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Should economics educators care about students' academic freedom?

Author

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  • Robert F. Garnett
  • Michael R. Butler

Abstract

Is it the duty of economics educators to help their students achieve a threshold level of intellectual independence? Should the learning goals of the undergraduate economics major include the ability to think for oneself – to reach reasoned conclusions – in the face of analytical, empirical and normative uncertainties? The authors examine these ethical questions through the lens of academic freedom, specifically the academic freedom of students. They argue that academic freedom provides a robust rationale for extending the standard educational goal of 'thinking like an economist' to include the liberal art of reflective judgment.

Suggested Citation

  • Robert F. Garnett & Michael R. Butler, 2009. "Should economics educators care about students' academic freedom?," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 1(1/2), pages 148-160.
    • Handle: RePEc:ids:ijplur:v:1:y:2009:i:1/2:p:148-160
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    Citations

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    Cited by:

    1. Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.
    2. Robert F. Garnett & Jack Reardon, 2011. "Pluralism in Economics Education," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 23, Edward Elgar Publishing.
    3. Robert Garnett, 2011. "Why should Austrian economists be pluralists?," The Review of Austrian Economics, Springer;Society for the Development of Austrian Economics, vol. 24(1), pages 29-42, March.
    4. Robert Garnett, 2011. "Pluralism, Academic Freedom, and Heterodox Economics," Working Papers 201107, Texas Christian University, Department of Economics.
    5. Robert F. Garnett, Jr., 2009. "Rethinking The Pluralist Agenda In Economics Education," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 58-71.

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