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This article presents an analysis of mainstream economics education, emphasizing in problems such as ahistoricity and an eroded sense of ethics. Since the unexpected economic crisis of 2008, a number of critical economists started to ask for a change in the discipline. Alternative approaches to economic problems have begun to gradually attract attention. Economics students, economists, and policy-makers have begun to believe in the possibility of rethinking and reimagining economic knowledge. The article raises awareness about the necessity of rethinking economics and economics education to encourage social justice.
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