By David Colander, KimMarie McGoldrick
`This quantity is a superb final result of an American fiscal organization Committee for monetary schooling venture geared toward advancing the instructing of economics inside of a liberal arts context. Dave Colander and KimMarie McGoldrick assembled a so much capable panel of participants for this attempt that incorporates discussion on what might be taught, the way it can be taught, and the way that instructing and studying may be assessed and rewarded. To the editors' credits, they've got now not tried to dictate coverage yet to stimulate debate at the issues. This quantity is a needs to learn for somebody heavily drawn to the instructing of economics on the tertiary level.' - William E. Becker, Indiana college, Bloomington, US
The economics significant is a important a part of a school schooling. yet is that economics significant doing what it really is intended to do? And if now not, how may still it's replaced? This ebook increases a suite of provocative questions that inspire readers to examine the economics significant in a distinct mild than it's usually thought of and offers a chain of ideas for switch.
Responding to a Teagle origin initiative at the function of majors in larger schooling, the individuals - eminent economists and directors - ponder the connection among the pursuits and goals of the economics significant and people of a liberal schooling. They deal with questions similar to: what's the acceptable education for someone who can be educating in a liberal arts institution? What incentives may inspire the production of institutional price via instructing and never easily examine? additionally they discover no matter if the disciplinary nature of undergraduate schooling is squeezing out the `big-think' questions, and changing them with `little-think' questions, and no matter if we should always swap graduate education of economists to raised organize them to be academics, instead of researchers.
Providing a stimulating dialogue of the economics significant through the various leaders in US financial schooling, this booklet will turn out a notion upsetting learn for people with a distinct curiosity in economics and economics schooling, relatively lecturers, academics, path directors, scholars and researchers.
Read Online or Download Educating Economists: The Teagle Discussion on Re-evaluating the Undergraduate Economics Major PDF
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Additional info for Educating Economists: The Teagle Discussion on Re-evaluating the Undergraduate Economics Major
We believe that the push for depth over breadth by disciplinary scholars is to be expected; it comes from a passion for their field; to push too much breadth on a major within a disciplinary field will likely dampen the passion. ” Who is going to support superficial learning? We believe that equating “breadth” with “superficial” is incorrect. Breadth to us involves the nature of questions asked. Breadth involves asking questions that likely have no answers – it involves asking what might be called “big think” questions that often question the foundation of the disciplinary analysis and transcend disciplines.
At most top graduate schools students who want to become teachers know that they should keep that desire quiet (Colander, 2007). At lower-ranked graduate schools, the focus on training researchers as opposed to teachers is less pronounced, but it still exists, in part because these programs are staffed by graduates of the top programs. , 1991). The Teagle Foundation report 11 Another example of the difficulties that the departmental structure of majors presents for furthering liberal education can be seen in the “Great Books” approach that a number of schools used in the 1950s and 1960s.
Kronman suggests, for example, that questions involving the meaning of life are unanswerable. The “meaning of life” is, in our view, a teaching question. As economists, questions that contemplate the meaning of life are far beyond our expertise, but economics has its own set of teaching questions. These include questions such as whether capitalism or socialism is preferred, what the appropriate structure of the economy is, whether the market alienates individuals from their true selves, should one accept consumer sovereignty, and do statistical significance tests appropriately measure significance.