Breaking down the walls, opening up the field: situating the economics classroom in the site of social action.: An article from: Journal of Economic Issues

This digital document is an article from Journal of Economic Issues, published by Association for Evolutionary Economics on June 1, 1995. The length of the article is 4274 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the supplier: The teaching of economics in mainstream economics courses is criticized from a feminist-institutionalist perspective. The concepts of neoclassical economics are too abstract and focus on linear, logical and rational analyses. Students are unable to relate how economic concepts are used to analyze economic issues and social problems. The problems inherent in economics education are described as four 'walls.' These are the problems in pedagogy, content, methodology and definition.

Citation Details
Title: Breaking down the walls, opening up the field: situating the economics classroom in the site of social action.
Author: Margaret Lewis
Publication:Journal of Economic Issues (Refereed)
Date: June 1, 1995
Publisher: Association for Evolutionary Economics
Volume: v29 Issue: n2 Page: p555(11)

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