Economics students find difficulty in developing effective learning strategies; they
would also welcome and benefit from a more pluralistic teaching of economics.
Nevertheless, economics teaching has become less pluralistic over the recent past.
Recent benchmark statements seem content to underwrite an essentially monist
approach to the discipline in the hope that a deepening crisis in economics
teaching can be averted by expanding teaching and learning programmes taking
the content of teaching as given and instead concentrating on presentational
reform.The paper argues that such teaching and learning strategies are part of the
problem rather than its solution.