A 'Big Think' Approach to Government Debt: Promoting Significant Learning in Introductory Macroeconomics

Robert Garnett and KimMarie McGoldrick

Review of Political Economy, 2014, vol. 26, issue 4, 628-647

Abstract: Drawing on Dee Fink's theory of significant learning, the authors present a 'big think' learning module to supplement fiscal policy discussions in introductory macroeconomics courses. Students are asked to consider a salient, contentious question that can be addressed in meaningful ways based on principles-level concepts and models, namely: 'In your judgment, does the recent steep rise in the US debt-to-GDP ratio pose a serious threat to the US economy? Why or why not?' To enhance students' willingness and ability to engage this big think question, the module provides open-ended preparatory exercises amenable to courses taught from heterodox or mainstream perspectives. Unlike standard textbook treatments which inadvertently thwart exploratory thinking and provide little support for analyzing case-specific burdens and benefits of government borrowing, the big think unit motivates students to think logically and creatively about the debt-GDP relationship in the current US context.

Date: 2014
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DOI: 10.1080/09538259.2014.955353

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