Are you a teacher and want to talk about Doughnuts?

we are also planing a Master Seminar on the Doughnut Economics - and we are still in the development. If anyone has any material we could use (grafics, ideas, experience), we would be very thankful. Of course, we will also share, once we have created materials. Our preliminary plan is to develop some reflecting (open) questions to guide students troughout the book. Also we would ask each group to present one chapter in more detail, with their own view, further ideas and a way on how to get started with the doughnut economy. Moreover, we like to ask them to lead a critical discussion on potential barriers or drawbacks and to develop solutions.
Looking forward for any support, remarks or comments.
Best regards Sabrina

I’m not a teacher. But I like to share good ideas, new concepts, creating collaboration and inspiring creativity.
Thus, I just organise some talks regionally about necessary changes in society and business, using the 7 ways of the Doughnut as basic line through the talks.

Hey all! Just replied to Jacobs thread with a template and method we recently adapted from one of Kate’s workshops in Amsterdam (still a testcase tho to be refined). @Julio_Campos check it out and let me know if the open files are valuable so you can translate it into Portuguese (we did that a while back for workshop in Tokyo, Japan!) then I can send it to you in high quality (upload here has its limits unfortunately :slight_smile: )

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Hi @annekevw, thank you.
Yes I can translate it, no problem, but I’ve made a portuguese version of the doughnut already.
It’s template is available in the attached ppt file. (unfortunately I’m not savvy about ppt so maybe there’s a easier way to do it). It’s fully editable.
Hope you find it useful

Doughnut.pptx (95.0 KB)


Anke The way we think abouth society is dominated by the freemarket thinking. That makes us reason in terms of households and business / consumers and producers. That artificial division suggets a higher importance of business / producers. The Economic Reality System (ERS) corrects that vision and opens the way for more collaboration and cooperation by people that can organize themselves based upon a better basic insight and overview. More details and reference to the website in ‘Systems Thinking and Complexity’ / ‘The complexity of economics resolved!’.

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Jacob_Rask The way we think abouth society is dominated by the freemarket thinking. All flows we can enjoy of from the ecosystem and have to be managed with the greatest caution are neglected by pollution or plundered for the mere profit. That opens no perspective on a sustainable future. But there are more aspects of the acccepted dominating economics that prevent a clear thinking abouth the responsabilities in our societies. The Economic Reality System (ERS) defines the economic-societal system as a system of flows with the ecosystem as the indispensable soccle at the bottom of a layered structure. More details and reference to the website in ‘Systems Thinking and Complexity’ / ‘The complexity of economics resolved!’.

KAOS The Economic Reality System (ERS – WWW.ECREALSYS.ORG) is an a-typical way to look at economics with as important advantage that the reality is very recognizable in it. As an extra the equivalent of 27 A4-pages (text + schemes / use the flag to switch to the proper language) is available online and everybody can read through it at any time at his / her own pace.

There is no problem to combine the typical accepted intro based on needs, supply, and demand with ERS and the pupils will be able to situate that part of the theory in its broader context and realize the limitation of it.

I realize that my advice comes too late for fall 2018 but it can help if you have to teach more classes in the future. Good luck.

Thanks! Can I use your template for translating into Russian?

Hi @annekevw, where can I find the template? I would like to translate it into Russian.
Thank you!
My email:

Yes, of course.
Let know if have any problems with it.

In the spring, I organised several workshop about Doughnut economics in our region. A short summery, you can find at my blog-site BUSINESSCONSTRUCTIONSITE

In the autumn, the group will continue to meet to further deepen the discussion. Success - in my opinion - I based on the fact we choose theme participants of the workshops care about to discuss the theory an its practical implication.

Next step will be to bring the workshops to other regions in The Netherlands.
For that (of course?) I made a ppt, including some background- film(fragments).

We have designed, researched and overworked a learning environment for combining Education for Sustainable development and statistics education, applying the Dougnut model. You find an Applet and some teaching materials here:
An information poster on the main Ideas of this environment can be found here:

We hope this is useful for some of you.

Check out the links I provided below. Maybe they re helpful. We would appreciate feedback on the materials.

I just teach ESL to Chinese university students and have begun to introduce the doughnut concept to talented science majors destined for foreign graduate schools. I have little time, but the 2018 TED talk is a great introduction (along with 3 horizons thinking). It seems current leaders are in denial still and young minds are eager for alternative models. I find Chinese students quite open-minded even as they are sucked into a frightening capitalist consumer frenzy and don’t recognize the hypocrisy. My freshmen Boling Economics class gets 4 weeks exchange at Oxbridge or Berkeley in their first summer at Nankai! I want them to realize the “Chinese Dream” MUST be different than the “American Dream.” But I can only plant a seed.


I am a university lecturer at the University of Helsinki, teaching museum studies for master’s level students. Our program is very vibrant and our students are extremely motivated. During our courses we tackle issues such as global sustainability and the signification of history, and how these broad subjects relate to everyday museum work. For example, we study such areas as the level of museums’ green handprints and the level of signification of late 19th century artists’ homes, as well as the meaning of community empowerment and pop-up museum work.

Since reading Kate Raworth’s book “Doughnut Economics” I have become interested in the concept of the “doughnut” and its potential to offer a tool for museum work as well. In your Amsterdam report your describe actions on the community level. This kind of work is also taking place in museums in Finland and I feel that there is common ground in our goals.

My own research interests lie in the area of museological value discussions and how these discussions can offer tools for museum professionals to transmit the signification of history, both to contemporary audiences and to those who deal with contemporary economic realities. I feel that the concept of the “doughnut” is a key to such work.

I would very much like to learn more about your work in Amsterdam and would like to include the key concepts of it in my research and teaching. In addition to this, I would like to explore methods regarding how these ideas could be implemented here in Helsinki.

Thank you very much in advance for your thoughts on this matter.

With Best Wishes,

Dr. Nina Robbins

University lecturer, Museum Studies

University of Helsinki

Hi Kate,

After looking at some of your talks, I see many similarities in our ideas. I have recently written 2 books that seem like they might be a good philosophical underpinning of your ideas: The Three Absolute Values of the Human Predicament and What Democracy Must Mean: A Bioregional Take on Human Dignity. You can find them on Amazon books under Patrick M. Foster. I think you’ll find they really complement your thoughts and might serve to broaden your movement.

–Patrick Foster

It is heartening to learn that at least some university professors are sufficiently open in their thinking to question the economic theory that has formed the basis of their academic work and teaching. It was only after earning my undergraduate degree that I began to challenge the logic of the economics I was taught. It was apparent to me that the mathematical analysis taught was inconsistent with how market forces combined with systems of law, taxation, and public policy to effect a redistribution of income and wealth from actual producers to non-producing rentier interests. To actually teach this perspective in the schools is to challenge the existing imbalance between property right claims and actual human rights. The issues you raise would seem to get greater traction in programs that are interdisciplinary in the way that political economy once was.

Couldn’t find the website/information?


The website is WWW.ECREALSYS.ORG (as mentioned in ‘Systems thinking and complexity / The complexity of economics resolved).

Kind regards

Verzonden vanuit Mail voor Windows 10

OI professor Julio!
Me chamo Patrícia Grilli e queria conversar com o senhor.
Você dá aula em que faculdade?
Amei a imagem e vou usar com meus alunos!