Document Type

Conference Paper

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Publication Details

EDULEARN 2015, Barcelona, 6-8 July, 2015

Abstract

Teaching economics to construction economists is paradigmatically different to teaching economics to ‘pure’ economists. While the principles of economics don’t change, the philosophical aim and the methodology of teaching the subject do change. Understanding and executing this philosophical variant enhances the students’ learning experience.

Teaching economics and finance can open students’ eyes to a new way of thinking about the world. The study of economics looks at the world in a unique way because economics is a truly social science and it makes advances in finding solutions to the challenges that society faces. However, it approaches these solutions with the dispassion of a science and by using the scientific method. The appropriate philosophical goal is to convey this way of thinking to built environment economics students in a way that enhances their thinking and which illuminates much about valuations, the environment and business – the learning pillars of the course.

A prolific writer and teacher of economics Prof Gregory Mankiew of Harvard University said that “economics is a subject where a little knowledge goes a long way, something that cannot be said, for instance, of the study of physics or the Japanese language”. The responsibility that comes with teaching economics is that it helps promote deeper understanding and better policymaking. It makes for a better society.

DOI

https://doi.org/10.21427/wd47-wq43

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