Performing Economics: A Critique of 'Teaching and Learning'
AbstractEconomics students find difficulty in developing effective learning strategies; they would also welcome and benefit from a more pluralistic teaching of economics. Nevertheless, economics teaching has become less pluralistic over the recent past. Recent benchmark statements seem content to underwrite an essentially monist approach to the discipline in the hope that a deepening crisis in economics teaching can be averted by expanding teaching and learning programmes taking the content of teaching as given and instead concentrating on presentational reform. The paper argues that such teaching and learning strategies are part of the problem rather than its solution.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 8 (2009)
Issue (Month): 2 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- David Colander, 2004.
"The Art of Teaching Economics,"
International Review of Economic Education,
Economics Network, University of Bristol, vol. 3(1), pages 63-76.
- William E. Becker, 2004. "Economics for a Higher Education," International Review of Economic Education, Economics Network, University of Bristol, vol. 3(1), pages 52-62.
- Dixon, William, 2008. "Ricardo: Economic Thought And Social Order," Journal of the History of Economic Thought, Cambridge University Press, vol. 30(02), pages 235-253, June.
- Donald MacKenzie, 2006. "An Engine, Not a Camera: How Financial Models Shape Markets," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262134608, December.
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