ABSTRACT

The complex economic problems of the 21st century require a pluralist, real-world oriented and innovative discipline of economics that is capable of addressing and teaching these issues to students. This volume is a state-of-the-art compilation of diverse, innovative and international perspectives on the rationales for and pathways towards pluralist economics teaching. It fosters constructive controversy aiming to incite authors and commentators to engage in fruitful debates.

This volume addresses a number of key questions: Why is it important for a social science to engage in pluralistic teaching? What issues does pluralist teaching face in different national contexts? Which traditions and practices in economic teaching make pluralist teaching difficult? What makes economics as a canonical textbook science particular and how could the rigid textbook system be innovated in a meaningful way? What can we learn from school education and other social science disciplines? Through examining these issues the editors have created a pluralist but cohesive book on teaching economics in the contemporary classroom drawing from ideas and examples from around the world.

Advancing Pluralism in Teaching Economics offers a valuable insight into the methodology and application of pluralist economics teaching. It will be a great resource for those teaching economics at various levels, as well as researchers.

chapter |10 pages

Economics and its teaching at a critical juncture

Introduction
BySamuel Decker, Wolfram Elsner, Svenja Flechtner

part Part I|2 pages

Why pluralism is important for (teaching) a serious social science

chapter 1|18 pages

Pluralist economics

Is it scientific?
BySheila Dow

chapter 2|24 pages

Monism in modern science

The case of economics
ByFrank Beckenbach

chapter 3|23 pages

Pluralism in economics

Epistemological rationales and pedagogical implementation
ByJakob Kapeller

chapter 4|17 pages

In and against orthodoxy

Teaching economics in the neoliberal era
ByBen Fine

chapter 5|8 pages

An outsider’s perspective

What can economics teaching learn from history didactics?
ByAstrid Schwabe

part Part II|2 pages

International perspectives on pluralist teaching

chapter 6|15 pages

Issues in teaching of economics and pluralism in Brazil

ByRafael Galvão de Almeida, Ian Coelho de Souza Almeida

chapter 7|12 pages

Economics education in India

From pluralism to neo-liberalism and to ‘Hindutva’
BySudipta Bhattacharyya

chapter 8|13 pages

China’s idiosyncratic economics

An emerging unknown monism driven by pluralism
ByShuanping Dai

chapter 9|12 pages

The need for an independent perspective

Teaching economics in Ghana
ByHadrat Yusif

chapter 10|14 pages

Teaching the euro crisis

What do students in Germany and France learn about the causes of Europe’s economic crisis?
ByPhilipp Kortendiek, Till van Treeck

part Part III|2 pages

Economics textbooks

chapter 11|18 pages

“Waging the war of ideas”

Economics as a textbook science and its possible influence on human minds 1
BySilja Graupe

chapter 12|23 pages

The schoolmaster’s voice

How professional identities are formed by textbook discourses in mainstream economics
ByJens Maesse

chapter 13|17 pages

Why economics textbooks must, and how they can, be changed into a real-world and pluralist economics

The example of a fundamentally new complexity-economics micro-textbook
ByWolfram Elsner

chapter 14|8 pages

What can we learn from school economics education?

ByJanina Urban

part Part IV|2 pages

The prospects of pluralism in economics

chapter 16|19 pages

Towards a critical and transdisciplinary economic science?

BySamuel Decker

chapter |5 pages

A pluralist economics teaching is practicable and illuminating

A conclusion
BySamuel Decker, Wolfram Elsner, Svenja Flechtner