Rational choice, independent utility and the inclusive classroom

Neoclassical models of individual utility maximisation seem logical and consistent to many students; however, they can seem unrealistic and alienating to many others. When students have such misgivings acknowledged, they are more open to learning. This article describes an in-class exercise designed to allow undergraduates to examine their own motivations and choices. When students identify and compare their diverse motivations to the widely assumed motivations of selfishness and individualism, they gain important critical thinking skills. This, in turn, facilitates their development of insight into, and confidence about their abilities to learn and critique rational choice theoretical models. Greater familiarity with abstraction in the development of theoretical arguments makes students more open to learning heterodox theories, methods and policy debates.