Contending perspectives, 20 years on: what have our students learned?
AbstractThe authors examine the pluralism of Barone (1991) through the lens of subsequent developments in the pluralist economics literature, particularly the shift from teacher-centred to student-centred conceptions of education and the growing demands for evidence to demonstrate student achievement of stated learning goals. This contextual frame opens the door to a fresh appraisal of Barone's 'contending perspectives' model, both as a landmark contribution to pluralist education and as a touchstone for future efforts to reach beyond conventional heterodox/mainstream boundaries in order to expand the liberal education mission of undergraduate economics.
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Bibliographic InfoArticle provided by Inderscience Enterprises Ltd in its journal Int. J. of Pluralism and Economics Education.
Volume (Year): 2 (2011)
Issue (Month): 1 ()
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Web page: http://www.inderscience.com/browse/index.php?journalID==319
Barone; contending perspectives; contending economic perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning; pluralist economics; pluralist education; economics education; undergraduate economics; higher education.;
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- Andrew Mearman & Aspasia Papa & Don Webber, 2014.
"Why do Students Study Economics?,"
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Economic Issues, vol. 19(1), pages 119-147, March.
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