Education is increasingly coming under the shadow of economics. In this article we engage in ideology critique by applying a critical realist analysis to conventional economic models and the teaching of students. Through a historical and philosophical interrogation, we argue that the current curriculum suffers from a diminutive understanding of human being. We argue that economics education has for a long time now worked with a highly abstracted and decontextualized idea of human being that has absented other dimensions of human concerns. We examine the current English Advanced level economic curriculum and the revised curriculum which will be taught from September 2015. Using an understanding of the dynamics of structure and agency and that economics operates in open systems, we argue for retroduction as an appropriate methodology.
- Secondary schools