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Pros and Cons of Teaching and Research in the History of Economic Thought Today


  • Jimena Hurtado
  • Andrés Álvarez


This article intends to rebut the arguments against teaching and research in the history of economic thought, thus, highlighting its relevance in the academic formation of future economists. In a moment where economics has been questioned for its inability to provide answers and for its fascination with measurement and technique, we believe it is time to advocate and promote history of economic thought as a field of reflection, criticism and introspection. A field that shows future economists that economics is a process and not a product, providing them with the necessary insights to participate actively in the “extended present” of their discipline

Suggested Citation

  • Jimena Hurtado & Andrés Álvarez, 2010. "Pros and Cons of Teaching and Research in the History of Economic Thought Today," Lecturas de Economía, Universidad de Antioquia, Departamento de Economía, issue 73, pages 275-301.
  • Handle: RePEc:lde:journl:y:2010:i:73:p:275-301

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    History of Economic Thought; teaching; research; economic theory;

    JEL classification:

    • A11 - General Economics and Teaching - - General Economics - - - Role of Economics; Role of Economists
    • A13 - General Economics and Teaching - - General Economics - - - Relation of Economics to Social Values
    • A14 - General Economics and Teaching - - General Economics - - - Sociology of Economics
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • B2 - Schools of Economic Thought and Methodology - - History of Economic Thought since 1925


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