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Teaching economics differently by comparing contesting theories

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  • Stephen Resnick
  • Richard D. Wolff
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    Abstract

    Teaching economics differently summarises how we have taught introductory micro and macroeconomics and what we have learned from that teaching experience over the last 40 years. We explain why teaching both economic theories that celebrate and those that criticise capitalism – together in one introductory semester's course as well as in subsequent courses – can and does get students interested in (and not infrequently passionate about) economics as a discipline. The article outlines our systematically comparative approach to learning economics and some of its more salient consequences including pedagogical effectiveness.

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    Bibliographic Info

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

    Volume (Year): 2 (2011)
    Issue (Month): 1 ()
    Pages: 57-68

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    Handle: RePEc:ids:ijplur:v:2:y:2011:i:1:p:57-68

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

    Related research

    Keywords: contending economics; teaching economics; relativism; comparing theories; neoclassical economics; economics education; Keynesian economics; Marxian economics; higher education; introductory macroeconomics; introductory microeconomics.;

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    Cited by:
    1. Andrew Mearman, 2013. "How should economics curricula be evaluated?," Working Papers 20131306, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    2. Andrew Mearman, 2012. "Pluralist economics curricula: do they work; and how would we know?," Working Papers 20121203, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.

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