Pluralism in Economics: A Public Good or a Public Bad?

Dalen, H.P. van

doi:10.2139/ssrn.398761

Cited by 11 publications

(14 citation statements)

References 39 publications

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“…Om hoërskoolonderwysers as spesialiste in hul vakgebied op te lei is die NGSO vir EO en BSO in die aanvanklike onderwysersopleidingsprogram een van die beste roetes om te volg. Van Dalen (2007) is van mening dat baie van die kwessies in die onderskeie terreine van besigheidstudie en algemene ekonomie besig is om ononderskeibaar te word. Die neoklassieke ekonomie, byvoorbeeld, wat verwys na fundamentele waardes van individuele verantwoordelikheid, vryheid van keuse, die onskendbaarheid van privaat eiendom en minimale staatsinmenging (Hill & Myatt 2010) word ook onderstut in besigheidstudie-inhoud wat verband hou met aspekte soos bemarking, bankwese en korporatiewe bestuur.…”

Section: Inleidingunclassified

Dekolonisering van die kurrikulum: ŉ Kontekstualisering van Ekonomie- en Besigheidstudie-onderrig

America

Grange

2019

Tydskr. geesteswet.

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is 'n dosent en vak-koördineerder van Ekonomiese en Bestuurswetenskappe in die Departement Kurrikulumstudie, Fakulteit Opvoedkunde aan die Universiteit Stellenbosch. Sy doen navorsing en gee onderrig in die vakgebiede Ekonomie-, Rekeningkundeen Besigheidstudies-onderrig. Vir die afgelope tien jaar is sy betrokke in verskeie navorsingsprojekte, onder andere oor kurrikulum-ontwikkeling en assessering en het verskeie navorsingsverslae in haar hoedanigheid as leier van die Besigheidstudies-groep vir Umalusi geskryf.

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Section: Inleidingunclassified

Dekolonisering van die kurrikulum: ŉ Kontekstualisering van Ekonomie- en Besigheidstudie-onderrig

America

Grange

2019

Tydskr. geesteswet.

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“…Fullbrook (2009) draws on arguments similar to those above. Van Dalen (2003) offers arguments which suggest that through economic mechanisms such as competition and creativity, a better economics would be produced. It would be more useful to students as a result.…”

Section: Some Educational Arguments For Pluralismmentioning

confidence: 99%

Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis

Mearman¹,

Wakeley²,

Shoib³

et al. 2011

International Review of Economics Education

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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 the 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.

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“…One cannot help wondering whether a "monistic" view of economics is being emphatically imposed , to the effect that the way to funding and career progress is only through recognition of one established research model. Pluralism in the methods, subjects and results of research would thus be sacrificed, and with them the chances for the discipline to embrace real innovations (Artoni 2004(Artoni , 2007Bardhan 2003;Gillies 2006Gillies , 2008Hodgson and Rothman 1999;Lee 2007;Lee andHarley 1997, 1998;Oswald 2007;Sen 2002;van Dalen 2007).…”

Section: Comparison With the "American Economic Review" Modelmentioning

confidence: 99%

Research Standards for the Italian Young Academics: What Has Changed Over the Last Thirty Years?

Birolo

Rosselli

2010

SSRN Journal

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In this paper the authors present the findings of their research on a vast database containing the relevant information on the scientific characteristics of the three cohorts of assistant professors recruited in Italy in the early 1980s, the 1990s and the first few years of the new millennium. Their first objective is to trace out the scientific profile of the assistant professor in the early 1980s and the changes that came about in the following twenty-five years due to general changes in the profession and in the specific conditions of the Italian academic market. The second aim is to see what turn in direction the scientific standard has taken for access to a career as a young professor of economics, the number and typology of publications, the fields of research.* Earlier versions of this paper were discussed at the seminars within the research group on "The evaluation of economic research in a historical perspective: comparing methods and arguments ". We wish to thank the participants for their useful comments and criticisms. We are particularly grateful to Luigi Salmaso, for his advice on statistical matters, to Sara Pecchioli, for her precious help in building the database, to Cristina Marcuzzo, for continuous encouragement and advice. Financial support from the Italian Higher Education and Research Ministry is acknowledged.

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Pluralism in Economics: A Public Good or a Public Bad?

Cited by 11 publications

References 39 publications

Dekolonisering van die kurrikulum: ŉ Kontekstualisering van Ekonomie- en Besigheidstudie-onderrig

Dekolonisering van die kurrikulum: ŉ Kontekstualisering van Ekonomie- en Besigheidstudie-onderrig

Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis

Research Standards for the Italian Young Academics: What Has Changed Over the Last Thirty Years?

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