Abstract

Ethical considerations intersect with economics education on a number of planes. Nonetheless, in terms of curricula, only a handful of economics departments offer courses specifically focused on ethics. This chapter addresses the ways in which instructors can incorporate ethical components into teaching principles and field courses in order to broaden economic understanding and to enhance critical thinking. It examines three pedagogical issues: the artificial dichotomy between positive and normative analysis; the limiting scope of efficiency in outcomes analyses; and the incorporation of alternative ethical frameworks into public policy debates.

Document Type

Book Chapter

Publication Date

2009

Publisher Statement

Copyright © 2009, Edward Elgar Publishing, Inc. This chapter first appeared in Handbook of Economics and Ethics.

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Purchase online at Edward Elgar Publishing, Inc.

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