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Are You a Winner?

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2 Responses

  1. It’s been a long time since I was in high school, but back then “financial education” fell under the heading of “home economics” in the curriculum, perhaps that’s something we could resurrect or re-visit (with its equivalent for adult education courses). At the same time, I would hope students and citizens would also become more “critical” with regard to their thinking about economics more generally (i.e., to be able to conceptualize the economic principles and practices of capitalism in a systematic fashion, to be able to see these alongside the values, principles and methods we associate with democracy and so on), although that may be hoping beyond hope.

  2. Michelle Harner says:

    Patrick:

    I think you identify one of the core issues—at least for financial education in the high school curriculum. Where exactly does or should it fit? Many characterize it as a “life skill” that does not fall neatly within a traditional category. One approach is, as you note, home economics or an equivalent offering. I have set forth below a link to a really interesting 2007 study of Ohio high schools that shows, among other things, no uniform approach. The most common categories to embrace financial education were courses in family and consumer sciences, business education and social sciences. Most teachers, however, reported time and resource constraints on their ability to integrate meaningful financial education. Also, fair point on the need for more critical (and I would add reflective) thinking.

    Thanks for the comment, Michelle.

    Link: http://www.clevelandfed.org/Our_Region/Community_Development/Events/Seminars/20080425_Fin_Lit/loibl_reduced_paper.pdf