Towards a dialogical undergraduate introductory economics course

Indradeep Ghosh and Benjamin Wolcott

International Journal of Pluralism and Economics Education, 2014, vol. 5, issue 3, 230-241

Abstract: We argue that present-day introductory economics courses do not prepare students for the actual economic reality that they encounter in their everyday lives. This is because the content of present-day Intro Econ courses has little connection to the multi-dimensional, multi-faceted nature of economic reality, and is instead monological in its approach, privileging a very particular approach to conceptualising and solving economic problems. We propose, instead, a dialogical Intro to Econ course that adopts a pluralist orientation and, in particular, emphasises dialogue between ontologies, perspectives, and methodologies, so that students will achieve a more integrated understanding of economic problems and develop critical thinking skills that are unavailable to them within the rubric of present-day introductory economics courses.

Keywords: pluralism; economics education; monological courses; introductory economics; dialogical courses; ontologies; perspectives; methodologies; undergraduate economics; higher education; economic reality; critical thinking. (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijplur:v:5:y:2014:i:3:p:230-241

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