Basic financial, literacy skills grow resilience. Students learn what they need to function in the society they are part of, what is available in terms of social security, national healthcare and such. They also become aware of risks and uncertainties and how to cope with both – what precautions they can take and how to provide for themselves.
If you follow our posts, you are aware that the last post was about the nitrogen cycle. More specifically: what should a lesson on the nitrogen cycle look like? The question before that was if the biogeochemical cycles should be part of a 21st century economics education. I gave some reasons why I believe…
In my latest post on the ecological ceiling, I introduced the Crash Course Ecology as a way to educate students on ecology. One of the comments I received on that post was that the Crash Course is extremely high paced, which may be an issue with students who are new to the subject. Therefore, I asked myself, what would a slower paced series of lessons look like?
The social foundation touches on many concepts that are in general covered in economics courses, like social security, the labour market and income distribution. However, discussing these concepts does not make the social foundation an integral part of the study of economics.
When designing a curriculum, the challenge is to not add too much. The curriculum needs to be feasible. This means we may need to kill some former darlings. Nevertheless, this week I want to make an argument for the market system.
The ecological ceiling covers nine dimensions, which coincide with the planetary boundaries of the Stockholm Resilience Centre. Nine dimensions is a lot of ground to cover. Having said that, I do believe that to appreciate the ecological ceiling, students, and by extension their teachers, need at least a basic understanding of the biogeochemical cycles in particular and the ecosystem of the earth in general.
