Philosophy of economics for those who don’t expect it (yet still have to take it)

N. Emrah Aydinonat and Jack Vromen

Chapter 12 in Handbook of Teaching Philosophy to Economists, 2025, pp 145-158 from Edward Elgar Publishing

Abstract: Teaching a compulsory, large-scale Philosophy of Economics (PoE) course to economics students presents distinct challenges. Instructors face a heterogeneous student body with varying levels of interest in the topics, diverse occupational goals, and a limited philosophical background. Unlike elective courses, for which students self-select based on interest, a compulsory course entails motivating disengaged students and managing their expectations. We put forward the case for a student-oriented approach to teaching PoE, emphasising four key strategies: recognising students’ limited philosophical knowledge, demonstrating the relevance of PoE to their professional and personal lives, using real-world problems to engage them, and avoiding the oversimplification of topics. We argue that PoE instruction should account for the distinct characteristics of economics students, moving beyond a supply-driven approach. Our suggestions aim to enhance student engagement and provide practical guidance for instructors navigating the challenges of teaching PoE at scale.

Keywords: Philosophy of economics; Economics education; Pedagogy; Student-orientated teaching; Critical thinking; Economic methodology (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035336814
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