This document discusses the need to rethink economics education in light of current economic, environmental, and social crises. It references students walking out of an economics class at Harvard to protest the field's inherent biases. It also notes students' thirst for new ways of thinking about the economy that better fit the world they are living in. The document advocates that the current economic syllabus needs updating since the world has changed. It introduces concepts like scale, speed, networks, thresholds, and feedbacks that need to be incorporated into a revised understanding of economics. It questions how humanity's ability to affect life support systems through tipping points should change our definition of progress.

1. Doughnut Economics
Kate Raworth
Senior Visiting Research Associate
Environmental Change Institute, University of Oxford
www.kateraworth.com
@KateRaworth

2. Raworth (2012) based on Rockström et al (2009)

4. Occupy Harvard, November 2011
“Dear Professor Mankiw—
Today, we are walking out of your class, Economics 10,
in order to express our discontent with the bias inherent
in this introductory economics course…”
Rethinking Economics, Birkbeck / LSE June 2013
“We are thirsty for new ways of thinking. The economics
we have been studying does not fit the economy we
are living in…We deserve new explanations and new
responses to the economic, environmental and social
crises evolving on our planet.“
Post Crash Economics Society, Manchester, Oct 2013
“The world has changed, the syllabus hasn't – is it time
to do something about it?”

7. Scale Speed
Networks
Thresholds
Feedbacks

9. The idea of progress
“Humanity can affect the
functioning of its own life
supports systems. There
are tipping points we are
pushing on. How does this
change our definition of
progress?"
- Katherine Richardson
Metaphors We Live By, Lakoff and Johnson (1980)