Abstract

Using the analytical distinction between intrinsic and instrumental aims of education, this paper argues that such aims are paramount in the design of Economics programmes and therefore educational policy. It i s argued that a truly educational programme must achieve these intrinsic aim.
Programmes designed instrumentally, for the purpose of enterprise, or for indoctrination, are likely not to achieve the intrinsic aims. The types of argument necessary to make a case for the teaching of heterodox Economics material are highlighted. Importantly, institutional factors
rather than orthodox material itself might erode the educational value of many current Economics programmes.