Abstract
To address the epistemic asymmetry and insufficiency that characterize the role of the undergraduate economics educator, the author advocates (pace DeMartino 2011) an ethical turn in the scholarship of economics education. The ideals of liberal education and academic freedom are widely admired among economics educators. To expand professional understanding of how and why undergraduate economics courses should foster liberal education outcomes, such as the expansion of students’ capacity for reflective judgment, mainstream and heterodox economists should acknowledge and explore the ethical dimensions of their dual role as disciplinary experts and academic citizens.
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