Template-Type: ReDIF-Article 1.0 Author-Name: Caleb Lewis Author-X-Name-First: Caleb Author-X-Name-Last: Lewis Title: What the fishing boats have in common: a classroom experiment Abstract: Pluralism in the economics classroom should be effectively supported by active learning exercises. This paper describes a classroom experiment that involves students in an incentivised common goods environment in a context familiar to students from diverse backgrounds: overfishing. This exercise can provide a learning moment that draws from the varied experiences and world-views of the participants and varied theoretical approaches including those outside mainstream economics. In each round of the game, students individually choose between fishing aggressively and conservatively. Fishing aggressively depletes a school of fish to such an extent that it will not replenish. Students are rewarded with points in proportion to their catch to simulate the returns to private fishing boats. The result is an effective and engaging learning opportunity particularly suitable to undergraduate economics courses. This exercise is an example of how pluralism can be incorporated in pedagogy. Journal: Int. J. of Pluralism and Economics Education Pages: 192-203 Issue: 1/2 Volume: 9 Year: 2018 Keywords: common goods; pluralism; pedagogy; economics education; active learning; classroom experiments. File-URL: http://www.inderscience.com/link.php?id=92229 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:192-203 Template-Type: ReDIF-Article 1.0 Author-Name: Erkan Gürpinar Author-X-Name-First: Erkan Author-X-Name-Last: Gürpinar Author-Name: Altug Yalcintas Author-X-Name-First: Altug Author-X-Name-Last: Yalcintas Title: Old habits die hard: or, why has economics not become an evolutionary science? Abstract: In this article, we explain why economics has not become an evolutionary science since Veblen published his seminal 1898 paper, 'Why is economics not an evolutionary science?' One cause of economists' reluctance to displace non-evolutionary preconceptions in economics is that the history of economics in the second half of the 20th century has been characterised by conceptual schizophrenia, defined as a state where economists do not change their minds although critical scientists provide abundant counter-arguments and refuting evidence. The (evolutionary) 'drift' that Veblen thought would transform economics into an evolutionary science has become an evolutionary process itself. We argue that an alternative path for the heterodoxy, akin to speciation in biology, is needed. Journal: Int. J. of Pluralism and Economics Education Pages: 216-232 Issue: 1/2 Volume: 9 Year: 2018 Keywords: evolutionary economics; habits of thought; intellectual path dependence; conceptual schizophrenia; speciation; Veblen. File-URL: http://www.inderscience.com/link.php?id=92230 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:216-232 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle R. Gierach Author-X-Name-First: Michelle R. Author-X-Name-Last: Gierach Author-Name: Reynold F. Nesiba Author-X-Name-First: Reynold F. Author-X-Name-Last: Nesiba Title: What can teaching economists learn from poverty simulations run by nursing faculty? Abstract: Even though teaching economists and nursing faculty teach vastly different subject matter, there is a way for these faculty to collaborate. We use a poverty simulation to facilitate an active learning strategy that addresses the complex issues of inequality and poverty. The poverty simulation is a tool utilised frequently in the health science literature to provide students with an opportunity to step into the shoes of a person experiencing poverty. This approach utilises a variety of pedagogical strategies to facilitate the deepening of knowledge and the development of empathy toward persons experiencing poverty. Methods to deliver the poverty simulation and measure outcomes are addressed through a study that provides an example of how this innovative pedagogy can be integrated into economics course curricula to address the issues of inequality and poverty. Journal: Int. J. of Pluralism and Economics Education Pages: 128-143 Issue: 1/2 Volume: 9 Year: 2018 Keywords: poverty simulation; inequality; poverty; economics education; active learning strategy; nursing education; interprofessional collaboration; inequality; poverty. File-URL: http://www.inderscience.com/link.php?id=92232 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:128-143 Template-Type: ReDIF-Article 1.0 Author-Name: Geert L. Dhondt Author-X-Name-First: Geert L. Author-X-Name-Last: Dhondt Author-Name: Mathieu Perron-Dufour Author-X-Name-First: Mathieu Author-X-Name-Last: Perron-Dufour Author-Name: Ian J. Seda-Irizarry Author-X-Name-First: Ian J. Author-X-Name-Last: Seda-Irizarry Title: Behind the masks of total choice: teaching alienation in the age of inequality Abstract: In this article we examine different ways for making the concept of alienation relevant and interesting for undergraduate students