Review of 'The Handbook of Pluralist Economics Education' by J. Reardon

KimMarie McGoldrick

English

Research Papers in Economics

The Handbook of Pluralist Economics Education
107
Subsequent chapters focusing on various courses and ﬁelds within the economic
major demonstrate that indeed ‘pluralism is multifaceted’(p.556).These chapters
provide a range of approaches for pluralising economics education which include
reframing a speciﬁc course,providing quantitative challenges,addressing the
student audience and educating the instructor.Because the wide range of
approaches provides insight for novices and experts,these chapters should appeal
to an equally wide-ranging audience.
Reframing a speciﬁc course ﬁrst requires acknowledgement of existing practices,
and chapters by Nelson (principles) and Champlin and Wiens-Tuers (labour) use this
perspective to ground their discussion.Nelson describes three approaches typically
undertaken to broaden the principles course beyond the dominant orthodox
tradition – single alternative,competing paradigms,and bigger questions and
bigger toolbox – before arguing that the latter is ‘more congruent with a pluralist,
rather than paradigmatic,approach to economic research and teaching’(p.60)
because it ‘adopts a more tolerant and synthetic,rather than adversarial,approach
to teaching models and methods’(p.65).She supports this approach with
discussions on both content and pedagogical practice as well as by providing a rich
annotated bibliography of supporting resources.A more topical approach is taken
by Champlin and Wiens-Tuers who review key topics in a traditional labour
economics course (deﬁning labour,wage determination,wage differentials,labour
market structure),and provide examples of how presentations might be broadened
to incorporate pluralistic content.
The heavily quantitative nature of economics often leads students to take
mathematical gymnastics and their resulting conclusions at face value.Keen (in
both his chapters on microeconomic theory and mathematics),however,argues
that ‘mathematics (and computing) can and should play a role in the development
of political economy’(p.151).For example,Keen’s approach to microeconomics
begins by employing mathematics to demonstrate that key aspects of traditional
microeconomic theory are false,setting the stage for ‘convincing students that a
different approach should be considered’(p.120).
Another approach to pluralising course content is to provide materials that are
readily accessible to students as well as faculty.Although perhaps not intended as
such,Madi and Goncalves’International Economics chapter could be assigned to
students at the start of the semester to provide an alternative context for more
traditional materials prevalent in textbooks.The inclusion of informative inserts
describing classical texts,key deﬁnitions,important concepts and website
references provide students with an historical lens by which to view current events.
In-class activities complement the content although some may be beyond the
reach of students without additional guidance.
Educating the instructor is a critical ﬁrst step in ﬁelds which are undergoing a pluralist
revolution (sustainability economics) or in newly emerging ﬁelds (green economics).
106
The Handbook of Pluralist
Economics Education
Reardon,J.(ed.),Advances in Heterodox Economics,Routledge Press:London,UK
and New York,2009.304 pp.,ISBN 978-0-415-77762-9 (hb).£75.00 (hb)
Undergraduate education has come under increasing criticism for not providing
key skills that graduates need to be productive members of society.For example,
the Association of American Colleges and Universities (AAC&U) argues that a liberal
education should involve more breadth and less depth than it currently does.They
see a liberal education as one that instils in students a strong sense of values,ethics,
and civic engagement1.Accordingly,they see a liberal education as a way of
learning rather than as learning speciﬁc content.
The pluralist economics education movement provides an avenue for incorporating
goals of liberal education with those of the economics major,complementing
characteristics often associated with the goal of teaching students to ‘think like
economists’with explicit recognition that knowledge is constructed.Economic
educators supportive of pluralism suggest that this can be achieved,in part,by
providing a context for understanding current knowledge (via history of economic
thought),discussing competing paradigms,and broadening traditional boundaries
of economics.
The Handbook of Pluralist Economics Education contributes to the growing
conversation among pluralists dedicated to reforming undergraduate economics
education by seeking to ‘provide practical suggestions… to implement pluralism’,
‘increase pedagogical inﬂuence of pluralists’,‘increase critical thinking in economics’
and ‘increase student interest in economics’(p.7).Its 14 original essays begin with a
series of arguments in favour of promoting pluralism,followed by thematic
groupings dedicated to the principles course,core courses,and more advanced or
elective courses.
Despite an introductory statement suggesting the case for pluralism has already
been made,four essays are dedicated to this argument.For those less familiar with
such arguments,these chapters provide key insights regarding the importance of
history of thought and methodology and provide perspectives from often neglected
voices,those of graduate and undergraduate students.Nonetheless their inclusion
