Interdisciplinarity and economic education: Foundations and design of a model program of integrative studies exploring the contemporary world economy

Part one consists of an essay on the foundations of interdisciplinarity in economic analysis and education. It is contended that apart from the philosophical argument of the unity of knowledge which has traditionally served as justification for integration of disciplines in education, recent findings of educational psychological research also provide strong support for the development of an integrative curriculum. These findings are reviewed, their implications for instructional practice are stated and a model plan for interdisciplinary study which implements the recommendations of educational psychology is discussed.;It is further argued that the realities of fast-paced globalization and interdependence in the contemporary world economy necessitate an integrative synthesis of disciplinary perspectives when studying global problems the complexity of which transcends the boundaries of any single discipline. An examination of the practice of integrative research by economic historians and economic geographers provides the methodological foundation for the design of a model plan for the study of global issues. Particular attention is paid to the model of integrative research in historical geography developed by W. Cronon. The specific issue of global inequality in an interdependent world is identified and a model integrative program for the study of global inequality is proposed.;Part two contains a model integrative curriculum of economic education which focuses on the study of global inequality and interdependence. It combines elements of economic theory, economic history and historical geography. It undertakes to enable learners to develop a basic understanding of the economic forces and socio-economic relationships which characterize historical change in our contemporary world economy. It consists of seven instructional units which form a manual intended for the use of instructors working in high schools, colleges and universities. Each unit contains instructional goals and objectives based on an explicit rationale of the content area studied and suggestions regarding learners' activities, instructional strategies, learning outcomes and teaching resources. Teaching materials include readings and appropriate schemata to facilitate instruction and are appended to each unit.