Asynchronous, on-line negotiations exercises?
Kate O'NEILL
University of California at Berkeley
Website
https://calendly.com/kmoneillmeetings/15min
https://calendly.com/kmoneillmeetings/30min
Wil Burns
I believe it’s a fundamental mistake to teach climate change in this fashion. Professor Bothun is assuredly correct that climate change manifestations are upon us, and substantially
more is “baked in” given the fact that models indicate that temperatures would rise an additional 0.8C even if we all crawled into caves today. Having said that, however, the policies and measures that we take to decarbonize the global economy, and our time
schedule for doing so, will have a profound impact on whether we ultimately hold temperatures to 2-3C above pre-industrial levels, or end up in the RCP8.5 worst case scenario territory, with temperatures rising 4-5C. So, the focus here is not on “preventing
climate change,” but rather “preventing the worst possible manifestations of climate change.”
Also, a singular focus on climate adaptation is likely to lead some students to believe that we can “live” with large amounts of climate change, which is much more the case for well-resourced nations such as the United States than most developing countries.
For many countries in the South, full-throated mitigation policies by major emitters are critical, and I think it’s important in simulations to have students explore these options, and the equitable arguments for compelling more aggressive mitigation measures
by the top 10 emitters.
wil
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WIL BURNS Visiting Professor Environmental Policy & Culture Program Northwestern University
Email: william...@northwestern.edu Mobile: 312.550.3079
1810/1812 Chicago Ave. Evanston, IL 60208 https://epc.northwestern.edu/people/staff-new/wil-burns.html
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From: Prof. G. Bothun <big...@gmail.com>
Sent: Monday, July 26, 2021 4:02 PM
To: Kate O'NEILL <kmon...@berkeley.edu>
Cc: 'GEP-Ed List <gep...@googlegroups.com>; ESSf...@aessonline.org
Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises?
I have done similar exercises but have had the most success by having groups adopt countries and analyze
a) what the main effects of climate change will be on their country and how
might that impact GDP
b) what kinds of adaptations can be done to cope with these changes
c) what is a likely financial cost, in terms of fractional GDP
Personally, I have long believed that climate change, in the form of severe regional weather,
has been upon us for the last ten years so I find it counterproductive to have students deal
with "politics and policy to prevent climate change". I find it more productive to have them focus on the issues of a) climate change is here, b) what kind of adaptation needs to occur, c) what
policies must come into place to make it significantly worse (it will get incrementally worse regardless of what we do now).
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Greg Bothun
Professor of Physics,
University of Oregon
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Wil Burns
Yes, the Bangladesh example is a quintessential example on why we need to train students to understand concepts beyond adaptation, including loss and damage concepts, e.g. mandatory re-settlement protocols and liability. These can also be built into simulations.
Wil
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WIL BURNS Co-Director & Professor of Practice Institute for Carbon Removal Law & Policy American University
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917 Forest Ave., #3S, Evanston, IL 60202
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From: Prof. G. Bothun <big...@gmail.com>
Sent: Monday, July 26, 2021 4:56 PM
To: Wil Burns <w...@feronia.org>
Cc: Kate O'NEILL <kmon...@berkeley.edu>; 'GEP-Ed List <gep...@googlegroups.com>; ESSf...@aessonline.org
Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises?
Building somewhat on that, I have also found students to be pretty engaged with the idea
that "climate change adaptation" is highly differential and mostly inequitable on a global scale, so
what should the world do to fund and sustain equitable adaptation? When Bangladesh is under water (
(2065 is my prediction) due to storm surges - what will the world do then accommodate, by then,
about 200 million people? Getting students to underscale scale, I think is important in this regard.
Wil Burns
Here’s a direct quote: “Personally, I have long believed that climate change, in the form of severe regional weather,
has been upon us for the last ten years so I find it counterproductive to have students deal
with "politics and policy to prevent climate change".
That strongly implies that one shouldn’t spend time on mitigation issues.
wil
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WIL BURNS Co-Director & Professor of Practice Institute for Carbon Removal Law & Policy American University
Email: wbu...@american.edu Mobile: 312.550.3079
917 Forest Ave., #3S, Evanston, IL 60202
https://www.american.edu/sis/centers/carbon-removal/
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From: Allison M. Chatrchyan <amc...@cornell.edu>
Sent: Monday, July 26, 2021 7:55 PM
To: Wil Burns <w...@feronia.org>
Cc: Prof. G. Bothun <big...@gmail.com>; Kate O'NEILL <kmon...@berkeley.edu>; 'GEP-Ed List <gep...@googlegroups.com>; essf...@aessonline.org
Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises?
