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What principles to create sustainable wealth?
Victoria Thoresen
Co-creating sustainable wealth
--what principles and values do we need to
develop ?
Partnership for Education and Research about Responsible Living
Ebbf Make it Meaningful series Conference
3-6 October 2013 Barcelona, Spain
Victoria W. Thoresen, associate professor and director
PERL (The Partnership for Education and Research about Responsible Living),
Hedmark University College, Norway
Partnership for Education and Research about Responsible Living
Wealth
Abundance of valuable resources
Property/produce/people
Partnership for Education and Research about Responsible Living
Ownership
Profit
Control
Partnership for Education and Research about Responsible Living
Production and
Consumption
Access and distribution
Social positioning
Partnership for Education and Research about Responsible Living
Mammon
Gluttony
Miserliness
Exploitation
Accounting: GDP (Gross National Product Index)
Partnership for Education and Research about Responsible Living
Partnership for Education and Research about Responsible Living
Predicted wealth in 2015 (Atlas of the real World)
Catastrophic impact
on our physical and
social environment
Partnership for Education and Research about Responsible Living
An Essential Shift
Based on the realization that ideational cultures are
stronger and more resilient than sensate cultures,
there is a revived interest in redefining “wealth” in
terms other than purely material/monetary ones.
*
Human perspective
Technical perspective
Systems perspective
Values-based/Spiritual perspective
Partnership for Education and Research about Responsible Living
Human perspective:
“People  are  the  real  wealth  of  nations”
Marilyn Waring reviewed weaknesses in GDP and other existing
monitoring indicators
Manfred Max-Neef when macroeconomic systems expand
beyond a certain size, the additional benefits of growth are
exceeded by the attendant costs. (Max-Neef 1995.)
Income versus human/social capital depletion
Genuine progress indicators = welfare economics
HDI (Human development Index)
Miles ( 1992) Amartya Sen, Mahbub ul Haq (UNDP)
Indicators of:
- social empowerment (civic participation)
-security (freedom to chose and have an opinion)
-economic growth
Focuses on:
-human capital
-social capital
Annual reports Continual adjustment of indicators and
formula
Partnership for Education and Research about Responsible Living
Millenium Development Goals (MDG’s)
Partnership for Education and Research about Responsible Living
Technical perspective:
“Inclusive”  wealth is the sum of
 natural assets (land,
forests, minerals)
 human assets (education
and skills)
 physical (manufactured)
assets
Partnership for Education and Research about Responsible Living
Sustainabilty Assessment Indicators:
(Living conditions, Social Inclusion, Ecological footprints, CO2
impact)
Resource efficiency:
water
soil
air
forests
biodiversity
etc.
Product Life-cycle analysis
Partnership for Education and Research about Responsible Living
ISO-26000 Social
Responsibility
organizational ethics
ethical consumerism
stakeholder involvement
accountability
transperancy
Partnership for Education and Research about Responsible Living
Partnership for Education and Research about Responsible Living
Systems perspective:
Wealth is well-being in relation to systems
(Michael Linton; Open Money)
PICABUE: a methodological framework for the development
of indicators of sustainable development
G. Mitchell, A. May & A. McDonald (U of Leeds, UK) 1995
Social Indicators for Sustainable Project and Technology Life
Cycle Management in the Process Industry
Alan Brent and Carin Labuschagne
Gustav Sandin, Greg Peters, Annica Pilgård, Magdalena
Svanström and Mats Westin
Social Life cycle assessment indicators:
(Procurement and building)
Partnership for Education and Research about Responsible Living
Partnership for Education and Research about Responsible Living
Centre for Bhutan Studies, under the leadership of Karma Ura,
measured the population's general level of well-being.
Psychological Indicators:
Frequency of prayer recitation
Frequency of meditation
Taking account of karma in daily life
Frequency of feeling of selfishness
Frequency of feeling of jealousy
Frequency of feeling of calmness
Frequency of feeling of compassion
Frequency of feeling of generosity
Frequency of feeling of frustration
Occurrence of suicidal thoughts
GNH (Gross National Happiness Index)
Partnership for Education and Research about Responsible Living
Partnership for Education and Research about Responsible Living
The evolution and shift of value-focus
Values express our understanding of the
underlying principles of existence.
*
Lifestyles are values made concrete through the
choices and decisions we make.
*
Meanings attributed to values have varied
amongst individuals and societies and over time.
Partnership for Education and Research about Responsible Living
Spiritual perspective:
Social justice: wealth distribution,
equity, collective trusteeship,
generosity
Imbuing material actions with a sense
of spiritual purpose
True wealth is the acquisition of spiritual qualities
Integrating inner and outer reality.
“Alone,  practicality  becomes  dangerous;    
spirituality, alone, becomes feeble and pointless.
