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Does pluralism in economics education make better educated, happier students? A qualitative analysis

Author

Listed:
  • Andrew Mearman

    (Department of Economics, University of the West of England, UK)

  • Tim Wakeley

    (Griffith University, Australia)

  • Gamila Shoib

    (Griffith University, Australia)

  • Don J. Webber

    (Department of Business Economics, Auckland University of Technology and Department of Economics, UWE, Bristol)

Abstract

This paper contributes to the debate on pluralism in the Economics curriculum. Here pluralism means a diversity of theoretical perspectives. One set of pedagogical arguments for pluralism are those found in ‘liberal’ philosophy of education. To this end, the first part of the paper presents arguments for pluralism based on ‘liberal’ pedagogical arguments. The paper also notes more instrumental arguments for pluralism; and barriers to such an approach. Finally, the paper considers new primary evidence from focus groups on student perceptions of economics. This evidence shows support for the arguments that a pluralist curriculum is popular and develops cognitive capacities of criticism, comparison and analysis – exactly those argued for in (liberal) pedagogical discussion – as well as judgement, understanding and writing skills. However, pluralism as a teaching strategy may be more difficult for those delivering it.

Suggested Citation

  • Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2009. "Does pluralism in economics education make better educated, happier students? A qualitative analysis," Working Papers 0916, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    • Handle: RePEc:uwe:wpaper:0916
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    File URL: http://carecon.org.uk/DPs/0916.pdf
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    Cited by:

    1. Henning Schwardt, 2024. "Evolutionary alternatives to equilibrium frameworks in economics education," Evolutionary and Institutional Economics Review, Springer, vol. 21(1), pages 115-130, April.
    2. Andrew Mearman & Aspasia Papa & Don Webber, 2014. "Why do Students Study Economics?," Economic Issues Journal Articles, Economic Issues, vol. 19(1), pages 119-147, March.
      • Andrew Mearman & Aspasia Papa & Don J. Webber, 2013. "Why do students study economics?," Working Papers 20131303, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    3. Andrew Mearman, 2012. "Pluralist economics curricula: do they work; and how would we know?," Working Papers 20121203, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    4. Helmy, Heba E., 2016. "A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic," International Review of Economics Education, Elsevier, vol. 21(C), pages 41-47.
    5. Juniper, James & Nadolny, Andrew & Pantelopoulos, George & Watts, Martin, 2021. "Orthodox macroeconomic textbooks: A critical evaluation using institutional practice as a benchmark," International Review of Economics Education, Elsevier, vol. 37(C).

    More about this item

    Keywords

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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • B4 - Schools of Economic Thought and Methodology - - Economic Methodology
    • B5 - Schools of Economic Thought and Methodology - - Current Heterodox Approaches

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