Title: Critical thinking, curriculum mapping, and economic education: an essay

Authors: Daniel Friesner; Donald D. Hackney

Addresses: College of Health Professions, North Dakota State University, Dept. 2650, P.O. Box 6050, Fargo, ND 58108, USA ' School of Business Administration, Gonzaga University, 502 E. Boone Ave., Spokane, WA 99258, USA

Abstract: This essay argues that the economics profession must better define what critical thinking is, how it is embedded in our teaching, and how that teaching incorporates both the breadth and depth with which those topics are covered. Doing so will allow economists to: 1) identify and remediate gaps in the depth or breadth of students' critical thinking skills as they are used in economics; 2) more effectively convey economic concepts to students in the classroom; 3) promote greater understanding and appreciation for different schools of economic thought.

Keywords: critical thinking; teaching; curriculum mapping; prerequisites.

DOI: 10.1504/IJPEE.2021.120136

International Journal of Pluralism and Economics Education, 2021 Vol.12 No.2, pp.129 - 137

Accepted: 10 Sep 2021
Published online: 07 Jan 2022 *