Table of Contents

Educating Economists

Educating Economists

The Teagle Discussion on Re-evaluating the Undergraduate Economics Major

Edited by David Colander and KimMarie McGoldrick

The economics major is a central part of a college education. But is that economics major doing what it is meant to do? And if not, how should it be changed? This book raises a set of provocative questions that encourage readers to look at the economics major in a different light than it is typically considered and provides a series of recommendations for change.

Chapter 7: The Role for Depth in a Liberal Education

Benjamin M. Friedman

Subjects: economics and finance, economics of education, methodology of economics, teaching economics, education, economics of education, teaching and learning

Extract

7. The role of depth in a liberal education Benjamin M. Friedman The issues raised by the Teagle Foundation report in Chapter 1 are serious ones, well worth engagement. The report articulates well the point of view it advances. It certainly spurred my thinking. Each of us, I suppose, comes at these questions from a particular point of view. We’re shaped by the experience of the institutions at which we’ve served, our observations of our fellow faculty members alongside whom we’ve worked, and – most of all, I think – the students we’ve taught. Some members of this group will have taught at several different institutions, and perhaps even at several different kinds of institutions (research universities, liberal arts colleges, and so on). I’ve taught at only one, and so my views are perhaps somewhat parochial. Every institution of higher education is idiosyncratic, the one I know surely no less so than others. That said, I’m skeptical of the approach taken in the report and dubious of many of its recommendations. The chief matter at issue in this regard is the role of a student’s major, whether it be economics or biology or French literature, in his or her liberal education. Too much of the report seems to be based on the view that the typical student somehow isn’t going to take courses outside his or her major. Hence the burden of achieving what we want students to get from a liberal education – breadth of thought, freedom of inquiry, exposure not just...

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