Literaturnachweis - Detailanzeige
| Autor/in | Nelson, Jack L. |
|---|---|
| Titel | Approaches to Education about a World Economy. |
| Quelle | (1984), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Freedom; Bias; Controversial Issues (Course Content); Critical Thinking; Economics; Economics Education; Educational Change; Educational Improvement; Elementary Secondary Education; Global Approach; Nationalism; Stereotypes; Teaching Methods |
| Abstract | A rationale for skeptical and controversial teaching about world economics is presented by maintaining that the nature of economics is controversial and that ideology and nationalism are dominant obstacles in economics education. Following an introduction, the first of six sections discusses major stereotypes and perceptions in economics. The next section emphasizes the disparities in economics by presenting the views of economists and economic commentators Milton Friedman, Paul Johnson, Herman Kahn, William Simon, Fred Hechinger, J. R. Shakleton and Gareth Locksley, Geoffrey Kay, Stephen Rousseas, Joan Robinson, Erich Fromm, Alvin Toffler, and others. The third section encourages critical scrutiny of ideological bases for schooling, the functionalist world view, and nationalistic bias. Examples of obstacles to critical skepticism are given next, including laws prohibiting the advocacy of communism in school and teacher socialization patterns which push teachers to conservative mainstream views and to self-censorship and political restraint. Similarly, the following section describes obstacles to economics teaching, primarily the lack of adequate treatment of labor, unions, and economic views differing from mainstream capitalism. The final section presents a pedagogy for world economics, emphasizing the importance of controversy and critical skepticism, scrutiny of ideology and nationalism, alternative teacher education and professional socialization, the use of diverse and provocative materials, collateral efforts of professionals, and legal support for academic freedom. (LH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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