Toward bridging the gap between theory and empirical reality
Introductory (i.e. first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to tea...
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| Published in | The South African Journal of economics Vol. 76; no. 4; pp. 738 - 748 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Malden, USA
Blackwell Publishing Inc
01.12.2008
Economic Society of South Africa Wiley Subscription Services, Inc |
| Series | South African Journal of Economics |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Introductory (i.e. first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to teaching introductory economics often do not place the current “mainstream” economic theory into its philosophical context. The result being that the learners are unable to bridge the gap between economic theory and empirical reality. This paper argues that research into effective teaching and learning should focus not only on learner characteristics but also on curriculum content and its philosophical underpinnings, in order to research why students hold these negative perceptions. The paper recommends that introductory undergraduate teaching needs to engage in a critical examination, with the learner, of the philosophical underpinnings of “mainstream” economic theory and to introduce debates about the implications of these into the curriculum. This would create exciting new opportunities for teachers and learners to explore the connections between economic theory and social science in general and should come a long way in changing the negative perceptions of introductory undergraduate economics. |
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| AbstractList | Introductory (i.e. first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to teaching introductory economics often do not place the current 'mainstream' economic theory into its philosophical context. The result being that the learners are unable to bridge the gap between abstract economic theory and empirical reality. This paper argues that research into effective teaching and learning should focus not only on learner characteristics but also on curriculum content and its philosophical underpinnings, in order to research why students hold these negative perceptions. The paper recommends that introductory undergraduate teaching needs to engage in a critical examination, with the learner, of the philosophical underpinnings of 'mainstream' economic theory and to introduce debates about the implications of these into the curriculum. This would create exciting new opportunities for teachers and learners to explore the connections between economic theory and social science in general and should come a long way in changing the negative perceptions of introductory undergraduate economics. Reprinted by permission of Blackwell Publishers Introductory ("i.e." first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to teaching introductory economics often do not place the current "mainstream" economic theory into its philosophical context. The result being that the learners are unable to bridge the gap between abstract economic theory and empirical reality. This paper argues that research into effective teaching and learning should focus not only on learner characteristics but also on curriculum content and its philosophical underpinnings, in order to research why students hold these negative perceptions. The paper recommends that introductory undergraduate teaching needs to engage in a critical examination, with the learner, of the philosophical underpinnings of "mainstream" economic theory and to introduce debates about the implications of these into the curriculum. This would create exciting new opportunities for teachers and learners to explore the connections between economic theory and social science in general and should come a long way in changing the negative perceptions of introductory undergraduate economics. Copyright (c) 2008 The Author. Journal compilation (c) 2008 Economic Society of South Africa. Introductory (i.e. first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to teaching introductory economics often do not place the current “mainstream” economic theory into its philosophical context. The result being that the learners are unable to bridge the gap between economic theory and empirical reality. This paper argues that research into effective teaching and learning should focus not only on learner characteristics but also on curriculum content and its philosophical underpinnings, in order to research why students hold these negative perceptions. The paper recommends that introductory undergraduate teaching needs to engage in a critical examination, with the learner, of the philosophical underpinnings of “mainstream” economic theory and to introduce debates