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Ten new insights in climate science 2020 – a horizon scan
- Erik Pihl, Eva Alfredsson, Magnus Bengtsson, Kathryn J. Bowen, Vanesa Cástan Broto, Kuei Tien Chou, Helen Cleugh, Kristie Ebi, Clea M. Edwards, Eleanor Fisher, Pierre Friedlingstein, Alex Godoy-Faúndez, Mukesh Gupta, Alexandra R. Harrington, Katie Hayes, Bronwyn M. Hayward, Sophie R. Hebden, Thomas Hickmann, Gustaf Hugelius, Tatiana Ilyina, Robert B. Jackson, Trevor F. Keenan, Ria A. Lambino, Sebastian Leuzinger, Mikael Malmaeus, Robert I. McDonald, Celia McMichael, Clark A. Miller, Matteo Muratori, Nidhi Nagabhatla, Harini Nagendra, Cristian Passarello, Josep Penuelas, Julia Pongratz, Johan Rockström, Patricia Romero-Lankao, Joyashree Roy, Adam A. Scaife, Peter Schlosser, Edward Schuur, Michelle Scobie, Steven C. Sherwood, Giles B. Sioen, Jakob Skovgaard, Edgardo A. Sobenes Obregon, Sebastian Sonntag, Joachim H. Spangenberg, Otto Spijkers, Leena Srivastava, Detlef B. Stammer, Pedro H. C. Torres, Merritt R. Turetsky, Anna M. Ukkola, Detlef P. van Vuuren, Christina Voigt, Chadia Wannous, Mark D. Zelinka
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- Journal:
- Global Sustainability / Volume 4 / 2021
- Published online by Cambridge University Press:
- 27 January 2021, e5
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- Article
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- You have access Access
- Open access
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Non-technical summary
We summarize some of the past year's most important findings within climate change-related research. New research has improved our understanding of Earth's sensitivity to carbon dioxide, finds that permafrost thaw could release more carbon emissions than expected and that the uptake of carbon in tropical ecosystems is weakening. Adverse impacts on human society include increasing water shortages and impacts on mental health. Options for solutions emerge from rethinking economic models, rights-based litigation, strengthened governance systems and a new social contract. The disruption caused by COVID-19 could be seized as an opportunity for positive change, directing economic stimulus towards sustainable investments.
Technical summaryA synthesis is made of ten fields within climate science where there have been significant advances since mid-2019, through an expert elicitation process with broad disciplinary scope. Findings include: (1) a better understanding of equilibrium climate sensitivity; (2) abrupt thaw as an accelerator of carbon release from permafrost; (3) changes to global and regional land carbon sinks; (4) impacts of climate change on water crises, including equity perspectives; (5) adverse effects on mental health from climate change; (6) immediate effects on climate of the COVID-19 pandemic and requirements for recovery packages to deliver on the Paris Agreement; (7) suggested long-term changes to governance and a social contract to address climate change, learning from the current pandemic, (8) updated positive cost–benefit ratio and new perspectives on the potential for green growth in the short- and long-term perspective; (9) urban electrification as a strategy to move towards low-carbon energy systems and (10) rights-based litigation as an increasingly important method to address climate change, with recent clarifications on the legal standing and representation of future generations.
Social media summaryStronger permafrost thaw, COVID-19 effects and growing mental health impacts among highlights of latest climate science.
17 - New approaches to instruction: because wisdom can't be told
- Edited by Stella Vosniadou, Andrew Ortony
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- Book:
- Similarity and Analogical Reasoning
- Published online:
- 22 October 2009
- Print publication:
- 28 July 1989, pp 470-497
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Summary
The subtitle of this chapter is borrowed from an article published in 1940 by Charles L. Cragg. He begins with the following quotation from Balzac:
So he had grown rich at last, and thought to transmit to his only son all the cut-and-dried experience which he himself had purchased at the price of his lost illusions; a noble last illusion of age.
Except for the part about growing rich, we find that Balzac's ideas fit our experiences quite well. In our roles as parents, friends, supervisors, and professional educators we frequently attempt to prepare people for the future by imparting the wisdom gleaned from our own experiences. Sometimes our efforts are rewarded, but we are often less successful than we would like to be and we need to understand why.
Our goal in this chapter is to examine the task of preparing people for the future by exploring the notion that wisdom can't be told. Our arguments are divided into four parts.
First, we consider in more detail the notion that wisdom cannot be told. The argument is not that people are unable to learn from being shown or told. Clearly, we can remind people of important sets of information and tell them new information, and they can often tell it back to us. However, this provides no guarantee that people will develop the kinds of sensitivities necessary to use relevant information in new situations.