Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.10019569
Dennis Badeen
The concept of key competencies is an important element of education for sustainability. The cornerstone of key competencies is complex systems thinking. Most who argue for the integration of key competencies into various learning processes also suggest that such integration requires critical reflection on traditional paradigms in various disciplines. This article examines the ramifications of such integration as it pertains to economics. It is argued that key competencies can be learned by studying and applying Peter Soderbaum's institutional ecological economics because it is based on complex systems thinking. It is also argued that traditional neoclassical environmental economics is not suited for the task because it is based on simple systems thinking. The article concludes with some thoughts regarding how case studies can be used to teach key competencies.
{"title":"Key competencies, complex systems thinking, and economics education for sustainability","authors":"Dennis Badeen","doi":"10.1504/IJPEE.2019.10019569","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10019569","url":null,"abstract":"The concept of key competencies is an important element of education for sustainability. The cornerstone of key competencies is complex systems thinking. Most who argue for the integration of key competencies into various learning processes also suggest that such integration requires critical reflection on traditional paradigms in various disciplines. This article examines the ramifications of such integration as it pertains to economics. It is argued that key competencies can be learned by studying and applying Peter Soderbaum's institutional ecological economics because it is based on complex systems thinking. It is also argued that traditional neoclassical environmental economics is not suited for the task because it is based on simple systems thinking. The article concludes with some thoughts regarding how case studies can be used to teach key competencies.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48723454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.1504/IJPEE.2019.10019578
Junaid Qadir, A. Zaman
The 'sustainable development' movement arose as a reaction to the myopic formulation of development exclusively in terms of economic growth by neoclassical economics, regardless of its disastrous effects on the planet as well as on the people. The sustainable development movement has made much progress in highlighting the deficiencies of existing economic theory, but its practical import has been insufficient. The purpose of this article is to articulate the Islamic conception of the sustainable development vision and to briefly describe the tools, incentives, and guidelines that Islam offers. The Islamic conception of development is inherently sustainable (as defined by the sustainable community) due to its focus on responsible consumption, empathy for others, and recommendations for simpler lifestyles. Furthermore, the Islamic tradition provides concrete practical tools - such as legal instruments for the state as well as incentives to individuals - that can help in practically implementing the sustainable development vision.
{"title":"Sustainable development viewed from the lens of Islam","authors":"Junaid Qadir, A. Zaman","doi":"10.1504/IJPEE.2019.10019578","DOIUrl":"https://doi.org/10.1504/IJPEE.2019.10019578","url":null,"abstract":"The 'sustainable development' movement arose as a reaction to the myopic formulation of development exclusively in terms of economic growth by neoclassical economics, regardless of its disastrous effects on the planet as well as on the people. The sustainable development movement has made much progress in highlighting the deficiencies of existing economic theory, but its practical import has been insufficient. The purpose of this article is to articulate the Islamic conception of the sustainable development vision and to briefly describe the tools, incentives, and guidelines that Islam offers. The Islamic conception of development is inherently sustainable (as defined by the sustainable community) due to its focus on responsible consumption, empathy for others, and recommendations for simpler lifestyles. Furthermore, the Islamic tradition provides concrete practical tools - such as legal instruments for the state as well as incentives to individuals - that can help in practically implementing the sustainable development vision.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.10026569
W. Fisher
This paper addresses a prominent misconception in environmental economics and environmental studies concerning the 'tragedy of the commons' and sustainable management of common-pool resources. The open-commons dilemma prevents many students and instructors from realising the important role of common property regimes in sustainably managing resources. And, recognising the important role simulations play in enhancing student comprehension and retention of complex material, this paper outlines a unique way for students to participate in the development of common property relationships through the use of the online simulation Fishbanks. This activity has been highly successful when conducted in my classes, and students have responded to the exercise with enthusiasm.
