Here.
Economics is changing as an academic subject. Partially in response to mounting student discontent about the narrow and abstract nature of their courses (voiced in the petitions of the early 2000s at Paris, Cambridge and Harvard; the subsequent creation of the Post-Autistic Economics movement, and in the Harvard walkout of 2011) and partially in response to the apparent failure of the discipline to predict the 2008 financial crisis, university departments are now well-advanced in rethinking the content of their degrees. And these changes are filtering down to the economics curriculum for 16-18 year olds. Fundamental to this is the introduction of behavioural economics, which is now being offered as modules at many leading universities, forms part of two of the three main A level economics syllabuses in the UK and is a key component of the Cambridge Pre-U economics course. It is also perhaps the most exciting element of these changes, representing the revival of two themes that promise great rewards in economics education if they are properly seized: one material and the other methodological.
From:
Graham Mallard
Cheltenham College
Economics is changing as an academic subject. Partially in response to mounting student discontent about the narrow and abstract nature of their courses (voiced in the petitions of the early 2000s at Paris, Cambridge and Harvard; the subsequent creation of the Post-Autistic Economics movement, and in the Harvard walkout of 2011) and partially in response to the apparent failure of the discipline to predict the 2008 financial crisis, university departments are now well-advanced in rethinking the content of their degrees. And these changes are filtering down to the economics curriculum for 16-18 year olds. Fundamental to this is the introduction of behavioural economics, which is now being offered as modules at many leading universities, forms part of two of the three main A level economics syllabuses in the UK and is a key component of the Cambridge Pre-U economics course. It is also perhaps the most exciting element of these changes, representing the revival of two themes that promise great rewards in economics education if they are properly seized: one material and the other methodological.
From:
Graham Mallard
Cheltenham College