Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis
AbstractThis paper contributes to the debate on pluralism in the economics curriculum. Here pluralism means a diversity of theoretical perspectives. One set of pedagogical arguments for pluralism are those found in 'liberal' philosophy of education. To this end, the first part of the paper presents arguments for pluralism based on 'liberal' pedagogical arguments. The paper also notes more instrumental arguments for pluralism and the barriers to such an approach. Finally, the paper considers new primary evidence from focus groups on student perceptions of economics. This evidence shows support for the arguments that a pluralist curriculum is popular and develops cognitive capacities of criticism, comparison and analysis â€“ exactly those argued for in (liberal) pedagogical discussion â€“ as well as judgement, understanding and writing skills. However, pluralism as a teaching strategy may be more difficult for those delivering it.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 10 (2011)
Issue (Month): 2 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/iree
Other versions of this item:
- Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2009. "Does pluralism in economics education make better educated, happier students? A qualitative analysis," Working Papers 0916, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- B4 - Schools of Economic Thought and Methodology - - Economic Methodology
- B5 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches
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