in relation to the present-day concerns regarding distributive dynamics and inequality, especially in the USA. We find inspiration for this in the theoretical and practical importance of alienation in Marx's critique of capitalism and how it is entwined with distribution. We first look at sources of alienation in the contemporary US economy, before deriving an analytical framework for its analysis using Marx's characterisation. We then offer different ways for making the concept of alienation accessible to students in the classroom, using examples from popular culture and linking them back to broader capitalist dynamics. Journal: Int. J. of Pluralism and Economics Education Pages: 36-49 Issue: 1/2 Volume: 9 Year: 2018 Keywords: teaching; inequality; alienation; commodity fetishism; Marxism. File-URL: http://www.inderscience.com/link.php?id=92235 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:36-49 Template-Type: ReDIF-Article 1.0 Author-Name: Jon D. Wisman Author-X-Name-First: Jon D. Author-X-Name-Last: Wisman Title: The dynamics of inequality in the human story: a brief sketch Abstract: Teaching contemporary inequality can be significantly enriched by being nested in its dynamics over the course of human history. This essay provides those teaching inequality with a brief sketch of: 1) the original human condition of a high degree of equality that endured for 97% to 98% of our species' existence as foragers and early agriculturalists; 2) the origin of extreme inequality that accompanied the rise of states and civilisation about 5,500 years ago as weapons technology enabled a few to subjugate the producers; 3) why, despite a significant degree of political democracy in many contemporary societies, extreme inequality persists. Journal: Int. J. of Pluralism and Economics Education Pages: 4-17 Issue: 1/2 Volume: 9 Year: 2018 Keywords: aboriginal equality; rise of state; comparative advantage in violence; democracy; ideology; teaching inequality; inequality. File-URL: http://www.inderscience.com/link.php?id=92236 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:4-17 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin W. Capehart Author-X-Name-First: Kevin W. Author-X-Name-Last: Capehart Author-Name: Va Nee L. Van Vleck Author-X-Name-First: Va Nee L. Van Author-X-Name-Last: Vleck Title: Pass GO and collect $610: modified Monopoly for teaching inequality Abstract: Modified versions of the board game <i>Monopoly</i> have been used to teach inequality. This paper reviews modifications suggested in the pedagogical literature and then reports survey-based results on whether playing a modified version of the game affected students' objective perceptions or subjective attitudes towards inequality. Our survey results suggest that, compared to a group of students who received only a traditional lecture on inequality statistics, students who played the modified <i>Monopoly</i> game saw larger improvements in their objective perceptions of the actual extent of income and wealth inequality and, also, bigger changes in their subjective attitudes about the importance of inheritance, luck, and hard work to real-world success. Yet, attitudes were not dramatically affected by playing the game and misperceptions about basic inequality statistics remained, so higher impact approaches to teaching inequality are still needed. Journal: Int. J. of Pluralism and Economics Education Pages: 144-167 Issue: 1/2 Volume: 9 Year: 2018 Keywords: income inequality; wealth inequality; Monopoly; games. File-URL: http://www.inderscience.com/link.php?id=92237 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:144-167 Template-Type: ReDIF-Article 1.0 Author-Name: Danielle Guizzo Author-X-Name-First: Danielle Author-X-Name-Last: Guizzo Author-Name: Lotta Takala-Greenish Author-X-Name-First: Lotta Author-X-Name-Last: Takala-Greenish Title: Teaching to think: challenges and suitability of teaching inequality topics in a business school Abstract: By employing a critical pedagogical approach that discusses non-dominant forms of knowledge, we demonstrate how two inequality topics - gender and trade - provide a platform for rethinking standard forms of economic and social knowledge. A detailed analysis of two modules, <i>Political Economy</i> and <i>International Trade and Multinational Business</i>, reveals an openness and interest in real world examples and active learning methods. Through these, student responses indicate an emerging acceptance and positive response to topics of inequality as the basis for critical thinking. Nevertheless, students also indicate frustration with the difficulty in matching the real world to current theoretical frameworks, and the suggested uncertainty of critical pedagogical approaches. The findings also suggest that improved knowledge of different empirical approaches may be useful to focus student interest and address areas of frustration during the learning process. Journal: Int. J. of Pluralism and Economics Education Pages: 106-127 Issue: 1/2 Volume: 9 