about the implications of these into the curriculum. This would create exciting new opportunities for teachers and learners to explore the connections between economic theory and social science in general and should come a long way in changing the negative perceptions of introductory undergraduate economics. Introductory ( i.e. first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to teaching introductory economics often do not place the current “mainstream” economic theory into its philosophical context. The result being that the learners are unable to bridge the gap between abstract economic theory and empirical reality. This paper argues that research into effective teaching and learning should focus not only on learner characteristics but also on curriculum content and its philosophical underpinnings, in order to research why students hold these negative perceptions. The paper recommends that introductory undergraduate teaching needs to engage in a critical examination, with the learner, of the philosophical underpinnings of “mainstream” economic theory and to introduce debates about the implications of these into the curriculum. This would create exciting new opportunities for teachers and learners to explore the connections between economic theory and social science in general and should come a long way in changing the negative perceptions of introductory undergraduate economics. Introductory (i.e. first year) undergraduate learners often perceive economics to be remote from reality and overly theoretical, leading to a lack of motivation and enthusiasm to study economics. A general survey of curriculum practice reveals that lecture materials and the pedagogic approach to teaching introductory economics often do not place the current "mainstream" economic theory into its philosophical context. The result being that the learners are unable to bridge the gap between abstract economic theory and empirical reality. This paper argues that research into effective teaching and learning should focus not only on learner characteristics but also on curriculum content and its philosophical underpinnings, in order to research why students hold these negative perceptions. The paper recommends that introductory undergraduate teaching needs to engage in a critical examination, with the learner, of the philosophical underpinnings of "mainstream" economic theory and to introduce debates about the implications of these into the curriculum. This would create exciting new opportunities for teachers and learners to explore the connections between economic theory and social science in general and should come a long way in changing the negative perceptions of introductory undergraduate economics. [PUBLICATION ABSTRACT] |
| Author | Saunders, Stephen Graham |
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Post-Autistic Economics Newsletter, 5(6). Available at: http://www.btinternet.com/~pae_news/review/issue6.htm[Accessed 2 September 2006. VAN WALBEEK, C. (2004). Does lecture attendance matter? Some observations from first-year economics course at the University of Cape Town. South African Journal of Economics, 72(4):861-883. DASGUPTA, P. (2005). What do economists analyze and why: value or facts? Economics and Philosophy, 21:221-278. MONGIN, P. (2006). A concept of progress for normative economics. Economics and Philosophy, 22:19-54. FRIEDMAN, M. (1953). Essays in Positive Economics. Chicago: The University of Chicago Press. ARROW, K. (1951). Social Choice and Individual Values. New York: Wiley. EVENSKY, J. (1992). The role of community values in modern classical liberal economic thought. Scottish Journal of Political Economy, 39(1):21-38. VON MISES, L. (1960). Epistemelogical Problems of Economics. New York: New York University Press. BLAUG, M. (1990). Economic Theories, True or False? Aldershot: Edward Elgar Publishing. ANDERSON, E. (2000). Beyond Homo Economicus: New developments in theories of social norms. Philosophy and Public Affairs, 29(2):170-200. KAHNEMAN, D. (2003). Maps of bounded rationality: Psychology for behavioral economists. The American Economic Review, 93(5):1449-1475. SEN, A. (1995). Rationality and social choice. The American Economic Review, 85(1):1-24. MCCONNELL, C. R. and BRUE, S. L. (1999). Economics: Principles, Problems and Policies, 14th edn. Boston: Irwin/McGraw-Hill. KEYNES, J. M. (19331972). Essays in biograph: The collected writings of John Maynard Keynes, London: Macmillan for the Royal Economics Society. WEST, A. and SAUNDERS, S. (2006). A humanistic approach to South African accounting education. South African Journal of Higher Education, 20(5):718-730. VAN DER MERWE, A. (2006). Identifying some constraints in first year economics teaching and learning at a typical South African university of technology. South African Journal