Contending Perspectives, Twenty Years On: What Have Our Students Learned?

Robert Garnett () and Andrew Mearman ()
Additional contact information
Robert Garnett: Department of Economics, Texas Christian University

No 201104, Working Papers from Texas Christian University, Department of Economics

Abstract: The authors examine the pluralism of Barone (1991) through the lens of subsequent developments in the pluralist economics literature, particularly the shift from teacher-centred to student-centred conceptions of education and the growing demands for evidence to demonstrate student achievement of stated learning goals. This contextual frame opens the door to a fresh appraisal of Barone’s ‘contending perspectives’ model, both as a landmark contribution to pluralist education and as a touchstone for future efforts to reach beyond conventional heterodox/mainstream boundaries in order to expand the liberal education mission of undergraduate economics.

Keywords: Barone; contending perspectives; heterodox; liberal education; pluralism; evidence; student-centred learning (search for similar items in EconPapers)
JEL-codes: A2 B4 B5 C80 (search for similar items in EconPapers)
Pages: 32 pages
Date: 2011-01
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
http://www.econ.tcu.edu/RePEc/tcu/wpaper/wp11-04.pdf First version, 2011 (application/pdf)

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:tcu:wpaper:201104

Access Statistics for this paper

More papers in Working Papers from Texas Christian University, Department of Economics Contact information at EDIRC.
Bibliographic data for series maintained by John Harvey ().