What Good Markets Are Good ForTowards a Moral Justification of Free Markets
F. What are the Implications for How We Teach Economics?
If the results of the project as a whole indeed confirm the basic hypothesis, this would imply as well that the presently existing educational materials are in need of revision. The lack of moral perspectives in economics and business curricula, the ‘educational disconnect’, has been criticized earlier (Ghoshal 2005; Khurana 2007; Elegido 2009; Hühn 2014). In part F of the project, results of the entire research project will be translated for educational use, both at a high school level and at an academic level in order to overcome this ‘disconnect’. This will result in three books.
F1. A New Curriculum for Economics Education in Dutch high schools.
The book that is envisioned in this project should set a new standard in the field, by preparing the students for the national exams very well, according to the national standards and regulations, while at the same time paying attention to the inherent moral aspects of the free market.
F2. High school Curriculum Book and BA book ‘Philosophy of Economics’
This project will result in two textbooks on ‘Free Markets and the Good Life’ (a short popular version for high school philosophy curriculum and the larger public; extended academic version for BA Economics and BA Business). It will draw on the results of the ‘What Good Markets Are Good For’ project for teaching philosophy of economics, both at high school and at a BA level.