Doughnut Economics Model

Deep(er) Dive

Google Drawing of the tool used in the breakout session - make a copy to edit, for example with your own context-specific thriving indicators, and school initiatives

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Video about the tool we used in the breakout room - It explains a more detailed process for using the 4 lenses as a design tool for initiatives.

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Creating City Portraits: A methodological guide - top recommendation for next reading after Doughnut Economics, to more fully understand how the model was developed into the 4 lenses and applied at the city level

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Miro board with Doughnut Economics book chapter summaries and provocations - if you want to run a book club, steal what you like from this

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Short animations on 7 ways to think like a 21st century economist - for those who want to get a quick overview of the book

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Doughnut Economics Action Lab (DEAL) - online platform where people are sharing all things Doughnut

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Regen Melbourne - new report released by Melbourne detailing use of the Doughnut for city planning

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Country comparisons on the Doughnut

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Earth Commission - stay tuned for update on planetary boundaries in 2022

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Netflix documentary (preview) on planetary boundaries - coming early summer 2021

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Youth Mayors Field Guide - Changemaking curriculum

Some resources

Source: The Guardian

Longing for such a clear project right now… 😂

Small school (~ 350 students)

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Edge of industrial zone and Frankfurt Forest

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K-12

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IB EY, PYP, MYP, DP

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1-2 classes per year level

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Friday afternoon collaborative planning

Working group on the Doughnut

Interested PYP, MYP, DP teachers + one administration member

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Integrated with accreditation work:

• explore the Doughnut as holistic tool to guide school sustainable development
• contribute to CIS/NEASC accreditation pieces related to sustainability

Why model?

Pictures often define our mental models (frames/worldview), guiding narrative

Mental models drive system construction and patterns of behaviour (systems theory), help shift school culture

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Models help shift school culture

Model can help diverse school actors and initiatives place their action in the bigger picture, reinforcing the holistic narrative

Doughnut Economics model basics

Doughnut Model

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Planetary boundaries theory + SDGs

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Doughnut Economics

Kate Raworth, 2017

doughnuteconomics.org

Planetary Boundaries Model

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Johan Rockström

Will Steffan

2009

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Earth Commission is working to update this framework to outline a “safe and just corridor for humanity” for publication 2022

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Netflix documentary

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Doughnut Model

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Kate Raworth added human needs (social foundation) to the center of the Planetary Boundaries Model

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Social foundation comes from the SDGs

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The book:

7 ways to think like a 21st century economist

1. Change the goal - from GDP growth to “meeting the needs of all within the means of the planet”

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7. Be agnostic about growth

2. See the big picture

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Economy as open system, embedded in society, embedded in the biosphere;

Markets are only ONE of several important provisioning systems

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3. Nurture human nature

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We are not the hyper-rational, selfish, isolated human beings that economics models assume.

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We must leverage our prosocial human nature to achieve our goals.

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4. Get savvy with systems

We need to move away from linear, mechanistic thinking about the economy

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Instead seek understand the complex systems that really drive it.

5. Design to distribute 6. Design to regenerate

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We have designed systems that distribute income and wealth inequitably.

We can design systems that are deliberately distributive.

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We have designed systems that are degenerative to natural systems.

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We can design systems that are deliberately regenerative.

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Book Club Provocations - Use if you want!

Short animations on 7 ways to think like a 21st century economist

How to make the Doughnut model and ideas a tool for transformative action?

Model already had social

+

ecological

domains built in

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Needed to capture local community ambitions

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global responsibility

Framed the two scales (local/global) and two domains (social/ecological) in a

central question

How can our city (school, neighborhood, household) be home to a thriving people,

in a thriving place,

while respecting the

wellbeing of people worldwide

and the health of the whole planet?

How can our city (school, neighborhood, household) be home to a thriving people,

in a thriving place,

while respecting the

wellbeing of people worldwide

and the health of the whole planet?

LOCAL-SOCIAL

LOCAL-ECOLOGICAL

GLOBAL-SOCIAL

GLOBAL-ECOLOGICAL

Applying the Doughnut for Strothoff IS�sustainable development

Applying the Doughnut for Strothoff IS�sustainable development

• Investigating and defining what thriving means to students and staff
• Evaluating school policies and initiatives for their impact on thriving.

Why define thriving in our community?

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Human thriving is a goal in itself

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To understand student and staff thriving so we make intelligent decisions on how to use natural, human and financial resources in the school.