You might want to keep the snarky tone out of the email responses. We’re all aware of how drastic climate change is and how insufficient the response is. We’re all trying to work on this issue and teach students to take it seriously, and force governments to act. I don’t think he said he teaches with a “singular focus on adaptation.”
Kind Regards, Allison
On Jul 26, 2021, at 5:49 PM, Wil Burns <w...@feronia.org> wrote:
I believe it’s a fundamental mistake to teach climate change in this fashion. Professor Bothun is assuredly correct that climate change manifestations are upon us, and substantially more is “baked in” given the fact that models indicate that temperatures would rise an additional 0.8C even if we all crawled into caves today. Having said that, however, the policies and measures that we take to decarbonize the global economy, and our time schedule for doing so, will have a profound impact on whether we ultimately hold temperatures to 2-3C above pre-industrial levels, or end up in the RCP8.5 worst case scenario territory, with temperatures rising 4-5C. So, the focus here is not on “preventing climate change,” but rather “preventing the worst possible manifestations of climate change.”
Also, a singular focus on climate adaptation is likely to lead some students to believe that we can “live” with large amounts of climate change, which is much more the case for well-resourced nations such as the United States than most developing countries. For many countries in the South, full-throated mitigation policies by major emitters are critical, and I think it’s important in simulations to have students explore these options, and the equitable arguments for compelling more aggressive mitigation measures by the top 10 emitters.
wil
<image005.jpg>
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Dale W Jamieson
Reason in a Dark Time: Why the Struggle Against Climate Change Failed -- and What It Means for Our Future
Dale Jamieson
Professor of Environmental Studies and Philosophy
285 Mercer Street, 7th floor
New York NY 10003-6653
https://as.nyu.edu/content/nyu-as/as/faculty/dale-jamieson.html
Recent Article: "Climate Change, Liberalism, and the Public/Private Distinction," uncorrected proofs available at https://www.academia.edu/45641562/Climate_Change_Liberalism_and_the_Public_Private_Distinction_with_Dale_Jamieson
Recent Book: Oppenheimer, Oreskes, Jamieson et al - Discerning Experts: The Practices of Scientific Assessment for Environmental Policy
https://press.uchicago.edu/ucp/books/book/chicago/D/bo33765378.html
To view this discussion on the web visit https://groups.google.com/a/aessonline.org/d/msgid/ESSforum/SJ0PR04MB740773F7ECD98AC62497941BA4E99%40SJ0PR04MB7407.namprd04.prod.outlook.com.
Elizabeth De Santo
Department of Earth and Environment
Good morning, everyone. I respectfully disagree that "we have many of the technologies needed to mitigate climate change – it's not a problem of engineering or physics."
Yes, this is true if we are talking about the next 10-15 years and making aggressive headway on an energy transition. But not so much if we are talking about limiting to 1.5C, being at net zero in 2050, and meeting the growing energy needs of the low income economies of the world.
As a person who works professionally with the engineers and physicists who wrestle with this question, and as a person who deals specifically with electric power infrastructure, I really don't see it. Although folks are often critical of the International Energy Agency, their roadmap to net zero is sobering as to scope of both technical and policy challenges that lay ahead. A lot of R&D will be required as well as radical departures in policymaking.
Here's the link: https://www.iea.org/reports/net-zero-by-2050
Best, Maria
***************************
Maria Papadakis, PhD, CEM
Professor of Integrated Science and Technology
Affiliate Professor, Institute of Earth Systems, University of Malta
MSC 4102
James Madison University
Harrisonburg, VA 22807
Phone: 540-568-8142
From: Allison M. Chatrchyan <amc...@cornell.edu>
Sent: Tuesday, July 27, 2021 9:51 AM
To: dale.j...@nyu.edu <dale.j...@nyu.edu>; Kate O'NEILL <kmon...@berkeley.edu>; Prof. G. Bothun <big...@gmail.com>
Cc: 'GEP-Ed List <gep...@googlegroups.com>; ESSf...@aessonline.org <ESSf...@aessonline.org>
Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises?
