Economics and its teaching at a critical juncture

Decker, Samuel; Elsner, Wolfram; Flechtner, Svenja

doi:10.4324/9781315177809-1

Cited by 3 publications

(3 citation statements)

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“…Third, the episodes above illuminate the need for “discerning economic citizens,” who work to “understand contemporary political, social, and economic issues by reading and analyzing a variety of media publications as a way of forming informed opinions about current and past events” (Crowley & Swan, 2018, p. 104). However, mainstream economics curriculum's ability to do this has been called into question (Decker et al, 2019; Gans, 2015; Graupe, 2019; Leontief, 1970; Maesse, 2019; Marglin, 2012; Marri et al, 2011) as has its compatibility with the civic aims of social studies education (Adams, 2019a) given its anti-social tendencies. It has been said to lack engagement with important, real-world socioeconomic issues including racism, poverty, and the social economy (King & Finley, 2015; Myers & Stocks, 2010; Romanish, 1983; Shanks & Hall, 2020) and has responded poorly to the 2008 recession (Adams, 2019b; Colander et al, 2009; Fischer et al, 2018; Merkel, 2014; Neumann, 2010; Varoufakis et al, 2011), Covid-19 (Gould & Wilson, 2020; Rho et al, 2020) and racial justice movements (Casselman & Tankersley, 2020; Opoku-Agyeman, 2020; Sadie Collective, 2020).…”

Section: Economics and Equitymentioning

confidence: 99%

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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The article investigates the contentious relationship between economics and social studies and considers the extent to which the dominant narratives and methodological approaches in economics are compatible with ambitious views of equity in civics education. Tensions between social studies and economics are described. These include differing views on the role of government, democracy, and equality, as well as economics' "imperious mindset" (Heilbroner, 1991, p. 463). After identifying these tensions, the article devotes significant space to recent scholarship that can bridge the civics-economics divide and introduce the kind of equity work being called for in social studies education.

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Section: Economics and Equitymentioning

confidence: 99%

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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“…Mainstream economics is a common target. Addressing its failings takes different forms (Decker et al, 2019). In some cases, ecological economics and feminism are taught as part of mainstream micro and macroeconomics.…”

Section: Pedagogical Demonstrationmentioning

confidence: 99%

Teaching Sustainability: From Monism and Pluralism to Citizenship

Obeng‐Odoom

2020

Journal of Education for Sustainable Development

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The current pandemic might temporarily slow down environmentally destructive economic growth. However, claiming that we are flattening the curve of (un)sustainability is dangerous. The global sustainability crisis is not just being driven by uneconomic growth but also increasing global inequality and social stratification. Teaching this key lesson requires widening the repertoire of sustainability pedagogy from the conventional wisdom of pedagogical monism to the radical approach centred on both pluralism and pedagogical citizenship.

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“…While the discussion about the economic curriculum continues (cf. Colander, 2007; Coyle, 2012; Decker et al, 2019; Mearman et al, 2016; Morgan, 2015; Thornton, 2017), the question of how people trained in economics “differ” and how this might be related to their education is not answered. Some argue that “economists are born, not made” (Carter and Irons, 1991), as “selfish persons choose to study economics” (Frey and Meier, 2003: 448) or pre-university socialization, class-based interests, or cognitive abilities lead them to develop specific preferences and behavioral patterns.…”

Section: Introductionmentioning

confidence: 99%

Social psychological aspects of “making” economists: A review of the nature versus nurture debate

Hellmich

2020

Citizenship, Social and Economics Education

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A considerable number of empirical studies argue that economics experts differ from other groups with respect to their public policy preferences and their behavior in certain social dilemmas. Economists are more likely to regard allocation via markets as “fair” than other people and they seem to adjust their behavior and expectations to the actor-model presumed in the elementary neoclassical theory. Some trace back such observations to influences related to the economics education. An alternative view is that economics attracts individuals with preferences that differ from those of non-economists. While the literature on the matter is growing, a comprehensive picture of the nature and sources of the differences has not yet emerged. This article reviews research based on the survey, experimental, and field evidence collected since 1990 to detect, characterize, and explain the differences. It points at some problems inherent to the methodology that dominates the existing research. Primarily, it directs attention to some psychological and social-psychological aspects of training and socializing economists that have not found adequate recognition so far, but should be considered, to better understand the phenomena in question.

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Economics and its teaching at a critical juncture

Cited by 3 publications

References 0 publications

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Teaching Sustainability: From Monism and Pluralism to Citizenship

Social psychological aspects of “making” economists: A review of the nature versus nurture debate

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