On the Normative Foundations of Economic Education

Bibliographic Data

ID11071039
AuthorsJames S Leming (Southern Illinois University, corresponding author)
Year1987
Volume15
Issue2
Pages63-76
Publication date1987-03-01
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1987.10505537
OpenAlexW1991099072
LanguageEN
Citations received4
References cited12

Research is cited to support the claim that current economic education curricula fail to demonstrate any persistent or significant influence regarding student commitment to the normative foundations of our free enterprise system. The perspectives of Bettleheim, Dreeben and Jackson are presented to demonstrate how schools, in spite of a relatively impotent cognitively oriented curricula, have the potential for transmitting some key economic values to youth. It is argued that developing an allegiance to the principles of our current mixed market economic system is as important as developing commitment to the democratic values embedded within our constitution. It is concluded that economic education should begin to take a broader view of how latent and manifest curricula can better develop commitment and understanding of our economic system

Economics education · Education theory · Epistemology · Higher education · Mathematics education · Normative · Pedagogy · Political science · Primary education · Social science · Social studies · Sociology · Global Educational Reforms and Inequalities · Law · Philosophy · Psychology

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