Education

When the Curriculum Open-access Resources in Economics (CORE) project launched on 11 November 2013 at Her Majesty’s Treasury in London, we promised that we would be ‘teaching economics as if the last three decades had happened’. The last six months have shown us that this is challenging but we are well on our way to doing it.

Economics has advanced an enormous distance from the Walrasian paradigm and the Neoclassical synthesis. However, undergraduate curriculums continue to heavily favour these views of what economics is and what tools it provides for understanding contemporarypublic problems.

In the past three years, students around the world have turned the heat of scrutiny onto our economics departments. Our call is strikingly uniform across our diverse cultures and languages: we want critical debate back in the economics curriculum.

Many thought the financial crash was a final blow to capitalsim. Why does it still reign supreme? Anatole Kaletsky outlines the shape of things to come.

Marc Lavoie discusses the methodological foundations of heterodox economics, and offers a very different model of money and credit, firms and pricing, consumer theory, effective demand and employment and growth theories.

Tania Singer on the key importance of understanding preferences and behavioral change.

The Institute for New Economic Thinking has awarded $2 million in grants to fund 21 different projects as part of the latest round of its research grant program.

Good incentives are no substitute for good citizens.

The extremely wise Robert Skidelsky has an excellent rant against Anglo-Saxon economics departments

I first came across economics students’ campaigns to revolutionise their education in that bastion of radical thought: the newsroom of the Financial Times.

Hubris might well head the list

This panel covers the teaching of economics at the university level.

Among the areas left largely unscathed by the 2008 financial crisis and subsequent never-­‐ending recession, the teaching of economics ranks high.