Using alternative paradigms to teach about race and gender: a critical thinking approach to introductory economics

Article Abstract:

Critical thinking is a pedagogical approach that is useful to teaching introductory economics. The approach involves higher-order cognitive skills such as interpretation, criticism and evaluation that serve as substantial foundations for theoretical comparison of competing economic theories. The development of a raceless and genderless economics will be supported by the critical thinking approach since students will be encouraged by the alternative pedagogical method.

Methods, Evaluation, Teaching, Critical thinking

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National voluntary content standards for pre-college economics education

Article Abstract:

The National Council on Economic Education formed an alliance of organizations to develop national content standards for the teaching of economics in grades one to 12. These standards set the criteria instead of identifying the needed performance levels of specific criteria. The content standards were written based on five criteria including economic advantages, consensus among economists, and simple language to facilitate public understanding.

Economics, Research and Development in the Social Sciences and Humanities, Standards, Social policy, Educational standards, National Council on Economic Education

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