Abstract
A heterodox political economy approach to pedagogy should promote the emancipatory potential of education. But, the most appropriate pedagogy to achieve this goal is an open question. This paper explores a unique approach to teaching heterodox political economy called positive, paradigmatic, problem-based pluralism (PPPP). This approach is particularly effective because pluralism is a strong ethical and philosophical approach to pedagogy that students are willing to embrace, and the real world is our friend in contrast with the rigid, claustrophobic strictures of mainstream economics. If framed correctly with robust course materials that present both mainstream and heterodox political economy approaches in a positive light and that confront society’s most pressing problems, the PPPP approach results in many students naturally embracing heterodox political economy and all students acknowledging its explanatory power in analyzing the real world.
Keywords
Pedagogy, Pluralism, Heterodox political economy
How to Cite
Schneider, G. E., (2026) “Teaching Heterodox Political Economics via Paradigmatic, Positive, Problem-Based Pluralism”, American Review of Political Economy 20(1). doi: https://doi.org/10.38024/arpe.588
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