Browse issues Vol. 9 2018 Vol. 9 No. 1/2 Vol. 8 2017 Vol. 8 No. 4 2017 Vol. 8 No. 3 2017 Vol. 8 No. 2 2017 Vol. 8 No. 1 Vol. 7 2016 Vol. 7 No. 4 2016 Vol. 7 No. 3 2016 Vol. 7 No. 2 2016 Vol. 7 No. 1 Vol. 6 2015 Vol. 6 No. 4 2015 Vol. 6 No. 3 2015 Vol. 6 No. 2 2015 Vol. 6 No. 1 Vol. 5 2014 Vol. 5 No. 4 2014 Vol. 5 No. 3 2014 Vol. 5 No. 2 2014 Vol. 5 No. 1 Vol. 4 2013 Vol. 4 No. 4 2013 Vol. 4 No. 3 2013 Vol. 4 No. 2 2013 Vol. 4 No. 1 Vol. 3 2012 Vol. 3 No. 4 2012 Vol. 3 No. 3 2012 Vol. 3 No. 2 2012 Vol. 3 No. 1 Vol. 2 2011 Vol. 2 No. 4 2011 Vol. 2 No. 3 2011 Vol. 2 No. 2 2011 Vol. 2 No. 1 Vol. 1 2010 Vol. 1 No. 4 2010 Vol. 1 No. 3 2009 Vol. 1 No. 1/2 International Journal of Pluralism and Economics Education2017 Vol. 8 No. 3 ForewordPagesTitle and authorsTeaching Pluralist Economics219-243Teaching endogenous money with systems thinking and simulation toolsI. David Wheat DOI: 10.1504/IJPEE.2017.10009590244-253A nutty model for teaching macroeconomic modelsKevin W. CapehartDOI: 10.1504/IJPEE.2017.10009589254-272Beyond the models: a case study of the management of epistemological issues in teaching a globalisation and the world economy subject seven years after the start of the global financial crisisAdam FfordeDOI: 10.1504/IJPEE.2017.10009587273-285Enhancing pluralism in the undergraduate economics curriculum by incorporating a political economy approachPat Cantrell; David MitchellDOI: 10.1504/IJPEE.2017.10009591Global Dialogue on Pluralism286-299Real world economics: the peculiar case of applied economics provision in England and WalesDuncan Watson; Louise Parker; Steve CookDOI: 10.1504/IJPEE.2017.10009588300-311Problem-based learning: a non-mainstream way to teach economicsFinn Olesen; Mogens Ove MadsenDOI: 10.1504/IJPEE.2017.10009592The Teaching Commons312-317Rational choice, independent utility and the inclusive classroomLisa SaundersDOI: 10.1504/IJPEE.2017.10009586
Foreword