{"title":"Teaching the tragedy of open access: a classroom exercise on governing the commons","authors":"W. Fisher","doi":"10.1504/ijpee.2019.10026569","DOIUrl":"https://doi.org/10.1504/ijpee.2019.10026569","url":null,"abstract":"This paper addresses a prominent misconception in environmental economics and environmental studies concerning the 'tragedy of the commons' and sustainable management of common-pool resources. The open-commons dilemma prevents many students and instructors from realising the important role of common property regimes in sustainably managing resources. And, recognising the important role simulations play in enhancing student comprehension and retention of complex material, this paper outlines a unique way for students to participate in the development of common property relationships through the use of the online simulation Fishbanks. This activity has been highly successful when conducted in my classes, and students have responded to the exercise with enthusiasm.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.106130
R. Hedtke
The didactic of socio-economic education conceives the subject as social science. Together with the principle of learner orientation, social science has a long tradition at the heart of socio-economic education. This differentiates socio-economic education from orthodox economic education, which derives its identity solely from the discipline of economics. This paper lays out the foundations of the social science principle and its justifications in terms of educational theory, subject didactics, and academic reference. Rather than splitting economic education into separate mono-disciplinary subjects, this paper outlines a social science-oriented approach to education on socio-economic issues that focuses teaching and learning on key commonalities of the social science disciplines.
{"title":"The social science principle in socio-economic didactics","authors":"R. Hedtke","doi":"10.1504/ijpee.2019.106130","DOIUrl":"https://doi.org/10.1504/ijpee.2019.106130","url":null,"abstract":"The didactic of socio-economic education conceives the subject as social science. Together with the principle of learner orientation, social science has a long tradition at the heart of socio-economic education. This differentiates socio-economic education from orthodox economic education, which derives its identity solely from the discipline of economics. This paper lays out the foundations of the social science principle and its justifications in terms of educational theory, subject didactics, and academic reference. Rather than splitting economic education into separate mono-disciplinary subjects, this paper outlines a social science-oriented approach to education on socio-economic issues that focuses teaching and learning on key commonalities of the social science disciplines.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1504/ijpee.2019.106130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.106125
C. Schank, Alexander Lorch
Criticism of an economics education usurped by neoclassical economics has become louder and more explicit, especially following the recent crisis. Economics and economics education often seem disconnected, disinterested and helpless. This article discusses contributions from the field of (German) business ethics, notably integrative economics ethics to an economics education centred around a responsible citizen, empowering him/her to lead a sustainable life in contemporary society. Starting with a discussion of contrarian approaches, the building blocks of a sustainability citizen will be developed which can serve as an educational ideal of an enlightened economics education along the lines of a good life.
{"title":"Sustainability citizenship through economics education Contributions from the German debate on business ethics","authors":"C. Schank, Alexander Lorch","doi":"10.1504/ijpee.2019.106125","DOIUrl":"https://doi.org/10.1504/ijpee.2019.106125","url":null,"abstract":"Criticism of an economics education usurped by neoclassical economics has become louder and more explicit, especially following the recent crisis. Economics and economics education often seem disconnected, disinterested and helpless. This article discusses contributions from the field of (German) business ethics, notably integrative economics ethics to an economics education centred around a responsible citizen, empowering him/her to lead a sustainable life in contemporary society. Starting with a discussion of contrarian approaches, the building blocks of a sustainability citizen will be developed which can serve as an educational ideal of an enlightened economics education along the lines of a good life.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1504/ijpee.2019.106125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.106127
S. Graupe
This paper outlines the tectonic disturbance which would occur in (and for) neoclassical economics if it were oriented to the existential nature of human economic activity. The point is not to entirely negate the standard teaching but to re-establish its actual questionability and at the same time to develop fundamental alternatives, particularly from an epistemological standpoint. Existential philosophy originally emerged through a crisis, where philosophy found itself trapped between speculative idealism and scientific positivism - both of which tended to completely ignore the problems of real urgency for ordinary people. In a certain sense I see a similar crisis in economics today, one that adopts a very specific form. My contribution lays out for the first time an explicit existential orientation for socio-economic education, fostering awareness of and creative responses to the issues presented.
