Suchergebnisse

This note deals with an experience in teaching one course in Principles of Economics at South Central Community College in New Haven, Connecticut. An attempt to radicalize the pedagogy and the content, utilizing Friere's techiques, was resisted by the students, all working class people. The conclusions drawn are: (1) working class stu dents face a contradiction that is not part of the experience of bourgeois students — altering approaches and conditions (even in courses) carry real risks; and (2) praxis and pedagogy must be differentiated along class lines of both the students and instructor.

The endless debates about economic development, ends and means, often reach nightmare proportions for economists engaged in the art of manpower planning. One argument addresses itself to the question of whether or not education should be regarded, and treated in a policy sense, as an investment in human beings; economists support this approach, while educators tend to abhor it. Economists are also often attacked by non-educators for opposing the distribution of education to the maximum number of people as a welfare good.