Economy and Climate
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Overview
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Background information6 Topics
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Endnotes
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Glossary
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References
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Interactive learningDeepen your knowledge4 Quizzes
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Training materialExercises for group activities6 Topics
Economic growth
Activity title | The efficiency challenge |
Overview | In two rounds, participants build boats which should carry as many coins as possible. In the second round, they are instructed to increase efficiency in construction. Afterwards participants discuss the possibilities and limitations of decoupling. |
Objectives |
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Materials | 1 cent coins, Paper, Cardboard, Glue stick, Sticky tape, additional material of your choice Optional: PowerPoint slide or print out of figures 1 + 2 ‘Annual carbon dioxide…’ |
Time | 30 minutes |
Group size | Works for all group sizes |
Instructions for trainers | Preparation: Prepare a set of building material for every group. Make sure to have every set in the same composition twice (for round one and round two). The resources included in the set of materials for the different groups should not be the same. One group might for example only get one paper and glue stick, while another group might additionally get a piece of cardboard and sticky tape. Give the groups rather limited material, as the aim is not to keep on building forever.
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Debriefing and evaluation | The additional carrying capacity and the saved materials are the efficiency gain. Start a discussion around the following questions: How much more efficient were you able to get? In how many rounds do you think you could get every more efficient? How much more efficient do you think our economies can get? How did the different sets of resources, influence the size of the efficiency gains your group could realise? Introduce participants to decoupling as the aim of the green economy, where increasing efficiency should lead to sustainability. Discuss the aim of green growth, that through decoupling economic growth from emissions and material resource use, sustainability can be reached. Sticking to the boat example, relative decoupling would mean that the groups would manage to build a boat, which can carry the same amount of coins as in the first round, with less material. If that succeeded (very likely), ask the participants if they think that they could build twice, or three times as many boats with less than the material used for the one boat in the first round. Absolute decoupling is only reached in the case of a growing output (economic growth) where less material is used than for the initial, smaller output. Can we keep on growing endlessly while ever using less material and emitting less greenhouse gases? Should we use efficiency gains for ‘making up’ for growth or to (faster) reduce the pressure on our planet? End the activity with a short input about empirical observations on decoupling: relative decoupling has happened, but globally no absolute decoupling has happened. Relative decoupling does not help us to reach climate goals, as emissions need to be drastically reduced and not only increased at a lower rate which is what happens when economies grow and emissions decline but only relative to the economic growth. Optional: show the trends of absolute and relative decoupling with the ppt slide or print out of figures 1+2. |
Tips for trainers | For the debriefing of the exercise read chapter 3, ‘Economic growth’ An additional, interesting layer of reflection could be about the output of carrying coins. This exercise shows growth in ‘more of the same’ (capacity to carry coins). However, did anyone consider constructing the new ships for a different purpose? Did anyone think about deviating from ‘the rules of the game’? Efficiency is about input and output. Who determines what a good output is? What is efficiency geared towards? |
Activity title | Obstacles to sustainable action |
Overview | Participants reflect about inner and outer obstacles towards acting in a sustainable way. |
Objectives |
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Materials | Handouts, sticky notes in two colours, pens, or online with tools like Mural or Padlet |
Time | 20 – 55 minutes, according to which option is chosen |
Group size | Works for all group sizes |
Instructions for trainers |
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Debriefing and evaluation | Conclusion: many of the obstacles stem from factors outside of ourselves and our control. Even if we want to act sustainably, it is very difficult to do so in many fields and impossible in other regards. If systemic factors disable us from sustainability, individual consumption choices cannot change that system. E.g. If you live in the countryside without public transportation you cannot choose a sustainable mode of transport as an individual. Sustainable and feasible infrastructure solutions would be needed. We need to establish and strengthen sustainable modes of provisioning human needs. |
Tips for trainers | Remark: Be aware of different social positions and the potentially connected feelings (e.g. shame) related to the incapacity to act in certain ways. Ensure you explore the question: for whom is acting sustainably more easily achievable? You may also discuss the many perceived internal obstacles (such as habits, lack of motivation, lack of skills…) which have deeper roots in socialisation. |
What hinders me from acting in a sustainable way?
Note down inner and outer obstacles that hinder you from acting in a sustainable manner. Make use of this file.
Activity title | Input: Exponential growth on a finite planet? |
Overview | Trainer gives an input on the growth dilemma (last part of 1.3 Economic growth) |
Material | Optional: PowerPoint slide with quote ‘Anyone who believes exponential growth can go on forever in a finite world is either a madman or an economist.’ Kenneth Boulding |
Time | 3-5 minutes |
Instructions for trainers | Economically, we are in what Tim Jackson calls a growth dilemma. Giving up on growing our current economy means the risk of economic and social collapse. Maintaining growth brings the risk of destroying the planet and with it the basis of our existence. |