Welcome to Doughnut Economics for University Courses! These teaching materials are the result of a collaboration between Doughnut Economics Action Lab and Rethinking Economics International and aim to support educators interested in teaching the core concepts of Doughnut Economics.
Why this initiative?
Kate Raworth's book Doughnut Economics: seven ways to think like a 21st century economist was first published in 2017, and has since been translated into more than 20 languages. Kate wrote the book as a response to the limitations of her own university economics education, with the aim of highlighting many valuable economic perspectives that she had never been taught - such as ecological, feminist, complexity and institutional economics, along with other disciplinary inspirations, and she wanted to see what happens when they dance together on the same page.
When practitioners from many different contexts and sectors - including education, local government, community groups, progressive business, architecture and design - started exploring how to put Doughnut Economics into practice, Kate and others co-founded Doughnut Economics Action Lab (DEAL) in order to collaborate with and learn from these pioneers.
DEAL and the international student-led movement Rethinking Economics have been collaborating for several years and, in response to growing international student demand to be taught a wider range of economic thought and practice in their university degree programmes, we decided to work together to help make it happen.
Who is this for?
These materials are primarily designed for use by any university lecturer wishing to bring the concepts and perspectives set out in Doughnut Economics into their own university teaching. At the same time, these materials are, of course, also available for use by students themselves, by school teachers and all educators, and indeed by anyone who finds them useful for their own learning, teaching, sharing and inspiring.
What you will find here
The sections are structured around the 'seven ways to think like a 21st century economist', set out in Doughnut Economics, and the chapters of the book provides a starting point for each section. Each of the 'ways to think' consists of a deck of slides, accompanied by an extensive set of web-based resources: readings, videos, podcasts and activities. All seven slide decks are made up of short modular sections that can be used separately, adapted and integrated into your own presentations. All of the resources provided on the webpage can, likewise, be integrated alongside other teaching materials.
Acknowledgements
The creation of these teaching materials was led by Kate Raworth, with graphic design by Ruurd Priester, and inputs from many members of the DEAL Team. Many thanks to the team at Rethinking Economics International, especially Ross Cathcart, Paddy Nelson, Sara Mahdi and Aidan Moran. We are extremely grateful to the many educators and students who have contributed valuable feedback and suggestions for these materials, especially Jacob Rask, Jennifer Brandsberg-Englemann, Alan Fortuny, Michelle Groenewald, Gavin Daly, Kitty Stewart, Meenal Shrivastava, Kamal Kapedia, and Willem van Winden.
Quotes of support
'When designing my Political Economy and Global Studies courses, I look for resources that critically reassess development theory and practice in the era of economic globalization and global climate crisis. With its non-reductive trans-disciplinary approach, Doughnut Economics (DE) not only integrates many critical approaches but also provides tools of application, especially for policy-making. These slides provide an accessible and comprehensive way to incorporate DE into my teaching and course design.'
- Meenal Shrivastava, Professor, Political Economy & Global Studies and Associate Dean, Faculty of Graduate Studies, Athabasca University, Canada
'These materials open perspectives far beyond the classic business and economics curriculum. And their design makes it easy to integrate them into courses in many disciplines. They will help students to rethink - and perhaps even redesign - our economies and businesses to meet the needs of all people within the means of a living planet. And this is more urgent than ever.'
- Willem van Winden, Professor of Urban Economic Innovation at Amsterdam University of Applied Sciences, The Netherlands
'As lecturers, we are probably all familiar with this: over the years, we have developed a slide presentation that builds on itself, that we are satisfied with, and that runs smoothly. Of course, we make updates, but fundamental revisions are challenging, especially for established courses like Fundamentals of Economics. The Doughnut Economics for University Courses materials remove this hurdle for us: the content is up-to-date, easily integrated into existing materials, and systematically embeds the topic of sustainability into modern economics. The blend of text, illustrations, videos, and ideas for engaging students is enlightening and enjoyable, providing students with the essential knowledge they need to tackle the major economic challenges of this century!'
- Julian Conrads, Professor of Sustainability Management and Business Ethics, Programme Director Sustainability Management, Technische Hochschule Mittelhessen | THM Business School, Gießen, Germany
'These new teaching materials embody the aspirations and values that have already made Doughnut Economics appeal and spread to students and universities all over this perilous planet: they are careful, playful, collaborative, simple, inviting and excellent. The slides spark curiosity and invite critical questioning - they are a luxury to browse and seamlessly integrate into my courses. As an educator, I meet many students who are overwhelmed to the point of giving up hope. I believe the most important task for teachers at this time is to equip, engage, enable and empower students to face today's reality with their sense of agency, connection and competence intact. These materials greatly support me in doing that - like an indispensable Swiss army knife that I feel proud to give to my students on their trip home to a safe and just future.'
