Cornerstones of socio-economic education: on the importance of contextualising economic issues Online publication date: Mon, 30-Mar-2020
by Tim Engartner
International Journal of Pluralism and Economics Education (IJPEE), Vol. 10, No. 4, 2019
Abstract: Like mainstream neo-classical economics, mono-paradigmatic economic education currents neglect the cultural, historical, political, ethical, social and psychological factors. This occurs even though the relevance of these aspects is obvious from the (subject) didactic perspective, topically revealing, and convincing in terms of educational psychology. Many economic 'semi-fictions' such as 'economic man' persist, especially in the teaching context, despite wide-ranging discussion of importance of multi-, inter- and transdisciplinary approaches. The issue is especially pressing in school economics teaching, which should be orientated on students' situations and lifeworlds rather than adhering to the structures and models of the academic discipline. The present contribution identifies the epistemological, education policy and didactic deficits of neo-liberal-leaning economic education and outlines the epistemological foundations, didactic principles and policy implications of socio-economic education.
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