NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032295
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0022-0485
Motivating a Productive Discussion of Normative Issues through Debates
Hennessey, Jessica
Journal of Economic Education, v45 n3 p225-239 2014
In this article, the author presents a way of using in-class debates to discuss contentious issues and help students develop critical thinking skills. Three elements were incorporated into an undergraduate public finance course: a presentation of ethical approaches in order to formally discuss normative issues, class debates which required students to work in groups and imaginatively occupy a perspective with which they were not personally comfortable, and individual reflection which forced students to reconcile their beliefs with academic evidence. The results show that even if students did not change their perspectives on economic policy, the reasons why they have those perspectives did change to be based in academic theory and evidence and not their blind adherence to specific political platforms.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A