I teach economics and statistics at a university in Boston, and I’ve been reflecting on how we prepare students to think about policy and data. We train them to measure, model, and optimize — but how often do we ask them to imagine?
In my recent essay, “The Tuesdays We Forget: On the Moral Imagination of Economics,” I argue that while quantitative rigor is essential, education also needs to cultivate moral imagination — the ability to see the people behind the data. It’s a reflection on how economics can reconnect with empathy and purpose without losing its analytical core.
For those of you teaching in data-heavy fields, I’d love to hear your thoughts:
– How do you help students connect numbers to lived experience?
– Can moral imagination be taught, or only modeled?
– What assignments or classroom practices bridge this gap effectively?
by RJSPILLERE