Alone,  either  becomes  dull.  Each  is  the  other’s  
discipline, in a sense, and in good work, the two
are  joined”  
(Wendell Berry , 1987: 145) in Karen Litfin’s: Ecovillages
Partnership for Education and Research about Responsible Living
Partnership for Education and Research about Responsible Living
Basic principles upon which values
that direct change are based:
 Connectivity and cohesion
 Transference and transmutation
Finiteness
Partnership for Education and Research about Responsible Living
Value-base for co-creation
of sustainable wealth
Connectivity and cohesion:
-Empathy as a source of global cohesion
Transference and transmutation:
-Adaptation: Collective social learning
Finiteness:
-Moderation and sharing as means of
managing resources
Empathy as a source of global cohesion
collective identification
quest for universal belonging
a composite of concern, compassion and commitment
The intimacy of globalization and modern
telecommunications has expanded the threshold
of our awareness of how others exist and
our role in their conditions.
Partnership for Education and Research about Responsible Living
“Empathy becomes the thread that weaves an
increasingly differentiated and individualized
population into an integrated social tapestry, allowing
the  social  organism  to  function  as  a  whole.”
(Jeremy Rifkin, 2009)
Partnership for Education and Research about Responsible Living
Adaptation: Collective social learning
The  “augmentative  power  of  growth”  occurs  
when learning provides insights and alternatives.
Collective social learning refers to frank, open
consultation where intellectual rigor and creativity are
valued but where the voice of experience and
indigenous knowledge are also heard, appreciated and
taken into consideration. (Garry Jacobs, 1999)
Partnership for Education and Research about Responsible Living
Partnership for Education and Research about Responsible Living
Moderation and sharing as means of
managing resources
Reflective consumption
Collaborative consumption
Sufficient consumption
Partnership for Education and Research about Responsible Living
Stimulating a
transformation of both our
inner life and external
conditions.
Becoming more fully
human and achieving a
dynamic coherence between
material and non-material
requirements of life.
Accumulating  “true  wealth”  involves:
Partnership for Education and Research about Responsible Living
Cooperating
Developing trust and
compassion
and
inspiring the capacity
for service
Partnership for Education and Research about Responsible Living
Learning flexibility
Recognizing that
our understanding
changes and
grows.
What we once
thought was right
may not always
be so.
Partnership for Education and Research about Responsible Living
Fostering a
vibrant
community life
in neighborhoods
and villages,
characterized by
such a keen sense
of purpose.
Partnership for Education and Research about Responsible Living
Thank you

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ebbf 2013 - new approaches to co-creating wealth and prosperity - victoria thoresen

  • 1. 1 What principles to create sustainable wealth? Victoria Thoresen
  • 2. Co-creating sustainable wealth --what principles and values do we need to develop ? Partnership for Education and Research about Responsible Living Ebbf Make it Meaningful series Conference 3-6 October 2013 Barcelona, Spain Victoria W. Thoresen, associate professor and director PERL (The Partnership for Education and Research about Responsible Living), Hedmark University College, Norway
  • 3. Partnership for Education and Research about Responsible Living Wealth Abundance of valuable resources Property/produce/people
  • 4. Partnership for Education and Research about Responsible Living Ownership Profit Control
  • 5. Partnership for Education and Research about Responsible Living Production and Consumption Access and distribution Social positioning
  • 6. Partnership for Education and Research about Responsible Living Mammon Gluttony Miserliness Exploitation
  • 7. Accounting: GDP (Gross National Product Index) Partnership for Education and Research about Responsible Living
  • 8. Partnership for Education and Research about Responsible Living Predicted wealth in 2015 (Atlas of the real World)
  • 9. Catastrophic impact on our physical and social environment
  • 10. Partnership for Education and Research about Responsible Living An Essential Shift Based on the realization that ideational cultures are stronger and more resilient than sensate cultures, there is a revived interest in redefining “wealth” in terms other than purely material/monetary ones. * Human perspective Technical perspective Systems perspective Values-based/Spiritual perspective
  • 11. Partnership for Education and Research about Responsible Living Human perspective: “People  are  the  real  wealth  of  nations”
  • 12. Marilyn Waring reviewed weaknesses in GDP and other existing monitoring indicators Manfred Max-Neef when macroeconomic systems expand beyond a certain size, the additional benefits of growth are exceeded by the attendant costs. (Max-Neef 1995.) Income versus human/social capital depletion Genuine progress indicators = welfare economics
  • 13. HDI (Human development Index) Miles ( 1992) Amartya Sen, Mahbub ul Haq (UNDP) Indicators of: - social empowerment (civic participation) -security (freedom to chose and have an opinion) -economic growth Focuses on: -human capital -social capital Annual reports Continual adjustment of indicators and formula Partnership for Education and Research about Responsible Living
  • 14. Millenium Development Goals (MDG’s) Partnership for Education and Research about Responsible Living
