Contending perspectives, 20 years on: what have our students learned?
by Robert F. Garnett Jr., Andrew Mearman
International Journal of Pluralism and Economics Education (IJPEE), Vol. 2, No. 1, 2011

Abstract: The authors examine the pluralism of Barone (1991) through the lens of subsequent developments in the pluralist economics literature, particularly the shift from teacher-centred to student-centred conceptions of education and the growing demands for evidence to demonstrate student achievement of stated learning goals. This contextual frame opens the door to a fresh appraisal of Barone's 'contending perspectives' model, both as a landmark contribution to pluralist education and as a touchstone for future efforts to reach beyond conventional heterodox/mainstream boundaries in order to expand the liberal education mission of undergraduate economics.

Online publication date: Thu, 29-Jan-2015

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