Plurality to pluralism in economics pedagogy: the role of critical thinking

Negru, Ioana (2010) Plurality to pluralism in economics pedagogy: the role of critical thinking. International Journal of Pluralism and Economics Education, 1 (3). pp. 185-193. ISSN 1757-5656

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Official URL: http://dx.doi.org/10.1504/IJPEE.2010.034683

Abstract

The current financial crisis has prompted a widespread critique of existing conventional economics and deep dissatisfaction with varying aspects regarding the economics profession including teaching techniques. A reform of teaching practices within economics needs to be pre-requisited on intellectual diversity and a curriculum that is characterised by both plurality and reflexive, critical skills. As an orientation, pluralism is essential for becoming a critical and reflexive thinker. This paper argues that although plurality can be perceived as a first step in achieving pluralism in economics, economists – both mainstream and heterodox – need to go beyond a plurality of perspectives in order to concentrate on developing critical and reflexive skills amongst their students.

Item Type: Journal Article
Keywords: critical thinking, plurality, pedagogical pluralism, economics pedagogy, teaching practices, economics education
Faculty: ARCHIVED Lord Ashcroft International Business School (until September 2018)
Depositing User: Repository Admin
Date Deposited: 13 Dec 2012 09:52
Last Modified: 21 Feb 2022 16:34
URI: https://arro.anglia.ac.uk/id/eprint/262486

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