Problem-based learning: a non-mainstream way to teach economics

Finn Olesen and Mogens Ove Madsen

International Journal of Pluralism and Economics Education, 2017, vol. 8, issue 3, 300-311

Abstract: For several decades teaching in economics has been characterised by uniformity: most economics departments focus exclusively on mainstream economics leaving little room for systematically addressing real-life phenomena. However, due to the severe financial crisis many economists have become critical of modern mainstream macroeconomics. Surprisingly enough, though, economics pedagogy has not changed significantly. Economics is, in general, still dominated by the mainstream, although some universities have emphasised progressive teaching methods. As a case study, we discuss how we teach economics at the Aalborg University, Denmark. We teach economics pluralistically, incorporating both orthodoxy and a range of heterodox approaches to address issues in economics. Our pedagogy has a post-Keynesian flavour while emphasising problem-based learning.

Keywords: post-Keynesianism; macroeconomics; problem-based learning; PBL; economics teaching; economics pedagogy. (search for similar items in EconPapers)
Date: 2017
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.inderscience.com/link.php?id=88771 (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:8:y:2017:i:3:p:300-311

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 ().