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IPCC, 2007: Summary for Policymakers

In S. Solomon, D. Qin, M. Manning, Z. Chen, M. Marquis, K. B. Averyt, M. Tignor & H. L. Miller (eds.), Climate Change 2007: The Physical Science Basis. Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press (2007)

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  1. Scenarios as Tools of the Scientific Imagination: The Case of Climate Projections.Michael Poznic & Rafaela Hillerbrand - 2021 - Perspectives on Science 29 (1):36-61.
    Climatologists have recently introduced a distinction between projections as scenario-based model results on the one hand and predictions on the other hand. The interpretation and usage of both terms is, however, not univocal. It is stated that the ambiguities of the interpretations may cause problems in the communication of climate science within the scientific community and to the public realm. This paper suggests an account of scenarios as props in games of make-belive. With this account, we explain the difference between (...)
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  • (1 other version)Two Kinds of Climate Justice: Avoiding Harm and Sharing Burdens.Simon Caney - 2014 - Journal of Political Philosophy 22 (2):125-149.
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  • The Temporal and Spatial Scales of Global Climate Change and the Limits of Individualistic and Rationalistic Ethics.J. Baird Callicott - 2011 - Royal Institute of Philosophy Supplement 69:101-116.
    Here I argue that the hyper-individualistic and rationalistic ethical paradigms – originating in the late eighteenth century and dominating moral philosophy, in various permutations, ever since – cannot capture the moral concerns evoked by the prospect of global climate change. Those paradigms are undone by the temporal and spatial scales of climate change. To press my argument, I deploy two famous philosophical tropes – John Rawls's notion of the original position and Derek Parfit's paradox – and another that promises to (...)
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  • Addressing Poverty and Climate Change: The Varieties of Social Engagement.Simon Caney - 2012 - Ethics and International Affairs 26 (2):191-216.
    In this article I propose to explore two issues. The first concerns what kinds of contributions academics can make to reducing poverty. I argue that academics can contribute in a number of ways, and I seek to spell out the diversity of the options available. I concentrate on four ways in which these contributions might differ.My second aim is to outline some norms that should inform any academic involvement in activities that seek to reduce poverty. I set out six proposals. (...)
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