of Economics, 74(1):150-159. KATOUZIAN, H. (1980). Ideology and Method in Economics. London: The Macmillan Press. TERREBLANCHE, S. (2004). Professor Joubert Botha's seven deadly sins. The South African Journal of Economics, 72(1):207-237. FRANK, R. H. (2006). Microeconomics and Behaviour, 6th edn. Boston: McGraw-Hill Irwin. EVENSKY, J. (2004). Economics in context. Journal of Economic Education, 35(2):197-211. FRANK, R. H. and BERNANKE, B. (2007). Principles of Economics, 3rd edn. Boston: McGraw-Hill Irwin. GRANT, S. (2006). Teaching and Assessing Skills in Economics. Cambridge: Cambridge University Press. POPPER, K. (1959). The Logic of Scientific Discovery. London: Routledge. MANKIW, N. G. (2006). Principles of Economics, 4th edn. Boston: South-Western College Publishers. HAUSMAN, D. M. and MCPHERSON, M. S. (2006). 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| References_xml | – reference: WILLIAMSON, O. (2000). The new institutional economics: Taking stock, looking ahead. Journal of Economic Literature, 38(3):595-613. – reference: FRANK, R. H. (2002). The economic naturalist: Teaching introductory students how to speak economics. The American Economic Review, 92(2):459-462. – reference: KATOUZIAN, H. (1980). Ideology and Method in Economics. London: The Macmillan Press. – reference: KEYNES, J. M. (19331972). Essays in biograph: The collected writings of John Maynard Keynes, London: Macmillan for the Royal Economics Society. – reference: TERREBLANCHE, S. (2004). Professor Joubert Botha's seven deadly sins. The South African Journal of Economics, 72(1):207-237. – reference: KAHNEMAN, D. (2003). Maps of bounded rationality: Psychology for behavioral economists. The American Economic Review, 93(5):1449-1475. – reference: NORTH, D. (1991). Institutions. Journal of Economic Perspectives, 5(1):97-111. – reference: PARKER, K. (2006). The effect of student characteristics on achievement in introductory microeconomics in South Africa. South African Journal of Economics, 74(1):137-149. – reference: SMITH, L., DE VILLIERS, P. and MURADZIKWA, S. (2005). Economics. Cape Town: Oxford University Press Southern Africa. – reference: VAN DER MERWE, A. (2006). Identifying some constraints in first year economics teaching and learning at a typical South African university of technology. South African Journal of Economics, 74(1):150-159. – reference: HAUSMAN, D. M. and MCPHERSON, M. S. (2006). Economic Analysis, Moral Philosophy, and Public Policy, 2nd edn. Cambridge: Cambridge University Press. – reference: MCTAGGART, D., FINDLAY, C. and PARKIN, M. (2007). Economics, 5th edn. Frenchs Forest: Pearson Education. – reference: HEILBRONER, R. L. and MILBERG, W. S. (1995). The Crisis of Vision in Modern Economic Thought. Cambridge: Cambridge University Press. – reference: POPPER, K. (1959). The Logic of Scientific Discovery. London: Routledge. – reference: WEST, A. and SAUNDERS, S. (2006). A humanistic approach to South African accounting education. South African Journal of Higher Education, 20(5):718-730. – reference: BUCHANAN, J. (1991). The Economics and the Ethics of Constitutional Order. Ann Arbor: University of Michigan Press. – reference: SEN, A. (1987). On Ethics and Economics. Oxford: Blackwell Publishing. – reference: VON MISES, L. (1960). Epistemelogical Problems of Economics. New York: New York University Press. – reference: KIRMAN, A. (1989). The intrinsic limits of modern economic theory: The emperor has no clothes. The Economic Journal, 99(395):126-139. – reference: FRANK, R. H. (2006). Microeconomics and Behaviour, 6th edn. Boston: McGraw-Hill Irwin. – reference: VAN WALBEEK, C. (2004). Does lecture attendance matter? Some observations from first-year economics course at the University of Cape Town. South African Journal of Economics, 72(4):861-883. – reference: KUHN, T. S. (1996). The Structure of Scientific Revolutions, 3rd edn. Chicago: The University of Chicago Press. – reference: ANDERSON, E. (2000). Beyond Homo Economicus: New developments in theories of social norms. Philosophy and Public Affairs, 29(2):170-200. – reference: ARROW, K. (1951). Social Choice and Individual Values. New York: Wiley. – reference: MCCONNELL, C. R. and BRUE, S. L. (1999). Economics: Principles, Problems and Policies, 14th edn. Boston: Irwin/McGraw-Hill. – reference: DASGUPTA, P. (2005). What do economists analyze and why: value or facts? Economics and Philosophy, 21:221-278. – reference: SEN, A. (1995). Rationality and social choice. The American Economic Review, 85(1):1-24. – reference: MCCLOSKY, D. N. (1998). The Rhetoric of Economics. Madison: The University of Wisconsin Press. – reference: MANKIW, N. G. (2006). Principles of Economics, 4th edn. Boston: South-Western College Publishers. – reference: EVENSKY, J. (1992). 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