Doughnut Learning?

     Recently I read Doughnut Economics by Kate Raworth. While much of the economic theory went over my head, it prompted some thoughts about how the same view of humans which determined economics for hundreds of years has affected how we view learning.
     Basically economic theory has been driven by the idea of homo economicus. This assumes that humans are rational, linear thinkers who always pursue their optimal interests. We would thus operate per simple patterns of input and output, which aligns with the notion of supply and demand.
     Doughnut economics presents a different perspective, one which is fluid and dynamic. Rather than independent, self-interested actors, humans (and really the rest of the ecosystem) interact in a web. Feelings influence us as much as thoughts, and it is not a zero-sum game with distinct winners and losers.
     Clearly the former view has influenced much of our education system. It goes beyond the factory model, beyond our utilitarian beliefs, beyond the desire for a return on investment. It does, however, lie at the root of those things. It drives right at how we view people as learners--that learning is a simple matter of measurable cognitive input and output.
     We're finally beginning to understand that learning doesn't happen that way. Increased knowledge of the brain has revealed how amazingly diverse we are as learners, based on myriad factors that have shaped our neurological pathways. Among those factors are emotions, previously ignored in educational design. Flow has shown that joyful learning need not--and often isn't--purely utilitarian.
     As the world continues to morph, rendering many old models obsolete, education needs to be creating new models of learning so we all--not just students--can thrive. I'm wondering what Doughnut Learning would look like...