Are you a teacher and want to talk about Doughnuts?

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 PatrĂ­cia Grilli e queria conversar com o senhor.
VocĂȘ dĂĄ aula em que faculdade?
Amei a imagem e vou usar com meus alunos!

Hello Anke, i couldn’t access to the link provided by you. I was interested in reading your blog. Could you share it with me? thanks,

Hello Raquel,
Thanks for your curiosity! I’m not sure which blog you mean
, though my blog page for this is

There you find several blogs concerning the subject.

Hope, this will help.

Hello Anke,
Thanks so much for reacting to my question.
We are trying to create a game for kids from 12 to 15 years old and translate in a more digestible manner for this target group to understand sustainability and to connect that to the doughnut economy.
And I have seen your comment and i got excited.

Hello Raquel (start to worry: Might it be Raquela
 not sure where to place the space
Actually, I made a puzzle of the Doughnut for my workshops - just to create the story literally piece by piece. Switching the letters for icons
 maybe it might help?

Hello Anke,
You got it right, its Raquel,
We will prepare the content of a workshop selecting 4 SDG elements to describe them in detail, after the class we will play a game with a quiz, this quiz will make these kids bringing their knowledge to their homes, we hope to escalate kids awareness till their parents and start a stronger movement at household level. We are at the stage of translating the SDG into a more digested elements and connect them at the same time with the system boundaries
 with that we hope to make them register more of a visual concept and landed to their daily life and simple understanding
 what do you think?

Dear Kate Raworth
Looking forward to the materiale - and if you need any feedback I am happy to give this in order to secure super professionel materiale suitable for teaching.
I am situated in Denmark on Copenhagen University College as a senor lecturer
Anne-Mette Krifa