Teaching Economics after Major Crises: the Financial-Economic Crisis and the SARS-COV2 Pandemic
DOI:
https://doi.org/10.18662/rrem/12.1sup2/246Keywords:
economics, (neo)institutional economics, quality of education, teaching economics, pandemicAbstract
Global and European challenges by the beginning of the 21st century have an intensity and severity comparable with the ones by the beginning of the 20th century, though different partially in nature: a harrowing financial-economic crisis followed nowadays by a global pandemic. The challenges at European Union level and at national level are not only of economic nature, or related to the operation of the education systems’ at all levels, but also some are particularised. Such a particularised approach requires also teaching economics and the creation of an economic culture for experts and the public alike. The present paper intends to achieve two essential objectives. The first is analysing possible delta-convergence in Romania against the other member-states. The second is posing, possibly answering the questions about what is, and how it is relevant for economic education from the perspective of orthodox and heterodox approaches for changing the economy from a textbook science to an integrative science for practitioners in the economic fields, and for future experts interested in economic research.References
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