Contending Perspectives, Twenty 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 InfoPaper provided by Texas Christian University, Department of Economics in its series Working Papers with number 201104.
Length: 32 pages
Date of creation: Jan 2011
Date of revision:
Barone; contending perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning;
Find related papers by JEL classification:
- A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
- B4 - Schools of Economic Thought and Methodology - - Economic Methodology
- B5 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches
- C80 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - General
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