ABSTRACT
This final chapter attempts to draw implications from our view of econom-
ics as a political process for the teaching of economic paradigms. Obviously,
on the surface, not much may change. Each one-paradigm economist will
still be, essentially, teaching the one paradigm he feels ought to influence,
and perhaps even fully determine, the economy’s Esprit Critique. But pre-
cisely, this lucid awareness of participating in a real-time political process-
i.e., of participating in the deliberate construction of a non-fully con-
trollable ‘‘critical atmosphere’’—is bound to affect the way in which each theoretical paradigm is taught. It is also bound to affect the boundaries
between what can legitimately be taught in economics departments as
‘‘economics,’’ and what had better be left to business schools or ‘‘applied
economics’’ departments.
