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In this special issue, guest editors Louis-Philippe Rochon and Sergio Rossi, present a collection of articles questioning whether the standard economics curriculum has outlived its usefulness. The editors open with the radical claim that standard theory is too flawed as a foundation for undergraduate education and they suggest that an alternative is urgently required. They stress the role that data needs to play in how we present economics to undergraduates.
Other articles reflect on how politics can frame the way that we see and present the economy to students, with particular attention to issues such as race, gender and inequality. Several articles approach the question of curriculum design from a perspective that is gaining increasing traction in the literature: pluralism has positive educational benefits. Looking at issues from different vantage points enhances intellectual robustness and produces graduates better able to contribute to problem solving in the workplace. Other articles consider practical teaching strategies which aim to enhance critical engagement including problem-based learning and the use of alternative macro models.
We hope that you enjoy this issue,
Peter Docherty
Editor
Table of Contents – click the articles below to view online
FREE ARTICLE
The logical flaws of neoclassical economics and why we should not teach it
Louis-Philippe Rochon and Sergio Rossi
Mainstream economics programs: the dangerous omission (or commission) of exclusion and inequality
Salewa Olawoye
How to explain inequality: answers from neoclassical and feminist political economy perspectives
Yazgı Genç
A benchmark macroeconomic model for undergraduate teaching
Jennifer Churchill and Jo Michell
Pluralistic economics as a path to critical thinking: a case in undergraduate macroeconomics
Matheus Trotta Vianna
Critical thinking and the principle of problem-based learning
Finn Olesen and Ioana Negru
Teaching economics with plurality: the case of the Political Economy Center (NEP) at a private university in Brazil (2014–2021)
Alexandre Favaro Lucchesi, Lucas Ferreira Lima, Marcos Henrique do Espírito Santo, and Henrique Pavan Beiro de Souza
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