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Contending economic perspectives at a liberal arts college: a 25-year retrospective

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  • Charles Barone

Abstract

In 1985 the Department of Economics at Dickinson College USA, a private four year liberal arts college, embarked upon a bold but promising reform of its economics programme placing it on the cutting edge of what is now called 'pluralist economics education'. This new approach to the philosophy of economics education was and is called 'contending economic perspectives'. My article 'Contending perspectives: curricular reform in economics' published in the Journal of Economics Education (1991) argued for the inclusion of heterodox economic theories and articulated the benefits of the Dickinson contending perspectives programme. After 25 years experience with this programme what have our students learned and what have we learned from this experience? In the face of the new (or renewed) worldwide discussions of a 'new' pluralist economics in the wake of the post-autistic movement started by French students in 2000, is the 'contending perspectives' model still consistent with the current ideals of pluralist economics education? This paper argues that the answer to that question is a qualified yes.

Suggested Citation

  • Charles Barone, 2011. "Contending economic perspectives at a liberal arts college: a 25-year retrospective," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 2(1), pages 19-38.
    • Handle: RePEc:ids:ijplur:v:2:y:2011:i:1:p:19-38
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    Cited by:

    1. Mearman, Andrew, 2014. "How should economics curricula be evaluated?," International Review of Economics Education, Elsevier, vol. 16(PB), pages 73-86.

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