Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/28337
Appears in Collections:Economics Conference Papers and Proceedings
Author(s): Dow, Sheila
Contact Email: s.c.dow@stir.ac.uk
Title: Pluralist economics: is it scientific?
Editor(s): Decker, S
Elsner, W
Flechtner, S
Citation: Dow S (2018) Pluralist economics: is it scientific?. In: Decker S, Elsner W & Flechtner S (eds.) Advancing Pluralism in Teaching Economics: international perspectives on a textbook science. Routledge Advances in Heterodox Economics, 39. Teaching Economics in the 21st Century, Berlin, Germany, 26.11.2015-28.11.2015. London: Routledge, pp. 13-30. https://www.routledge.com/Advancing-Pluralism-in-Teaching-Economics-International-Perspectives-on/Decker-Elsner-Flechtner/p/book/9781138037625
Issue Date: 23-Aug-2018
Series/Report no.: Routledge Advances in Heterodox Economics, 39
Conference Name: Teaching Economics in the 21st Century
Conference Dates: 2015-11-26 - 2015-11-28
Conference Location: Berlin, Germany
Abstract: The aim of this chapter is to set the scene for a discussion of teaching from a pluralist perspective by considering how we produce, and convey, reliable knowledge in economics. Using Kuhn’s framework as a basis for considering different understandings of what constitutes reliable knowledge (propagated through teaching), we focus on the different understandings within mainstream economics and within non-mainstream paradigms. Keynes’s epistemology (as developed in A Treatise on Probability) is then explored as a basis for a pluralist approach to economic knowledge. The mainstream critique of alternative approaches to knowledge, interpreted as ‘anything goes’, is addressed and the argument developed that a pluralist approach generates more reliable knowledge than the monist mainstream approach. This analysis leads to a set of positive and negative heuristics as a guide for pluralist economists as researchers. Some implications are then drawn for pluralist teaching of economics. It is argued that such teaching should include teaching by debates, drawing on history of thought and methodology.
Status: AM - Accepted Manuscript
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of a paper published by Taylor & Francis Group in Decker S, Elsner W & Flechtner S (eds.) Advancing Pluralism in Teaching Economics: international perspectives on a textbook science. Routledge Advances in Heterodox Economics, 39 on 23 Aug 2018, available online: https://www.routledge.com/Advancing-Pluralism-in-Teaching-Economics-International-Perspectives-on/Decker-Elsner-Flechtner/p/book/9781138037625
URL: https://www.routledge.com/Advancing-Pluralism-in-Teaching-Economics-International-Perspectives-on/Decker-Elsner-Flechtner/p/book/9781138037625

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