The Double Paradox of Elementary Economics Education
AbstractElementary economics textbooks have become less attractive to students requiring only an introduction to economics, given that their content is pervaded by mathematical diagrams and simple equations. Also they are of relatively little value to those interested in, for example, attempting to gain an understanding of the New Economy, for they rarely emphasise business innovation and its crucial dynamic role. These factors engender something of a double paradox. First (paradox of the tools and the audience), newcomers are frequently 'turned off' by existing economics textbooks due to the pervasive use of mathematics. Second (paradox of the content and relevance), those newcomers who are not initially turned off tend to be disenchanted with economics because they perceive that economics is of little use in understanding the New Economy in which they work, or will come to work. We suggest an integrated solution to both paradoxes. The implementation entails a minor reorientation of the traditional pedagogical strategy for teaching introductory economics.
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Bibliographic InfoPaper provided by School of Economics, University of Wollongong, NSW, Australia in its series Economics Working Papers with number wp05-16.
Length: 18 pages
Date of creation: 2005
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Postal: School of Economics, University of Wollongong, Northfields Avenue, Wollongong NSW 2522 Australia
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Double paradox; elementary economics education;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2005-11-09 (All new papers)
- NEP-EDU-2005-11-09 (Education)
- NEP-HPE-2005-11-09 (History & Philosophy of Economics)
- NEP-SOG-2005-11-09 (Sociology of Economics)
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