All Thinkers

Ha-Joon Chang

Ha-Joon Chang is a South Korean economist. He was born in 1963 in Seoul, South Korea. He grew up during a remarkable period in his country's history. When Chang was a child, South Korea was poor. Within his lifetime it became a wealthy, industrial nation. Watching this happen shaped the central question of his career: how do poor countries actually become rich? Chang studied economics at Seoul National University, then moved to Britain to study at the University of Cambridge, where he earned his doctorate. He taught economics at Cambridge for over thirty years. In 2022 he moved to SOAS University of London, where he is a research professor. Chang is unusual among economists for how widely he is read. He writes bestselling books aimed at ordinary people, not just specialists. These include 'Kicking Away the Ladder' (2002), 'Bad Samaritans' (2007), '23 Things They Don't Tell You About Capitalism' (2010), and 'Economics: The User's Guide' (2014). His more recent book 'Edible Economics' (2022) explains economic ideas through food. He has also advised governments and international organisations, including United Nations agencies and the World Bank. He is known as a 'heterodox' economist, meaning he works outside the mainstream, and he argues strongly that economics should be open to many different schools of thought.

Origin
South Korea
Lifespan
born 1963
Era
Contemporary
Subjects
Economics Development Economics Trade And Industrial Policy Institutional Economics Political Economy
Why They Matter

Chang matters because he challenges a powerful and widely accepted story about how countries get rich. That story says poor countries should adopt free trade, open their markets, and keep government small.

Chang's most famous argument is in his book 'Kicking Away the Ladder'. He studied the actual history of today's rich countries, including Britain, the United States, and his own South Korea. He found that almost all of them, when they were developing, did the opposite of the standard advice. They protected their young industries, supported them with active government policy, and only embraced free trade once they were already strong. Then, having climbed up, they 'kicked away the ladder', telling poor countries to do as they say, not as they did.

Chang also matters as a communicator. He insists economics is too important to be left to experts, and writes to make it understandable to everyone. He argues there is no single correct economics, but many schools of thought.

His influence is large in development debates and his views are contested. Defenders of free trade push back hard. But Chang forced an honest look at the real history of how rich countries grew.

Key Ideas
1
Who Is Ha-Joon Chang?
2
Kicking Away the Ladder
3
Economics for Everyone
Key Quotations
"The free market doesn't exist. Every market has some rules and boundaries that restrict freedom of choice."
— Ha-Joon Chang, '23 Things They Don't Tell You About Capitalism', 2010
This is one of Chang's most direct challenges to common assumptions. He is not saying markets are bad. He is saying the phrase 'free market' is misleading, because every real market runs on rules, about safety, work, ownership, and fairness, that are decided by people. For students, the line teaches a sharp habit of thought. When you hear the word 'free', ask what rules are actually in place and who chose them. There is no rule-free market, only markets with different rules.
"Once you realise that trickle-down economics does not work, you will see the excessive tax cuts for the rich for what they are."
— Ha-Joon Chang, '23 Things They Don't Tell You About Capitalism', 2010
'Trickle-down economics' is the idea that making rich people richer will eventually benefit everyone, as wealth 'trickles down'. Chang argues the evidence does not support this. For students, the quotation is a clear example of Chang questioning a popular belief. He is asking them not to accept a comforting phrase just because it is widely repeated, but to look at whether it actually holds up. It also shows his plain, punchy writing style, aimed at a general reader.
Using This Thinker in the Classroom
Critical Thinking When teaching students to question a popular phrase
How to introduce
Start with the phrase 'free market' and ask students what it means. Then introduce Chang's argument that no market is truly free, because every market runs on rules decided by people. Ask students to find the hidden rules in a market they know. This teaches a core critical thinking habit. A comforting, familiar phrase can hide a more complicated reality, and Chang gives students a clear example of looking past the word to ask what is actually going on.
Research Skills When teaching students to check claims against history
How to introduce
Explain Chang's method in 'Kicking Away the Ladder': instead of accepting the standard advice given to poor countries, he went and studied what rich countries actually did when they were developing, and found a mismatch. Ask students to take a piece of common advice and check it against real historical examples. This teaches a powerful research skill. Chang shows that the historical record can be tested directly, and that it sometimes tells a very different story from the accepted one.
Creative Expression When teaching students to explain ideas in an engaging way
How to introduce
Point out that Chang reaches millions of readers by writing economics with plain language, humour, and everyday examples, even explaining economic ideas through food. Show students a vivid Chang example and discuss why it works. Then ask them to explain a difficult idea using a simple, everyday comparison. This teaches that clear, engaging communication is a real skill. Chang shows that making a subject accessible is not 'dumbing down', but a way of inviting more people into an important conversation.
Further Reading

For a first introduction, '23 Things They Don't Tell You About Capitalism' (2010) is Chang's most accessible book, written as short, punchy chapters for general readers. 'Edible Economics' (2022) explains economic ideas through food and is also very approachable. His many public talks and interviews are freely available online. Because Chang is a contemporary and contested figure, students should also read pieces by defenders of free trade, so the debate is visible from the start.

