Teaching Beyond the Boundaries of Evidence

Teaching Beyond the Boundaries of Evidence

This may be a controversial thought, but it is very important nevertheless. Evidence is crucial to prevent dissemination of false or discreditable ideas and must always underpin what we teach. But it is no longer enough. Many aspects of emerging economics cannot necessarily be evidenced. Wellbeing measurements, for example, are an incomplete simplification of a human state of being. Many aspects of economic systems are not capable of being evidenced. Two examples. Philosophy of purpose is about to become a major topic. We can teach different philosophies, but can not evidence which are valid. Psychology has a primary role in economic outcomes. In this realm, truth depends on each person's worldview and personal circumstances. We need to start teaching components of economics where valid understanding of economic outcomes requires techniques that do not rely on traditional empiric scientific evidence. Examples include encouraging students to develop new models and to evaluate debate.


Accreditation System Development

We need to get the balance right between using science-based principles wherever they are available, but feeling confident enough to use alternative principles where they are not.

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