Conceptual fossils: Why do we keep teaching irrelevant ideas in first year economics?

Martin Jones (Lead / Corresponding author)

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    The teaching of microeconomics in first year has become something of a ritual with similar content being taught in universities across the United Kingdom and around the world. As a result, innovation in both textbooks and courses seems to be confined to teaching methods or presentation. This has resulted in the preservation of what this chapter calls ‘conceptual fossils’. These are economic concepts or methods of teaching a concept that have no relevance to how modern economics is understood. The chapter shows how diminishing marginal utility is unnecessary, misleading, and has no real evidence in its favour, distracting students from more important ideas.
    Original languageEnglish
    Title of host publicationPost-Crash Economics
    Subtitle of host publicationPlurality and Heterodox Ideas in Teaching and Research
    EditorsOmar Feraboli, Carlo J. Morell
    Place of PublicationSwitzerland
    PublisherSpringer International Publishing
    Pages127-148
    Number of pages22
    ISBN (Electronic)9783319658551
    ISBN (Print)9783319658544
    DOIs
    Publication statusPublished - 20 Dec 2017

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  • Cite this

    Jones, M. (2017). Conceptual fossils: Why do we keep teaching irrelevant ideas in first year economics? In O. Feraboli, & C. J. Morell (Eds.), Post-Crash Economics: Plurality and Heterodox Ideas in Teaching and Research (pp. 127-148). Springer International Publishing. https://doi.org/10.1007/978-3-319-65855-1_6