The full text of this article
Towards a dialogical undergraduate introductory economics course
by Indradeep Ghosh; Benjamin Wolcott
International Journal of Pluralism and Economics Education (IJPEE), Vol. 5, No. 3, 2014
Abstract: We argue that present-day introductory economics courses do not prepare students for the actual economic reality that they encounter in their everyday lives. This is because the content of present-day Intro Econ courses has little connection to the multi-dimensional, multi-faceted nature of economic reality, and is instead monological in its approach, privileging a very particular approach to conceptualising and solving economic problems. We propose, instead, a dialogical Intro to Econ course that adopts a pluralist orientation and, in particular, emphasises dialogue between ontologies, perspectives, and methodologies, so that students will achieve a more integrated understanding of economic problems and develop critical thinking skills that are unavailable to them within the rubric of present-day introductory economics courses.
Online publication date: Wed, 31-Dec-2014
is only available to individual subscribers or to users at subscribing institutions.
Go to Inderscience Online Journals to access the Full Text of this article.
Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.
Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Pluralism and Economics Education (IJPEE):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable).
See our Orders page to subscribe.
If you still need assistance, please email firstname.lastname@example.org