Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches

Jahanbaksh Rahmani; Amir Toghyani Khorasgani

doi:doi:10.11648/j.ijecs.20210601.12

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Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches

Jahanbaksh Rahmani, Amir Toghyani Khorasgani

Published in International Journal of Education, Culture and Society (Volume 6, Issue 1)

Received: 27 October 2020 Accepted: 24 November 2020 Published: 2 February 2021

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Abstract

Teaching economics as a distinct subject matter requires a curriculum rationale and curricular orientation no less than any other subject matter field. As with any social studies curriculum component, it is necessary to delineate the curriculum parameters of economics so as to justify and guide its teaching in the schools. This article aims to explore various approaches to developing and implementing economics curricula, weighs their benefits and drawbacks, and ends with a suggestion for blending the alternatives so as to optimize the benefits. Prior to the development of a curriculum rationale, however, the educator must ask a question seldom raised with the other social sciences: What kind of economics should be taught? Positive Versus Normative Economics The positive versus normative distinction in economics is particularly important in economic education.

Published in	International Journal of Education, Culture and Society (Volume 6, Issue 1)
DOI	10.11648/j.ijecs.20210601.12
Page(s)	9-14
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Curriculum, Normative Economics, Positive Economics, Infusion Approach, Synthetic Approach

References

[1]	Toghyani Khorasgani A. and Rahmani J. (2019). Curriculum Planning based on Economic Knowledge in Some Developed Countries. IJRDO - Journal of Educational Research (ISSN: 2456-2947), 4 (5), 13-27. Retrieved from https://www.ijrdo.org/index.php/er/article/view/2836
[2]	Ebersole, B. P. (1980). Foreword. In A. W. Forshay (Ed.), Considered action for curriculum improvement (p. iv). Washington, DC: Association for Supervision and Curriculum Development.
[3]	Friedman, M. (1953). The methodology of positive economics. In Essays in positive economics (pp. 3-43). Chicago, IL: The University of Chicago Press.
[4]	Furtado, C. (1977). Development. International Social Science Journal, 24 (4), 628e650.
[5]	Give & take. (1982). Bloomington, IN: Agency for Instructional Television; and New York: Joint Council on Economic Education.
[6]	Macdonald, J. B. (1977). Values bases and issues for curriculum. In A. Molnar & J. A. Zahorik (Eds.), Curriculum theory (pp. 10-21). Washington, DC: Association for Supervision and Curriculum Development.
[7]	Morley, S. C. (1986). Implementation of the economics curriculum, kindergarten through eighth grade, East Cleveland School District: Case study. Unpublished manuscript, John Carroll University.
[8]	Nabers, L. (1966). The positive and genetic approaches. In S. R. Krupp (Ed.), The structure of economic science: Essays on methodology (pp. 68-82). Englewood Cliffs, NJ: Prentice-Hall.
[9]	Nagel, E. (1961). The structure of science: Problems in the logic of scientific explanation. New York: Harcourt, Brace & World.
[10]	Parkay, F. W. and G. Hass. 2000. Curriculum planning: A contemporary approach, 7th edition. Boston: Allyn and Bacon.
[11]	Soper, J. C., & Brenneke, J. S. (1981, Summer). The test of economic literacy and an evaluation of the DEEP system. The Journal of Economic Education, 12, 1-14.
[12]	Soper, J. C., & Walstad, W. B. (1986a). The test of economic literacy (2nd. ed., Forms A and B). New York: Joint Council on Economic Education.
[13]	Soper, J. C., & Walstad, W. B. (1986b, December). What is high school economics? Part II: National posttest results. Paper presented at the Allied Social Science Association annual meetings, New Orleans, LA.
[14]	Sumner, A., & Tribe, M. (2010). International development studies: Theories and methods in research and practice. London, UK: SAGE.
[15]	Trade-offs. (1978). Bloomington, IN: Agency for Instructional Television; and New York: Joint Council on Economic Education.

