Economics at your fingertips  

Bringing imagination back to the classroom: A model for creative arts in economics

Mary E. Davis

International Review of Economics Education, 2015, vol. 19, issue C, 1-12

Abstract: This paper draws from the cognitive and neuroscience literature to develop theoretical support for the use of creative arts in college economics classrooms. The research suggests that creative arts activate important neurological pathways that aid the transfer of information from short- to long-term memory, where it can be retrieved for future problem-solving. To encourage meaningful learning and economic literacy, students must be able to mentally organize and retain information from their classroom experiences. The fresh metaphors and imagery present in creative arts such as poetry can deepen and clarify conceptual meaning, and allow students to learn and express their understanding of economics in a more personal and memorable way.

Keywords: Economic education; Pedagogy; Cognitive load theory; Literature; Poetry (search for similar items in EconPapers)
JEL-codes: A20 A12 Y80 (search for similar items in EconPapers)
Date: 2015
References: Add references at CitEc
Citations View citations in EconPapers (1) Track citations by RSS feed

Downloads: (external link)
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link:

Access Statistics for this article

International Review of Economics Education is currently edited by Guest, Ross

More articles in International Review of Economics Education from Elsevier
Series data maintained by Dana Niculescu ().

Page updated 2017-09-29
Handle: RePEc:eee:ireced:v:19:y:2015:i:c:p:1-12