  • 15. Technical perspective: “Inclusive”  wealth is the sum of  natural assets (land, forests, minerals)  human assets (education and skills)  physical (manufactured) assets Partnership for Education and Research about Responsible Living
  • 16. Sustainabilty Assessment Indicators: (Living conditions, Social Inclusion, Ecological footprints, CO2 impact) Resource efficiency: water soil air forests biodiversity etc. Product Life-cycle analysis Partnership for Education and Research about Responsible Living
  • 17. ISO-26000 Social Responsibility organizational ethics ethical consumerism stakeholder involvement accountability transperancy Partnership for Education and Research about Responsible Living
  • 18. Partnership for Education and Research about Responsible Living Systems perspective: Wealth is well-being in relation to systems (Michael Linton; Open Money)
  • 19. PICABUE: a methodological framework for the development of indicators of sustainable development G. Mitchell, A. May & A. McDonald (U of Leeds, UK) 1995 Social Indicators for Sustainable Project and Technology Life Cycle Management in the Process Industry Alan Brent and Carin Labuschagne Gustav Sandin, Greg Peters, Annica Pilgård, Magdalena Svanström and Mats Westin Social Life cycle assessment indicators: (Procurement and building) Partnership for Education and Research about Responsible Living
  • 20. Partnership for Education and Research about Responsible Living
  • 21. Centre for Bhutan Studies, under the leadership of Karma Ura, measured the population's general level of well-being. Psychological Indicators: Frequency of prayer recitation Frequency of meditation Taking account of karma in daily life Frequency of feeling of selfishness Frequency of feeling of jealousy Frequency of feeling of calmness Frequency of feeling of compassion Frequency of feeling of generosity Frequency of feeling of frustration Occurrence of suicidal thoughts GNH (Gross National Happiness Index) Partnership for Education and Research about Responsible Living
  • 22. Partnership for Education and Research about Responsible Living The evolution and shift of value-focus Values express our understanding of the underlying principles of existence. * Lifestyles are values made concrete through the choices and decisions we make. * Meanings attributed to values have varied amongst individuals and societies and over time.
  • 23. Partnership for Education and Research about Responsible Living Spiritual perspective: Social justice: wealth distribution, equity, collective trusteeship, generosity Imbuing material actions with a sense of spiritual purpose True wealth is the acquisition of spiritual qualities
  • 24. Integrating inner and outer reality. “Alone,  practicality  becomes  dangerous;     spirituality, alone, becomes feeble and pointless. Alone,  either  becomes  dull.  Each  is  the  other’s   discipline, in a sense, and in good work, the two are  joined”   (Wendell Berry , 1987: 145) in Karen Litfin’s: Ecovillages Partnership for Education and Research about Responsible Living
  • 25. Partnership for Education and Research about Responsible Living Basic principles upon which values that direct change are based:  Connectivity and cohesion  Transference and transmutation Finiteness
  • 26. Partnership for Education and Research about Responsible Living Value-base for co-creation of sustainable wealth Connectivity and cohesion: -Empathy as a source of global cohesion Transference and transmutation: -Adaptation: Collective social learning Finiteness: -Moderation and sharing as means of managing resources
  • 27. Empathy as a source of global cohesion collective identification quest for universal belonging a composite of concern, compassion and commitment The intimacy of globalization and modern telecommunications has expanded the threshold of our awareness of how others exist and our role in their conditions. Partnership for Education and Research about Responsible Living
  • 28. “Empathy becomes the thread that weaves an increasingly differentiated and individualized population into an integrated social tapestry, allowing the  social  organism  to  function  as  a  whole.” (Jeremy Rifkin, 2009) Partnership for Education and Research about Responsible Living
  • 29. Adaptation: Collective social learning The  “augmentative  power  of  growth”  occurs   when learning provides insights and alternatives. Collective social learning refers to frank, open consultation where intellectual rigor and creativity are valued but where the voice of experience and indigenous knowledge are also heard, appreciated and taken into consideration. (Garry Jacobs, 1999) Partnership for Education and Research about Responsible Living
  • 30. Partnership for Education and Research about Responsible Living Moderation and sharing as means of managing resources Reflective consumption Collaborative consumption Sufficient consumption
  • 31. Partnership for Education and Research about Responsible Living Stimulating a transformation of both our inner life and external conditions. Becoming more fully human and achieving a dynamic coherence between material and non-material requirements of life. Accumulating  “true  wealth”  involves:
  • 32. Partnership for Education and Research about Responsible Living Cooperating Developing trust and compassion and inspiring the capacity for service
  • 33. Partnership for Education and Research about Responsible Living Learning flexibility Recognizing that our understanding changes and grows. What we once thought was right may not always be so.
  • 34. Partnership for Education and Research about Responsible Living Fostering a vibrant community life in neighborhoods and villages, characterized by such a keen sense of purpose.
  • 35. Partnership for Education and Research about Responsible Living Thank you