Ecological Economics: Masters level module
This module is offered by the Department of Anthropology in the University of Vienna, and is taken by Masters Students of many different backgrounds from economics to medicine. It is run as an intensive one-week module.
In the words of module designer Sigrid Stagle, the module presents ‘a holistic picture of what the housekeeping of the economy of the human system is and how it is embedded in the biophysical system
’. It explores the historical trends of economics and introduces an analytical framework for investigating economics. The relationship between economic growth, the environment, and human wellbeing is explored, thus covering the three areas of sustainable development; social, environmental and economic.
Rather than introducing students to the importance of sustainable development, this module aims to equip students with the tools and understandings to put ecological economics into practice. Whilst the ‘key challenges we are facing in relation to sustainable development
’ are covered, the majority of the learning is focused upon understanding the relationship between ‘key variables in the economic system, how that relates to the social system and how both of them are embedded in the biophysical system
’. Over all, the course aims to
‘give a solid introduction into economics but a type of economics that really takes the environment seriously’.
Role play
One of the core pedagogies of this course is a role play exercise based on a specific case study in Montenegro where it has been suggested that a Hydro plant be built in a pristine area. The students pick the roles of specific stakeholders and research the position of these stakeholders with some help from their tutor. Each stakeholder role is represented by two students so that they can exchange information and develop a joint strategy. Based on the information about their position and also information about the country of Montenegro the class undertake a deliberative stake holder consultation exercise that is closely informed by the framework of ‘multi-culture appraisal’.
Through this process they begin to understand the complexity of the decision making process and that the eventual option taken is often a combination of different policies and technologies. They also learn how to use the tool of participatory multi-culture appraisal – the ecological economists’ alternative to cost-benefit analysis that takes into account more than just monetary evaluation. Sigrid is keen that they also learn about the role of research in decision making, and the role that such a decision making process might have in that it is just an input into a political process, rather than the final decision. In order to help students understand their potential real-life roles, Ingrid explores with them the different types of governance, so they can see how their research would be embedded in a societal process.
Group project
Another important aspect of the course is a group project in which students are invited to choose any subject that they want as long as it relates to the overall course, formulate a research question together and then work on a joint report. Topics that have come up include sustainable buildings and biofuels, and Sigrid values the pedagogical value of group research because it produces much more rounded and balanced reports, incorporating many different angels rather then just a very deep analysis of a specific issue.
Replicate this approach
For anyone interested in teaching economics in this way, Sigrid would be happy to send them the syllabus and direct them to a website where they can find the slides that she uses to teach her students.
More
What is education for sustainable development?
Interviewee: Sigrid Stagle