Abstract
If economics were to be a science like physics, its instruction would include labs. If economics were to be a branch of mathematics, its instruction may stress problem solving. But what if economics represents a way of thinking? What if learning economics is more like learning a language?
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Klamer, A. (1995). Rhetorical Obstacles In The Teaching Of Economics. In: Gijselaers, W.H., Tempelaar, D.T., Keizer, P.K., Blommaert, J.M., Bernard, E.M., Kasper, H. (eds) Educational Innovation in Economics and Business Administration. Educational Innovation in Economics and Business, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8545-3_2
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DOI: https://doi.org/10.1007/978-94-015-8545-3_2
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