Should economics educators care about students' academic freedom?
Is it the duty of economics educators to help their students achieve a threshold level of intellectual independence? Should the learning goals of the undergraduate economics major include the ability to think for oneself – to reach reasoned conclusions – in the face of analytical, empirical and normative uncertainties? The authors examine these ethical questions through the lens of academic freedom, specifically the academic freedom of students. They argue that academic freedom provides a robust rationale for extending the standard educational goal of 'thinking like an economist' to include the liberal art of reflective judgment.
Volume (Year): 1 (2009)
Issue (Month): 1/2 ()
|Contact details of provider:|| Web page: http://www.inderscience.com/browse/index.php?journalID==319|
When requesting a correction, please mention this item's handle: RePEc:ids:ijplur:v:1:y:2009:i:1/2:p:148-160. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Graham Langley)
If references are entirely missing, you can add them using this form.