Pluralism and Economic Education: a Learning Theory Approach

Our review of existing literature suggests that calls for pluralism in economic education typically focus on economic content and range from discussions of comprehensive curricular reform to those focused on a single course or specific topic.While enriching the discussion among pluralistic economists, these arguments often fail to resonate with a broader audience, one that reaches beyond the heterodox tradition.We argue that efforts to bring pluralism to a broader audience will be strengthened by more effective use of expected learning outcomes – explicitly addressing what is desired (in terms of both content and skills), how it can be measured (quantitatively and qualitatively), and how it is to be achieved (through pedagogical practices which promote desired outcomes).This process begins with recognition that the pluralism debate is not simply one to be conducted by professionals at academic meetings; rather, the call to broaden economic content and classroom practices has roots in what outcomes students, faculty and employers desire. It also recognises that learning theory is an integral component of understanding how to design practices that generate desired outcomes