Reform of economic education or reform of economic knowledge?

Attention is drawn to the lack of counsel in the discussion of such a phenomenon as the possible presence among students of beliefs consistent with folk economics, which may hinder the acceptance of the provisions and principles of economic science. It is shown that when discussing the possibilities of wider inclusion in teaching of the provisions of heterodox economic theories, it makes sense to take into account the peculiarities of the definition of their subject matters. These peculiarities lead to the inclusion in the search for scientific solutions of “wicked problems”, which by definition do not have a scientific solution. The structure of the introductory course is proposed, that makes it possible to characterize the features of the real economy, the absence of which in standard introductory courses is pointed out by many researchers both in the domestic and world economic literature.