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Why Teach History of Economic Thought Today?

Author

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  • Andrés Álvarez

    ()

  • Jimena Hurtado

    ()

Abstract

Shorter undergraduate studies, increasing specialization and the priority of applied research in Economics represent threats for the History of Economic Thought (HET) as an integral part of the training of young economists. There are mostly sociological arguments to reduce or eliminate HET courses and contents to which we try to respond in this text. We advance that HET allows developing valuable skills that might help overcome the criticisms against Economics due to its alleged incapacity to offer solutions in times of crisis and to its fascination with quantification and technique. In this context, HET appears as a space for thought, self-criticism and introspection in which new economists may understand that Economics is a process and not a product giving them the abilities necessary to participate in the extended present of their discipline.

Suggested Citation

  • Andrés Álvarez & Jimena Hurtado, 2010. "Why Teach History of Economic Thought Today?," Documentos CEDE 007712, Universidad de los Andes - CEDE.
  • Handle: RePEc:col:000089:007712
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    File URL: http://economia.uniandes.edu.co/publicaciones/dcede2010-28.pdf
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    More about this item

    Keywords

    history of economic thought; teaching in economics; 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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