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
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)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:19:y:2015:i:c:p:1-12
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