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In recent years there have been increasing calls for a revision of the economics curriculum to address the most pressing and challenging issues facing society. This erudite Handbook bridges the gap between a flourishing body of scholarship in the philosophy of economics literature and an economics education in need of a deeper rethinking, as felt by both students and educators. It provides practical pedagogical insights on how to structure courses in the philosophy of economics and how to link them to students' economics backgrounds.

The Handbook of Teaching Philosophy to Economists puts forward a deeper philosophical investigation of the assumptions that ground economic discourse and analysis as it is taught to new generations of students. Adopting a critical and reflective approach, the Handbook examines approaches to intergenerational and intragenerational justice, equity, health and well-being, and ecological and environmental issues, with a focus on the role, limits and scope of public policy. Adopting an interdisciplinary and transdisciplinary approach to teaching economics, it demonstrates the need for a deeper rethinking of economics education.

This Handbook is an invaluable tool for students and academics across economics. Its insights into methodological reflection will also greatly benefit educators and researchers in philosophy and economics.