{"title":"思考模式的转移","authors":"N. Shanks","doi":"10.29173/assert36","DOIUrl":null,"url":null,"abstract":"Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"115 18 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Paradigm shift\",\"authors\":\"N. Shanks\",\"doi\":\"10.29173/assert36\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.\",\"PeriodicalId\":410382,\"journal\":{\"name\":\"Annals of Social Studies Education Research for Teachers\",\"volume\":\"115 18 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-06-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Annals of Social Studies Education Research for Teachers\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.29173/assert36\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Annals of Social Studies Education Research for Teachers","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29173/assert36","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
