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Death of the pedagogue: pluralism and non-didacticism

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  • Duncan Watson
  • Steve Cook
  • Fabio Arico

Abstract

Contest and controversy; orthodoxy and heterodoxy; critique and reject: how can economics curricula be adjusted to illustrate the multiplicity of, frequently antagonistic, explanations for observed phenomena? This paper commences by addressing the meaning of pluralism within the rubric of Foucault and Barthes, proposing that the application of pluralism in economics is a more complex process than has previously been acknowledged. It posits that the emphasis falls too often on pedagogical issues that re-affirm hierarchical teacher-learner relationships which hinder learner autonomy and encourages the transmission of teacher bias. Arguing that the economics instructor should instead act as an enlightened navigator, it addresses the practical aspects of delivery by exploring two key modules in undergraduate degree provision: intermediate microeconomics and the dissertation.

Suggested Citation

  • Duncan Watson & Steve Cook & Fabio Arico, 2014. "Death of the pedagogue: pluralism and non-didacticism," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 5(3), pages 242-255.
    • Handle: RePEc:ids:ijplur:v:5:y:2014:i:3:p:242-255
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    Cited by:

    1. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.

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