The problem of climate change has become a part of the current global discussion, due to the Paris Accord. Current mainstream arguments focus on three specific components of the problem: (1) the disputability of global warming, (2) the relevance of anthropogenic contribution, and (3) the extent of the dangers associated to an increase of the global temperature. Key players appear to have difficulty moving the discussion past these three components of the problem, towards potential solutions. Instead, the discussion returns again and again to describing the problem, in greater and greater detail, with arguments stalling on various small pieces of the problem. Our inability to move past the problem to solutions is based in part on how the various critics frame the discussion. Critics on both sides of the issue are subject to a framing effect, where we house the problem mentally within the boundaries of the human economy. While opponents of climate change suffer from their own framing effect, this post focuses specifically on the proponents’ framing effect. Those who advocate for policies to limit climate change make four main assumptions that impact their thinking: Continue reading Systems thinking and the narrative of climate change
By Francesco Gonella
Dr. Gonella is a Professor of Physics at Ca’ Foscari University of Venice, Italy, who has worked in Canada (Laval University) and Japan (Tokyo Institute of Technology). He was Director of the International School on Emergy Accounting, Venice 2013 and 2015. Research interests include nano-structured glasses, environmental Physics, systems thinking, and higher education. Other interests are Baroque Music, Shodo (1st dan at the Japanese Federation of Calligraphy), and Foundations of Quantum Mechanics.
Modern scientific illiteracy arises from a number of causes. Modern science often requires an advanced background, making it inaccessible. And many basic scientific concepts are commonly misunderstood, such as Darwin’s Evolution Theory. But since most of the present global issues such as climate change are related to complex systems, the literacy gap is related to the set of conceptual tools pertaining to Systems Theory. Global problems can be faced only with skills, languages, approaches and methodologies that come from a systemic view, using tools that are neither strictly scientific theories nor pieces of technology. This kind of science literacy is needed in all decision-making processes concerned with complex, technology-based, and environmental systems, and in general with actions inspired by concepts like Sustainable Development, or Prosperous Way Down. Furthermore, systemic concepts like emergence, non-linearity, pattern, feedback, self-organization, criticality, and chaos that have a specific role in Systems Theory, are used as well within other contexts, including the everyday life language, with different meanings, giving rise to a further functional illiteracy. As David Goodstein observes, “Approximately 95 percent of the [American] public is illiterate in science by any rational definition of science literacy”, and there is little hope that the policy makers all come from the remaining 5% who are scientifically literate. Continue reading Reflections on scientific illiteracy