ebbf 2013 - new approaches to co-creating wealth and prosperity - victoria thoresen

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How can work on sustainable consumption and production empower individuals, organizations (including businesses) and institutions to co-create sustainable wealth in responsible ways?
When considering the above question it is necessary to look at how wealth and prosperity are presently being defined based on revised insights into the purpose of existence and the principles which determine growth. It is from our understanding of these fundamental principles that we give priority to the values which motivate social innovation and influence the daily choices we make.
And it is through the choices we make in our daily lives that
klet - 2013 - Barcelona.indd 20 25-09-13 21:

we confirm our intentions and implement our aspirations about the society we want to belong to.
By examining the values the international community has committed itself to and by looking at new approaches
to product development and consumer choice-making within the realms of food, fashion, transport, housing, entertainment and personal growth we will reflect on how sustainable, responsible consumption and production
can be conducive to increased wealth rather than merely being a negative process of reduction and denial. Evidence does exist that with the help of flexibility, creativity and determination, the work on sustainable production and consumption can contribute to increased well-being and personal, as well as communal, development.

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ebbf 2013 - new approaches to co-creating wealth and prosperity - victoria thoresen

  1. 1. 1 What principles to create sustainable wealth? Victoria Thoresen
  2. 2. Co-creating sustainable wealth --what principles and values do we need to develop ? Partnership for Education and Research about Responsible Living Ebbf Make it Meaningful series Conference 3-6 October 2013 Barcelona, Spain Victoria W. Thoresen, associate professor and director PERL (The Partnership for Education and Research about Responsible Living), Hedmark University College, Norway
  3. 3. Partnership for Education and Research about Responsible Living Wealth Abundance of valuable resources Property/produce/people
  4. 4. Partnership for Education and Research about Responsible Living Ownership Profit Control
  5. 5. Partnership for Education and Research about Responsible Living Production and Consumption Access and distribution Social positioning
  6. 6. Partnership for Education and Research about Responsible Living Mammon Gluttony Miserliness Exploitation
  7. 7. Accounting: GDP (Gross National Product Index) Partnership for Education and Research about Responsible Living
  8. 8. Partnership for Education and Research about Responsible Living Predicted wealth in 2015 (Atlas of the real World)
  9. 9. Catastrophic impact on our physical and social environment
  10. 10. Partnership for Education and Research about Responsible Living An Essential Shift Based on the realization that ideational cultures are stronger and more resilient than sensate cultures, there is a revived interest in redefining “wealth” in terms other than purely material/monetary ones. * Human perspective Technical perspective Systems perspective Values-based/Spiritual perspective
  11. 11. Partnership for Education and Research about Responsible Living Human perspective: “People  are  the  real  wealth  of  nations”
  12. 12. Marilyn Waring reviewed weaknesses in GDP and other existing monitoring indicators Manfred Max-Neef when macroeconomic systems expand beyond a certain size, the additional benefits of growth are exceeded by the attendant costs. (Max-Neef 1995.) Income versus human/social capital depletion Genuine progress indicators = welfare economics
  13. 13. HDI (Human development Index) Miles ( 1992) Amartya Sen, Mahbub ul Haq (UNDP) Indicators of: - social empowerment (civic participation) -security (freedom to chose and have an opinion) -economic growth Focuses on: -human capital -social capital Annual reports Continual adjustment of indicators and formula Partnership for Education and Research about Responsible Living
  14. 14. Millenium Development Goals (MDG’s) Partnership for Education and Research about Responsible Living
  15. 15. Technical perspective: “Inclusive”  wealth is the sum of  natural assets (land, forests, minerals)  human assets (education and skills)  physical (manufactured) assets Partnership for Education and Research about Responsible Living
  16. 16. Sustainabilty Assessment Indicators: (Living conditions, Social Inclusion, Ecological footprints, CO2 impact) Resource efficiency: water soil air forests biodiversity etc. Product Life-cycle analysis Partnership for Education and Research about Responsible Living
  17. 17. ISO-26000 Social Responsibility organizational ethics ethical consumerism stakeholder involvement accountability transperancy Partnership for Education and Research about Responsible Living
  18. 18. Partnership for Education and Research about Responsible Living Systems perspective: Wealth is well-being in relation to systems (Michael Linton; Open Money)