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Dale - thank you for the reminder on your book 😊
Kate – I was also planning to include a mini climate negotiations simulation in the climate change science and policy course I co-teach this fall– we have had students research a county NDC and present it for the class, so we are thinking of having them represent that country in a negotiation and have the students group into the UNFCCC negotiations groupings. I will try it and let you know. My concern is that we will only skim the surface and not really get any real sense of what the negotiations are like…so maybe calling this a climate politics exercise makes more sense. I also participated in a small UC Davis trial of the "Climate Interactive", specifically the EN-Roads Model this spring. More details are available here: https://www.climateinteractive.org/tools/en-roads/the-en-roads-climate-workshop/. It was problematic, but Im not sure if there are any other negotiations simulations??? It would be great if you would share your experiences.
Greg – Giving up on a focus on mitigation will make adaptation much harder, if not impossible.. (https://www.ipcc.ch/sr15/chapter/spm/. A.3.3. Adaptation and mitigation are already occurring (high confidence). Future climate-related risks would be reduced by the upscaling and acceleration of far-reaching, multilevel and cross-sectoral climate mitigation and by both incremental and transformational adaptation (high confidence}). Also, we have many of the technologies needed to mitigate climate change – its not a problem of engineering or physics – it’s a problem of politics and power, putting policies in place, psychology and behavior change. We need to teach students about climate change mitigation AND adaptation, and technological and social changes that are needed to address the problem. If you continue to teach the physics of climate change, many of us can continue to teach about the politics and policies that are needed to address climate change.
~~~~~~~~~~~~~~~~~
Kind Regards, Allison
Allison Morrill Chatrchyan, Ph.D., Senior Research Associate
Dept. of Earth & Atmospheric Sciences
Environment & Sustainability Program
Cornell Climate Stewards | Cornell Climate Smart Farming Program
Cornell University | College of Agriculture and Life Sciences
103 Rice Hall, Ithaca, NY 14853
Email: amc...@cornell.edu | Office: 607.254.8808
Don’t ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive. - Howard Thurman
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harr...@sd-institute.org
Wil et al:
Three decades of international negotiations have not produced an effective international agreement to prevent ‘dangerous’ climate change which is almost upon us. But that is no reason not to teach the importance of mitigation. Certainly, adaptation is the order of the day but that is a national and local affair, as needs and capabilities vary. A global exchange of best practices may help but local conditions (both physical and ideational) and capabilities will rule adaptation. But even adaptation is insufficient. What is really needed is communal resilience; the ability to continue to flourish under changing conditions. At every scale this is a social and political challenge – to construct the necessary institutions - than a technocratic problem of reservoirs or sea walls, or of wildfire containment. The climate has changed and will continue to change, how will humanity continue to flourish as conditions change, probably unpredictably?
Mitigation is still necessary if you would you prefer 2oC to 3oC or 4oC. In the forthcoming book Governing Complexity in the 21st Century from Routledge, Robert Geyer and I argue that even mitigation, while a global challenge, is best met with national and local responses. It is at the lower scales that the issue can best be negotiated among interested parties and effective responses fashioned. These will likely be both adaptive and mitigative (though they may be limited to ‘no regrets’). National policy will then emerge from the accumulated lower scale choices. And national policy is still critical to entice corporations (especially those that are large and multi-national) to sufficiently mitigate their GHG emissions, as John Mikler and I showed in Climate Innovation; Liberal Capitalism and Climate Change. So, government must act. And they will if enough lower scale organizations (counties cities, states, etc.) push for mitigation alongside adaptation. In most European countries and in the UK, climate change is well accepted by the populace and local and national policies already aim for relatively fast mitigation of emissions (though still insufficient to avoid dangerous climate change) and adaptation. Even so-called ‘democracy’ in these fractured United States may eventually respond.
In the distant past I taught the politics of international climate negotiations with simulations. If today I were teaching climate change or sustainability, I would emphasize acting locally (down to the personal level) on a global problem. I would show that international negotiations may raise the salience of the issue but will not solve the problem. Ultimately the question is what can each of us individually and collectively do today to mitigate our emissions and contribute to community resilience. I think that is where the future will be written rather than by hot air in international negotiations.
Cheers,
Neil E. Harrison, Ph.D.
Executive Director
The Sustainable Development Institute (www.sd-institute.org)
Recent and Upcoming Publications
Co-Author (with Robert Geyer), Governing Complexity in the 21st Century. (Manuscript in preparation for Routledge). https://www.routledge.com/Governing-Complexity-in-the-21st-Century/Harrison-Geyer/p/book/9780367276270.
Co-Author (with John Mikler), Capitalism for All: Realizing its Liberal Promise (Forthcoming at SUNY Press). https://www.sunypress.edu/p-7234-capitalism-for-all.aspx.
