Submitted to Climate Policy as a Commentary September 8, 2006 Learning and Climate Change Brian C. O’Neill,1,2 Paul Crutzen,3 Arnulf Grübler,1 Minh Ha Duong,4 Klaus Keller,5 Charles Kolstad,6 Jonathan Koomey,7 Andreas Lange,8 Michael Obersteiner,1 Michael Oppenheimer,9 William Pepper,10 Warren Sanderson,11 Michael Schlesinger,12 Nicolas Treich,13 Alistair Ulph,14 Mort Webster,15 Chris Wilson1 1 International Institute for Applied Systems Analysis, A-2361 Laxenburg, Austria, Tel: +43 2236 807 380, fax: +43 2236 71 313, e-mail:
[email protected] 2 Watson Institute for International Studies, Brown University, Providence, RI, USA 3 Max Planck Institute for Chemistry, Mainz, Germany 4 CIRED/CNRS, Paris, France 5 Pennsylvania State University, Pennsylvania, USA 6 Donald Bren School of Environmental Science & Management, UC Santa Barbara, USA 7 Stanford University, Stanford, California, USA 8 AREC, University of Maryland, Maryland, USA 9 Woodrow Wilson School and Department of Geosciences, Princeton University, New Jersey, USA 10 ICF Consulting, Virginia, USA 11 Department of Economics, SUNY Stony Brook, USA 12 University of Illinois, Urbana-Champaign, Illinois, USA 13 INRA, Toulouse, France 14 Manchester University, Manchester, United Kingdom 15 University of North Carolina, Chapel Hill, USA 1 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.