Debate as a Pedagogical Tool for Pluralist Economics Education

Abstract

Pluralist economics education aims to liberate students from the worship of mainstream economics and develop their ability to think critically from the perspective of pluralist economic theories. This study introduces class debate as a pedagogical tool for pluralist economics education in a course on the history of economic thought. The results show that the debates made students more supportive of economic pluralism. According to students’ self-assessments, the debates improved their understanding of pluralist economic theories and real-world issues, motivated their active thinking, and encouraged them to compare different economic theories. Class debates are a worthwhile pedagogical method for promoting economic pluralism.