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The Art of Teaching Economics

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  • David Colander

    (Middlebury College)

Abstract

This paper considers the teaching of economics and argues that content, not form is what is central to economics teaching. It considers the "new paradigm of teaching" and suggests that while there is much good in that new paradigm, it is dominated by a "common sense approach" to teaching that combines content and delivery issues, and is midway between the old paradigm of teaching and the new paradigm.

Suggested Citation

  • David Colander, 2004. "The Art of Teaching Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 3(1), pages 63-76.
    • Handle: RePEc:che:ireepp:v:3:y:2004:i:1:p:63-76
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    1. David Colander, 2003. "Muddling through and policy analysis," New Zealand Economic Papers, Taylor & Francis Journals, vol. 37(2), pages 197-215.
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    Cited by:

    1. Curtis R. Price & Perry Burnett & Daria Sevastianova, 2022. "The attitudinal gender gap of an economics education," Economics Bulletin, AccessEcon, vol. 42(1), pages 233-243.
    2. Mohammad Alauddin & Adrian Ashman, 2014. "The changing academic environment and diversity in students study philosophy, beliefs and attitudes in higher education," Discussion Papers Series 511, School of Economics, University of Queensland, Australia.
    3. Tim Thornton, 2013. "The Narrowing of the Australian University Economics Curriculum: An Analysis of the Problem and a Proposed Solution," The Economic Record, The Economic Society of Australia, vol. 89, pages 106-114, June.
    4. Mohammad Alauddin & Temesgen Kifle, 2014. "Does the student evaluation of teaching instrument really measure instructorsù teaching effectiveness? An econometric analysis of studentsù perceptions in economics courses," Economic Analysis and Policy, Elsevier, vol. 44(2), pages 156-168.
    5. David Kauper, 2012. "Teaching Profit Seeking as the Source of Growth," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(2), pages 64-80.
    6. Pedro de Araujo & Roisin O’Sullivan & Nicole B. Simpson, 2013. "What Should be Taught in Intermediate Macroeconomics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(1), pages 74-90, March.
    7. Paul Dalziel, 2011. "Schumpeter's 'Vision' and the Teaching of Principles of Economics to Resource Students," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 63-74.
    8. David Colander, 2004. "What We Teach and What We Do," Middlebury College Working Paper Series 0426, Middlebury College, Department of Economics.
    9. Dr. Mohammad Alauddin & Professor John Foster, 2005. "Heterogenous clientele and product differentiation: teaching economics in a changing environment," Discussion Papers Series 340, School of Economics, University of Queensland, Australia.
    10. Seyyed Ali Zeytoon Nejad MOOSAVIAN, 2016. "Teaching Economics and Providing Visual “Big Pictures”," Journal of Economics and Political Economy, KSP Journals, vol. 3(1), pages 119-133, March.
    11. David Wilson & William Dixon, 2009. "Performing Economics: A Critique of 'Teaching and Learning'," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 91-105.
    12. Dr. Mohammad Alauddin & Professor John Foster, 2005. "Teaching Economics at the University Level: Dynamics of Parameters and Implications," Discussion Papers Series 339, School of Economics, University of Queensland, Australia.
    13. Omer GOKCEKUS & Kevin BENGYAK, 2015. "Learning Heckscher-Ohlin Model in Five Easy Steps," Journal of Economics and Political Economy, KSP Journals, vol. 2(1), pages 137-143, March.
    14. 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.

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