Author, Sustainable Capitalism and the Pursuit of Well-Being (Routledge 2014) - more information at www.routledge.com/books/details/9780415662819
Co-Editor (with John Mikler), Climate Innovation: Liberal Capitalism and Climate Change (Palgrave Macmillan 2014) - more information at http://us.macmillan.com/climateinnovation/NeilEHarrison.
Editor, Complexity in World Politics: Concepts and Methods of a New Paradigm (Albany, NY: SUNY Press, 2006). https://www.sunypress.edu/p-4294-complexity-in-world-politics.aspx.
Save money and support The Sustainable Development Institute at Amazon Smile.
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Sent: Tuesday, July 27, 2021 11:53 PM
To: w...@feronia.org <w...@feronia.org>; 'Allison M. Chatrchyan' <amc...@cornell.edu>
Cc: 'Prof. G. Bothun' <big...@gmail.com>; 'Kate O'NEILL' <kmon...@berkeley.edu>; ''GEP-Ed List' <gep...@googlegroups.com>; essf...@aessonline.org <essf...@aessonline.org>
Subject: RE: [gep-ed] RE: [ESS Forum] Asynchronous, on-line negotiations exercises?
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Peter Newell
Dear All
Further to this discussion, this collective piece in Annual Review of Environment and Natural Resources on ‘Three decades of climate mitigation: Why haven’t we bent the emissions curve?’ might be of interest for teaching.itigon: Why Haven't We Bent the Global Emissions Curve?
https://www.annualreviews.org/doi/pdf/10.1146/annurev-environ-012220-011104
Abstract
Despite three decades of political efforts and a wealth of research on the causes and catastrophic impacts of climate change, global carbon dioxide emissions have continued to rise and are 60% higher today than they were in 1990. Exploring this rise through nine thematic lenses—covering issues of climate governance, the fossil fuel industry, geopolitics, economics, mitigation modeling, energy systems, inequity, lifestyles, and social imaginaries—draws out multifaceted reasons for our collective failure to bend the global emissions curve. However, a common thread that emerges across the reviewed literature is the central role of power, manifest in many forms, from a dogmatic political-economic hegemony and influential vested interests to narrow techno-economic mindsets and ideologies of control. Synthesizing the various impediments to mitigation reveals how delivering on the commitments enshrined in the Paris Agreement now requires an urgent and unprecedented transformation away from today's carbon- and energy-intensive development paradigm.
Best wishes
Peter
Sent from Mail for Windows 10
Todd Eisenstadt
Dear colleagues,
I am reasonably new to this list so forgive me for “barging in.” But I hope that does not stop you from looking at my textbook with natural scientist Steven MacAvoy, which takes a critical view of the last three decades of international negotiations and addresses climate by considering the economic, political, geopolitical and technical limitations to mitigation, and also offers some hope to students – but only with discipline and an incremental combination of partial solutions. We wrote the book for undergraduates, and it has a half dozen role-playing case studies (about 6,000 words each and seeking to have students take positions on both sides of the climate debate) and a simulation of UN negotiations on “loss and damages” (somewhat hypothetical, unfortunately, but plausible). The book is reasonably priced, an ebook version is coming out soon, and my co-author and I wrote it precisely to address the issues being raised on this wonderful forum. My own research has been on adaptation in the Global South, and we also bring that perspective in.
Here is the link: https://global.oup.com/academic/product/climate-change-science-and-the-politics-of-shared-sacrifice-9780190063696?cc=us&lang=en&
Have a look . . .
Regards,
Todd Eisenstadt, Professor of Government and Research Director, Center for Environmental Policy (CEP)
From: gep...@googlegroups.com <gep...@googlegroups.com>
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Subject: RE: [gep-ed] RE: [ESS Forum] Asynchronous, on-line negotiations exercises?
