Interesting to read this week about growing challenges to what's perceived as an 'intellectual monoculture' in many university Economics departments. Students from Manchester University who've formed the Post-Crash Economics Society want to see more discussion in their courses of why economists failed to foresee the crisis and a shift away from an emphasis on city job's training. They are supported by academics from a number of universities whose letter to the Guardian contrasts a 'dogmatic commitment' to a single neoclassical approach in economics with 'the openness of teaching in other social sciences, which routinely present competing paradigms. A group led by Professor Wendy Carlin at UCL is apparently seeking to set out a new curriculum for the subject. I'm reminded of the work in the late 1990s of the TALESSI project led by Peter Jones and Quentin Merritt at Greenwich University. Focussing on the environment- science - society interface, they produced some excellent teaching material aiming to give students the means to reveal and question the problematic and often contestablecharacter of ‘knowledge claims’ which contribute to academic debate and student learning'. We draw on their thinking in this section of our site: Non-critical and critical approaches. The notion of 'paradigmatic argument' comes from Aram Eisenschitz of Middlesex University, also mentioned in that section. His educational approach similarly aims to go beyond 'narrow training in technical problem solving' towards 'reclaiming higher education as a means of expanding human choices and enhancing individual development'. I'd recommend both these sources to the UCL- led group..