Teaching Macroeconomics Using a Multi-paradigmatic, Problem-Based Learning Approach

Finn Olesen

Review of Radical Political Economics, 2025, vol. 57, issue 3, 513-526

Abstract: In the wake of the recent global financial crisis, the economic fallout from the COVID-19 pandemic, and the war in Ukraine, modern mainstream macroeconomics has come under increasing scrutiny. Why should students be taught only the mainstream perspective, which often relies on a highly formal mathematical framework focused on solving intertemporal optimization problems? This is an overly narrow viewpoint. Instead, a multi-paradigmatic approach can help students become critical thinkers who better understand how modern capitalist economies operate. As such, we teach economics at Aalborg University Business School in Denmark using a problem-based learning approach that addresses a range of theoretical and methodological topics in a pluralistic way. In doing so, our strategy differs significantly from the way economics is typically taught in more mainstream departments. JEL Classification: A20, E10, E12

Keywords: macroeconomics; post-Keynesianism; economics teaching; critical thinking; problem-based learning (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:reorpe:v:57:y:2025:i:3:p:513-526

DOI: 10.1177/04866134251347696

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