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The authors examine current textbook representations of Coase's analysis of negative externalities [Coase, 1960]. Standard treatments identify Coase's ideas with Stigler's Coase Theorem: a zero transaction cost world in which efficient solutions emerge automatically, regardless of legal rules...
Persistent link: https://www.econbiz.de/10008675831
This paper outlines a concrete strategy for addressing the critical inquiry gap in undergraduate economics education, building on the work of Colander and McGoldrick, who argue that economics students currently do not receive sufficient exposure to ‘big think’ questions: ill-structured...
Persistent link: https://www.econbiz.de/10010697226
In an incisive analysis of academic tribalism, Stephen Balch (2004) argues that schools of thought can be catalysts or barriers to disciplinary inquiry, depending on the institutional setting. He cites physics, chemistry, and mathematics as fields in which competing schools of thought generally...
Persistent link: https://www.econbiz.de/10010697228
This paper outlines a concrete strategy for addressing the critical inquiry gap in undergraduate economics education, building on the work of Colander and McGoldrick, who argue that economics students currently do not receive sufficient exposure to ‘big think’ questions: ill-structured...
Persistent link: https://www.econbiz.de/10010697229
Economic educators often profess the goal of teaching our students to "think like economists." Since Siegfried and colleagues (1991) coined this phrase, its meaning has been interpreted as a focus on analytical concepts and methods of economics as opposed to the broader goal of preparing...
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