I. INTRODUCTION In 1970 Nobel Laureate George Stigler argued that belongs in everyone's education once we have learned how to teach it. But because the logic of economics is not easy to learn or teach, he concluded that is not yet ready to be made a part of the basic curriculum of all educated men [p. 80]. We now have new models for teaching economics. In fact, as in other areas of economics, we have competing models, with new approaches being offered to supplement extensively, if not replace entirely, the lecture pedagogy used nearly exclusively by economists at the time Stigler's comments were published. Yet in major Commission and Committee reports and daily conversations held in faculty lounges around the world, alternatives to the lecture approach, in which the teacher often serves as a preacher and students as passive receptacles into which great thoughts and wisdom are poured, still appear to be either unknown or tacitly dismissed as unworkable. In this journal, for example, McCloskey [1992] tells of an exchange between George Stigler and Milton Friedman. Friedman argued that while individuals pursue their self-interest they are often ignorant and require education to see that something they thought was in their personal or national interest was not - e.g., tariffs and quotas. Stigler called Friedman a preacher. He argued that people find their own self-interest with or without education, and that no amount of preaching or lecturing about economics would change that self-interest. In the Report of the Commission on Graduate Education in by Krueger et al. [1991], considerable attention was given to bringing real-world issues into the classroom. But the Commission's assumed instructional mode was still the lecture: It is our impression that most Ph.D. programs devote little or no attention to teaching or encouraging the development of expository skills....We suspect the lack of emphasis on communication in most Ph.D. programs reflects partly the scarcity of teaching time, partly instructors' lack of confidence in their ability to teach communications skills, and partly a judgment that the appropriate style of professional communication is something students can figure out for themselves by watching their teachers. [p. 1049] The report of the Committee on College Faculty by Kasper et al. [1991], representing the nation's premiere liberal arts colleges, emphasized the need for breadth in content coverage in economists' graduate training, but did not even mention the need for breadth in instructional methods, or training in those areas. Despite these intentional or unintentional slights, in literature from the past twenty-five years we found that many economists have spent a great deal of time developing and applying new teaching methods to actively engage students in the learning process. In what follows we summarize those alternative approaches to make it easier for others to consider and access these articles on innovative instructional methods in economics. II. CLASSROOM GAMES, SIMULATIONS, AND LABORATORIES Although Edward Chamberlin and others working in the area of imperfect competition were developing artificial markets in the classroom as early as the 1940s, Joseph and Saunders [1970] were perhaps the first economists to publish an extensive account on how to use such games to teach basic economic concepts. The approach soon proved to be quite popular, at least with the developers of these activities. The National Council on Economic Education (then known as the Joint Council on Economic Education) published the first edition of its Guide to Games and Simulations for Teaching Economics in 1971, written by Lewis and Wentworth, with references to some ninety different activities and publications. In recent years commercially published games and simulations in economics have continued to appear, often featuring mainframe econometric models or microcomputer programs written specifically as a classroom simulation. …