Using Movies As a Vehicle for Critical Thinking in Economics and Business (Economics EDUCATION ARTICLES‪)‬

INTRODUCTION Teaching economics via edutainment efforts is surfacing as a modern approach to supplement, or substitute, for traditional chalk and talk (Becker, 2003). The cost of using conventional chalk and talk to teach, rather than more contemporary outcome-based methods, may be significant in the long run as students choose to move away from economics and into more lively and interesting classes (Becker & Watts, 2001). Some economists have adopted teaching techniques that deviate from the pure lecture method by incorporating movies, television, and other forms of popular culture (Watts, 1998; Kish-Goodling, 1998; Formaini, 2001; Leet & Houser, 2003; Mateer, 2005; Sexton, 2006). Although it is possible that popular culture vehicles are more likely to fully engage students in the learning process, designing a framework that incorporates entertainment without compromising educational rigor can be a challenge.