A ‘Big Think’ Approach to Government Debt
Promoting Significant Learning in Introductory Macroeconomics
Bibliographic Data
| ID | 12229882 |
|---|---|
| Authors | Robert F Garnett (Texas Christian University, corresponding author), Robert Garnett, KimMarie McGoldrick (University of Richmond) |
| Year | 2014 |
| Volume | 26 |
| Issue | 4 |
| Pages | 628-647 |
| Publication date | 2014-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Review of Political Economy (JOURNAL) |
| Journal identifiers | ISSN: 0953-8259 • E-ISSN: 1465-3982 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09538259.2014.955353 |
| OpenAlex | W1991200244 |
| Language | EN |
| References cited | 18 |
Drawing on Dee Fink's theory of significant learning, the authors present a 'big think' learning module to supplement fiscal policy discussions in introductory macroeconomics courses. Students are asked to consider a salient, contentious question that can be addressed in meaningful ways based on principles-level concepts and models, namely: 'In your judgment, does the recent steep rise in the US debt-to-GDP ratio pose a serious threat to the US economy? Why or why not?' To enhance students' willingness and ability to engage this big think question, the module provides open-ended preparatory exercises amenable to courses taught from heterodox or mainstream perspectives. Unlike standard textbook treatments which inadvertently thwart exploratory thinking and provide little support for analyzing case-specific burdens and benefits of government borrowing, the big think unit motivates students to think logically and creatively about the debt-GDP relationship in the current US context
Big government · Context (archaeology · Debt · Economics · Government (linguistics · Macroeconomics · Mainstream · Political science · Politics · Salient · Innovations in Educational Methods · Law
| Citation velocity | historical |
|---|---|
| Highly cited | No |