First published in 1983. A collection of papers directed at those outside the field of Economics, to open up discussions around the scientific worth of Economics.

This book discusses the relationship between pluralist economics and the case study method of teaching, advocating the complimentary use of both to advance economics education. Using a multi-paradigmatic philosophical frame of analysis, the book discusses the philosophical, methodological, and practical aspects of the case study method while drawing comparisons with those of the more commonly used lecture method.

The productive work of widely distributed academic research has contributed substantially, over the postwar period, to important advances in our understanding. It has also offered a clearer recognition of many unresolved problems. Never theless, the progress achieved over the last decades, ex hibited by the systematic application of "theory" to actual issues and observable problems, could not overcome a per vasive sense of dissatisfaction.

The book criticizes neoclassical climate economics in the tradition of William Nordhaus. It explains why this kind of thinking is misleading and why neoclassical climate economics asks the wrong questions.