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1.
Qui docet discit     
Academic economists play many roles; researchers, policy advisor, teacher, etc. While each of these roles is important for the career advancement of an economist, the most important role of academic economists is teaching future citizen economists. It is incumbent upon economists qua teacher to prepare them to make sense of the world they will inhabit. We must, therefore, not teach economics, at least at the introductory level, as if it is the first course on the way to a Ph.D., but as if it is the last class the students will ever take in economics. A consistently subjectivist economics is the best way to teach future citizen economists. When students understand economics as something that helps them make sense of the world, rather than a course in applied mathematics, they will be better citizen economists less likely to fall prey to those selling them free lunches.  相似文献   

2.
The authors deal with the restructuring of undergraduate economics instruction at Moscow State University (MSU) since 1989. They examine how closely the reforms at MSU are mirrored by changes at Belarus State University in Minsk and at Kiev State University. They also consider, and often offer an “insider's” perspective on, several issues related to curriculum reform that go beyond what can be determined from published curriculum guides. Specifically, they consider such issues as the training and retraining of faculty members who teach courses in these departments, the use of translated Western textbooks versus locally developed textbooks, and problems that arise in departments where some faculty members teach Western economics but others continue to teach Soviet-style economics.  相似文献   

3.
This article provides insight into the skill-development activities of graduate students at U.S. institutions providing graduate education in economics. The authors document the extent of student participation in and preparation for teaching-related activities while in graduate school, finding that more than 50 percent of students are involved in teaching-related activities such as grading, leading recitation sections, and teaching their own sections and that most were satisfied with their preparation. Important differences in participation in these activities are highlighted by assistantship assignments, institution rank, and gender. Findings suggest that programs could do more to prepare students for participation in teaching specific professional activities after graduation.  相似文献   

4.
Heterodox economics has its critics. Most of the criticisms are friendly comments and analysis directed towards improving heterodox economic theory. However, the critics and their criticisms that are the concern of this article are the ones that challenge the existence of heterodox economic theory and the community of heterodox economists as manifested through their graduate programs, conferences, journals and identity. These critics observe that the academic status quo in economics, as manifested in its department and journal rankings, rules of academic engagement, and its institutions and organizations, favor mainstream economics and that it is unlikely to change in the future. Consequently, they argue that heterodox economists can survive only if they become more like mainstream economists. With focus on assimilation, the critics direct their criticisms towards the social characteristics of the heterodox community and to the personal characteristics of heterodox economists. This article is a response to the critics.  相似文献   

5.
The authors survey economists in the United States holding membership in the American Economic Association (AEA) to determine if there are significant differences in views between male and female economists on important policy issues. Controlling for place of current employment (academic institution with graduate program, academic institution—undergraduate only, government, for‐profit institution) and decade of PhD, the authors find many areas in which economists agree. However, important differences exist in the views of male and female economists on issues including the minimum wage, views on labor standards, health insurance, and especially on explanations for the gender wage gap and issues of equal opportunity in the labor market and the economics profession itself. These results lend support to the notion that gender diversity in policy‐making circles may be an important aspect in broadening the menu of public policy choices. (JEL A11, J78, A14)  相似文献   

6.
Abstract

In this study, the authors analyze the undergraduate economics coursework of U.S. college graduates who became pre-college classroom teachers. The results show that teachers successfully completed on average the equivalent of about half an economics course in their undergraduate coursework. About 6 in 10 teachers earned no course credits in economics. Of teachers certified to teach social studies—the ones most likely to teach economics—40 percent did not take an undergraduate course in economics. The percentages are 19 percent for high school teachers, 48 percent for middle school teachers, and 76 percent for elementary school teachers. High school teachers certified to teach social studies completed an average of only about one and a half economics courses as undergraduates.  相似文献   

7.
The authors provide a brief review of how economists have dealt with art in their research and more popular writings, and then consider the case that has been made for using art and other visual materials in general education and—in very few cases—to teach economics. A new Web site on Art and Economics is introduced that makes it easier for economics instructors to find and use art with their students. They discuss several different ways of using the art in classes, and provide a table with over 50 paintings from the Introduction slide show at the Web site to illustrate the range of economic concepts and issues that can be taught with art.  相似文献   

8.
A survey of recent economics PhDs who graduated from U.S. PhD programs and are now teaching in either the United States or Canada revealed that only half of the respondents who taught a stand-alone course during their doctoral program had any teacher preparation training. Those who did have training only felt “adequately” prepared for teaching. However, as a general rule, the respondents felt that they were well-prepared for teaching at the completion of their graduate program. The authors did not find significant differences in the responses of those who did complete formal pedagogical training during their doctoral program and those who did not. Those who completed training during their doctoral program appear to currently be more enthusiastic about training.  相似文献   

9.
Understandably, many economists have grave doubts about the possibility of teaching basic economic concepts to primary level children. Davison and Kilgore report on the development and use of their Primary Test of Economic Understanding. Some 500 second-grade pupils and 24 teachers were involved in their experiment. A control group made up of children who received regular social studies instruction was compared with experimental groups using primary level economics materials. Differences in the pupils' general academic ability, socioeconomic environment and teacher preparation were taken into account. The authors found that children in early elementary grades can learn certain basic economic concepts.  相似文献   

10.
The authors review and contrast the findings of a 1981 national survey of economic education at the precollege level and 15 state surveys conducted at about the same time. The picture that emerges is disturbing: instruction in economics tends to be minimal (or nonexistent) for many students, and teacher training in economics is limited. Curriculum structure, teacher training, and the development and use of materials are interrelated problems facing economic education.  相似文献   

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