Commentary A recent report in The Christian Science Monitor details a great stirring among academic economists about how to teach Econ 101. This is both good news and bad news. The good is that at long last the profession is acknowledging and growing dissatisfied with its own stale methodology. The bad news is that the changes being adopted are wrong-headed and counterproductive. First, the need for change: Revising the way Econ 101 is taught is long overdue. During my career, I can’t tell you how many adults I met who, upon learning that I was a professor of economics, responded, “Oh, I took an economics course when I was in college.” Then, usually after a slight pause, they often would add, “I didn’t like [or ‘hated’] economics.” I always empathized with those individuals. I didn’t like my own introductory Econ courses when I took them over 50 years ago. They …