Abstract
There is a strong case to re-evaluate and change what economics students learn in their introductory courses (see, for example, Bowles & Carlin, in press; Tieleman, de Muijnck, Kavelaars, & Ostermeijer, 2018). Leading textbooks (for example, Mankiw, 2017 [1998]) have been extensively criticised for lagging behind current developments in research,
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