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Neoclassical Theory And The Teaching Of Undergraduate Microeconomics

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  • Mario Scerri

Abstract

This paper explores possible reasons for the long and enduring dominance of neoclassical theory over the undergraduate microeconomics textbook. It proposes that those very attributes of neoclassical microeconomics that raise serious theoretical misgivings constitute the basis for the current hegemony of the standard undergraduate textbook. It further discusses the effects of the standard text on the education of economists in developing countries and conditions of the entrenchment of this text in undergraduate teaching. Finally, it looks at the possibilities of the emergence of alternative textbooks both in the centre and in the periphery of the global academic map.

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  • Mario Scerri, 2008. "Neoclassical Theory And The Teaching Of Undergraduate Microeconomics," South African Journal of Economics, Economic Society of South Africa, vol. 76(4), pages 749-764, December.
    • Handle: RePEc:bla:sajeco:v:76:y:2008:i:4:p:749-764
    DOI: 10.1111/j.1813-6982.2008.00217.x
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    7. Alex Van Der Merwe, 2007. "Using Blended Learning To Boost Motivation And Performance In Introductory Economics Modules," South African Journal of Economics, Economic Society of South Africa, vol. 75(1), pages 125-135, March.
    8. Stigler, George J & Becker, Gary S, 1977. "De Gustibus Non Est Disputandum," American Economic Review, American Economic Association, vol. 67(2), pages 76-90, March.
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    Cited by:

    1. Mario Scerri, 2012. "The introduction of the systems of innovation approach in economics curricula," International Journal of Technological Learning, Innovation and Development, Inderscience Enterprises Ltd, vol. 5(1/2), pages 12-27.

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