The value in ‘value’: An exercise for pluralising economics instruction

Coombs, Nathan; Frawley, Ashley

doi:10.1016/j.iree.2018.07.001

Journal article 905 views 190 downloads

The value in ‘value’: An exercise for pluralising economics instruction

Nathan Coombs, Ashley Frawley

International Review of Economics Education, Volume: 30

Swansea University Author: Ashley Frawley

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DOI (Published version): 10.1016/j.iree.2018.07.001

Abstract

This paper suggests the concept of 'value' is a useful means of pluralising economics instruction. It proposes the labour theory of value (LTV) and subjective value theory (STV) as contrasting concepts through which to impart an appreciation of economic pluralism at the introductory level...

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Published in:	International Review of Economics Education
ISSN:	14773880
Published:	Elsevier 2019
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa41179

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last_indexed	2020-10-20T02:52:59Z
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spelling	2020-10-19T10:55:51.0717210 v2 41179 2018-07-30 The value in ‘value’: An exercise for pluralising economics instruction 9279d7a34ced689e04eb6bdc56e74a64 0000-0002-4691-4612 Ashley Frawley Ashley Frawley true false 2018-07-30 SOSS This paper suggests the concept of 'value' is a useful means of pluralising economics instruction. It proposes the labour theory of value (LTV) and subjective value theory (STV) as contrasting concepts through which to impart an appreciation of economic pluralism at the introductory level of social sciences degree programmes. We argue that these contending perspectives on value offer students fundamentally different understandings of social justice and a deeper understanding of the political spectrum. We present a series of active learning exercises designed to introduce students to differences between LTV and STV. The paper presents a qualitative case based report on the difficulties and successes of implementing and modifying the exercises over three years as part of economics instruction for sociology and social policy students. The report finds the intervention to have been broadly successful in encouraging students to engage with economic ideas and draw connections between personal experience, society, economics and politics. Journal Article International Review of Economics Education 30 Elsevier 14773880 Value theory, pluralism, economic sociology, social policy, inequality 15 3 2019 2019-03-15 10.1016/j.iree.2018.07.001 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University 2020-10-19T10:55:51.0717210 2018-07-30T11:02:39.5651254 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Nathan Coombs 1 Ashley Frawley 0000-0002-4691-4612 2 0041179-30072018110725.pdf 41179.pdf 2018-07-30T11:07:25.0000000 Output 921600 application/pdf Accepted Manuscript true 2020-01-18T00:00:00.0000000 Released under the terms of a Creative Commons Attribution Non-Commercial No Derivatives License (CC-BY-NC-ND). true eng
title	The value in ‘value’: An exercise for pluralising economics instruction
spellingShingle	The value in ‘value’: An exercise for pluralising economics instruction Ashley Frawley
title_short	The value in ‘value’: An exercise for pluralising economics instruction
title_full	The value in ‘value’: An exercise for pluralising economics instruction
title_fullStr	The value in ‘value’: An exercise for pluralising economics instruction
title_full_unstemmed	The value in ‘value’: An exercise for pluralising economics instruction
title_sort	The value in ‘value’: An exercise for pluralising economics instruction
author_id_str_mv	9279d7a34ced689e04eb6bdc56e74a64
author_id_fullname_str_mv	9279d7a34ced689e04eb6bdc56e74a64_***_Ashley Frawley
author	Ashley Frawley
author2	Nathan Coombs Ashley Frawley
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container_title	International Review of Economics Education
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publishDate	2019
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doi_str_mv	10.1016/j.iree.2018.07.001
publisher	Elsevier
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description	This paper suggests the concept of 'value' is a useful means of pluralising economics instruction. It proposes the labour theory of value (LTV) and subjective value theory (STV) as contrasting concepts through which to impart an appreciation of economic pluralism at the introductory level of social sciences degree programmes. We argue that these contending perspectives on value offer students fundamentally different understandings of social justice and a deeper understanding of the political spectrum. We present a series of active learning exercises designed to introduce students to differences between LTV and STV. The paper presents a qualitative case based report on the difficulties and successes of implementing and modifying the exercises over three years as part of economics instruction for sociology and social policy students. The report finds the intervention to have been broadly successful in encouraging students to engage with economic ideas and draw connections between personal experience, society, economics and politics.
published_date	2019-03-15T07:29:59Z
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The value in ‘value’: An exercise for pluralising economics instruction

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