Local-social thriving in Amsterdam

Thriving in Melbourne

Investigating thriving in school for the local-social lens

Students

3 DP1 students are investigating what it means for students to thrive for their CAS project - variety of research instruments / methodologies (Youth Mayors Field Guide)

• MYP/DP survey - qualitative data - learning how to interpret and aggregate
• Focus group with PYP3 (at end of a wellbeing unit)
• Focus group with parents
• Drawing study with one KG, and one PYP2 group
• Observations (more planned) of playground
• Camera study (MYP/DP) - students take pictures of things / people in school that help them thrive, and things that inhibit their thriving

Staff

Survey developed to get faculty perspective on their own thriving with aim to develop a second survey with context-specific indicators to measure staff thriving

MYP/DP Student

Thriving Survey

PYP2 - Drawing Study

What makes you happy in school?

Friends

What makes you sad in school?

Too much work

What will we do with the information?

• Triangulate primary and secondary research to get indicators of thriving - our context-specific social foundation of the Doughnut

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• Survey school community again with the indicators they identified to assess where we are, with thriving statements and Likert scale

“The food served in the school canteen is healthy.”

• Make proposals for improving student thriving while considering the other 3 lenses of the Doughnut model

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• Exhibit...if we ever get back into school! - camera and drawing studies, data, proposals

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Applying the Doughnut for Strothoff IS�sustainable development

• Regenerating our hyper-local and local ecosystems
• Evaluating school actions / policies for local ecological impact

3 Interconnected Ideas

1. Regenerating our hyper-local natural environment

Regenerating school grounds

Rewilding nearby park?

2) Regenerating our major local ecosystem

Temperate broadleaf forest

Frankfurt Forest

Connecting with forest through experiential learning, research

Action - “Guardians”

3) “Genius of Place”

Learning how the dominant local ecosystem works (biomimicry), for ideas to improve the local built environment

How can our school provide the same ecosystem services as the forest does?

Circularity - focus of a new design space

• providing fresh water
• regulating air quality
• regulating air temperature
• harvesting energy
• supporting biodiversity
• protecting against erosion
• storing carbon

Biomimicry module in our Sustainability Action Lab to develop understanding of how Nature works

Applying the Doughnut for Strothoff IS�sustainable development

• Improving the wellbeing of others in the world
• Evaluating school actions / policies for global social impact (ex: supply chains)

Under what labour conditions is your school uniform made?

Fair trade procurement - some considerations...

• Requires some training/practice to recognize global-social impacts of decisions
• Takes longer
• May be more expensive
• May not always be possible

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Tip: Some city and national government agencies have regulations and recommendations, or even search websites to help with sustainable procurement. Research whether you can find those recommendations to help your own procurement.

Kompass Nachhaltigkeit Öffentliche Beschaffung

Applying the Doughnut for Strothoff IS�sustainable development

• Reducing impact on planetary systems (ex: carbon footprint)
• Evaluating school actions / policies for global ecological impact

Our choices can have positive or negative impacts on global ecological systems

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We can:

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Choose food supplied in school that supports regenerative agriculture

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Reduce CO2 emissions, global water, fertilizer and land use through:

• considered material procurement (supply chains) and energy choices
• promoting regenerative and circular choices among students and families on food, clothing
• Promoting better transport choices to/from school (walking, biking, public transport)

Three ways to use the 4-lens framework (in the big picture)

1. Setting ambitions, shifting culture - Use the lenses / questions in conversations about how the school can promote local-social, local-ecological, global-social and global-ecological thriving. Define your mission, identify indicators, set goals, and take action to improve sustainability through the lenses.

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• Design tool - Use the lenses / questions to evaluate school policy and initiatives to improve their design for local/global and social/ecological impacts

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• Mapping your initiatives in the school so that the community understands where their initiatives fit into the big picture. You can also identify areas where further work should be done.

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We will get a taste of 2) in breakout rooms using a tool used by Amsterdam to evaluate policy.

Breakout rooms task

Imagine that your school has decided to renovate your school playground.

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In groups, use the 4 lenses to consider how you could design that initiative to promote local/global, and social/ecological thriving.

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Prompts in each quadrant can help focus ideas - you do not have to address all of them, and only a few have been highlighted to speed things up

Strengths / Limitations of the Doughnut model

• Holistic by design
• Puts economics in its place, as a tool to foster human and ecological goals rather than an end-goal in itself
• Inquiry framework is powerful and aligned with many of our curricula
• Can be used with different levels of complexity
• Simplest: central question and 4 lens questions
• Increase complexity by adding understanding and detail to each lens for school research and action
• May be coming to a city near you!

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• Limited curriculum resources so far (lots of scope for teachers to contribute!)
• Work in progress - are you willing to negotiate some ambiguity?
• Other comments from the breakout rooms?