conﬂicts with the main goal of the volume,taking precious space away from its ability
to ‘offer suggestions for instructors to incorporate pluralist methods into pedagogy’.
(p.6)109
Teaching Pluralism in
Economics
By Groenewegen,John (ed.),Edward Elgar Publishing:Cheltenham,2007.ISBN
9781845423056 (hb),£59.95 (hb)
Teaching Pluralism in Economics is an ambitious collection of 11 essays addressing the
potential for more pluralistic and interdisciplinary approaches to economic
education.The essays range from those addressing pluralism and interdisciplinarity at
a theoretical level to case studies that apply these principles in particular courses and
institutions.The ﬁrst essay,by the volume’s editor John Groenewegen,introduces and
deﬁnes some of the key concepts and goals of the volume.He states that the volume
is about ‘different schools within the discipline of economics’(theoretical pluralism)
and ‘the relation of economics with other disciplines’(interdisciplinarity),and seeks to
address the ‘implications of pluralism and interdisciplinarity’for teaching economics
(p.1).He believes the fundamental challenge is to present alternative theories to
students in ways that are not confusing but allow for a better understanding of the
‘possibilities and limitations of different schools in economics’and how to proceed
when ‘the boundaries of the economics discipline have been reached and a more
interdisciplinary approach is needed’(p.14).To meet this challenge,the volume offers
‘insights into the question of the content of such a revised curriculum and into the
process of how to get there’(p.15).
Reﬂecting the fact that the literature on ‘pluralism in economics’is itself a pluralistic
one,the 10 contributed essays offer diverse views on what a more
pluralistic/interdisciplinary economic education should look like and how it should
be achieved.Evaluating the contributions of the volume from the perspective of
economic education,several broad themes emerge:1
• In an increasingly complex and changing world,a more
pluralistic/interdisciplinary approach to economic education is necessary to
prepare properly and inform policy-makers.
• History,real-world economic processes and problems,and student engagement
are key components of a more pluralistic/interdisciplinary approach to
economic education.
International Review of Economics Education
108
Soderbaum describes key arguments demonstrating that traditional economics is
inconsistent with sustainable economics and demonstrates his case using a
comparison of orthodox and institutional economics.He argues that ‘meeting the
challenge of sustainable development requires new thinking’and that providing
students with a range of perspectives on environmental issues sets the stage for them
to ‘make their own interpretations and judgments’(p.195).Kennet argues that ‘green
economics is by its nature multi-,inter- and trans-disciplinary’(p.256) and that as such
it represents a new paradigm,ripe for realisation of pluralistic ideals.However,she
suggests thatthe main message of green economics has been ‘usurped and distorted’
(p.258) and offers her interpretation of key core principles before addressing
pedagogic implications.
While the wide range of methods used to offer insights into a pluralistic economics
education may appeal to many audiences,most chapters fall short of discussing
pedagogic practices.These chapters instead focus primarily on content,a trap into
which many who argue for economic education reform fall.As argued elsewhere,
reforms should not neglect pedagogic practice.(McGoldrick and Peterson,2009;
McGoldrick,2009) Additionally,at times authors are so committed to their approach
(one which often focuses on disparaging orthodoxy) that they may undermine the
goal of engaging readers,‘no matter what their ideology’(p.6).
These criticisms notwithstanding,this collection of essays provides a much needed
contribution to the pluralist economics education discussion.The organisational
structure makes the volume accessible to those who are better versed in this approach
toeconomics education as well as those who are novices.The arguments presented
speak to both educators and students,expanding the realm of the conversation
beyond its traditional participants.In short,everyone who is serious about
undergraduate economics education should put this volume on their ‘must-read’list.
References 
McGoldrick,KimMarie (2009) ‘Pluralism and Economic Education,Promoting Change:Past,
Present,and Future’,in Economic Pluralism,Robert Garnett,Erik Olsen and Martha Starr (eds),
Routledge:pp.221–225.
McGoldrick,KimMarie and Janice Peterson (2009) ‘Pluralism and Economic Education:
A Learning Theory Approach’, International Review of Economics Education.
Endnote
1For a detailed description of each of these skills,see Appendix A,AAC&U (2007).
Reviewed by:
KimMarie McGoldrick
Robins School of Business
28 Westhamton Way,Richmond,VA  23060
United States

Pluralism and Economic Education,Promoting Change:Past, Present,and Future’,in Economic Pluralism,Robert Garnett,Erik Olsen and Martha Starr (eds),

Pluralism and Economic Education: A Learning Theory Approach’, International Review of Economics Education. Endnote 1For a detailed description of each of these skills,see Appendix A,AAC&U

Review of "The Handbook of Pluralist Economics Education"

http://www.economicsnetwork.ac.uk/iree/v8n2/mcgoldrick.pdf

Review of "The Handbook of Pluralist Economics Education"

Abstract

Similar works

Full text

Available Versions

Research Papers in Economics