Abstract
Like mainstream neo-classical economics, mono-paradigmatic economic education currents neglect the cultural, historical, political, ethical, social and psychological factors. This occurs even though the relevance of these aspects is obvious from the (subject) didactic perspective, topically revealing, and convincing in terms of educational psychology. Many economic 'semi-fictions' such as 'economic man' persist, especially in the teaching context, despite wide-ranging discussion of importance of multi-, inter- and transdisciplinary approaches. The issue is especially pressing in school economics teaching, which should be orientated on students' situations and lifeworlds rather than adhering to the structures and models of the academic discipline. The present contribution identifies the epistemological, education policy and didactic deficits of neo-liberal-leaning economic education and outlines the epistemological foundations, didactic principles and policy implications of socio-economic education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Pluralism and Economics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
