Title: Problem-based learning: a non-mainstream way to teach economics

Authors: Finn Olesen; Mogens Ove Madsen

Addresses: Department of Business and Management, Aalborg University, Fibigerstraede, 2-9220, Aalborg Oest, Denmark ' Department of Business and Management, Aalborg University, Fibigerstraede, 2-9220, Aalborg Oest, Denmark

Abstract: For several decades teaching in economics has been characterised by uniformity: most economics departments focus exclusively on mainstream economics leaving little room for systematically addressing real-life phenomena. However, due to the severe financial crisis many economists have become critical of modern mainstream macroeconomics. Surprisingly enough, though, economics pedagogy has not changed significantly. Economics is, in general, still dominated by the mainstream, although some universities have emphasised progressive teaching methods. As a case study, we discuss how we teach economics at the Aalborg University, Denmark. We teach economics pluralistically, incorporating both orthodoxy and a range of heterodox approaches to address issues in economics. Our pedagogy has a post-Keynesian flavour while emphasising problem-based learning.

Keywords: post-Keynesianism; macroeconomics; problem-based learning; PBL; economics teaching; economics pedagogy.

DOI: 10.1504/IJPEE.2017.088771

International Journal of Pluralism and Economics Education, 2017 Vol.8 No.3, pp.300 - 311

Received: 26 Oct 2016
Accepted: 01 Aug 2017
Published online: 17 Dec 2017 *

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