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Kate O'NEILL
On Jul 26, 2021, at 11:20 PM, Jill Richardson <jerich...@wisc.edu> wrote:Returning to the original question about how to engage students in an online, asynchronous environment, I have had the most luck when I give very specific instructions either about the outcome (e.g. list 3 priorities for your country with a justification for each) or the engagement I want to see (e.g. an initial post + 2 replies to peers). You could also ask them to answer various discussion questions that could guide them to understand the country's position on climate change as a preliminary exercise. Part of this could be asking the students whether they think the country would be more concerned with preventing climate change or adapting to it.In an online synchronous class, when I've asked discussion questions, it has helped when I name the page numbers where the answers can be found or provided links to sources where students could find answers.In terms of apps, Slack or Discord are both options I've seen attempted (Slack seems better... I've never seen anyone's attempt to use Discord get off the ground), although it's easier to grade a discussion in an LMS than in an external app and using your LMS doesn't require students to download a new app, learn how to use it, or remember to check it. On the other hand, I've heard a colleague say that students like Slack because they can use it on their phones (and you can also use it on a computer). If you aren't grading individual students' participation, it seems like GoogleDocs are easiest as a shared, asynchronous workspace, although they don't allow for much conversation aside from inserting and responding to comments. The other downside is that you'll see a final product in GoogleDocs but you won't know which student wrote what.Best of luck!Jill--Jill RichardsonPhD candidate, Community & Environmental Sociology
University of Wisconsin-MadisonPronouns: She/hershttps://jillrichardson.webnode.com/From: big...@gmail.com <big...@gmail.com>
Sent: Monday, July 26, 2021 10:31 PM
To: Wil Burns <w...@feronia.org>
Cc: Allison M. Chatrchyan <amc...@cornell.edu>; Kate O'NEILL <kmon...@berkeley.edu>; 'GEP-Ed List <gep...@googlegroups.com>; essf...@aessonline.org <essf...@aessonline.org>
Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises?
yes I think adaptation is different than mitigation and focus should more be on adaptation (againmy opinion only and I could be full of it ...)and that we blew the mitigation window (for me as of 1990)On Mon, Jul 26, 2021 at 6:07 PM Wil Burns <w...@feronia.org> wrote:Here’s a direct quote: “Personally, I have long believed that climate change, in the form of severe regional weather,
has been upon us for the last ten years so I find it counterproductive to have students dealwith "politics and policy to prevent climate change".
That strongly implies that one shouldn’t spend time on mitigation issues.wil
- 60-minute phone call: https://calendly.com/wil_burns/phone-call
- 30-minute phone call: https://calendly.com/wil_burns/30min
- 15-minute phone call: https://calendly.com/wil_burns/15min
- 60-minute conference call: https://calendly.com/wil_burns/60-minute-conference-call
- 30-minute conference call: https://calendly.com/wil_burns/30-minute-group
- 60-minute Zoom call: https://calendly.com/wil_burns/60min
- 30-minute Zoom call: https://calendly.com/wil_burns/30-minute-zoom-call
From: Allison M. Chatrchyan <amc...@cornell.edu>
Sent: Monday, July 26, 2021 7:55 PM
To: Wil Burns <w...@feronia.org>
Cc: Prof. G. Bothun <big...@gmail.com>; Kate O'NEILL <kmon...@berkeley.edu>; 'GEP-Ed List <gep...@googlegroups.com>; essf...@aessonline.org
Subject: Re: [ESS Forum] Asynchronous, on-line negotiations exercises?
You might want to keep the snarky tone out of the email responses. We’re all aware of how drastic climate change is and how insufficient the response is. We’re all trying to work on this issue and teach students to take it seriously, and force governments to act. I don’t think he said he teaches with a “singular focus on adaptation.”
Kind Regards, AllisonOn Jul 26, 2021, at 5:49 PM, Wil Burns <w...@feronia.org> wrote:
I believe it’s a fundamental mistake to teach climate change in this fashion. Professor Bothun is assuredly correct that climate change manifestations are upon us, and substantially more is “baked in” given the fact that models indicate that temperatures would rise an additional 0.8C even if we all crawled into caves today. Having said that, however, the policies and measures that we take to decarbonize the global economy, and our time schedule for doing so, will have a profound impact on whether we ultimately hold temperatures to 2-3C above pre-industrial levels, or end up in the RCP8.5 worst case scenario territory, with temperatures rising 4-5C. So, the focus here is not on “preventing climate change,” but rather “preventing the worst possible manifestations of climate change.”
Also, a singular focus on climate adaptation is likely to lead some students to believe that we can “live” with large amounts of climate change, which is much more the case for well-resourced nations such as the United States than most developing countries. For many countries in the South, full-throated mitigation policies by major emitters are critical, and I think it’s important in simulations to have students explore these options, and the equitable arguments for compelling more aggressive mitigation measures by the top 10 emitters.wil
To view this discussion on the web visit https://groups.google.com/a/aessonline.org/d/msgid/ESSforum/SJ0PR04MB7407783ED239BECD80B9E276A4E89%40SJ0PR04MB7407.namprd04.prod.outlook.com.
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----Greg BothunProfessor of Physics,
University of Oregon
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