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2018 | Buch

Case Method and Pluralist Economics

Philosophy, Methodology and Practice

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Über dieses Buch

This book discusses the relationship between pluralist economics and the case study method of teaching, advocating the complimentary use of both to advance economics education. Using a multi-paradigmatic philosophical frame of analysis, the book discusses the philosophical, methodological, and practical aspects of the case study method while drawing comparisons with those of the more commonly used lecture method. The book also discusses pluralist economics through the exposition of the philosophical foundations of the extant economics schools of thought, which is the focal point of the attention and admiration of pluralist economics. More specifically, the book discusses the major extant schools of thought in economics – Neo-Classical Economics, New Institutional Economics, Behavioral Economics, Austrian Economics, Post-Keynesian Economics, Institutional Economics, Radical Economics, and Marxist Economics—and emphasizes that these schools of thought in economics are equally scientific and informative, that they look at economic phenomena from their certain paradigmatic viewpoint, and that, together, they provide a more balanced understanding of the economic phenomenon under consideration. Emphasizing paradigmatic diversity as the cornerstone of both the case method and pluralist economics, the book draws the two together and makes an effective case for their combined use. A rigorous, multi-faceted analysis of the philosophy, methodology, and practice of economics education, this book is important for academicians and students interested in heterodox economics, philosophy, and education.

Inhaltsverzeichnis

Frontmatter
Paradigms and Foundational Philosophies
Abstract
Social theory can usefully be conceived in terms of four key paradigms: functionalist, interpretive, radical humanist, and radical structuralist. The four paradigms are founded upon different assumptions about the nature of social science and the nature of society. Each generates theories, concepts, and analytical tools which are different from those of other paradigms.
Kavous Ardalan
Educational Philosophies
Abstract
Any adequate comparison between the lecture and the case educational methodologies necessarily requires a comparison of their underlying philosophies. This is based on the premise that foundational philosophies underlie educational philosophies, and each educational philosophy favors a certain educational methodology. This chapter, therefore, builds on the previous chapter that discussed how any foundational philosophy can be positioned on a continuum formed by four basic paradigms: functionalist, interpretive, radical humanist, and radical structuralist. This chapter discusses the major educational philosophies, namely: realism; idealism and pragmatism; reconstructionism; and Marxism. It also notes the correspondence between these educational philosophies and the four paradigms. It, furthermore, notes that each educational philosophy favors a certain instructional methodology and when any educational method is utilized, it is used within the bounds of that educational methodology which is based on its educational philosophy and foundational philosophy. That is, different educational methodologies use a given educational method differently.
Kavous Ardalan
Educational Methodologies
Abstract
This chapter discusses the implications of the previous two chapters with respect to educational methodologies. For this purpose, this chapter brings major aspects of the previous two chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are formed.
Kavous Ardalan
Educational Methodologies: Implications for Course Goals, Objectives, and Contents
Abstract
This chapter discusses the implications of the first three chapters with respect to the course goals, objectives, and contents. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.
Kavous Ardalan
Educational Methodologies: Implications for the Role of Teachers and Students
Abstract
This chapter discusses the implications of the first three chapters with respect to the role of teachers and students. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.
Kavous Ardalan
Educational Methodologies: Implications for Examination
Abstract
This chapter discusses the implications of the first three chapters with respect to the type of examination. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.
Kavous Ardalan
Educational Methodologies: Implications for Student-Teacher Relations
Abstract
This chapter discusses the implications of the first three chapters with respect to student-teacher relations. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.
Kavous Ardalan
Educational Methodologies: Implications for Faculty Teaching, Research, and Service
Abstract
This chapter discusses the implications of the first three chapters with respect to faculty teaching, research, and service. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.
Kavous Ardalan
Educational Methodologies: Implications for Institutional Mission and Administration
Abstract
This chapter discusses the implications of the first three chapters with respect to institutional mission and administration. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.
Kavous Ardalan
Educational Methods
Abstract
This chapter builds on the discussions made in the first three chapters, distinguishes between educational methodology and educational method, shows that different educational methodologies use a given educational method differently, and argues against any attempt at ranking the lecture method in comparison with the case method.
Kavous Ardalan
In-Class Introduction of the Case Methodology in Comparison to the Lecture Methodology
Abstract
The purpose of this chapter is to show how professors can use entertaining metaphors when introducing the case method to their students. Students are often educated by the lecture method and, therefore, the use of the case method is new and frustrating to them. They require an introduction to the case method which is both foundational and friendly. The foundation of the case method is best introduced in simple terms and should be compared with the lecture method, with which students are most familiar. The friendly environment is best created with an approach which is most comforting to them, i.e., entertainment. This chapter shows how such a foundational and friendly introduction can be made by utilizing entertaining metaphors.
Kavous Ardalan
Pluralist Economics: A Multi-paradigmatic Look
Abstract
Any explanation of an economic phenomenon is based on a worldview. The premise of this book is that any worldview can be associated with one of the four broad paradigms: functionalist, interpretive, radical humanist, and radical structuralist. This chapter takes the major extant schools of thought in economics—Neo-Classical Economics, New Institutional Economics, Behavioral Economics, Austrian Economics, Post-Keynesian Economics, Institutional Economics, Radical Economics, and Marxist Economics—and locates each of them on the map of the four paradigms, as in Exhibit 12.1. It emphasizes, as pluralist economics does, that these schools of thought in economics are equally scientific and informative; they look at economic phenomena from their certain paradigmatic viewpoint; and together they provide a more balanced understanding of the economic phenomenon under consideration. In this chapter, Sects. 1 through 8 present eight major extant schools of thought in economics, and Sect. 9 concludes the chapter.
Kavous Ardalan
Conclusion
Abstract
Social theory can usefully be conceived in terms of four key paradigms: functionalist, interpretive, radical humanist, and radical structuralist. The four paradigms are founded upon different assumptions about the nature of social science and the nature of society. Each generates theories, concepts, and analytical tools which are different from those of other paradigms.
Kavous Ardalan
Metadaten
Titel
Case Method and Pluralist Economics
verfasst von
Prof. Kavous Ardalan
Copyright-Jahr
2018
Electronic ISBN
978-3-319-72071-5
Print ISBN
978-3-319-72070-8
DOI
https://doi.org/10.1007/978-3-319-72071-5