Learning and climate change
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.
|Date of creation:||2006|
|Date of revision:|
|Publication status:||Published, Climate Policy, 2006, 6, 5, 1-6|
|Note:||View the original document on HAL open archive server: http://halshs.archives-ouvertes.fr/halshs-00134718/en/|
|Contact details of provider:|| Web page: http://hal.archives-ouvertes.fr/ |
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- Minh Ha-Duong & Patrice Dumas, 2004. "An abrupt stochastic damage function to analyse climate policy benefits," Post-Print halshs-00002451, HAL.
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- William D. Nordhaus & David Popp, 1996.
"What is the Value of Scientific Knowledge? An Application to Global Warming Using the PRICE Model,"
Cowles Foundation Discussion Papers
1117, Cowles Foundation for Research in Economics, Yale University.
- William D. Nordhaus & David Popp, 1997. "What is the Value of Scientific Knowledge? An Application to Global Warming Using the PRICE Model," The Energy Journal, International Association for Energy Economics, vol. 0(Number 1), pages 1-45.
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