Along with significant economic growth since 1980, economics major concentrations and economics students have proliferated in Chinese universities. But China has imported western mainstream economics without adjustment for China's unique cultural and economic conditions. This paper questions...

In 1985 the Department of Economics at Dickinson College USA, a private four year liberal arts college, embarked upon a bold but promising reform of its economics programme placing it on the cutting edge of what is now called 'pluralist economics education'. This new approach to the philosophy...

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...

This article draws on more than three decades of experience in teaching a pluralist introduction to economics at the University of Sydney, Australia. It focuses particularly on the teaching of 'economics as a social science', the foundation unit of study that lays the basis for a full programme...

Barone's 1991 essay stimulated a debate in our economics department. Two department members at the time, Yngve Ramstad and Richard McIntyre, proposed to reorganise the undergraduate Bachelor of Arts degree to emphasise contending perspectives. When this proposal was rejected, Ramstad then...

What do our students need to unlearn in order to consider contending perspectives, and how do we accomplish this? It is not hard to have our students supplant one orthodoxy with another, to accept a theory that we, as their professors, might find more appealing than the neoclassical one, but how...

This paper gives an American perspective of economics education in China. Although Chinese students have a good understanding of traditional economic models, clearly in a changing environment, students do not see these models and their assumptions as useful. The ability to question and challenge...

Teaching economics differently summarises how we have taught introductory micro and macroeconomics and what we have learned from that teaching experience over the last 40 years. We explain why teaching both economic theories that celebrate and those that criticise capitalism – together in one...

This article describes the value added by a stock-and-flow feedback diagram to text-only instruction in macroeconomics. The experiment was motivated by a prior study in which the use of graphs to teach macroeconomics was no more effective than verbal instruction alone. Here, in contrast,...

Political economy, and especially Marxist political economy, holds a precarious position in the curricula of Greek universities today. This paper diagnoses problems associated with its teaching, particularly at an introductory level, and then proposes a solution. The paper first discusses how...