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Faculty Highlights

Gregory Price

Belinda White Professor and Chair, Department of Economics

Email: gprice@morehouse.edu


Gregory N. Price, Ph.D is the Charles E. Merrill Professor and Chair, Department of Economics, Morehouse College. His previous appointments include Director of the Mississippi Urban Research Center, Professor of Economics at Jackson State University, and Economics Program Director at the National Science Foundation. An applied econometrician and theorist, his research has been published in a wide variety of journals such as Review of Black Political Economy, Review of Economics and Statistics, American Economic Review, African Development Review, American Economist, and Review of Development Economics. A native of New Haven, Connecticut, Dr. Price earned his B.A. in economics from Morehouse College, and completed his economics doctorate at the University of Wisconsin - Milwaukee.

Dr. Price enjoys introducing students to economics in the principles of economics courses, and works hard to disabuse them of the notion that economics is primarily, if not exclusively about understanding the human condition as it relates to markets and exchange activity; and only relevant as a course of study for optimizing one’s career success in the labor market after graduation. The aim of the course is to always cultivate a broad understanding of economic science as an omnibus science that can potentially rationalize all of human behavior, particularly the policy choices we aspire to that would presumably improve the human condition. This ethos also infuses Dr. Price’s research, as he is currently engaged in  research  that considers for example  how environmental policies that reduce global carbon emissions and pollution can fail to improve and actually undermine the human condition, and along with Dr. Willis Sheftall; the extent to which  a college policy of low tuition  actually  reduces college access for black males.

Dr. Price’s research and teaching methodology reflect his commitment to the Enlightenment notion that reason alone is the sole engine of human progress. As such research and intellectual inquiry should always be suspicious of  applying and depending upon  conventional wisdom from culture/tradition as a tool to solve problems relevant for improving the human condition. It is the burden of man’s intellect to impose structure on reality so as to render the cosmos intelligible and amenable to man’s intervention. Indeed, this is the purpose of a true education—cultivating the pure intellect so as to be able to put reason exclusively into the service of relieving man’s estate.  The aim  of college/university teaching and research  should thus be deliberate in promoting and demonstrating the untrammeled and unadulterated use of reason, regardless of whether or not it displaces or threatens conventional folkways, mores, and wisdom.

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