The Opposite of Learning: Ossification in the Climate Change Regime
Promoting learning among participants is a key function commonly attributed to international regimes. Such learning, however, cannot always be guaranteed, and regimes may sometimes descend into ossification. In contrast to a learning regime, an ossifying regime is one that is unable to process new information, facilitate the free-flow of new ideas, or foster understanding and trust among negotiators. Evidence from the recent history of the climate change regime suggests it is suffering from ossification. Dragging forces contributing to this include the institutionalization of the "north/south divide," complexity of the process, fragile conditions for effective communication, onerous decision-making rules, activities of obstructionists, absence of the US, and weak implementation. Pockets of learning on climate change are, however, still active, especially outside the regime itself. To reinvigorate the negotiations, meaningful progress is needed on domestic and regional implementation, including ensuring the success of the Protocol's market mechanisms. Copyright (c) 2006 by the Massachusetts Institute of Technology.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 6 (2006)
Issue (Month): 1 (02)
|Contact details of provider:|| Web page: http://mitpress.mit.edu/journals/|
|Order Information:||Web: http://www.mitpressjournals.org/loi/glep|
When requesting a correction, please mention this item's handle: RePEc:tpr:glenvp:v:6:y:2006:i:1:p:1-22. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Kristin Waites)
If references are entirely missing, you can add them using this form.