Moduletemplate



 

|Introduction to Ecological Economics |

|The pre-analytic vision of ecological economics. |

|Module Topic: The history and evolution of ecological economics | | |

|  |Course Learning Outcome(s):  | | |

| |Construct the pre-analytic vision of ecological economics | | |

| | | |At the end of this section you should |

| |Module Outcome(s): | |be able to answer the following |

| | | |questions: |

| |Examine the history and evolution of ecological economics | |What does ‘transdisciplinary’ mean, |

| |[pic] | |and how is it different from |

| |Activities: | |multi-disciplinary and |

| | | |interdisciplinary? |

| |Reading: Introduction and Chapter 1 Daly and Farley (2004) Ecological Economics: Principles and Applications. HEREAFTER | |What is the different between growth |

| |REFERRED TO AS ‘DF’ | |and development? |

| |READING: CHAPTER 2 OF COSTANZA ET AL.’S “INTRODUCTION TO ECOLOGICAL ECONOMICS: CHAPTER 2” | |What are “The Lisbon Principles”? |

| |() | |What is general systems theory? |

| |DISCUSSION BOARD (PRE-ANALYTIC VISION: PARETO EFFICIENCY AND THE FUTURE): WHY MIGHT EXCESSIVE RESOURCE USE HAVE GREATER | | |

| |IMPACTS ON FUTURE GENERATIONS THAN THE CURRENT ONE? CONSIDER THE DEFINITION OF PARETO EFFICIENT ALLOCATION. IF THE CURRENT| | |

| |GENERATION IS THE DE FACTO OWNER OF ALL RESOURCES, COULD IT BE PARETO EFFICIENT FOR THIS GENERATION TO CONSUME FEWER | | |

| |RESOURCES SO THAT FUTURE GENERATIONS ARE BETTER OFF? | | |

| |READING: COSTANZA, 2008, “STEWARDSHIP FOR A ‘FULL’ WORLD” | | |

| |() | | |

| |PROJECT READING: INTRODUCTION: WHAT DOES AN ECOLOGICAL ECONOMIST DO? IN FARLEY, ERICKSON AND DALY (2005) ECOLOGICAL | | |

| |ECONOMICS: A WORKBOOK FOR PROBLEM-BASED LEARNING. HEREAFTER REFERRED TO AS ‘FED’ OR ‘WORKBOOK’. | | |

| |VIDEO: WATCH COSTANZA’S TALK ON "REINTEGRATING THE STUDY OF HUMANS AND THE REST OF NATURE" (LINK IS POSTED HERE) | | |

| |DISCUSSION BOARD (PRE-ANALYTIC VISION: THE DESIRABLE ENDS OF ECONOMIC ACTIVITY): WRITE A ONE PAGE DESCRIPTION OF YOUR VISION| | |

| |OF A SUSTAINABLE AND DESIRABLE FUTURE, I.E. WHAT YOU BELIEVE ARE THE DESIRABLE ENDS TOWARDS WHICH SOCIETY SHOULD ALLOCATE | | |

| |ITS RESOURCES. USE YOUR IMAGINATIONS WITHOUT IGNORING THE LAWS OF PHYSICS AND ECOLOGY. POST YOUR VISION ON THE DISCUSSION | | |

| |BOARD. READ AND COMMENT ON THE OTHER STUDENTS’ VISIONS. YOU WILL BE ASKED TO RETURN TO THIS IN THE MODULE ON SOCIETAL | | |

| |CHALLENGES AND PARADIGM SHIFTS. | | |

| |Suggested reading: Røpke, I. 2005. Trends in the development of ecological economics from the late 1980s to the early | | |

| |2000s. Ecological Economics 55(2):262-290. AND | | |

| |Røpke, I. (2004) The early history of modern ecological economics Ecological Economics 50: 293– 314 (links are posted here)| | |

| |[pic] | | |

| |Self Check: | | |

| |Make sure you can answer the questions on the right, and understand the ‘big ideas to remember’ from DF chapter 1. | | |

| |Submit as Proof(s) of Learning: | | |

| |Module activities 3,7. You will not meet the modules objectives however without completing all activities. In addition, | | |

| |activities 2,6 and 7 in the module on ‘the history and evolution of ecological economics’ will also serve as proofs of | | |

| |learning. | | |

| |[pic] For more information about this module and its contents, contact your instructor. | | |

| |  | | |

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