Title: Teaching sustainability: notes from France

Authors: Candice Fournier; Sophie Guillet; Julien Hallak; Alizé Papp

Addresses: ENSAE PARIS, 5 avenue Henry Le Chatelier, TSA 26644, 91764 Palaiseau Cedex, France ' PSL University, 60 rue Mazarine, 75006 Paris, France ' Veblen Institute for Economic Reforms, 38 rue Saint-Sabin, 75011 Paris, France ' ENSAE PARIS, 5 avenue Henry Le Chatelier, TSA 26644, 91764 Palaiseau Cedex, France

Abstract: Given that economics shapes how we conceptualise environmental issues and design policies, economics education is crucial; and given the current crisis in economics education, our limited capacity to design effective policies should be worrisome. Our goal in this paper is to first analyse how sustainability is addressed at the French bachelor level; then we provide a pluralistic approach to sustainability, upon which an ambitiously effective curriculum can be built. The question is not to present a course framework - that is the professor's responsibility, but to show how pluralism can combine rigour with critical thinking within the context of sustainability.

Keywords: sustainability; teaching; economics; pluralism; environment; text-mining; French education.

DOI: 10.1504/IJPEE.2019.101742

International Journal of Pluralism and Economics Education, 2019 Vol.10 No.2, pp.126 - 136

Available online: 15 Aug 2019 *

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