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Should economics educators care about students' academic freedom?

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  • Robert F. Garnett
  • Michael R. Butler
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    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.

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    Bibliographic Info

    Article provided by Inderscience Enterprises Ltd in its journal Int. J. of Pluralism and Economics Education.

    Volume (Year): 1 (2009)
    Issue (Month): 1/2 ()
    Pages: 148-160

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    Handle: RePEc:ids:ijplur:v:1:y:2009:i:1/2:p:148-160

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    Web page: http://www.inderscience.com/browse/index.php?journalID==319

    Related research

    Keywords: economics education; economic education; academic freedom; academic rights; academic duties; intellectual freedom; liberal education; reflective judgment; critical thinking; pluralism.;

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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 Garnett, 2011. "Pluralism, Academic Freedom, and Heterodox Economics," Working Papers 201107, Texas Christian University, Department of Economics.
    3. 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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