Brosig, JeannetteJeannetteBrosigHeinrich, TimoTimoHeinrichRiechmann, ThomasThomasRiechmannSchöb, RonnieRonnieSchöbWeimann, JoachimJoachimWeimann2021-03-052021-03-052010International review of economics education 9 (1): 44-45 (2010)http://hdl.handle.net/11420/9019Ariel Rubinstein’s (2006) sceptical comment on the study of economics hits a nerve with many economists who worry that what they teach and the way in which they teach may indoctrinate students. Rubinstein conducted a survey in which students had to decide whether to lay off workers, and thus meet a company’s goal of making high profits, or to fire less, which results in lower profits. In his survey, it turned out that economists put, on average, a much higher weight on the company’s profit than non-economists. Rubinstein’s conjecture is that economics students’‘views on economic issues are influenced by the way we teach, perhaps without them even realizing it’.This is a serious accusation and our immediate response to his article was astonishment. Is the way we teach really flawed? There are some big clouds of doubt that make us reluctant to follow Rubinstein’s recommendation to consider changing our teaching methods.en1477-3880201014455The Economics NetworkIngenieurwissenschaftenJournal Article10.1016/S1477-3880(15)30061-Xhttps://econpapers.repec.org/RePEc:che:ireepp:v:9:y:2010:i:1:p:44-55https://www.economicsnetwork.ac.uk/iree/v9n1/Other