Crisis of economics mainstream studies and renewal proposal for active learning experience

Abstract

Economics is currently facing a crisis, influenced by the Neoclassical Synthesis and its welfare state model, as evidenced both in real-life situations and classroom settings. The study of mainstream economics relies heavily on formal reductionism and instrumentalism, which introduce biases such as the ceteris paribus axiom, ergodicity, ancilla statistica, and concepts like F-twist or mathiness. Additionally, mainstream economics has shown a lack of adaptation to social reality changes, including digitalization and globalization 2.0, as well as phenomena like permacrisis and polycrisis. The purpose of this work is to propose a heterodox mainline approach for renewing economics studies and their learning processes in a digital and practical manner. The methodology is based on heterodox theoretical and methodological frameworks, offering a critical review and systematization of biases and failures within current curricula and syllabi. The aim is to implement active learning experiences that incorporate digital literacy with real data, thereby enhancing the study of economics and reconnecting the subject with students and their future professional expertise. The results indicate that, through this proposed learning experience utilizing platforms with real data and heterodox analysis student participation and understanding have improved over three years at Rey Juan Carlos University. Furthermore, this approach provides a foundational framework that other educators in different institutions can adopt to replicate and adapt the experience effectively.