- Jacob Rask, Lecturer in Economics, Roskilde University, and Director of the Regenerative Built Environment Network (REGEN), BLOXHUB, Denmark.
Share your feedback with us!
We would hugely appreciate your comments and suggestions for further improving these materials - please do add them to our feedback form.
Are you an academic who wants to incorporate these concepts in your teaching? Connect with peer educators!
Rethinking Economics International and DEAL are building a peer community of like-minded educators who can inspire and inform each other in introducing and advancing new economic thinking in university education. If you are an academic lecturer at university-level who wants to learn how you can best incorporate these materials into your teaching and share insights in a like-minded community, sign up and we'll be in touch with upcoming events and resources.
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If you are a student who wants to join the Rethinking Economics campaign to change your university curriculum by integrating concepts such as Doughnut Economics, sign up using this form. We'll be in touch with our campaign pack and invite you to our next campaign check-in session!
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Overview
For almost 80 years, economists have fixated on GDP as the primary measure of economic progress, but GDP is a false goal waiting to be ousted. The 21st century calls for a far more ambitious and global economic goal: meeting the needs of all people within the means of the living planet. Draw that goal on the page and – odd though it sounds – it comes out looking like a doughnut. The challenge is to create local to global economies that ensure that no one falls short on life’s essentials – from food and housing to healthcare and political voice – while safeguarding Earth’s life-giving systems, from a stable climate and fertile soils to healthy oceans and a protective ozone layer. This single switch of purpose transforms the meaning and shape of economic progress: from endless growth to thriving in balance.
Topics addressed in this section:
What's the goal of economics? - the history of pursuing GDP growth as a goal - a pluriverse of alternative worldviews - introducing the Doughnut - conceptual origins of the Doughnut - exploring planetary boundaries - national Doughnuts - localising the Doughnut - workshop activities for exploring the Doughnut - can humanity live in the Doughnut? - ideas for evolving the Doughnut - Doughnut thinking applied in place-based practice.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the many issues covered in the chapter and beyond. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On the history and present of GDP growth as a goal:
On critiques of GDP growth as an economic goal:
On exploring the pluriverse of economic alternatives:
On planetary boundaries:
On the Doughnut of social and planetary boundaries:
On workshop activities for exploring the Doughnut
On national Doughnuts:
On quantifying the feasibility of 'living well within limits':
On Doughnut applied in practice:
Overview
What is the economy and how do its many actors interact? In April 1947, an ambitious band of economists crafted a neoliberal story of the economy and its key actors. Since Thatcher and Reagan came to power in the 1980s, it has dominated the international stage. Its narrative about the efficiency of the market, the incompetence of the state, the domesticity of the household and the tragedy of the commons, has helped to push many societies towards social and ecological collapse. It’s time to write a new economic story fit for this century – one that recognises the economy is embedded within society and within the living world, and dependent upon both. Additionally, within the economy, four forms of provisioning - through the household, the commons, the market and the state – all play distinct and interdependent roles in meeting people's daily needs and wants.
Topics addressed in this section:
The power of visual models - Revisiting the Circular Flow diagram - Conceptual foundations for neoliberalism - Reframing: a new worldview: the Embedded Economy diagram - Ecological Economics core concepts - Economic provisioning: core concepts - the Household - the Commons - the Market - the State - Comparing worldviews.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the issues covered in the chapter. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On the origins of the Circular Flow diagram:
On the neoliberal narrative:
On exploring the Embedded Economy diagram:
On the foundations of ecological economics:
On the household and feminist economics:
On the market:
On the commons:
On the state:
On finance:
On economic power:
Overview
The character at the heart of 20th century economics—‘rational economic man’—presents a pitiful portrait of humanity: he stands alone, with money in his hand, a calculator in his head, ego in his heart, and nature at his feet. Worse, when we are told that he is like us, we actually start to become more like him, to the detriment of our communities and the planet. Human nature is far richer than this, as emerging sketches of our new self-portrait reveal: we are reciprocating, interdependent, approximating people deeply embedded within the rest of the living world. It’s time to put this new portrait of humanity at the heart of economic theory so that economics can start to nurture the best of human nature. Doing so will give us—all ten billion of us to come—a far greater chance of thriving together.
