Routledge Handbook of Macroeconomic Methodology

29 Teaching macroeconomic methodology

Jan Holm Ingemann

DOI: 10.4324/9781315745992-35

Introduction

As a point of departure for this chapter, it is claimed that, in teaching macroeconomics, methodology should not be considered a theoretical, demarcated and abstract issue detached from macroeconomics and social context. The methodology should rather be considered on an integrated basis when macroeconomic problems are identified, described and understood.

Consequently, it is also claimed that it is meaningless just to implant macroeconomic methodology into the students. Reflection is a process, and our task as teachers is to assist the students in establishing and evolving a methodological space of reflection as a cumulative process nourished ...