Key Ideas
1
Infant Industry Protection
2
There Is No Single 'Correct' Economics
3
The Myth of the Free Market
Key Quotations
"Rich countries have 'kicked away the ladder' by which they climbed to the top, telling poor countries not to use the policies they themselves used."
— Paraphrased from Ha-Joon Chang, 'Kicking Away the Ladder', 2002
This is the central argument of Chang's best-known book in a single sentence. He found that today's rich countries protected and supported their own industries while developing, then later told poor countries to avoid exactly those policies. For students, the quotation captures both Chang's historical method and his sense of injustice. He is not just describing the past; he is pointing to a double standard, where the advice given to poor countries does not match the actual history of how rich countries grew.
"Economics is a political argument. It is not, and cannot be, a science."
— Ha-Joon Chang, 'Economics: The User's Guide', 2014
This is a deliberately provocative line. Chang is not saying economics is worthless or that evidence does not matter. He is arguing that economics always involves choices about values, assumptions, and whose interests count, so it can never be as neutral as a natural science like physics. For students, this is a challenging claim worth examining carefully. It does not mean 'ignore economics'. It means: when reading any economic argument, look for the political and value choices built into it, because Chang insists they are always there.
Using This Thinker in the Classroom
Critical Thinking When teaching that a field can hold many competing views
How to introduce
Introduce Chang's argument that there is no single 'correct' economics, but many schools of thought, each like a different tool with strengths and blind spots. Ask students whether other subjects also contain genuine, ongoing disagreement among experts. This teaches an important critical thinking lesson. Disagreement among experts is not always a sign that a field is broken. Chang shows it can be the normal, healthy state of a subject where serious people use different approaches.
Cultural Heritage and Identity When discussing how personal background shapes a thinker's questions
How to introduce
Tell students that Chang grew up in South Korea as it transformed from a poor country into a rich one within his lifetime, and that this experience shaped his central question about how development really happens. Ask students how a person's homeland and history might shape the questions they find important. This connects economics to identity. It shows that Chang's global argument grew directly out of a specific national experience, and that where a thinker comes from can be the root of their insight.
Further Reading

For deeper reading, 'Kicking Away the Ladder' (2002) is his key scholarly argument about the history of development, and 'Bad Samaritans' (2007) presents similar ideas for a wider audience. 'Economics: The User's Guide' (2014) lays out his case that economics contains many schools of thought. For balance, students should pair these with serious critiques from economists who defend free trade and question infant industry protection.

Key Ideas
1
The Case Against Chang
2
Institutions and History
3
Studying a Living Economist in a Live Debate
Key Quotations
"There is no such thing as an objective, value-free definition of a free market; defining one is itself a political act."
— Paraphrased from Ha-Joon Chang's writing on markets and economic ideology
Here Chang pushes his point about markets to its sharpest edge. Because every market is built on rules, even deciding what counts as a 'free' market means choosing which rules to treat as natural and which to treat as interference. That choice, he argues, is political, not neutral. For advanced students, this is a demanding idea. It suggests that some of the most basic terms in economic debate are not given facts but contested choices, and that careful thinkers should notice when a definition is quietly doing political work.
"We should be modest about what economics can tell us, and honest that it speaks with many voices, not one."
— Paraphrased from Ha-Joon Chang, 'Economics: The User's Guide', 2014
This captures Chang's call for pluralism in economics: the view that the field contains many schools of thought, not one correct answer. He argues economists should be humble about the limits of their knowledge and open about their disagreements, rather than presenting one school as the whole truth. For advanced students, this is both a description and a recommendation. It describes a field of genuine debate, and it recommends an honest, modest stance, treating economic disagreement as normal and healthy rather than as a problem to hide.
Using This Thinker in the Classroom
Ethical Thinking When discussing fairness in advice between rich and poor countries
How to introduce
Present Chang's 'kicking away the ladder' argument: that rich countries used protection to develop, then told poor countries not to. Then present the free-trade reply: that protection often fails and can lead to waste and corruption. Ask students to weigh the ethics and the evidence on both sides. This opens a genuine ethical discussion about fairness, double standards, and what counts as good-faith advice between unequal partners on the world stage.
Critical Thinking When teaching students to engage the strongest counter-arguments
How to introduce
Lay out Chang's historical case for infant industry protection, then deliberately walk students through the strongest objections: that protection can shield lazy industries, be captured by lobbying, and fail badly in many countries. Ask students to hold both sides honestly. This teaches a vital critical thinking habit. Studying an influential thinker well means actively seeking the best arguments against them, and recognising that strong historical evidence for a claim still does not settle every question.
Common Misconceptions
Common misconception

Chang is against trade and wants countries to close their economies.

