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Pluralism and Economic Education: a Learning Theory Approach

Author

Listed:
  • Janice Peterson

    () (California State University, Fresno)

  • KimMarie McGoldrick

    () (University of Richmond)

Abstract

Preparing students to participate in social and economic life after graduation is a widely held goal of economics instructors. How that goal is achieved and interpretations of what is a relevant skill, however, are a source of debate, covering both content coverage and pedagogical practices. This paper argues that a more pluralistic approach to both course content and pedagogy is fundamental for better preparing economics students for the world, and that learning theory is an integral component of understanding how to design practices to achieve desired outcomes.

Suggested Citation

  • Janice Peterson & KimMarie McGoldrick, 2009. "Pluralism and Economic Education: a Learning Theory Approach," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 72-90.
    • Handle: RePEc:che:ireepp:v:8:y:2009:i:2:p:72-90
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    File URL: https://www.economicsnetwork.ac.uk/iree/v8n2/peterson.pdf
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    Cited by:

    1. Robert F. Garnett & Jack Reardon, 2011. "Pluralism in Economics Education," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.),International Handbook on Teaching and Learning Economics, chapter 23, Edward Elgar Publishing.
    2. Andy Denis, 2013. "Pluralism in economics education," Chapters, in: Jesper Jespersen & Mogens Ove Madsen (ed.), Teaching Post Keynesian Economics, chapter 5, pages 88-105, Edward Elgar Publishing.
    3. Seyyed Ali Zeytoon Nejad MOOSAVIAN, 2016. "Teaching Economics and Providing Visual “Big Pictures”," Journal of Economics and Political Economy, KSP Journals, vol. 3(1), pages 119-133, March.
    4. Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.
    5. Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
    6. Justine Burns & Simon Halliday & Malcolm Keswell, 2012. "Gender and Risk Taking in the Classroom," SALDRU Working Papers 87, Southern Africa Labour and Development Research Unit, University of Cape Town.
    7. Zohreh Emami, 2013. "Teaching and learning for economic life," Chapters, in: Deborah M. Figart & Tonia L. Warnecke (ed.),Handbook of Research on Gender and Economic Life, chapter 6, pages 77-90, Edward Elgar Publishing.

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