Contending perspectives, 20 years on: what have our students learned?

Robert F. Garnett Jr. and Andrew Mearman ()

International Journal of Pluralism and Economics Education, 2011, vol. 2, issue 1, 2-18

Abstract: The authors examine the pluralism of Barone (1991) through the lens of subsequent developments in the pluralist economics literature, particularly the shift from teacher-centred to student-centred conceptions of education and the growing demands for evidence to demonstrate student achievement of stated learning goals. This contextual frame opens the door to a fresh appraisal of Barone's 'contending perspectives' model, both as a landmark contribution to pluralist education and as a touchstone for future efforts to reach beyond conventional heterodox/mainstream boundaries in order to expand the liberal education mission of undergraduate economics.

Keywords: Barone; contending perspectives; contending economic perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning; pluralist economics; pluralist education; economics education; undergraduate economics; higher education. (search for similar items in EconPapers)
Date: 2011
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Citations: View citations in EconPapers (4)

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