Edited by Giancarlo Ianulardo, Senior Lecturer in Economics, Exeter Business School, University of Exeter, UK, John B. Davis, Professor Emeritus of Economics, Marquette University, USA and Professor Emeritus of Economics, University of Amsterdam, the Netherlands and Ricardo F. Crespo, Professor of Philosophy of Economics, IAE Business School, Universidad Austral and Researcher, Argentine Council of Scientific Research (CONICET), Argentina

‘Beyond being an intellectually stimulating and thought-provoking read, the volume's distinctive merit is that, rather than remaining abstract, it provides practical guidance about the teaching of philosophy to economists.’

• Contents1 Introduction to the Handbook of Teaching Philosophy to Economists 1Giancarlo Ianulardo, John B. Davis and Ricardo F. CrespoPART I THEORY2 What philosophy is needed in economics and economics education?Philosophy as reflective and critical thinking 11Giancarlo Ianulardo and Aldo Stella3 Making philosophy relevant to economists 29John B. Davis4 An inventory of economics’ topics where philosophy matters 43Ricardo F. Crespo5 Integrating philosophy into economics education: critical explorationsof possibility, probability, unawareness, and modeling with economicsstudents 50Ekaterina Svetlova6 Scientific rigor 61Marcel Boumans7 Philosophy underlying management theories: a challenge for businesseducation 74Domènec Melé8 Philosophical challenges of behavioural public policy 87Ivan Mitrouchev9 A critical appraisal of the distinction between positive and normativeeconomics 100Sina Badiei10 Economic philosophy and issues of boundaries: theoretical challenges andFrench educational practice 116Gilles Campagnolo and Emmanuel PicavetPART II PEDAGOGY11 Philosophy of economics/economic methodology in the economicscurriculum 136Ivan Boldyrev12 Philosophy of economics for those who don’t expect it (yet still have totake it) 145N. Emrah Aydinonat and Jack Vromen13 How to start philosophizing with economics students: an experience 159Carlos Hoevel14 Ends and means in economics education: what do economics teachersusually fail to say to their students about ends in economics? 170Vítor Neves15 Introducing justice and rights to students of economics 186Mark D. White16 Teaching economics as political economy 198Marie Daou and Alain Marciano17 Teaching the ecocentric turn in economics with the assistance ofphilosophy 211Carsten Herrmann-Pillath18 Philosophical perspectives on values in economics 224Magdalena Małecka19 Built-in normativity in economics and its teaching 240Merve Burnazoglu20 For a philosophy of poverty economics 260Judith Favereau21 Rigour beyond method: why economists should want philosophy 274Melissa Vergara-Fernández22 Two philosophical blind spots in the pedagogy of undergraduateeconomics 286Don Ross

Edited by Giancarlo Ianulardo, Senior Lecturer in Economics, Exeter Business School, University of Exeter, UK, John B. Davis, Professor Emeritus of Economics, Marquette University, USA and Professor Emeritus of Economics, University of Amsterdam, the Netherlands and Ricardo F. Crespo, Professor of Philosophy of Economics, IAE Business School, Universidad Austral and Researcher, Argentine Council of Scientific Research (CONICET), Argentina

‘Beyond being an intellectually stimulating and thought-provoking read, the volume's distinctive merit is that, rather than remaining abstract, it provides practical guidance about the teaching of philosophy to economists.’

