Disruption! Rethink the system

A circular economy is one where “the goods of today become the resources of tomorrow at yesterday’s prices”. 

Economic Context: Scotland was the first nation to join Circular Economy 100.  In August 2013, Environment Secretary, Richard Lochhead, issued the statement: “Scotland’s economy will benefit from moving to a more circular model of production and consumption. Our Zero Waste Plan is already delivering important actions to make better use of resources, and we can accelerate progress if we join together with others on a global level.” By 2016, the Scottish Government issued Making Things Last:  A Circular Economy Strategy.

Using a Nature as Teacher where waste=food philosophy, the circular economy rests on three principles, each addressing several of the resource and system challenges. These are becoming increasingly more discussed and adopted, by large scale and SME businesses- aiming to disrupt ‘business as usual’ of the linear economy systems and encourage a rethinking of the status quo.

Principle 1: Preserve and enhance natural capital…by controlling finite stocks and balancing renewable resource flows.

Principle 2: Optimise resource yields…by circulating products, components, and materials at the highest utility at all times in both technical and biological cycles. This means designing for remanufacturing, refurbishing, and recycling to keep components and materials circulating in and contributing to the economy.

Principle 3: Foster system effectiveness..by revealing and designing out negative externalities.

Education Context: Many policies and publications* have nudged the core school curriculum (3-18years old) towards an overall aim to embed Sustainable Development Education in Scottish education.  The most recent construct is Learning for Sustainability, LfS (One Planet School Group, 2012) which comprises sustainable development education, global citizenship and outdoor learning.  The intention is that LfS in the curriculum helps to ‘nurture a generation of children and young people who know and value the natural world……. committed to the principles of social justice, human rights, global citizenship, democratic participation and living within the ecological limits of our planet.’ (One Planet Schools Implementation Group, 2016: 3).  As a contributor to LfS, Circular Economy, through Cradle to Cradle, is incorporated in the school certificate course ’Design and Manufacture’ (SQA, 2013)

University of Edinburgh is working to identify how the principles of the Circular Economy can be embedded into Research, teaching, operations across the whole university (UoE,2016). The university SRS department have been leading the concept of the university as ‘A living Lab’ to progress thinking and actions related to sustainability and social responsibility in all aspects of the university.

Several Professional Institutes have embedded the requirement for education for sustainable development and / or Circular Economy in their professional accreditation processes.

Prompts to explore and cause pause to ponder

Principles:: Values:: Responsibilities:: Practices::

Preparation for the GESA Reading group, please choose from these 2 papers and / or 2 videos

Webster, K (2013)   Missing the wood for the trees: systemic defects and the future of education for sustainable development Curriculum Journal 24:2, 295-315 http://www.tandfonline.com.ezproxy.is.ed.ac.uk/doi/full/10.1080/09585176.2013.802585

The circular economy. By Walter R. Stahel – Nature, 23 March 2016. http://www.nature.com/news/the-circular-economy-1.19594

and / or

Circular Economy: Thomas Rau at TEDxZwolle – ( approx. 20mins) https://www.youtube.com/watch?v=zrb2v_f0ZYY

Rethinking Progress: The Circular Economy  (3 mins 11 secs)

https://www.youtube.com/user/made2bemadeagain

Questions: 

• Are principles such as those of the Circular Economy (Nature as Teacher, Waste = Food, material cascades, made to be made again, regenerative manufacture, sharing economies, nature as capital, design for disassembly, cradle to cradle thinking, bio-nutrients/ technical nutrients and closed loop cycles) considered realistic and feasible concepts to encourage a wide scale rethinking of systems ?

• What are the responsibilities of industry, commerce, business and enterprise in relation to ESD and Circular Economy principles? Who should / could take responsibility?

• Should school aged young people be exposed to Circular Economy principles, the sharing economy, social enterprise and for-profit approaches, or is this something for those entering specialist education at higher levels of study? Should educators display their own ‘frame of mind’ and values in relation to issues of sustainability and sustainable development when working with young people? What should be taught? Who should be responsible for this? Why?

• How should/could the Circular Economy manifest in practice? What needs to be in place to engage society (rich and poor, diverse cultures and communities), encourage innovation, inform and develop practice disrupt and rethink current systems?

Principles:: Values:: Responsibilities:: Practices::

Further links and readings can be made available for follow up for interested readers.

Check out the Disruptive Innovation Festival 7^th Nov- 25^th Nov 2016

https://www.thinkdif.co/

Last Wednesday along with six other PhD students, I met Sir John Beddington former chief scientific adviser to Prime Minister Gordon Brown’s government. Sir John was a very pleasant and down to earth academic who showed genuine enthusiasm for the work which the different PhD students presented to him.

Despite a diverse group of subjects, ranging from human rights law to carbon consumption taxes, Sir John seemed to grasp the main points of the research and made helpful contributions.

My own PhD is focussed on the demand for low carbon food products with regards to how a carbon consumption tax may help to achieve this. Sir John offered the useful advice of incorporating into my thesis how alcohol taxes are essentially too low based on the evidence of the associated problems high consumption of alcohol can cause. Sir John emphasised that quality academic research is what should influence government policy and not evidence based on hearsay. I was pleased that Sir John’s reaction to the taxes was not negative (as might be expected from certain former pop stars) but instead he asked very reasonable questions which one would expect from such an accomplished academic.

