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Teaching of Economics in the New Paradigm


Affiliations
1 Mentor NAAC Activities, Visvesvaraya Technological University, Belagavi, JnanaSangama, VTU Main Rd, Visvesvaraya Technological University, Machhe, Belgaum, Karnataka 590018, India
2 Professor, KLS Institute of Management Education and Research, Belagavi. S. No. 77 Adarsh Nagar, Hindwadi, Belgaum, Karnataka 59001, India
     

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Economics as a course traditionally provided theoretical and technical material supported by logical thinking. In the changing modern world, students of economics are confronted with newer concepts, techniques and detailed analysis. They have to master indifference maps, revealed preferences, kinked demand curve, cross elasticity, marginal propensity to consume liquidity preference, model building, sampling error linear programming, game theory, input-output matrices. In the existing system of higher education, we give degrees and better grades to the students who depend exclusively on their memory and have not learned how to think. Mere gathering of not knowledge but information and lack of ability to think and analyze is the result of traditional way of teaching economics. Teaching of economics should result in building clear conceptual framework so as to enable students to apply this in practice to solve various problems both at micro and macro levels, building analytical skills and communication skills.

Keywords

Economics, Teaching-Economics, New Global Environment.
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  • Knopf, K. A. and Stauss, J. H. (Ed) (1960). The Teaching of Elementary Economics, Hold, Rinehert and Winston (New York).
  • Guillebaud, C.W. (1954). The Teaching of Economics in the United Kingdom.
  • Bowen, H.R. (1953). Graduate Education in Economics. American Economic Review, Supplement Part-2 1953 PP 101-103.
  • UNESCO : The University Teaching of Social Sciences: Economics 1954.
  • McNair, M. P. (1954). (Ed) . The Case Method at the Harvard Business Schoold, McGraw Hill.

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  • Teaching of Economics in the New Paradigm

Abstract Views: 414  |  PDF Views: 2

Authors

Anil B. Kalkundrikar
Mentor NAAC Activities, Visvesvaraya Technological University, Belagavi, JnanaSangama, VTU Main Rd, Visvesvaraya Technological University, Machhe, Belgaum, Karnataka 590018, India
Arif H. Shaikh
Professor, KLS Institute of Management Education and Research, Belagavi. S. No. 77 Adarsh Nagar, Hindwadi, Belgaum, Karnataka 59001, India

Abstract


Economics as a course traditionally provided theoretical and technical material supported by logical thinking. In the changing modern world, students of economics are confronted with newer concepts, techniques and detailed analysis. They have to master indifference maps, revealed preferences, kinked demand curve, cross elasticity, marginal propensity to consume liquidity preference, model building, sampling error linear programming, game theory, input-output matrices. In the existing system of higher education, we give degrees and better grades to the students who depend exclusively on their memory and have not learned how to think. Mere gathering of not knowledge but information and lack of ability to think and analyze is the result of traditional way of teaching economics. Teaching of economics should result in building clear conceptual framework so as to enable students to apply this in practice to solve various problems both at micro and macro levels, building analytical skills and communication skills.

Keywords


Economics, Teaching-Economics, New Global Environment.

References





DOI: https://doi.org/10.22552/jijmr%2F2020%2Fv6%2Fi1%2F195909