The importance of meta-economics

E.F. Schumacher was one of the first scholars who recognized the crucial role of metaeconomics. In his "Small is beautiful" he writes: "The science of economics is 'so prone to usurp the rest' … because it relates to certain very strong drives of human nature, such as envy and greed. All the greater is the duty of its experts, the economists, to understand and clarify its limitations, that is to say, to understand meta-economics." (Schumacher, E. F. 1973: p. 38) Meta-economics is the basic assumptions about the subject-matter, value-orientation and methodology of economics. (Zsolnai, L. 1991) The paper attempts to reconstruct the metaeconomic foundation of mainstream economics and that of alternative economics initiated by Schumacher. It shows how the emerging alternative economics transcends the erroneous metaeconomic assumptions of mainstream economics by considering the total economic process, choosing sustainable livelihood as basic value-orientation, and employing a constructive methodology.

Going beyond the rhetoric: system-wide changes in universities for sustainable societies

In October 2008, the 5th Environmental Management for Sustainable Universities (EMSU) international conference was held in Barcelona, Spain. It dealt with the need to rethink how our higher educational institutions are facing sustainability. This special issue has been primarily derived from contributions to that conference. This issue builds upon related academic international publications, which have analysed how to use the critical position of universities to accelerate their pace of working to help to make the transition to truly SUSTAINABLE SOCIETIES! This issue focus is on the ‘softer’ issues, such as changes in values, attitudes, motivations, as well as in curricula, societal interactions and assessments of the impacts of research. Insights derived from the interplay of the ‘softer’ issues with the ‘harder’ issues are empowering academic leaders to effectively use leverage points to make changes in operations, courses, curricula, and research. Those changes are being designed to help their students and faculty build resilient and sustainable societies within the context of climate change, the Decade of Education for Sustainable Development (DESD), and the UN Millennium Development Goals (MDGs). The overall systems approach presented by Stephens and Graham provides a structured framework to systematize change for sustainability in higher education, by stressing on the one hand the need for “learning to learn” and on the other hand by integrating leadership and cultural aspects. The “niche” level they propose for innovative interactions between practitioners such as EMSU is exemplary developed by all of the other documents in this special issue. To highlight some of the key elements of the articles in this issue, there are proposals for new educational methods based in sustainability science, a set of inspirational criteria for SD research activities, new course ranking and assessment methods and results of psychological studies that provide evidence that participatory approaches are the most effective way to change values within university members in order to facilitate the development and sharing of new sustainability norms.