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Jahanbaksh Rahmani, Amir Toghyani Khorasgani. (2021). Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches. International Journal of Education, Culture and Society, 6(1), 9-14. https://doi.org/10.11648/j.ijecs.20210601.12

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ACS Style

Jahanbaksh Rahmani; Amir Toghyani Khorasgani. Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches. Int. J. Educ. Cult. Soc. 2021, 6(1), 9-14. doi: 10.11648/j.ijecs.20210601.12

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AMA Style

Jahanbaksh Rahmani, Amir Toghyani Khorasgani. Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches. Int J Educ Cult Soc. 2021;6(1):9-14. doi: 10.11648/j.ijecs.20210601.12

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@article{10.11648/j.ijecs.20210601.12,
  author = {Jahanbaksh Rahmani and Amir Toghyani Khorasgani},
  title = {Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {1},
  pages = {9-14},
  doi = {10.11648/j.ijecs.20210601.12},
  url = {https://doi.org/10.11648/j.ijecs.20210601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210601.12},
  abstract = {Teaching economics as a distinct subject matter requires a curriculum rationale and curricular orientation no less than any other subject matter field. As with any social studies curriculum component, it is necessary to delineate the curriculum parameters of economics so as to justify and guide its teaching in the schools. This article aims to explore various approaches to developing and implementing economics curricula, weighs their benefits and drawbacks, and ends with a suggestion for blending the alternatives so as to optimize the benefits. Prior to the development of a curriculum rationale, however, the educator must ask a question seldom raised with the other social sciences: What kind of economics should be taught? Positive Versus Normative Economics The positive versus normative distinction in economics is particularly important in economic education.},
 year = {2021}
}

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TY  - JOUR
T1  - Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches
AU  - Jahanbaksh Rahmani
AU  - Amir Toghyani Khorasgani
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AB  - Teaching economics as a distinct subject matter requires a curriculum rationale and curricular orientation no less than any other subject matter field. As with any social studies curriculum component, it is necessary to delineate the curriculum parameters of economics so as to justify and guide its teaching in the schools. This article aims to explore various approaches to developing and implementing economics curricula, weighs their benefits and drawbacks, and ends with a suggestion for blending the alternatives so as to optimize the benefits. Prior to the development of a curriculum rationale, however, the educator must ask a question seldom raised with the other social sciences: What kind of economics should be taught? Positive Versus Normative Economics The positive versus normative distinction in economics is particularly important in economic education.
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Author Information

Jahanbaksh Rahmani

Department of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Amir Toghyani Khorasgani

Department of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

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APA Style

Jahanbaksh Rahmani, Amir Toghyani Khorasgani. (2021). Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches. International Journal of Education, Culture and Society, 6(1), 9-14. https://doi.org/10.11648/j.ijecs.20210601.12

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ACS Style

Jahanbaksh Rahmani; Amir Toghyani Khorasgani. Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches. Int. J. Educ. Cult. Soc. 2021, 6(1), 9-14. doi: 10.11648/j.ijecs.20210601.12

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AMA Style

Jahanbaksh Rahmani, Amir Toghyani Khorasgani. Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches. Int J Educ Cult Soc. 2021;6(1):9-14. doi: 10.11648/j.ijecs.20210601.12

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@article{10.11648/j.ijecs.20210601.12,
  author = {Jahanbaksh Rahmani and Amir Toghyani Khorasgani},
  title = {Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {1},
  pages = {9-14},
  doi = {10.11648/j.ijecs.20210601.12},
  url = {https://doi.org/10.11648/j.ijecs.20210601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210601.12},
  abstract = {Teaching economics as a distinct subject matter requires a curriculum rationale and curricular orientation no less than any other subject matter field. As with any social studies curriculum component, it is necessary to delineate the curriculum parameters of economics so as to justify and guide its teaching in the schools. This article aims to explore various approaches to developing and implementing economics curricula, weighs their benefits and drawbacks, and ends with a suggestion for blending the alternatives so as to optimize the benefits. Prior to the development of a curriculum rationale, however, the educator must ask a question seldom raised with the other social sciences: What kind of economics should be taught? Positive Versus Normative Economics The positive versus normative distinction in economics is particularly important in economic education.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Economics Across the School Curriculum-Benefits and Drawbacks of Some Related Approaches
AU  - Jahanbaksh Rahmani
AU  - Amir Toghyani Khorasgani
Y1  - 2021/02/02
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210601.12
DO  - 10.11648/j.ijecs.20210601.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 9
EP  - 14
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210601.12
AB  - Teaching economics as a distinct subject matter requires a curriculum rationale and curricular orientation no less than any other subject matter field. As with any social studies curriculum component, it is necessary to delineate the curriculum parameters of economics so as to justify and guide its teaching in the schools. This article aims to explore various approaches to developing and implementing economics curricula, weighs their benefits and drawbacks, and ends with a suggestion for blending the alternatives so as to optimize the benefits. Prior to the development of a curriculum rationale, however, the educator must ask a question seldom raised with the other social sciences: What kind of economics should be taught? Positive Versus Normative Economics The positive versus normative distinction in economics is particularly important in economic education.
VL  - 6
IS  - 1
ER  -

Copy | Download