“…Of particular concern is that for over a century, in spite of desiring such competencies, the education of undergraduate economics majors and economists in the U.S. and much of the world, is of a narrow, decontextualized, superficial, hegemonic, even dogmatic, orthodoxy (Acemoglu, 2013;Almeida, 2016;Bartlett & Feiner, 1992;Brue, 1996;Caldwell, 1991;Caldwell, 2013;Chang, 2014;Earle et al, 2017;Edwards et al, 1970;Ferguson, 1980;Goodwin, 2001;Goodwin, 2018;Keita, 2012;Krueger, 2003;Lawson, 2012;Marglin, 2011;Moseley et al, 1999;Nembhard, 2008;Nesiba, 2012;Poitras & Jovanovic, 2010;Rishi, 1991a;Rishi, 1991b;Ross, 1995;Selca et al, 2012;Sheehan et al, 2015;Thornton, 2012;Thornton, 2013;Wilber, 1986). Current foundations of economics offer great tools to start with, but can be limiting unless students are taught what else there is within and outside of their discipline, and how to use this knowledge (Acemoglu, 2013;Almeida, 2016;Bartlett & Feiner, 1992;Brue, 1996;Caldwell, 1991;Caldwell, 2013;Davis, 1996;Earle et al, 2017;Edwards et al, 1970;Ferguson, 1980;Ferguson, 2011;Siegfried, 2012;…”