Will We Ruin Them for (Civic) Life? Analyzing the Impact of Teaching Rational Choice in Introductory Courses

Bibliographic Data

ID6100451
AuthorsSue E S Crawford, Sue E Crawford (0000-0001-8113-3806, Creighton University, corresponding author)
Year2007
Volume40
Issue2
Pages387-391
Publication date2007-04-01
Open AccessYes
TypeARTICLE
VenuePS Political Science & Politics (JOURNAL)
Journal identifiersISSN: 1049-0965 • E-ISSN: 1537-5935
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096507070643
OpenAlexW2162346292
LanguageEN
Citations received3
References cited16

This article revisits a debate between Jurg Steiner and Paul Johnson (Johnson 1990; Steiner 1990) over the civic implications of teaching rational choice that appeared inPSa little over 15 years ago. That debate summarized key contemporary arguments about the possible civic implications of teaching rational choice that likely still reverberate in department and conference discussions today. Despite numerous books, articles, and conference sessions on the perils and pluses of rational choice in scholarship, very few empirical studies examine the civic consequences of learning rational choice in undergraduate political science courses. This article reports the results of a study that attempts to do just that; to measure rational choice influences on students' civic attitudes

Civic engagement · Economics · Mathematics education · Political science · Politics · Positive economics · Scholarship · Social science · Sociology · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Law · Political Science Research and Education · Psychology

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