Abstract
The purpose of this book, as its title suggests, is to reflect on the relationship between contemporary macroeconomic theory and prevailing techniques and practices in undergraduate macroeconomics education. Its primary concern is with the development of simple macroeconomic teaching models in light of recent developments in macroeconomic theory, with an eye to promoting a better understanding of current real world issues. As such, the chapters that follow focus on ‘content’, i.e. what students are taught and its relationship to macroeconomics as it is currently perceived and practised by the profession, rather than methods of and strategies for instruction.
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