Abstract
A well-known survey of economists revealed that many of them could not correctly answer a basic question on the concept of opportunity cost. This paper argues that the results highlight shortcomings in the way that opportunity cost is understood and taught. A more general understanding of opportunity cost can link basic principles level examples with more advanced technical examples and improve the stories that make up the rhetoric of basic economics instruction. The result is a more coherent curriculum from the basic through the advanced levels where economic intuition is central at every stage rather than being abandoned in favor of mathematics alone.
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