Year: 2018 Keywords: teaching economics; inequality; critical pedagogy; educational philosophy; pluralism; political economy; gender; international trade; labour; real world examples. File-URL: http://www.inderscience.com/link.php?id=92238 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:106-127 Template-Type: ReDIF-Article 1.0 Author-Name: Matthias Schnetzer Author-X-Name-First: Matthias Author-X-Name-Last: Schnetzer Title: Teaching wealth inequality in the Eurozone: an outline based on HFCS data Abstract: This paper presents an outline for an undergraduate course on wealth inequality with nine learning goals. Based on empirical evidence from the Eurozone Household Finance and Consumption Survey 2010 (HFCS), wealth inequality is introduced as a distinct field of study. The outline concisely illustrates the challenges of empirical research when collecting wealth data and measuring wealth inequality. By reference to recent literature, particular attention is paid to intergenerational wealth transfers. Finally, the paper presents several tools for interactive teaching. Journal: Int. J. of Pluralism and Economics Education Pages: 168-191 Issue: 1/2 Volume: 9 Year: 2018 Keywords: wealth distribution; wealth inequality; inheritances; teaching inequality; interactive teaching; economics education; empirical economics; Household Finance and Consumption Survey; HFCS; wealth survey; Eurozone. File-URL: http://www.inderscience.com/link.php?id=92239 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:168-191 Template-Type: ReDIF-Article 1.0 Author-Name: Sucharita Sinha Mukherjee Author-X-Name-First: Sucharita Sinha Author-X-Name-Last: Mukherjee Title: Challenges and pedagogies for teaching inequality in undergraduate development economics Abstract: Students in undergraduate economics classes, bogged down by mathematical and statistical technicalities, often fail to connect classroom learning to real world experiences which would better help to understand concepts and to examine policy prescriptions for economic issues such as economic inequality. Through a combination of different pedagogies involving academic resources, media, data analysis and experiential learning, students in my economic development course are exposed to the challenges of measuring and combating inequality. By looking at income inequality in conjunction with inequalities of health and education access, and understanding gender and racial differences across nations as well as locally, students grasp the complexities of public policies addressing inequality. Adopting a feminist methodology in class provides students a framework to analyse the heterogeneity of the human experience critical to the study of inequality. Journal: Int. J. of Pluralism and Economics Education Pages: 69-80 Issue: 1/2 Volume: 9 Year: 2018 Keywords: inequality; pedagogy; undergraduate economics pedagogy; development economics; feminist pedagogy. File-URL: http://www.inderscience.com/link.php?id=92241 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:69-80 Template-Type: ReDIF-Article 1.0 Author-Name: Victor A. Beker Author-X-Name-First: Victor A. Author-X-Name-Last: Beker Title: On pluralism and economics Abstract: After the 2007-2008 financial crisis exposed the shortcomings of mainstream economic theory the need for pluralism in economics has become more acute. Pluralism appears as the main alternative to avoid the threat to economic science posed by the monopoly of an economic theory divorced from reality and real-world problems. This paper argues that rather than one unique economic theory, there is a collection of economic theories - our collective diversified intellectual portfolio - that compete with each other. Pluralism in economics education is a necessary precondition to enable a level playing field where students have equal access to different theories. However, the difficulties to implement such an approach should not be underestimated. From a practical point of view, it is suggested that implementing a unique digital platform would greatly help to present heterodox ideas and develop internal debate. Journal: Int. J. of Pluralism and Economics Education Pages: 204-215 Issue: 1/2 Volume: 9 Year: 2018 Keywords: pluralism; realism; heterodox economics; mainstream economics. File-URL: http://www.inderscience.com/link.php?id=92243 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:204-215 Template-Type: ReDIF-Article 1.0 Author-Name: Oliver Cooke Author-X-Name-First: Oliver Author-X-Name-Last: Cooke Author-Name: Patrick Dolenc Author-X-Name-First: Patrick Author-X-Name-Last: Dolenc Author-Name: Kimberly Schmidl-Gagne Author-X-Name-First: Kimberly Author-X-Name-Last: Schmidl-Gagne Title: Beyond left-right: teaching inequality with four ideological lenses Abstract: We believe the economic inequality experienced in many Western countries today threatens democratic principles. Exposing today's undergraduates to the debate over inequality is therefore vitally important. Yet, political discourse surrounding