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Economics Education after the Crisis: Pluralism, History, and Institutions

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  • Janice Peterson

Abstract

The economic crisis unleashed criticism of the economics profession in the popular press and raised discussions about the adequacy of traditional economics education to new levels. This paper considers how the criticism of traditional economics and economics education, highlighted by the crisis, provide a useful context for articulating reforms in economics education that can foster the development of economic theory and practice consistent with a more equitable and sustainable economy. I argue that the goals of a post-crisis economics education can be articulated through the outcomes of "significant learning" and pursued through approaches to economics education that are pluralistic in content and pedagogy, historically-based, and emphasize the role of institutions and institutional analysis.

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  • Janice Peterson, 2013. "Economics Education after the Crisis: Pluralism, History, and Institutions," Journal of Economic Issues, Taylor & Francis Journals, vol. 47(2), pages 401-410.
    • Handle: RePEc:mes:jeciss:v:47:y:2013:i:2:p:401-410
    DOI: 10.2753/JEI0021-3624470213
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    Cited by:

    1. Hansen, Bradley A. & Hansen, Mary Eschelbach, 2016. "The historian's craft and economics," Journal of Institutional Economics, Cambridge University Press, vol. 12(2), pages 349-370, June.
    2. Brenda Spotton Visano, 2018. "From Challenging the Text to Constructing It in a Large Economics Classroom: Revealing the Not-So-Common Sense of the Capitalist Mode of Production," Review of Radical Political Economics, Union for Radical Political Economics, vol. 50(1), pages 194-204, March.

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