Bringing imagination back to the classroom: A model for creative arts in economics

This paper draws from the cognitive and neuroscience literature to develop theoretical support for the use of creative arts in college economics classrooms. The research suggests that creative arts activate important neurological pathways that aid the transfer of information from short- to long-term memory, where it can be retrieved for future problem-solving. To encourage meaningful learning and economic literacy, students must be able to mentally organize and retain information from their classroom experiences. The fresh metaphors and imagery present in creative arts such as poetry can deepen and clarify conceptual meaning, and allow students to learn and express their understanding of economics in a more personal and memorable way.