Frederic Lee’s laudable attempt to expand heterodox economists’ academic rights is vitiated by his narrow conception of pluralism as tolerance. The author proposes an alternative view of academic pluralism that is more consistent with the epistemological assumptions and ethical requirements...

Pluralism has been a rallying cry for openness and broad-mindedness in economics since the early 1980s, when heterodox economists’ long-standing challenges to the methodological and epistemological monism of post-World War II economics were joined and extended by “old Chicago” McCloskey...

Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on “how teacher thinking shapes education” (Yero 2002). To mobilize the pedagogical potential of these disciplinary...

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...

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...

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...

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...

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...