Conflicting Views of Markets and Economic Justice: Implications for Student Learning

Abstract

This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing one or the other position (or neither) and are left unable to link the two sides of the discussion. Such an educational process is not one that produces free and reasoned discernment. In this paper, we briefly relate how we came to be aware of the disconnect and its harms. We present evidence that a pedagogical gulf exists within the teaching of markets and capitalism at American universities – faculty interviews, course syllabi, portions of the corpus of material generally referred to as Catholic Social Thought, as well as references to traditional, mainstream economic theory. Further, we give evidence of the confusion and frustration among students this gulf causes. We suggest possible reasons for the gulf–primarily through an investigation of the differences in underlying assumptions and misperceptions that exist between two divisions within universities. We conclude by suggesting a set of curricular changes designed to improve teaching. The authors’ aim is not to change people’s minds. It is to change their teaching. The authors believe that these curricular changes will leave students less frustrated and better prepared for a life of significant service – with improved critical thinking skills. Copyright Springer Science+Business Media, Inc. 2006business school, Catholic Social Thought, critical thinking, humanities, market economics, social justice, welfare theory,

Integrating a Social Justice Perspective in Economics Education: Creating a Distinctly Catholic Education

“…Evidence of a disconnect was very strong, and acknowledged by faculty and students from both sides. We discuss the results and implications in a previous paper (Carrithers & Peterson, 2006). The evidence of a disconnect that came out of that study is assumed here in developing our hypothesis connecting the Catholicity problem and the problem of the disconnect.…”

“…In an empirical study conducted several years ago, we discovered the extent and signifi cance of this gap (Carrithers & Peterson, 2006). The study involved individual and group interviews with students and faculty from our business school and the humanities and social science disciplines.…”

“…The problem is a disconnect in the teaching of issues related to market economics and social justice between faculty who support market-based economies and those who believe capitalism promotes economic injustice (Carrithers & Peterson, 2006). For convenience, we identify humanities and social science faculty as A&S (Arts and Sciences).…”

“…Through interviews with representatives from both faculties, we observed how strongly each held to particular preconceptions of the other, and how little each actually knew about the other's perception of economic justice (Carrithers & Peterson, 2006). Consider these words from an A&S professor: "Many arts and sciences faculty believe that business school faculty have a completely different value system, which is motivated by wealth accumulation, while being indifferent to social justice issues such as the widening wealth gap between rich and poor."…”

Business Research, Self-fulfilling Prophecy, and the Inherent Responsibility of Scholars

“…Furthermore, as education transmits the paradigm's hypotheses to the next generation, it strengthens the dominating position of the model (Kuhn 1970, pp. 237-238; see also Carrithers and Peterson 2006;Mintzberg 2004;Weber 1959). Put in a nutshell: "academics spend years in Ph.D. programs being shaped and socialized to a dominant paradigm that leads them to make assumptions, to ask certain types of questions, and to search for answers using accepted methodologies" (Trevino and Weaver 1994, pp.…”