controversial public policy issues, like economic inequality, continues to grow increasingly polarised and adversarial. While we embrace controversy and intellectual disagreement in our classrooms, we believe students should be taught to think in ways that move beyond divisive dichotomies that are often framed as mutually exclusive. The traditional left-right debate over inequality in the USA is representative of this type of discourse. The pedagogical framework described here, which revolves around four political ideologies, circumvents this usual left-right constraint. By allowing students to explore the issue of inequality in a multidimensional political space, our framework engenders a more nuanced and less polarised discourse on inequality. Journal: Int. J. of Pluralism and Economics Education Pages: 18-35 Issue: 1/2 Volume: 9 Year: 2018 Keywords: inequality; economic inequality; ideology; Great Compression; Great Divergence; living wage; classical liberal; libertarian; radical; social-democrat; conservatism; liberalism; progressivism; diagnostic; critical thinking. File-URL: http://www.inderscience.com/link.php?id=92244 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:18-35 Template-Type: ReDIF-Article 1.0 Author-Name: Iris Buder Author-X-Name-First: Iris Author-X-Name-Last: Buder Author-Name: Jake Jennings Author-X-Name-First: Jake Author-X-Name-Last: Jennings Title: Teaching health in an era of inequality Abstract: With rising inequalities in the USA health disparities are also increasing, which is especially pronounced when viewed by racial/ethnic group and by socio-economic status. This paper provides an outline for instructing on these disparities, and specifically their impact on health outcomes. Journal: Int. J. of Pluralism and Economics Education Pages: 50-68 Issue: 1/2 Volume: 9 Year: 2018 Keywords: health disparities; socio-economic status; SES; income inequality; teaching inequality; economics education; United States healthcare; mortality; morbidity; health/wealth gradient; Gini index; income distribution; social policy. File-URL: http://www.inderscience.com/link.php?id=92245 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:50-68 Template-Type: ReDIF-Article 1.0 Author-Name: Sasha Breger Bush Author-X-Name-First: Sasha Breger Author-X-Name-Last: Bush Author-Name: Roni Kay Marie O'Dell Author-X-Name-First: Roni Kay Marie Author-X-Name-Last: O'Dell Title: Teaching about poverty and inequality: critical pedagogy and personal experience in the learner-centred classroom Abstract: We argue that teaching students about poverty and inequality requires three foundational pedagogical insights and practices: 1) engaging students in dialogue; 2) building on personal experience and fostering empathy; 3) helping students to visualise action in overturning oppressive societal structures. Each is required to build an integral and powerful foundation for teaching about poverty and inequality in the college classroom. This paper reviews the foundational theoretical and evidence-based literature to suggest that poverty and inequality must be taught in dialogical, experiential ways. We detail four, successful, pedagogical activities that help students learn about poverty and inequality by engaging with personal experience: two budgeting exercises; one simulation activity; and one expansive activity that allows students to engage deeply, critically and comparatively with the personal experiences of others (via, e.g., oral histories, interviews, and photography). Journal: Int. J. of Pluralism and Economics Education Pages: 81-105 Issue: 1/2 Volume: 9 Year: 2018 Keywords: poverty; inequality; critical pedagogy; empathy; experiential learning; learner-centred teaching. File-URL: http://www.inderscience.com/link.php?id=92246 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:81-105 Template-Type: ReDIF-Article 1.0 Author-Name: Moritz Hütten Author-X-Name-First: Moritz Author-X-Name-Last: Hütten Author-Name: Daniel Maman Author-X-Name-First: Daniel Author-X-Name-Last: Maman Author-Name: Zeev Rosenhek Author-X-Name-First: Zeev Author-X-Name-Last: Rosenhek Author-Name: Matthias Thiemann Author-X-Name-First: Matthias Author-X-Name-Last: Thiemann Title: Critical financial literacy: an agenda Abstract: Following the recent financial crisis, consumer behaviour was framed as central in contributing to financial instability. To heighten the financial responsibility of consumers, programs to increase the financial literacy of the general population are being administered by the OECD and other national and international, public and private organisations. Far from presenting a balanced view of economics or encouraging civic engagement in financial regulation, such programs focus on correcting what is viewed as consumer misconduct. In the process, economic topics are naturalised and become reified. We oppose this 'mainstream' financial literacy, by proposing a critical financial literacy (CFL) program that empowers citizens to question the role of finance in society, and