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

Martin Jones

doi:10.1007/978-3-319-65855-1_6

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 proceeding › Chapter

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 language	English
Title of host publication	Post-Crash Economics
Subtitle of host publication	Plurality and Heterodox Ideas in Teaching and Research
Editors	Omar Feraboli, Carlo J. Morell
Place of Publication	Switzerland
Publisher	Springer International Publishing
Pages	127-148
Number of pages	22
ISBN (Electronic)	9783319658551
ISBN (Print)	9783319658544
DOIs	https://doi.org/10.1007/978-3-319-65855-1_6
Publication status	Published - 20 Dec 2017

ASJC Scopus subject areas

Economics, Econometrics and Finance(all)
General Business,Management and Accounting
General Social Sciences

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-3-319-65855-1_6

Cite this

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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 {\textquoteleft}conceptual fossils{\textquoteright}. 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.",

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Conceptual fossils: Why do we keep teaching irrelevant ideas in first year economics? / Jones, Martin (Lead / Corresponding author).
Post-Crash Economics: Plurality and Heterodox Ideas in Teaching and Research. ed. / Omar Feraboli; Carlo J. Morell. Switzerland: Springer International Publishing, 2017. p. 127-148.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Conceptual fossils

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AB - 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.

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

Abstract

ASJC Scopus subject areas

UN SDGs

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