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A 'Big Think' Approach to Government Debt: Promoting Significant Learning in Introductory Macroeconomics

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  • Robert Garnett
  • Kimmarie Mcgoldrick

Abstract

Drawing on Dee Fink's theory of significant learning, the authors present a 'big think' learning module to supplement fiscal policy discussions in introductory macroeconomics courses. Students are asked to consider a salient, contentious question that can be addressed in meaningful ways based on principles-level concepts and models, namely: 'In your judgment, does the recent steep rise in the US debt-to-GDP ratio pose a serious threat to the US economy? Why or why not?' To enhance students' willingness and ability to engage this big think question, the module provides open-ended preparatory exercises amenable to courses taught from heterodox or mainstream perspectives. Unlike standard textbook treatments which inadvertently thwart exploratory thinking and provide little support for analyzing case-specific burdens and benefits of government borrowing, the big think unit motivates students to think logically and creatively about the debt-GDP relationship in the current US context.

Suggested Citation

  • Robert Garnett & Kimmarie Mcgoldrick, 2014. "A 'Big Think' Approach to Government Debt: Promoting Significant Learning in Introductory Macroeconomics," Review of Political Economy, Taylor & Francis Journals, vol. 26(4), pages 628-647, October.
    • Handle: RePEc:taf:revpoe:v:26:y:2014:i:4:p:628-647
    DOI: 10.1080/09538259.2014.955353
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    References listed on IDEAS

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    1. David Colander, 2001. "The Lost Art of Economics," Books, Edward Elgar Publishing, number 2415.
    2. Congressional Budget Office, 2014. "The 2014 Long-Term Budget Outlook," Reports 45471, Congressional Budget Office.
    3. Congressional Budget Office, 2014. "The 2014 Long-Term Budget Outlook," Reports 45471, Congressional Budget Office.
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