that underscores the importance of representing civil society interests in financial regulation. Hence, we call on civil society organisations and other stakeholders in civil society to contribute to the content of these programs and promote a CFL. Journal: Int. J. of Pluralism and Economics Education Pages: 274-291 Issue: 3 Volume: 9 Year: 2018 Keywords: financial literacy; financial education; financial regulation; critical financial literacy; critical education; socio-economic education; neoliberalism; financialisation; civil society. File-URL: http://www.inderscience.com/link.php?id=93405 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:3:p:274-291 Template-Type: ReDIF-Article 1.0 Author-Name: Sanja Grubacic Author-X-Name-First: Sanja Author-X-Name-Last: Grubacic Author-Name: Julian Schuster Author-X-Name-First: Julian Author-X-Name-Last: Schuster Title: Economic nationalism in the history of international economics Abstract: This paper examines the sources of economic nationalism by a closer examination of the theory and policy of international trade, originating in the 19th century. We compare and contrast the views of British classical writers, the main proponents of trade liberalism, with the writings of Friedrich List, the main proponent of economic nationalism. The focus is on the distributional implications of trade, and the treatment of the benefits that a poor country may derive from trading with a rich country in 19th century economic thought. We also review the current literature on economic nationalism, and find that alternative perspectives emerge from differing views on the benefits and drawbacks of globalisation. We argue that List's approach remains relevant to understanding contemporary economic nationalism because it highlights a historical context in which the adverse distributional implications of foreign trade are likely to provoke nationalist sentiment. Journal: Int. J. of Pluralism and Economics Education Pages: 300-317 Issue: 3 Volume: 9 Year: 2018 Keywords: free trade; protectionism; distribution; globalisation; inequality; economic liberalism; economic nationalism; Ricardo; List; Malthus; history; international economics. File-URL: http://www.inderscience.com/link.php?id=93414 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:3:p:300-317 Template-Type: ReDIF-Article 1.0 Author-Name: Fritz Helmedag Author-X-Name-First: Fritz Author-X-Name-Last: Helmedag Title: Barter, efficiency, and money prices: dissecting Nash's bargaining example Abstract: John Nash's own illustration of his famous bargaining solution has fallen into oblivion. There, a good is traded that the giver appreciates more than the taker. Although this transaction contributes to the largest (weighted) product of utility gains, their sum falls below the attainable maximum which indicates efficiency. In addition, it is shown that with a medium of exchange and 'fair' prices both criteria can be met. The participants then enjoy the same benefits from exchange. Accordingly, even with only two persons, money can improve their welfare. The insights presented in this paper deserve to find their way into classrooms. Journal: Int. J. of Pluralism and Economics Education Pages: 292-299 Issue: 3 Volume: 9 Year: 2018 Keywords: bargaining; barter; Nash; money. File-URL: http://www.inderscience.com/link.php?id=93421 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:3:p:292-299 Template-Type: ReDIF-Article 1.0 Author-Name: Scott L.B. McConnell Author-X-Name-First: Scott L.B. Author-X-Name-Last: McConnell Author-Name: Anthony Eisenbarth Author-X-Name-First: Anthony Author-X-Name-Last: Eisenbarth Author-Name: Brian Eisenbarth Author-X-Name-First: Brian Author-X-Name-Last: Eisenbarth Title: Critical pedagogy and Veblen's pecuniary interests of higher education Abstract: This paper seeks to explore these questions: 1) what are the goals of the institution of education? 2) How do the underlying forces in a contemporary capitalist system promote the institution of education and to what ends? 3) How is technical change driven by the underlying dynamics between capitalism and the educational process? Specifically, what does the introduction of online learning mean for the future of critical thought, this paper will discuss the work of social philosophy, specifically pedagogical philosophers identifying with the 'critical pedagogy' school of thought originating in Brazil in the early 1960s. The paper will then argue that to understand the increased employment of new technologies in education, such as online learning, one must consider Veblen's delineation of pecuniary and instrumental motives within the business enterprise, as well as his understanding of the place of the 'higher learning' in a modern pecuniary culture. Journal: Int. J. of Pluralism and Economics Education Pages: 318-327 Issue: 3 Volume: 9 Year: 2018 Keywords: institutional economics; critical pedagogy; Veblen; Freire; online education; capitalism; educational administration. File-URL: http://www.inderscience.com/link.php?id=93423 