Topics addressed in this section:
The historical creation of 'rational economic man' - WEIRD societies - five shifts in the portrait of humanity - isolated to interdependent - self-interest to prosocial - fixed preferences to fluid values - rational to heuristic - dominant over to dependent upon the living world - morals and markets - questions and reflections on the emerging portrait.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the issues covered in the chapter. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On the creation of rational economic man:
On WEIRD societies:
Exploring five shifts in the portrait of humanity:
1. Self-interest to prosociality:
2. Fixed preferences to fluid values:
3. Isolated to interdependent
4. Rational to heuristic
5. Dominant over to dependent upon the living world:
On insatiability versus sufficiency
On morals and markets:
Overview
Economics has long suffered from physics envy: awed by the genius of Isaac Newton and his insights into the physical laws of motion, 19th century economists became fixated on discovering economic laws of motion. But these simply don’t exist: they are mere models, just like the theory of market equilibrium which blinded economists to the looming financial crash of 2008. That’s why 21st-century economists embrace complexity and evolutionary thinking instead. Putting dynamic thinking at the heart of economics opens up new insights for understanding the rise of the one percent and the boom and bust of financial markets. It’s time to stop searching for the economy’s elusive control levers (they don’t exist), and instead start stewarding the economy as an ever-evolving system.
Topics addressed in this section:
A short history of mechanical thinking in economics - seeing in systems - experimenting with Causal Loop Diagrams (CLDs) - introducing Systems thinking: core concepts - applying systems thinking in practice - intervening in systems - ethics for economists in a complex world.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the issues covered in the chapter. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On the history of mechanical thinking in economics:
On seeing and experiencing systems in action:
On core concepts in systems thinking:
On experimenting with causal loop diagrams (CLDs):
On complexity applied:
On intervening in systems:
On activities to explore and experience systems in action:
On ethics for economists:
Overview
In the 20th century, economic theory whispered a powerful message when it comes to inequality: it has to get worse before it can get better, and growth will eventually even things up. But extreme inequality, as it turns out, is not an economic law or necessity: it is a design failure. Twenty-first century economists recognize that there are many ways to design economies to be far more distributive of value and opportunity among those who help to generate it. And that means going beyond redistributing income to pre-distributing wealth, including through the design of cities and places, through the design of technology, and through the deep design of business.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the issues covered in the chapter. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On the history of the Kuznets Curve:
On global and national trends in inequality - and why it matters:
On redistributive and predistributive policies:
On capital, wealth and power:
On distributive design for business:
On community wealth-building:
On distributive design in urban contexts:
On distributive design and technologies:
On addressing global inequalities:
Overview
Economic theory has long portrayed a clean environment as a luxury good, affordable only for the well-off—a view that says that pollution has to increase before it can decline, and (guess what), growth will eventually clean it up. But as with inequality there is no such economic law: environmental degradation is the result of degenerative industrial design. This century calls for economic thinking that unleashes the potential of regenerative design in order to create a circular, not linear, economy—and to restore ourselves as full participants in Earth’s cyclical processes of life.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the issues covered in the chapter and beyond. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On the Environmental Kuznets Curve:
On indigenous approaches to regenerative thought and practice:
On Western approaches to regenerative thought and practice:
On circular economy:
On regenerative design and the built environment:
On place-based regenerative iniatives:
On material innovations for a regenerative economy:
Overview
To the alarm of governments and financiers, forecasts for GDP growth in many high-income countries are flat-lining, opening up a crisis in growth-based economics. Mainstream economics views endless GDP growth as a must, but nothing in nature grows forever, and the economic attempt to buck that trend is raising tough questions in high-income but low-growth countries. That’s because today we have economies that need to grow, whether or not they make us thrive. What we need are economies that make us thrive, whether or not they grow. That radical flip in perspective invites us to become agnostic about growth and to explore how our economies—which are currently financially, politically and socially addicted to growth—could learn to live with or without it.
Topics addressed in this section:
The concept of GDP growth - the 20th century rise of GDP as a policymaking priority - contemporary social and ecological dilemmas of pursuing growth - introducing concepts of green growth, post growth and degrowth - the debate over decoupling: concepts and evidence - green-growth policy proposals and challenges - post-growth/ degrowth policy proposals and challenges - 'between a rock and a hard place'.
GET STARTED
KEY READING:
DIVE DEEPER:
The following materials take a deeper exploration of the issues covered in the chapter. They include materials that are useful as preparation for teaching, and also articles, books, videos and podcasts for students to explore.
On national Doughnut analyses
On advocating green growth and its policies
On green growth vs post growth debates:
On interpreting evidence of GDP and resource decoupling:
On degrowth and postgrowth
On policies for a post-growth / degrowth future:
Get inspired, connect with others and become part of the movement. No matter how big or small your contribution is, you’re welcome to join!