ABSTRACT

Professor Robert Solow, a distinguished and notably non-autistic economist, has recently entered the debate in the pages of Le Monde on the questions of economic teaching raised originally, and now placed before the world community, by the French students. Permit me to underline the important points that Professor Solow acknowledges, while at the same offering a few points of difference where, in my view, the French students have made a stronger case than Professor Solow is willing to concede.