What to teach instead

He is not against trade. Chang's argument is about timing and sequence, not about shutting countries off. He contends that young industries may need protection and support for a period, until they are strong enough to compete, and that countries should then engage in trade from a position of strength. South Korea, his own example, became a major trading nation. Chang's target is the advice that poor countries should open fully and immediately, not the idea of international trade itself.

Common misconception

Chang proved that protectionism always works.

What to teach instead

He did not, and an honest account says so. Chang showed that most of today's rich countries used protection while developing, which is strong historical evidence against the standard 'open up immediately' advice. But this does not prove protection works everywhere. Critics point to many countries where protection led to waste, corruption, or weak industries that never became competitive. The honest position is that Chang's history is powerful, but it raises the question of when and how protection can work, rather than settling it.

Common misconception

Chang's claim that economics is not a neutral science means evidence does not matter to him.

What to teach instead

This misreads him. Chang relies heavily on evidence, especially detailed economic history. His point is not that facts are unimportant, but that economics always involves choices about values, assumptions, and whose interests count, so it cannot be as value-free as physics. He wants economists to be honest about those choices, not to abandon evidence. Chang is asking for more careful, transparent use of evidence, not less.

Common misconception

Chang's bestselling, accessible books mean his work is not taken seriously by economists.

What to teach instead

Popularity and seriousness are not opposites here. Chang is a genuine academic economist who taught at Cambridge for over thirty years and is now a research professor at SOAS, and he has advised the World Bank and United Nations agencies. His accessible books rest on serious scholarly work in development and institutional economics. He is a heterodox economist, working outside the mainstream, and the mainstream contests his views, but that is a disagreement among scholars, not evidence that his work is unserious.

Intellectual Connections
Develops
Arthur Lewis
Lewis helped found development economics and insisted that poor countries' economies must be understood on their own terms, with their own history, not through rich-country assumptions. Chang works squarely in that tradition and develops it. He shares Lewis's focus on how poor countries actually grow and his attention to history and global power. Reading them together shows a living line of development economics, from Lewis near its origin to Chang carrying its questions into present-day debates.
Complements
Thorstein Veblen
Veblen helped found institutional economics, the approach that studies the economy through its real habits, rules, and organisations rather than through tidy models of rational individuals. Chang explicitly works in this institutional tradition, arguing that institutions differ between countries and powerfully shape what policies will work. Reading them together connects an early institutional economist to a contemporary one, and shows how the institutional approach has been carried forward and applied to development.
In Dialogue With
Adam Smith
Adam Smith is often invoked as the founder of the case for free markets and free trade. Chang engages this inheritance directly and critically. He argues that the real history of development shows successful countries used active government and protection, not the hands-off approach often associated with Smith's name. Reading them together lets students examine how a founding figure's ideas are used in modern debate, and how a later economist pushes back against the standard reading.
In Dialogue With
Friedrich Hayek
Hayek argued that governments cannot gather the knowledge needed to direct an economy well, so they should not try. Chang argues that active, well-designed government policy was central to how today's rich countries actually developed. Their disagreement is deep and direct, about whether the state can steer development effectively. Reading them together places Chang inside one of the central debates in economic thought, and shows two serious, opposed positions rather than caricatures.
Complements
Mariana Mazzucato
Chang and Mazzucato are contemporaries who both argue, against the mainstream, that government plays a far bigger and more positive role in economic success than the standard story admits. Chang focuses on the historical use of protection and industrial policy in development; Mazzucato focuses on the state as a bold investor in innovation. Reading them together shows two leading modern voices making complementary cases for an active, capable state.
Complements
Amartya Sen
Sen and Chang are both economists with deep roots in Asia who push the field towards broader, more human questions. Sen focuses on development as the expansion of human freedom and capability; Chang focuses on the historical and institutional realities of how countries develop, and on making economics understandable to ordinary citizens. Both resist a narrow, one-size-fits-all economics. Reading them together gives students two complementary ways of widening the subject.
Further Reading

For research-level engagement, Chang's academic work in development and institutional economics, including 'The Political Economy of Industrial Policy', sets out his arguments in scholarly form. The large literature debating infant industry protection, including both historical studies and critiques pointing to cases where protection failed, is essential reading. Because Chang is a living economist in an active and globally significant debate, any assessment should be treated as provisional, and the strongest free-trade counter-arguments should be engaged directly.