Pedagogies infused by methodological pluralism are better able to encourage students to use stories to make connections between classroom material and the pulse of their daily lives. Teaching during times of economic and financial crises also provides an opening for theoretical pluralism. The recent financial crisis has illuminated the fractures in the economics discipline. In this atmosphere, students are interested in the subject matter while skeptical about the discipline. Teaching economics as a discipline grounded in contending worldviews is one way to engage students' interest while nurturing their critical instincts. Most centrally, the crisis invites students to debate whether deep and/or sustained crises are deviations from the normal functioning of capitalism, or whether bubbles and depressions are endemic.