194 Perloff • Microeconomics: Theory and Applications with Calculus, Third Edition
©2014 Pearson Education, Inc.
Voting
Social Welfare Functions
Efficiency Versus Equity
Theory of the Second Best
Teaching Tips
The material in Chapter 10 on general equilibrium and the basic welfare theorems concludes the study of
competitive markets. Although you may not have time to cover this chapter in depth, you might examine
the topic of general equilibrium using supply-and-demand analysis to discuss how changes in one market
lead to changes in another, and then talk about the welfare theorems at the intuitive level.
Using simple supply-and-demand format, you can introduce the comparison between partial equilibrium
and general equilibrium. The concept is not difficult, and students should catch on quickly to the idea of
spillover effects. You might choose an event such as the outbreak in the chicken population of “bird flu” in
China that resulted in a temporary ban on the importation of chickens to Hong Kong from mainland China
(a similar event was the mad cow disease scare in Europe). Ask the class to determine which other markets
would be affected. The class will likely be able to come up with some of the obvious answers, such as the
beef and pork markets. They may not think of other kinds of related markets beyond substitutes, such as
input markets and complement good markets. By showing these changes with supply-and-demand graphs,
you can also introduce the concept of the partial equilibrium bias.
When discussing welfare, the text emphasizes the efficiency of competitive equilibria. The first and
second theorems of welfare economics make a good deal of intuitive sense and can be presented with or
without the Edgeworth diagrams. As the discussion is extended to include production, remind the class that
competitive firms must price at marginal cost, which helps keep the focus on efficiency. By doing so, you
can refer back to this discussion while presenting the monopoly model and other structures where
competitive efficiency is typically compromised.
The material in Section 10.4 on production and trade is a great place to bring in examples that are international
in scope. Gains from trade is a very simple concept that students take for granted and, thus, do not always
grasp as well as they should. You may want to discuss comparative advantage at a very broad level in the
context of trading between regions. For example, South America has a very large endowment of natural
resources, such as lumber and minerals, but has less high technology resources compared to the Far East.
Japan, for example, is in the opposite situation, being technology rich but natural resource poor. Thus the
two regions are natural trading partners, and trade has grown rapidly between them.
Section 10.5 presents the tension between equity and efficiency from a government perspective. The concept
of the social welfare function is introduced, as well as the complexities of choosing welfare criteria. If you
have the time, the class might be very interested to discuss this topic. Are we as a society, as Rawls suggests,
only as well off as our poorest member? Or should it be considered a net positive for the society if a new
policy increases the welfare of the rich by more than it decreases the welfare of the middle class? While it
is unlikely that if you ask these questions you will get many students who subscribe to the second criterion,
you can then remind the class of Reagan tax cuts (which are mentioned in the chapter) that reduced the top
marginal rate from 70 percent to less than 30 percent. You might close the discussion by noting that the
intervention of governments to remedy welfare outcomes that are deemed unacceptable may well be an
exercise in the trade-off between equity and efficiency. For example, the institution of a minimum wage in
a previously stable competitive labor market may have equity implications that are intended but may also
have efficiency implications and secondary market effects that are not.