  19. 19. PICABUE: a methodological framework for the development of indicators of sustainable development G. Mitchell, A. May & A. McDonald (U of Leeds, UK) 1995 Social Indicators for Sustainable Project and Technology Life Cycle Management in the Process Industry Alan Brent and Carin Labuschagne Gustav Sandin, Greg Peters, Annica Pilgård, Magdalena Svanström and Mats Westin Social Life cycle assessment indicators: (Procurement and building) Partnership for Education and Research about Responsible Living
  20. 20. Partnership for Education and Research about Responsible Living
  21. 21. Centre for Bhutan Studies, under the leadership of Karma Ura, measured the population's general level of well-being. Psychological Indicators: Frequency of prayer recitation Frequency of meditation Taking account of karma in daily life Frequency of feeling of selfishness Frequency of feeling of jealousy Frequency of feeling of calmness Frequency of feeling of compassion Frequency of feeling of generosity Frequency of feeling of frustration Occurrence of suicidal thoughts GNH (Gross National Happiness Index) Partnership for Education and Research about Responsible Living
  22. 22. Partnership for Education and Research about Responsible Living The evolution and shift of value-focus Values express our understanding of the underlying principles of existence. * Lifestyles are values made concrete through the choices and decisions we make. * Meanings attributed to values have varied amongst individuals and societies and over time.
  23. 23. Partnership for Education and Research about Responsible Living Spiritual perspective: Social justice: wealth distribution, equity, collective trusteeship, generosity Imbuing material actions with a sense of spiritual purpose True wealth is the acquisition of spiritual qualities
  24. 24. Integrating inner and outer reality. “Alone,  practicality  becomes  dangerous;     spirituality, alone, becomes feeble and pointless. Alone,  either  becomes  dull.  Each  is  the  other’s   discipline, in a sense, and in good work, the two are  joined”   (Wendell Berry , 1987: 145) in Karen Litfin’s: Ecovillages Partnership for Education and Research about Responsible Living
  25. 25. Partnership for Education and Research about Responsible Living Basic principles upon which values that direct change are based:  Connectivity and cohesion  Transference and transmutation Finiteness
  26. 26. Partnership for Education and Research about Responsible Living Value-base for co-creation of sustainable wealth Connectivity and cohesion: -Empathy as a source of global cohesion Transference and transmutation: -Adaptation: Collective social learning Finiteness: -Moderation and sharing as means of managing resources
  27. 27. Empathy as a source of global cohesion collective identification quest for universal belonging a composite of concern, compassion and commitment The intimacy of globalization and modern telecommunications has expanded the threshold of our awareness of how others exist and our role in their conditions. Partnership for Education and Research about Responsible Living
  28. 28. “Empathy becomes the thread that weaves an increasingly differentiated and individualized population into an integrated social tapestry, allowing the  social  organism  to  function  as  a  whole.” (Jeremy Rifkin, 2009) Partnership for Education and Research about Responsible Living
  29. 29. Adaptation: Collective social learning The  “augmentative  power  of  growth”  occurs   when learning provides insights and alternatives. Collective social learning refers to frank, open consultation where intellectual rigor and creativity are valued but where the voice of experience and indigenous knowledge are also heard, appreciated and taken into consideration. (Garry Jacobs, 1999) Partnership for Education and Research about Responsible Living
  30. 30. Partnership for Education and Research about Responsible Living Moderation and sharing as means of managing resources Reflective consumption Collaborative consumption Sufficient consumption
  31. 31. Partnership for Education and Research about Responsible Living Stimulating a transformation of both our inner life and external conditions. Becoming more fully human and achieving a dynamic coherence between material and non-material requirements of life. Accumulating  “true  wealth”  involves:
  32. 32. Partnership for Education and Research about Responsible Living Cooperating Developing trust and compassion and inspiring the capacity for service
  33. 33. Partnership for Education and Research about Responsible Living Learning flexibility Recognizing that our understanding changes and grows. What we once thought was right may not always be so.
  34. 34. Partnership for Education and Research about Responsible Living Fostering a vibrant community life in neighborhoods and villages, characterized by such a keen sense of purpose.
  35. 35. Partnership for Education and Research about Responsible Living Thank you

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