Abstract
Since the last global crisis, the critical debate on economy and the teaching of heterodox economy has resurfaced. To review the magnitude and pedagogical consequences for critical education in economics and finance is the objective of this paper, which also proposes a didactic strategy based on an experience developed at the University of Extremadura (Spain) within the framework of the Didactic Innovation Group named “Ethics of University Teaching”. For this purpose, the educational implications of teaching and learning the conventional economy that derive from behavioral and cognitive psychology and discourses on entrepreneurship and corporate social responsibility are reviewed. It is concluded that the bias in the education of heterodox economy supposes a deterioration of the fundamental educational objectives, tending towards an indoctrination in the neoliberal ideology (patriarcapitalist) and to a serious loss of democratic values. For all the above, a more pluralist pedagogy at the epistemological and methodological levels—from critical psychology to critical economics or critical management studies—would help to favor a more emancipatory educational process, committed to social justice.
Highlights
In 2018, on the bicentennial of Karl Marx’s birth [1818–1883], there were many monographs, magazines and congresses on his life and thought
Moreno-Losada (2015) analyzes a sample of Spanish university students in Extremadura, observing that 60% of the people surveyed declared an annual family income of less than 20,000 euros, the majority disapproved of the implementation of a Universal Basic Income (UBI) as an essential social right
It is found that the declared majority position is that the UBI would have more negative than positive consequences, with important differences according to income levels:
Summary
In 2018, on the bicentennial of Karl Marx’s birth [1818–1883], there were many monographs, magazines and congresses on his life and thought. Marx is the best analyst and scholar of the capitalist system He is a reference for heterodox economic thought and for the culture and education of the working class and various emancipatory currents, from feminism to environmentalism, He was able to subvert even the monolithic, authoritarian and hierarchical world of religions, as was the case of Catholicism’s theology of liberation (Munck 2016). Despite the success of university programs and courses on Marx and his thought, such as the master’s program directed by Xabier Arrizabalo at the UCM, within the framework of activities of the Marxist Institute of Economics, the general social and educational climate is not favorable to a culture of critical thinking. Very soon the business leaders observed that in order to make people want things they had never wanted before they had to create the figure of the dissatisfied consumer”
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