Some Incredible Monetarist Arithmetic
During the last 13 years, the U.S. monetary aggregate known as M1 has grown at an average annual rate of 22.3 %, while inflation has averaged just 1.7%. If the central prediction of the quantity theory of money (QTM)—that long-run average growth rates of money tend to equal rates of inflation—is correct, then dramatic changes will need to be forthcoming during the next couple of decades in either the rate of growth of money, the rate of inflation, or both.
Global financial markets appear to believe that there will not be a dramatic uptick in inflation. Despite over a decade of double-digit annual rates of money growth, market expectations reflected in TIPS break-even rates suggest that U.S. annual inflation will average 2.4% during the next 20 years, which in turn implies that today’s capital market investors expect the rate of annual inflation over the long run to average only 2.2% which can hardly be described as a dramatic change from the past.
Market expectations of low inflation and the fundamental long-run prediction of the equality of inflation and money growth can be reconciled, of course, with a fundamental and dramatic reversal in money growth going forward. Although not impossible, basic arithmetic suggests it would be even more globally unprecedented than the high rates of money growth that preceded it. Even if US money growth were zero for the next 17 years, inflation would need to average over 15% percent per year over those next 17 years to bring its 30-year average into line with the average rate of M1 growth through 2038. In that case both M1 growth and inflation would average 9.1 percent over the 30-year period 2008 – 2038.
Viewed from another perspective, the QTM implies that the annual growth rate of US M1 would need to average -11% over the next 17 years to bring it into equality with market inflation expectations of inflation. Again, not impossible, but since 1960 the twelve-month growth rate of M1 has fallen below -5 percent only once (in April 1997, - 5.4). And although folk memory might think Paul Volcker brought down the rate of growth of money in order to break the back of U.S. inflation in the 1980s, the reality is that M1 growth averaged 8.8% per year while he was at the helm of the Fed compared to an average annual growth rate during the eight years prior to his term of only 5.8%.
Although there were numerous respected voices who called for an end to “excessive” money growth early on after the Fed responded to the GFC with massive liquidity assistance—see, e.g., Wall Street Journal (2010), An Open Letter to Ben Bernanke, November 15, with the passage of the years and virtually no uptick in inflation in the US, Eurozone, UK, Japan, and other countries witnessing high rates of money growth, these voices have become few and far between. And is there anyone credibly prophesizing inflationary doom along the lines of the simple monetary arithmetic outlined above? I think not. Are there those arguing for shrinking central bank balance sheets to straighten out the muddled money markets—yes, myself included. Are there those arguing for interest rate rises sooner rather than later to avoid inflation creeping up a few percentage points—indeed there are, including within central banks. But is there any plausible argument that relies on the QTM to portend that even if money growth is zero over the next 17 years US inflation will average 15% per annum during that period?
At some point—perhaps 13 years is long enough—the logical position is not to continue to argue that we have not waited long enough to witness the unfolding of the QTM in the “long-run” but to ask why the theory appears to be on the verge of a colossal failure in dozens of countries.
Thinking about making particle physics approachable, I find the smaller practical questions more interesting than a quick conclusion. An everyday analogy can help introduce an idea while still leaving room to explain its limits. It gives me a more concrete starting point for thinking about particle physics basics. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. Which comparisons make particle physics easier to picture without creating misconceptions?
My first thought about sharing cultures through language learning is that the everyday experience deserves as much attention as the larger explanation. An everyday conversation can reveal cultural habits that a vocabulary list cannot explain. Seen this way, European cultural exchange becomes a topic to explore rather than something to sum up too quickly. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. What kinds of shared activities make an exchange feel meaningful?
Considering making online counselling easier to approach, I keep coming back to the difference between knowing about an idea and putting it into practice. Knowing how a first conversation works can reduce uncertainty about asking for support. It gives me a more concrete starting point for thinking about online counselling information. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. What practical information should be available before someone books an online session?
Thinking about applying business training to everyday work, I find the smaller practical questions more interesting than a quick conclusion. A useful training exercise should connect a new idea with a situation people actually encounter. That is the kind of detail I would keep in mind while exploring practical business training. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. How would you check whether a workshop changes behaviour after it ends?
I can see why making personal safety education age appropriate would invite discussion, since different people will bring different experiences to the same question. Clear language about boundaries makes an awkward subject easier to discuss respectfully. It also gives the phrase personal safety education a clearer meaning than a label on its own. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. How can lessons about personal safety remain understandable at different ages?