Title: Contending perspectives, 20 years on: what have our students learned?

Authors: Robert F. Garnett Jr., Andrew Mearman

Addresses: Texas Christian University, Department of Economics, P.O. Box 298510, Fort Worth, TX 76129, USA. ' University of the West of England, Bristol Business School, Coldharbour Lane, Bristol, BS16 1QY, UK

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.

Keywords: Barone; contending perspectives; contending economic perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning; pluralist economics; pluralist education; economics education; undergraduate economics; higher education.

DOI: 10.1504/IJPEE.2011.039900

International Journal of Pluralism and Economics Education, 2011 Vol.2 No.1, pp.2 - 18

Published online: 29 Jan 2015 *

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