Learning and climate change

Abstract : Learning – i.e. the acquisition of new information that leads to changes in our assessment of uncertainty – plays a prominent role in the international climate policy debate. For example, the view that we should postpone actions until we know more continues to be influential. The latest work on learning and climate change includes new theoretical models, better informed simulations of how learning affects the optimal timing of emissions reductions, analyses of how new information could affect the prospects for reaching and maintaining political agreements and for adapting to climate change, and explorations of how learning could lead us astray rather than closer to the truth. Despite the diversity of this new work, a clear consensus on a central point is that the prospect of learning does not support the postponement of emissions reductions today.
Document type :
Journal articles
Liste complète des métadonnées

Cited literature [17 references]  Display  Hide  Download

https://halshs.archives-ouvertes.fr/halshs-00134718
Contributor : Minh Ha-Duong <>
Submitted on : Thursday, March 5, 2009 - 7:00:01 AM
Last modification on : Friday, March 29, 2019 - 9:10:40 AM
Document(s) archivé(s) le : Tuesday, April 6, 2010 - 9:46:46 PM

File

ONeill.ea-2006-SubmittedLearni...
Files produced by the author(s)

Identifiers

  • HAL Id : halshs-00134718, version 1

Collections

Citation

Brian C. O'Neill, Paul Crutzen, Arnulf Grübler, Minh Ha-Duong, Klaus Keller, et al.. Learning and climate change. Climate Policy, Taylor & Francis, 2006, 6 (5), pp.1-6. ⟨halshs-00134718⟩

Share

Metrics

Record views

719

Files downloads

1343