Minnesota trong những ngày đó có một giảng viên đáng chú ý. (Vẫn) Các nhà lãnh đạo bộ phận trưởng thành, Leo Hurwicz và John Chipman, thiết lập các giai điệu: họ ủng hộ dành thời gian của bạn để tìm hiểu một cách cẩn thận và họ khuyến khích sinh viên học toán. | An Interview with Thomas J. Sargent 325 always built each other up to our students. Minnesota in those days had a remarkable faculty. It still does The mature department leaders Leo Hurwicz and John Chipman set the tone they advocated taking your time to learn carefully and they encouraged students to learn math. Chris Sims and Neil Wallace were my two best colleagues. Both were forever generous with ideas always extremely critical but never destructive. The three of us had strong disagreements but there was also immense respect. Our seminars were exciting. I interacted intensively with both Neil and Chris through dissertations committees. The best thing about Minnesota from the mid-seventies to mid-eighties was our extraordinary students. These were mostly people who weren t admitted into top-five schools. Students taking my macro and time-series classes included John Geweke Gary Skoog Salih Neftci George Tauchen Michael Salemi Lars Hansen Rao Aiyagari Danny Peled Ben Bental Bruce Smith Michael Stutzer Charles Whiteman Robert Litterman Zvi Eckstein Marty Eichenbaum Yochanan Shachmurove Rusdu Saracoglu Larry Christiano Randall Wright Richard Rogerson Gary Hansen Selahattin Imrohoroglu Ayse Imrohoroglu Fabio Canova Beth Ingram Bong Soo Lee Albert Marcet Rodolfo Manuelli Hugo Hopenhayn Lars Ljungqvist Rosa Matzkin Victor Rios Rull Gerhard Glomm Ann Vilamil Stacey Schreft Andreas Hornstein and a number of others. What a group A who s-who of modern macro and macroeconometrics. Even a governor of a central bank Rusdu Saracoglu If these weren t enough after I visited Cambridge Massachusetts in 1981-82 Patrick Kehoe Danny Quah Paul Richardson and Richard Clarida each came to Minneapolis for much of the summer of 1982 and Danny and Pat stayed longer as RAs. It was a thrill teaching classes to such students. Often I knew less than the students I was teaching. Our philosophy at Minnesota was that we teachers were just more experienced students. One of the best things I did .
