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Pluralism and Economic Education: a Learning Theory Approach

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  • Janice Peterson

    ()
    (California State University, Fresno)

  • KimMarie McGoldrick

    ()
    (University of Richmond)

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    Abstract

    Preparing students to participate in social and economic life after graduation is a widely held goal of economics instructors. How that goal is achieved and interpretations of what is a relevant skill, however, are a source of debate, covering both content coverage and pedagogical practices. This paper argues that a more pluralistic approach to both course content and pedagogy is fundamental for better preparing economics students for the world, and that learning theory is an integral component of understanding how to design practices to achieve desired outcomes.

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    File URL: http://www.economicsnetwork.ac.uk/iree/v8n2/peterson.pdf
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    Bibliographic Info

    Article provided by Economics Network, University of Bristol in its journal International Review of Economics Education.

    Volume (Year): 8 (2009)
    Issue (Month): 2 ()
    Pages: 72-90

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    Handle: RePEc:che:ireepp:v:8:y:2009:i:2:p:72-90

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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

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    Cited by:
    1. Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
    2. Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.

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