Death of the pedagogue: pluralism and non-didacticism
Steve Cook and
Fabio R. Arico' ()
International Journal of Pluralism and Economics Education, 2014, vol. 5, issue 3, 242-255
Contest and controversy; orthodoxy and heterodoxy; critique and reject: how can economics curricula be adjusted to illustrate the multiplicity of, frequently antagonistic, explanations for observed phenomena? This paper commences by addressing the meaning of pluralism within the rubric of Foucault and Barthes, proposing that the application of pluralism in economics is a more complex process than has previously been acknowledged. It posits that the emphasis falls too often on pedagogical issues that re-affirm hierarchical teacher-learner relationships which hinder learner autonomy and encourages the transmission of teacher bias. Arguing that the economics instructor should instead act as an enlightened navigator, it addresses the practical aspects of delivery by exploring two key modules in undergraduate degree provision: intermediate microeconomics and the dissertation.
Keywords: assessment practices; student-centred learning; curriculum design; intermediate microeconomics; student dissertations; Foucault; Barthes; economics education; pluralism; non-didacticism; higher education; learner autonomy; teacher bias. (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijplur:v:5:y:2014:i:3:p:242-255
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