• Contents1 Introduction to the Handbook of Teaching Philosophy to Economists 1Giancarlo Ianulardo, John B. Davis and Ricardo F. CrespoPART I THEORY2 What philosophy is needed in economics and economics education?Philosophy as reflective and critical thinking 11Giancarlo Ianulardo and Aldo Stella3 Making philosophy relevant to economists 29John B. Davis4 An inventory of economics’ topics where philosophy matters 43Ricardo F. Crespo5 Integrating philosophy into economics education: critical explorationsof possibility, probability, unawareness, and modeling with economicsstudents 50Ekaterina Svetlova6 Scientific rigor 61Marcel Boumans7 Philosophy underlying management theories: a challenge for businesseducation 74Domènec Melé8 Philosophical challenges of behavioural public policy 87Ivan Mitrouchev9 A critical appraisal of the distinction between positive and normativeeconomics 100Sina Badiei10 Economic philosophy and issues of boundaries: theoretical challenges andFrench educational practice 116Gilles Campagnolo and Emmanuel PicavetPART II PEDAGOGY11 Philosophy of economics/economic methodology in the economicscurriculum 136Ivan Boldyrev12 Philosophy of economics for those who don’t expect it (yet still have totake it) 145N. Emrah Aydinonat and Jack Vromen13 How to start philosophizing with economics students: an experience 159Carlos Hoevel14 Ends and means in economics education: what do economics teachersusually fail to say to their students about ends in economics? 170Vítor Neves15 Introducing justice and rights to students of economics 186Mark D. White16 Teaching economics as political economy 198Marie Daou and Alain Marciano17 Teaching the ecocentric turn in economics with the assistance ofphilosophy 211Carsten Herrmann-Pillath18 Philosophical perspectives on values in economics 224Magdalena Małecka19 Built-in normativity in economics and its teaching 240Merve Burnazoglu20 For a philosophy of poverty economics 260Judith Favereau21 Rigour beyond method: why economists should want philosophy 274Melissa Vergara-Fernández22 Two philosophical blind spots in the pedagogy of undergraduateeconomics 286Don Ross

Edited by Giancarlo Ianulardo, Senior Lecturer in Economics, Exeter Business School, University of Exeter, UK, John B. Davis, Professor Emeritus of Economics, Marquette University, USA and Professor Emeritus of Economics, University of Amsterdam, the Netherlands and Ricardo F. Crespo, Professor of Philosophy of Economics, IAE Business School, Universidad Austral and Researcher, Argentine Council of Scientific Research (CONICET), Argentina

‘Beyond being an intellectually stimulating and thought-provoking read, the volume's distinctive merit is that, rather than remaining abstract, it provides practical guidance about the teaching of philosophy to economists.’

• Contents1 Introduction to the Handbook of Teaching Philosophy to Economists 1Giancarlo Ianulardo, John B. Davis and Ricardo F. CrespoPART I THEORY2 What philosophy is needed in economics and economics education?Philosophy as reflective and critical thinking 11Giancarlo Ianulardo and Aldo Stella3 Making philosophy relevant to economists 29John B. Davis4 An inventory of economics’ topics where philosophy matters 43Ricardo F. Crespo5 Integrating philosophy into economics education: critical explorationsof possibility, probability, unawareness, and modeling with economicsstudents 50Ekaterina Svetlova6 Scientific rigor 61Marcel Boumans7 Philosophy underlying management theories: a challenge for businesseducation 74Domènec Melé8 Philosophical challenges of behavioural public policy 87Ivan Mitrouchev9 A critical appraisal of the distinction between positive and normativeeconomics 100Sina Badiei10 Economic philosophy and issues of boundaries: theoretical challenges andFrench educational practice 116Gilles Campagnolo and Emmanuel PicavetPART II PEDAGOGY11 Philosophy of economics/economic methodology in the economicscurriculum 136Ivan Boldyrev12 Philosophy of economics for those who don’t expect it (yet still have totake it) 145N. Emrah Aydinonat and Jack Vromen13 How to start philosophizing with economics students: an experience 159Carlos Hoevel14 Ends and means in economics education: what do economics teachersusually fail to say to their students about ends in economics? 170Vítor Neves15 Introducing justice and rights to students of economics 186Mark D. White16 Teaching economics as political economy 198Marie Daou and Alain Marciano17 Teaching the ecocentric turn in economics with the assistance ofphilosophy 211Carsten Herrmann-Pillath18 Philosophical perspectives on values in economics 224Magdalena Małecka19 Built-in normativity in economics and its teaching 240Merve Burnazoglu20 For a philosophy of poverty economics 260Judith Favereau21 Rigour beyond method: why economists should want philosophy 274Melissa Vergara-Fernández22 Two philosophical blind spots in the pedagogy of undergraduateeconomics 286Don Ross