Beyond critical thinking: student learning through critical action in an undergraduate environmental economics course

Calvin Blackwell and Gordon E. Dehler

International Journal of Pluralism and Economics Education, 2014, vol. 5, issue 1, 91-106

Abstract: We describe a project introduced in an environmental economics course that engaged students in critical action. Critical action takes students beyond critical thinking, teaching them to think critically in analysing classroom material and to frame action critically with the intention of fostering social change. In this application, students were asked to analyse and question the neoclassical rational actor model, and then design a project to simultaneously test this model and undertake a socially beneficial activity. The students' reactions to the project are presented and analysed.

Keywords: critical thinking; critical action; environmental economics; economics education; student learning; higher education. (search for similar items in EconPapers)
Date: 2014
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=62388 (text/html)
Access to full text is restricted to subscribers.

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: https://EconPapers.repec.org/RePEc:ids:ijplur:v:5:y:2014:i:1:p:91-106

Access Statistics for this article

More articles in International Journal of Pluralism and Economics Education from Inderscience Enterprises Ltd
Bibliographic data for series maintained by Sarah Parker ().