Teaching economics differently by comparing contesting theories
Teaching economics differently summarises how we have taught introductory micro and macroeconomics and what we have learned from that teaching experience over the last 40 years. We explain why teaching both economic theories that celebrate and those that criticise capitalism – together in one introductory semester's course as well as in subsequent courses – can and does get students interested in (and not infrequently passionate about) economics as a discipline. The article outlines our systematically comparative approach to learning economics and some of its more salient consequences including pedagogical effectiveness.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 2 (2011)
Issue (Month): 1 ()
|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:2:y:2011:i:1:p:57-68. 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.