ABSTRACT

This paper explores how differently heterodox and mainstream economists think about teaching. It draws on data from interviews with sixteen leading heterodox economists, which we analyse according to the principles of thematic analysis. We find considerable variety in heterodoxy. Further, we find evidence that suggests at least some heterodox economists share some elements with mainstream counterparts: on pedagogical practice, the role of their teachers, and scant explicit knowledge of educational philosophy. However, we discover different heterodox educational goals when compared to mainstream peers, mainly clustered around a concern for more radical open-mindedness and free-thinking. Also, some of our respondents showed a commitment to pluralism and critical approach to reality in teaching. Our interviews suggest that heterodox pedagogy is a reaction against and struggle within a uniquely hierarchical and monist discipline, pointing to the sociology and ideology of the economics profession as a shaping factor. We conclude that these characteristics make heterodox pedagogy better suited to foster understanding of complex real-world economic crises associated with global warming, pandemics, and financial meltdown.

摘要

本文探讨了异端经济学家和主流经济学家对教学的不同看法。它借鉴了对十六位主要异端经济学家的采访数据，我们根据主题分析的原则对其进行分析。我们在异端中发现了相当多的变化。此外，我们发现证据表明，至少一些非正统经济学家与主流经济学家有一些共同点：在教学实践、教师的角色以及对教育哲学的明确知识很少。然而，与主流同龄人相比，我们发现了不同的异端教育目标，主要集中在对更激进的思想开放和自由思考的关注上。此外，我们的一些受访者在教学中表现出对多元化和批判现实的承诺。我们的采访表明，异端教学法是对一个独特的等级制和一元论学科的反抗和斗争，指出经济学专业的社会学和意识形态是一个塑造因素。我们得出的结论是，这些特征使异端教学法更适合促进对与全球变暖、流行病和金融危机相关的复杂现实世界经济危机的理解。