Show Summary Details
You do not have access to this content

Critical thinking within a multi-paradigmatic approach: introduction to the symposium on innovations in heterodox economics education

Geoffrey E. Schneider and Daniel A. Underwood

Keywords: critical thinking; discovery-based learning; heterodox teaching; pedagogy

The primary theme that emerges from this symposium is that teaching heterodox economics effectively becomes an exercise in creating a structure that facilitates sophisticated critical thinking via discovery-based learning. This can be done with carefully designed exercises or assignments that contrast mainstream and heterodox models, service learning experiences that ground students in real-world experiences, or the construction of course, curriculum and textbook designs that juxtapose mainstream and heterodox theories and ideas in sophisticated ways. We outline the major contributions of this symposium to the literature on teaching heterodox economics. Those summaries are followed by descriptions of some approaches we use in our own courses that promote sophisticated critical thinking in a multi-paradigmatic, discovery-based setting. The final section of the paper concludes and suggests future directions for research into heterodox teaching and pedagogy.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.


Further information

or login to access all content.