?
 
Perhaps for these new context rich classes, we should rely on graduate students who were
taught the HET context was not necessary, because it was encapsulated in modern theory. Or
would it be better to rely on those students who were taught serious economists focus on
the underlying mechanisms and can safely ignore context because it doesn't improve our
understanding of those underlying mechanisms?
 
Eric Hake 
 
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