| There is a growing critique of the narrow focus of mainstream economics curriculum on neoclassical economics and mathematical-formalistic methodology (Becker, 2000; Brown and Quinn, 2008; Feiner and Roberts, 1990; Fullbrook, 2003; Strassmann, 1994; Venkateswarlu, 1983). This critique addresses the lack of theoretical pluralism in the discipline, which limits opportunities for students to develop skills associated with liberal education. This study attempts to explore the following questions: how do students enrolled in the Honours Bachelor of Arts in Economics at York University experience the economics curriculum with respect to the objectives of liberal education in terms of (a) critical thinking skills; (b) democratic skills; and (c) depth and breadth of knowledge? The question is explored in three phases: Phase I: Current Programs in Ontario Universities; Phase II: The Evolution of Economics Undergraduate Program at York University; Phase III: Students' Experiences of Undergraduate Economics Curriculum. |
