Beyond Materialism: The Philosophy and Ethics of Degrowth

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Authors

  • Blerina Karagjozi University of Tirana

DOI:

https://doi.org/10.55549/epess.915

Keywords:

Degrowth, Sustainability, Ethics, Ecological justice

Abstract

Degrowth theory challenges the dominant paradigm of unlimited economic growth, arguing that such growth is ecologically unsustainable, socially unjust, and culturally destructive. Degrowth is a multidisciplinary approach, encompassing philosophy, economics, ecology, and sociology, supported by scholars such as Serge Latouche, Giorgos Kallis, Tim Jackson, Jason Hickel, and Kate Raworth. Central to this theory is a critique of capitalism, which views continuous economic growth as essential for well-being and progress. According to degrowth, developed societies should strategically plan the reduction of production and consumption of non-essential goods to relieve pressure on ecosystems and respect planetary boundaries. At its core is a re-conception of well-being, shifting the focus from material wealth toward quality of life, leisure time, community solidarity, and spiritual well-being. French philosopher Serge Latouche, in his book "Farewell to Growth," emphasizes that economic growth has become a "cancer" for the planet and human societies. To achieve the transition to a degrowth society, Latouche proposes the "eight Rs": reevaluate, reconceptualize, restructure, relocalize, redistribute, reduce, reuse, and resist unlimited consumerism. These steps aim for a comprehensive social and economic transformation, promoting a lifestyle based on voluntary simplicity and alignment with ecological capacities. Degrowth does not merely advocate for negative economic growth but seeks profound cultural and political changes that redefine concepts of happiness, well-being, and success, ultimately creating a more equitable, humane, and ecologically sustainable society.

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Published

2025-07-30

How to Cite

Karagjozi, B. (2025). Beyond Materialism: The Philosophy and Ethics of Degrowth. The Eurasia Proceedings of Educational and Social Sciences, 42, 111–118. https://doi.org/10.55549/epess.915

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Section

Articles