Abstract

This Editorial introduces the special issue of IREE on pluralism in economics education. It draws out the pedagogical consequences of the contradiction between the plurality of the discipline and the singularity of student induction into it. Economics education should instead be based on controversy, benefiting students, staff, employers and the polity, via the development of students’ intellectual independence. Pluralism does not entail lowering standards, but itself constitutes a demanding standard. On pluralist criteria, the current subject benchmark statement for economics is seriously deficient, but an appropriately edited version would constitute a step towards the pluralistic reorganisation of economics education.

Publication Type:	Article
Subjects:	H Social Sciences > HB Economic Theory
Departments:	School of Arts & Social Sciences > Economics
URI:	http://openaccess.city.ac.uk/id/eprint/3960

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