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:3:p:318-327 Template-Type: ReDIF-Article 1.0 Author-Name: Manuel Couret Branco Author-X-Name-First: Manuel Couret Author-X-Name-Last: Branco Title: Teaching political economy for human rights Abstract: Teaching economics today, consists essentially in transmitting mainstream theory due the lack of pluralism and social focus in the academy. Furthermore, how economics is taught is also largely responsible for how economic information reaches citizens. If economics is to help advance human rights, the first step consists in decoding mainstream rhetoric; the second step in adopting an alternative discourse. Journal: Int. J. of Pluralism and Economics Education Pages: 238-253 Issue: 3 Volume: 9 Year: 2018 Keywords: political economy; human rights; teaching economics; mainstream economics; pluralism; language; textbooks. File-URL: http://www.inderscience.com/link.php?id=93424 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:3:p:238-253 Template-Type: ReDIF-Article 1.0 Author-Name: Gerda J. Kits Author-X-Name-First: Gerda J. Author-X-Name-Last: Kits Title: Educating for reconciliation in the economics classroom Abstract: Canada's Truth and Reconciliation Commission has sparked new interest in the concept of 'educating for reconciliation', though calls to 'indigenise' or 'decolonise' the classroom preceded the TRC's work by several years. This paper argues that economics educators' responsibilities in settlercolonial contexts are two-fold: to teach students about the economic history of colonialism and its contemporary implications in a way that equips them to contribute to real economic change, and to foster respect and mutual understanding by acknowledging the legitimacy of Indigenous perspectives on the economy. The paper concludes with some suggestions for practical change in the economics classroom. Journal: Int. J. of Pluralism and Economics Education Pages: 254-273 Issue: 3 Volume: 9 Year: 2018 Keywords: economics education; economics; educating for reconciliation; indigenise; decolonise; aboriginal; Truth and Reconciliation Commission; Canada; economic history; colonialism; settler-colonial; pluralism; indigenous. File-URL: http://www.inderscience.com/link.php?id=93432 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:3:p:254-273 Template-Type: ReDIF-Article 1.0 Author-Name: Stefanos Ioannou Author-X-Name-First: Stefanos Author-X-Name-Last: Ioannou Author-Name: Olivia Bullio Mattos Author-X-Name-First: Olivia Bullio Author-X-Name-Last: Mattos Title: Taking a leap towards a real world macroeconomics teaching Abstract: Despite the centrality of finance in the workings of the modern capitalist economy, macroeconomics is still taught with no serious consideration of monetary and financial dynamics. This has become even more puzzling in the light of the recent financial crisis. Our paper discusses a more pluralistic framework for teaching basic macroeconomics, inclusive of some of the most important ideas of Keynes on interest and money. The incorporation of Keynesian economics not only allows students to broaden their thinking in considering alternative answers to given questions; it also reshapes the questions themselves. In doing so, it changes the framework within which students come to think of policy. Focusing on the case of monetary policy, we point out the commonality between the mainstream teaching paradigm and the actual mindset that influences policy making. Furthermore, we discuss the ways in which the scope and aims of monetary policy are altered under a Keynesian/Minskyan framework. Journal: Int. J. of Pluralism and Economics Education Pages: 391-405 Issue: 4 Volume: 9 Year: 2018 Keywords: economic pedagogy; macroeconomics; money; finance; financial crisis; general equilibrium model; Keynesian economics; monetary policy; central bank; endogenous money; financial fragility. File-URL: http://www.inderscience.com/link.php?id=96395 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:4:p:391-405 Template-Type: ReDIF-Article 1.0 Author-Name: Imko Meyenburg Author-X-Name-First: Imko Author-X-Name-Last: Meyenburg Title: Choices under epistemic pluralism in economics Abstract: At the core of the pluralist argument in economics is the rejection of the logical positivists' reductionist 'one size fits all' approach to scientific research. Instead, pluralists argue that there are multiple ways of constructing knowledge and that we cannot decide on the one best methodology or epistemic principle; in short, pluralistic knowledge is all there is. Yet, epistemic pluralism implies the absence of a single conclusive final methodology or epistemological principle, and consequently choice of methods, theories and concepts risk becoming relativistic under pluralism. In the light of the absence of objective choice criteria this paper argues: 1) that choices can be justified through consensuses in intellectual exchanges; 2) that MacIntyrian epistemological crises are a suitable basis for consensus