{"title":"'To see the world with different eyes': thoughts on existential orientation in socio-economic education","authors":"S. Graupe","doi":"10.1504/ijpee.2019.106127","DOIUrl":"https://doi.org/10.1504/ijpee.2019.106127","url":null,"abstract":"This paper outlines the tectonic disturbance which would occur in (and for) neoclassical economics if it were oriented to the existential nature of human economic activity. The point is not to entirely negate the standard teaching but to re-establish its actual questionability and at the same time to develop fundamental alternatives, particularly from an epistemological standpoint. Existential philosophy originally emerged through a crisis, where philosophy found itself trapped between speculative idealism and scientific positivism - both of which tended to completely ignore the problems of real urgency for ordinary people. In a certain sense I see a similar crisis in economics today, one that adopts a very specific form. My contribution lays out for the first time an explicit existential orientation for socio-economic education, fostering awareness of and creative responses to the issues presented.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1504/ijpee.2019.106127","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.106098
Georg Tafner
{"title":"Economic education is socio-economic education: foundations of a reflexive business and economic education","authors":"Georg Tafner","doi":"10.1504/ijpee.2019.106098","DOIUrl":"https://doi.org/10.1504/ijpee.2019.106098","url":null,"abstract":"","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1504/ijpee.2019.106098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.106129
C. Fridrich
{"title":"Socio-economic education in the school subject 'geography and economics education' in Austria: history, trends, issues and attitudes","authors":"C. Fridrich","doi":"10.1504/ijpee.2019.106129","DOIUrl":"https://doi.org/10.1504/ijpee.2019.106129","url":null,"abstract":"","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.10026568
Jacqueline Strenio
An economics education provides students with the tools necessary to solve today's complex problems and additionally, is desirable among employers. This is true for both traditional college students and incarcerated individuals enrolled in college courses in the USA. This article reviews the literature on the benefits of correctional education, arguing explicitly for the inclusion of economics in college-in-prison programs. Using the experience of teaching economics in a state prison, I extrapolate on how key economic principles can be made relevant in incarcerated lives. The necessity for diversity in economic content, especially within the limitations of a college-in-prison economics course, is also explored. A pluralist approach to economics encourages students to think critically about economic theory and allows for the incorporation of work by a diverse set of scholars that may more closely resemble the incarcerated population. Additional pedagogical considerations to contemplate when teaching in correctional education programs are briefly highlighted.
{"title":"Why a pluralist economics education is important for incarcerated individuals","authors":"Jacqueline Strenio","doi":"10.1504/ijpee.2019.10026568","DOIUrl":"https://doi.org/10.1504/ijpee.2019.10026568","url":null,"abstract":"An economics education provides students with the tools necessary to solve today's complex problems and additionally, is desirable among employers. This is true for both traditional college students and incarcerated individuals enrolled in college courses in the USA. This article reviews the literature on the benefits of correctional education, arguing explicitly for the inclusion of economics in college-in-prison programs. Using the experience of teaching economics in a state prison, I extrapolate on how key economic principles can be made relevant in incarcerated lives. The necessity for diversity in economic content, especially within the limitations of a college-in-prison economics course, is also explored. A pluralist approach to economics encourages students to think critically about economic theory and allows for the incorporation of work by a diverse set of scholars that may more closely resemble the incarcerated population. Additional pedagogical considerations to contemplate when teaching in correctional education programs are briefly highlighted.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1504/ijpee.2019.10026574
Hideki Sato
This paper uses the circular-flow diagram to illustrate the efficiency of resource allocation at market equilibria. This diagram not only depicts the circulation of goods and money within a market economy but also suggests the efficiency of resource allocation at market equilibrium. However, economics instructors usually invoke the Edgeworth box diagram to demonstrate efficient resource allocation. Therefore, for an intermediate economics class, this paper proposes a simple method to describe the efficiency of resource allocation: the circular-flow diagram.
{"title":"Teaching economics outside the box: using the circular-flow diagram to indicate efficient resource allocation in intermediate microeconomics","authors":"Hideki Sato","doi":"10.1504/ijpee.2019.10026574","DOIUrl":"https://doi.org/10.1504/ijpee.2019.10026574","url":null,"abstract":"This paper uses the circular-flow diagram to illustrate the efficiency of resource allocation at market equilibria. This diagram not only depicts the circulation of goods and money within a market economy but also suggests the efficiency of resource allocation at market equilibrium. However, economics instructors usually invoke the Edgeworth box diagram to demonstrate efficient resource allocation. Therefore, for an intermediate economics class, this paper proposes a simple method to describe the efficiency of resource allocation: the circular-flow diagram.","PeriodicalId":52200,"journal":{"name":"International Journal of Pluralism and Economics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66813192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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