Title :

The case for pluralism: what French undergraduate economics teaching is all about and how it can be improved

Author(s) :

PEPS-Economie [Auteur]

Journal title :

International Journal of Pluralism and Economics Education

Volume number :

5

Pages :

385-400

Publication date :

2014

English keyword(s) :

economics education
economic theory
economics methodology
interdisciplinarity
pluralism

HAL domain(s) :

Sciences de l'Homme et Société/Economies et finances

English abstract : [en]

This two-pronged paper offers an evidence-based assessment of the worrying lack of pluralism in French undergraduate economics curricula, and subsequently suggests some solutions. Focusing on the titles ...
Show more >This two-pronged paper offers an evidence-based assessment of the worrying lack of pluralism in French undergraduate economics curricula, and subsequently suggests some solutions. Focusing on the titles of the economic courses given in all French universities, and taking a straightforward and tractable empirical approach, we first show that French undergraduate curricula do little to develop a critical understanding of both real world economic phenomena and economics as a (fallible) scientific discipline. We then suggest an alternative curriculum designed to satisfy the demanding three-fold conception of pluralism that we advocate (i.e., interdisciplinary, methodological and theoretical pluralism). This alternative curriculum is not so much based around techniques (as most curricula are today) as topics, questions and problems. Theories and tools are thus presented only inasmuch as they contribute to our understanding of such issues.Show less >

Language :

Anglais

Peer reviewed article :

Non

Audience :

Non spécifiée

Administrative institution(s) :

Université de Lille
CNRS
Univ. Littoral Côte d’Opale

Collections :

• Centre Lillois d'Études et de Recherches Sociologiques et Économiques (CLERSE) - UMR 8019

Research team(s) :

Économies et sociétés : développement, richesse, innovation et régulation

Submission date :

2020-05-05T09:41:23Z
2020-05-11T08:53:08Z