His evening lecture: “Legacies of the 20th Century and Challenges for the 21st” highlighted the challenges for the 21st century of climate change, increased global population and increased demand for natural resources.  The element of hope that the world can potentially adapt to these challenges through the use of science and technology differentiated this lecture from the dogma which is often peddled in the media. His quote borrowed from Nobel Prize winner Peter Agre succinctly summed up the lecture: “Those nations which invest in science are investing in the future. Those that cut science are hoping for the best”.

Neil Chalmers

Abstract

This economics based PhD is investigating the demand for low carbon food products, due to food based carbon dioxide equivalent emissions (CO2e) being a major contributor to Scotland’s overall total greenhouse gas emissions. The hypothetical policy of a carbon consumption tax and the likely effects of the tax on the demand for food products are modelled. The method is mainly based on using an almost ideal demand system (AIDS) model in order to calculate price elasticities. The AIDS model uses both scanner price data (years 2006-2011) and carbon footprint data. Each food group is then studied and the preliminary results suggest that if a tax is applied to only meat products (the largest emitter of CO2e emissions within the Scottish food chain) then Scottish household carbon footprints are likely to reduce by 296,376.98 t/ CO2e/y. This translates into 12.6% of meat emissions being reduced from the Scottish meat chain.

Biography

Neil Chalmers has recently entered third year of his PhD titled “Demand for low carbon food products” at the University of Edinburgh. He was educated at the University of Stirling where he received a BA (Hons) in Economics. He then moved to Denmark and received an MSc in Agricultural Economics from the University of Copenhagen. While at the University of Copenhagen, he developed an interest in modelling the likely effects of agricultural and environmental policy. This led him to complete an internship with the Scottish Agricultural College focussing on modelling policy implications for Scotland. His main interests are the economics of consumer behaviour and policy.

PhD Supervisors

Dr. Revoredo-Giha (SAC)
Dr. Simon Shackley

Indeed, there are jokes in PhD-land that only a very small number of people will ever read your final dissertation – your supervisors, your examiners, and maybe a very generous family member who is willing to read a bit further than the acknowledgements page.

Posed with this question of impact, I reflected on how I might define PhD research that has ‘impact’: are there people out there whose PhDs will lead to significant reductions in carbon emissions in sectors such as food or transport? Will one of my colleagues take renewable energy technologies a significant step further? What about my research, a study about the motivations for, and practices of, community-based action on climate change in Scotland? If research impact is about making a ‘demonstrable contribution to society’, what will be the contribution of my research?

In a research impact masterclass with Sir John Beddington, chair of the Global Academies at the University of Edinburgh and who previously held the position of Chief Science Adviser to the UK Government, I was struck by the diversity of PhD topics in the room, and the possibilities for impact in so many ways. As colleagues, we discussed issues such as the demand for low-carbon food products in Scotland, mental health in female prisoners in Latin America and the safe disposal of plastic and electronic waste from solar products in Kenya. We considered how impact can include consumer-level behaviour change in order to reduce carbon emissions or input and change to local or national policies. I reflected on how my research about people’s motivations for community-level action on climate change could have impact in terms of how we influence and motivate a greater number of people, communities and companies to take action on climate change and how values drive climate action.

So, what do you think? How might your research have impact in 2025? Whether at Masters or PhD level, in what ways are you developing and carrying out your research so that the results will have an impact on society?

For more information about how the ESRC defines impact, see http://www.esrc.ac.uk/funding-and-guidance/impact-toolkit/what-how-and-why/what-is-research-impact.aspx

Alice Hague

Abstract

The overall aim of my research is to investigate the ways in which communities are involved with the issue of climate change at a local and national level in Scotland; to discover the underlying reasons and motivations for their engagement; and to investigate whether issues of temporality can play an important role in motivating action. Temporality is of particular interest because of the dominance of short-termism in western society in particular (economic quarters, financial years, 5 year election cycles) set against the long-term challenges of climate change (mitigation targets ‘by 2050’ and climate change impacts ‘in the latter half of the century’, for example). The working title of my PhD is “Faithful Advocates: What are the motivations, values and practices of faith-based climate activists, with particular regard to temporality?”

Biography:

Alice has a background in science communication and previously worked as a diplomat for the UK’s Foreign and Commonwealth Office. As Head of Science and Innovation for the Nordic region, she was also responsible for climate change, environment and energy policy issues at the British Embassy in Stockholm from 2003-2008. She was seconded to the Climate Change Unit at the Swedish Ministry for the Environment in 2008-2009 (operating fully in Swedish) and was a delegate to the UNFCCC climate change meetings during this period.

Alice holds a BSc (Hons) in Environmental Biology from the University of York, an MSc in Science Communication from the University of Glamorgan, and completed an MDiv (theology/divinity) at North Park Theological Seminary, Chicago, prior to starting her PhD in September 2013. Given this somewhat interdisciplinary background, she is delighted to be doing an interdisciplinary PhD (politics/divinity).