Economics Education after the Crisis: Pluralism, History, and Institutions
The economic crisis unleashed criticism of the economics profession in the popular press and raised discussions about the adequacy of traditional economics education to new levels. This paper considers how the criticism of traditional economics and economics education, highlighted by the crisis, provide a useful context for articulating reforms in economics education that can foster the development of economic theory and practice consistent with a more equitable and sustainable economy. I argue that the goals of a post-crisis economics education can be articulated through the outcomes of "significant learning" and pursued through approaches to economics education that are pluralistic in content and pedagogy, historically-based, and emphasize the role of institutions and institutional analysis.