You may have wondered why I did not include some current examples in the nitrogen cycle lesson. And if you did not wonder it then, you may have wondered why I left dead zones, acid rain, air pollution and climate change out when I discussed human interference in my previous post. Let me tackle both.
We teach our students that absolute advantage is an important driver of international trade. With the ecological ceiling in mind, we might need to revisit this concept to make it 21st century proof.
As part of the research I did when writing my post on ecological protectionism, I read a report of the Boston Consulting Group (BCG) on the EU carbon tax. This report introduced the interesting concept of the ‘profit pool’.
When we want to stay in the doughnut, we need to mitigate climate change and the overshoot in the other eight elements of the ecological ceiling. Countries can take measures by themselves, but when others do not put in the same effort, this is likely not enough.
One of the questions we have asked ourselves is: “Does a 21st century economics education based on the doughnut framework change the concept of economic scarcity?”
Basic financial, literacy skills grow resilience. Students learn what they need to function in the society they are part of, what is available in terms of social security, national healthcare and such. They also become aware of risks and uncertainties and how to cope with both – what precautions they can take and how to provide for themselves.
If you follow our posts, you are aware that the last post was about the nitrogen cycle. More specifically: what should a lesson on the nitrogen cycle look like? The question before that was if the biogeochemical cycles should be part of a 21st century economics education. I gave some reasons why I believe…
In my latest post on the ecological ceiling, I introduced the Crash Course Ecology as a way to educate students on ecology. One of the comments I received on that post was that the Crash Course is extremely high paced, which may be an issue with students who are new to the subject. Therefore, I asked myself, what would a slower paced series of lessons look like?
The social foundation touches on many concepts that are in general covered in economics courses, like social security, the labour market and income distribution. However, discussing these concepts does not make the social foundation an integral part of the study of economics.
When designing a curriculum, the challenge is to not add too much. The curriculum needs to be feasible. This means we may need to kill some former darlings. Nevertheless, this week I want to make an argument for the market system.