under pluralism; 3) choice under pluralism, understood as migration between different frameworks, becomes necessary for the development of framework-dependent narratives and resulting policy implications. Journal: Int. J. of Pluralism and Economics Education Pages: 339-357 Issue: 4 Volume: 9 Year: 2018 Keywords: epistemic pluralism; theory choice; economics; schools of thought; policy implications; methodology; relativism; knowledge; epistemological crises; cognitive aims and methodological norms. File-URL: http://www.inderscience.com/link.php?id=96396 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:4:p:339-357 Template-Type: ReDIF-Article 1.0 Author-Name: Guillaume Vallet Author-X-Name-First: Guillaume Author-X-Name-Last: Vallet Title: The importance of cross-fertilisation between economics and sociology to investigating monetary issues: the case of Swiss WIR currency Abstract: This paper illustrates the fruitful cooperation between economics and sociology, the latter being considered the science of human association (namely, social interactions), in order to explore monetary issues, with the aim of implementing public policies. Using the case of the Swiss local currency, the WIR, I emphasise that money requires cooperation between economics and sociology for three main reasons. First, economic linkages related to social interactions makes money evolve as a process. Second, bankers' attitude is key to making money an organic institution. Finally, banks, especially ethical banks, should be associated with the private commons. From these three reasons, I derive recommendations for public policies that are twofold: to promote the development of local currencies; and to change banking law to account for the status of private commons for banks. Journal: Int. J. of Pluralism and Economics Education Pages: 406-424 Issue: 4 Volume: 9 Year: 2018 Keywords: money; economics; sociology; WIR; Switzerland; local currencies; cross-fertilisation. File-URL: http://www.inderscience.com/link.php?id=96397 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:4:p:406-424 Template-Type: ReDIF-Article 1.0 Author-Name: Lucie Cerna Author-X-Name-First: Lucie Author-X-Name-Last: Cerna Author-Name: William Hynes Author-X-Name-First: William Author-X-Name-Last: Hynes Title: A pluralistic approach to public policy: the case of the OECD's New Approaches to Economic Challenges initiative Abstract: The global financial crisis highlighted the need for international institutions to change, adapt and learn. The New Approaches to Economic Challenges (NAEC) initiative provides an important example of a strategic response to the crisis by the Organisation for Economic Cooperation and Development (OECD). NAEC proposes new economic thinking, challenges traditional assumptions, promotes and supports the adoption of pluralism. Drawing on the framework used by Laybourn-Langton and Jacobs (2018), this paper argues that the OECD has slowly embraced pluralism in response to the crisis, and changes can be characterised as a partial paradigm shift. However, the impact of NAEC as assessed by the adoption of pluralism in country reviews and flagship publications has been uneven; and the OECD rather than pushing for a more radical reframing of economic policy is extending and modifying the existing economic framework. Journal: Int. J. of Pluralism and Economics Education Pages: 376-390 Issue: 4 Volume: 9 Year: 2018 Keywords: global financial crisis; international organisations; OECD; NAEC; paradigm; pluralism; public policy. File-URL: http://www.inderscience.com/link.php?id=96400 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:4:p:376-390 Template-Type: ReDIF-Article 1.0 Author-Name: Jonathan Warner Author-X-Name-First: Jonathan Author-X-Name-Last: Warner Title: Economic pluralism: the role of narrative Abstract: In a post-truth world of alternative facts pluralism is back in vogue, but for all the wrong reasons. Narrative and story-telling are important to our understanding of the world: facts are placed within a context, and the consistency of the narrative can be tested by appeal to the presuppositions and plausibility of the story. Since the enlightenment, and probably before, the prevailing worldview has tended to assume that there was just one correct narrative, and that determining the truth was via the methods of empirical science. A plea for pluralism in economics, therefore, at first sight seems rather odd. This paper argues for a new meta-narrative for economics - a new framework within which different narratives can thrive. The advantages of such an approach are explained, along with a consideration of the challenges of policy formation within a pluralistic world. Journal: Int. J. of Pluralism and Economics Education Pages: 358-375 Issue: 4 Volume: 9 Year: 2018 Keywords: narrative; pluralism; modernist epistemology; post-modernism; rationality. File-URL: http://www.inderscience.com/link.php?id=96409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijplur:v:9:y:2018:i:4:p:358-375