Teaching economic pluralism using the Hegelian dialectic principle

Subbu Kumarappan

International Journal of Pluralism and Economics Education, 2012, vol. 3, issue 2, 160-172

Abstract: This paper proposes a Hegelian dialectic method as a teaching strategy to not only teach pluralism but also to compare and contrast it with the neoclassical economics. The Hegelian dialectic derives meaningful theories (or viewpoints) from opposing ideas and concepts, summarised by the triad 'thesis-antithesis-synthesis'. Students can also learn how opposing viewpoints culminate in a consensus view among economists (termed as synthesis in Hegelian dialectic). This paper provides several techniques to adopt the dialectic in economic pedagogy including: how economic theories evolve; the historical perspective or the current context of an economic theory; which economic theories have become obsolete; what factors nullify an economic theory, and how can we interpret the links across multiple economic viewpoints as similarities or contradictions. This paper also provides suggested assignments for using the Hegelian dialectic framework within a pluralist framework.

Keywords: pluralism; economics education; Hegelian dialectic; thesis; antithesis; synthesis; neoclassical theory; complexity theory; Austrian economics. (search for similar items in EconPapers)
Date: 2012
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