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Exploring Values in the Classroom: Three Exercises for Introductory Economics

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  • Lester Hadsell

Abstract

We present three classroom exercises designed to explore issues of fairness and equity in economics. In each exercise, students put economics in context as they consider the art of economics in addition to the science. The active learning nature of the exercises involves students as they consider (1) the free-rider problem, (2) the contrast between democratic and free-market ideals, and (3) externalities. Each exercise, including discussion, will fit into a 50-minute class period. The author has used the exercises in introductory microeconomics courses, in classes of 30 to 50 students.

Suggested Citation

  • Lester Hadsell, 2005. "Exploring Values in the Classroom: Three Exercises for Introductory Economics," The American Economist, Sage Publications, vol. 49(2), pages 51-59, October.
    • Handle: RePEc:sae:amerec:v:49:y:2005:i:2:p:51-59
    DOI: 10.1177/056943450504900206
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    References listed on IDEAS

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    1. Robert H. Frank & Thomas D. Gilovich & Dennis T. Regan, 1996. "Do Economists Make Bad Citizens?," Journal of Economic Perspectives, American Economic Association, vol. 10(1), pages 187-192, Winter.
    2. William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
    3. James Stodder, 1998. "Experimental Moralities: Ethics in Classroom Experiments," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 127-138, June.
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