Introduction
Teaching Pillar: Pluralism
Pluralism acknowledges that there are many ways to think about economics, including questions about what economics is and how economic research should be conducted. imagine economics takes a simulation- and visualization-focused approach, while recognizing that such an approach is not the only valid way to conceptualize and teach economics.
Our use of technology—and, in particular, web technology and computation—can be contrasted with, and is complementary to, a more traditional economics education that relies primarily on a textbook and supplementary written materials for teaching, alongside algebra and calculus for the formal definition and manipulation of economic models. As described in more detail in the following sections, the use of modern technology allows imagine economics to prioritize both simulation and interactivity in a way that traditional course materials cannot, while also introducing learners to programming and computational tools that are increasingly a critical part of the modern world. In a more subtle way, a focus on interactivity and simulation also helps build mental models of the economy that are dynamic and evolving, rather than static and focused on equilibrium.
Our focus on data is twofold. On one hand, simulation necessarily requires data, whether that data is created simply for the purpose of illustration or whether it is complex and used in an effort to align models with reality. At the same time, we also strive to present real-world data directly (in other words, not within the context of simulation), with the goal of allowing learners to explore patterns and relationships that might otherwise be hard to see or understand. Using real-world data in this context helps to ground the conceptual information that we present in the more abstract teaching modules.
In our view, using simulation and interactivity as teaching tools does not restrict the kinds of questions that we can ask, the assumptions that we make, or the dynamics we choose to focus on. Quite the contrary: by introducing flexibility, these tools allow us to present a wider array of topics and perspectives than is generally done using algebra and calculus in the traditional curriculum. In this way, integrating varying ways of thinking is a core part of what we do.