Sardana, Arvind
(2008)
The dilemma and challenge of school economics.
Learning Curve (15).
pp. 75-78.
Abstract
It is still contested whether economics should be taught
at the school level. Many people feel that economics as
a special subject similar to math, history or geography
does not merit a place in the curriculum. The school
curriculum ought to retain its focus on the development of
basic abilities and skills. They feel that the time diverted
to teaching economics could be better utilized in acquiring
skills like math and language and to attain a mastery over
them. Others feel that economics has much to contribute
to understanding the modern world and this should be a
part of a citizen’s training. Besides, it also contributes to the training in logical reasoning. The critiques however
add that the abstraction of the economic models and their
slippery ground of assumptions are not appropriate for
school level introduction. There’s a grain of truth on either side. Therefore, what should be debated is the nature of economics for schools.
Actions (login required)
 |
View Item |
