The democratization of knowledge is liberating and has presented some new and difficult challenges. When everyone can position themselves as an expert, how do we create new frames of intellectual and pragmatic knowledge with integrity? How do we understand the histories of expert privilege and harm that have led us to this time of uncertainty? And…

Trickle-down economics is a fallacious metaphor that hurts working people and the civic commons. In this paper, we discuss the role and impact metaphors have in economics education. We explore the stickiness of "truthy" but ultimately false metaphors and offer economics educators alternative metaphors to displace this problematic…

Teaching students to use critical thinking skills is a popular goal of many economics courses. But what does "critical thinking" really mean, and how is it implemented? This article considers various interpretations of "critical thinking" and distinguishes "big-think" from "little-think" critical thinking,…

The discipline of economics, as it is generally understood, taught, and practised today, is in various ways clearly at odds with authentic Catholic values. Therefore, where economics is taught in Catholic schools, colleges and universities, students should not only become acquainted with orthodox economic ideas; they should also learn how, from a…

There is a growing interest among educators in teaching and learning practices based on mindfulness, a concept derived from eastern meditative traditions. This paper describes how mindfulness practices and concepts can be used to enhance the student's learning experience in beginning economics courses. Specific areas with a high potential for…

Today's economics and business students are expected to be our future business people and potentially the economic leaders and politicians of tomorrow. Thus, their beliefs and practices are liable to affect the definition of acceptable economics and business ethics. The empirical evaluation of the phenomenon of cheating in academia has almost…

The authors explore academic misconduct in various forms and consider the role of student perceptions. They gather data from students in introductory economics courses regarding 31 types of misconduct. They estimate the relevance of various determinants of misconduct, acknowledging that they may vary across misconduct type and that students'…

The authors examine student cheating based on implicit and explicit definitions of cheating. Prior to being provided a definition of cheating, students reported whether they had cheated. Students were then provided a definition of cheating and asked to rereport their cheating behaviors. Results indicate that students do not understand what…