Is curriculum reform relevant outside academia? The Financial Times thinks so, focussing on whether economics teaching is giving today’s students the tools they need to understand, and discuss, the world around us. It covered the launch of the CORE Project three times: on Monday, its coverage of our launch event quoted Prof Wendy Carlin, our project leader:
Ms Carlin said economics students needed to become “much more independent thinkers and communicators” and that, at the moment, they instead felt “disempowered”.
In “A formula for teaching economics” Economics Editor Chris Giles observed that:
The new thought is a return to the past: less maths and more history of economic thought might make for more enthusiastic and useful graduates.
On Tuesday, this prompted the FT’s editorial comment:
The case for new thinking is strong. Economics teaching – even to first-year undergraduates – had before the crisis become too wedded to scientific pretension. Excessive faith was invested in abstract mathematical models, while insufficient effort was made to link these to real-life experience. The absence of topicality not only robbed the subject of interest and excitement, it risked not equipping the student with the skills to grapple with everyday problems.