\nand it is rarely, if ever, in the self-interest of firms or individuals
\nto take unilateral actions. That’s why the climate problem exists, in
\nthe first place. Voluntary initiatives – no matter how well-intended – will not only be insufficient, but insignificant relative to the magnitude of the problem.<\/p>\n
<\/p>\n
So, the question becomes how to shift decisions by firms
\nand individuals in a climate-friendly direction, such as toward
\nemissions reductions. Whether conventional standards or market-based
\ninstruments are used, meaningful government regulation will be required.<\/p>\n
<\/p>\n
But where does this leave the role and responsibility of individuals
\nand institutions? Let me use as an example my employer, a university.
\nA couple of years ago, I met with students advocating for a reduced
\n“carbon foot-print” for the school. Here is what I told them.<\/p>\n
<\/p>\n
“I was asked by a major oil company to advise on the design of an internal, voluntary tradable permit systems for CO2 emissions. My response to the company was ‘fine, but the emissions
\nfrom your production processes — largely refineries — are trivial
\ncompared with the emissions from the use of your products (combustion
\nof fossil fuels). If you really want to do something meaningful about
\nclimate change, the focus should be on the use of your products, not
\nyour internal production process.’ (My response would have been
\ndifferent had they been a cement producer.) The oil company proceeded
\nwith its internal measures, which – as I anticipated – had trivial, if any impacts on the environment (and they subsequently used the existence of their voluntary program as an argument against government attempts to put in place a meaningful climate policy).”<\/p>\n
<\/p>\n
My view of a university’s responsibilities in the environmental
\nrealm is similar. Our direct impact on the natural environment — such
\nas in terms of CO2 emissions from our heating plants — is
\nabsolutely trivial compared with the impacts on the environment
\n(including climate change) of our products: knowledge
\nproduced through research, informed students produced through our
\nteaching, and outreach to the policy world carried out by faculty.<\/p>\n
<\/p>\n
So, I suggested to the students that if they were really concerned
\nwith how the university affects climate change, then their greatest
\nattention should be given to priorities and performance in the realms
\nof teaching, research, and outreach.<\/p>\n
<\/p>\n
Of course, it is also true that work on the “greening of the
\nuniversity” can in some cases play a relevant role in research and
\nteaching. And, more broadly — and more importantly — the university’s
\nactions in regard to its “carbon footprint” can have symbolic value.
\nAnd symbolic actions — even when they mean little in terms of real,
\ndirect impacts — can have effects in the larger political world. This
\nis particularly true in the case of a prominent university, such as my
\nown.<\/p>\n
<\/p>\n
But, overall, my institution’s greatest opportunity — indeed, its greatest responsibility — with regard to addressing global climate change is and will be through its research, teaching, and outreach to the policy community.<\/p>\n
<\/p>\n
Why not focus equally on reducing the university’s carbon foot-print while also working to increase and improve relevant research, teaching, and <\/p>\n So my advice to the students was to advocate for more <\/p>\n My bottom line? Try to focus on actions that can make a real difference, as opposed to actions that may feel good or look good but have relatively little real-world impact, particularly when those feel-good\/look-good actions <\/p>\n ——————————————————————-<\/p>\n <\/p>\n Epilogue: After I posted the above essay, I was reminded of an Related Links:<\/strong><\/p>\n Ending North Carolina’s dependence on dirty coal<\/a><\/p>\n The Septical Environmentalist (sic) says 16 feet of sea level rise wouldn’t b<\/a><\/p>\n A messy but practical strategy for phasing out the U.S. coal fleet<\/a><\/p>\n
\noutreach? The answer brings up a phrase that will be familiar to
\nreaders of this blog – opportunity cost<\/a>. Faculty, staff, and students all have limited time; indeed, as in many
\nother professional settings, time is the scarcest of scarce resources. Giving more attention to one issue inevitably means – for some people – giving less time to another.<\/p>\n
\nfaculty appointments in the environmental realm and to press for more
\nand better courses. After all, it was student demand at my institution
\nthat resulted in the creation of the college’s highly successful
\nconcentration (major) in environmental science and public policy.<\/p>\n
\nhave opportunity costs, that is, divert us from focusing on actions
\nthat would make a significant difference. Climate change is a real and pressing problem.
\nStrong government actions will be required, as well as enlightened
\npolitical leadership at the national and international levels.<\/p>\n
\nincident that took place many years ago (before I came to Harvard for
\ngraduate school, in fact) when I was working full-time for the
\nEnvironmental Defense Fund in Berkeley, California, under the inspired
\nleadership of the late (and truly great) Tom Graff, the long-time guru
\nof progressive California water policy. EDF was very engaged at the
\ntime in promoting better water policies in California, including the
\nuse of trading mechanisms and appropriate pricing schemes for scarce
\nwater supplies. A prominent national newspaper which was not friendly
\nto EDF’s work sent a reporter to EDF’s office to profile the group’s
\nefforts on water policy in the State. A staff member found the
\nreporter in the office bathroom examining whether EDF had voluntarily
\ninstalled various kinds of water conservation devices. Our reaction at
\nthe time was that whether or not EDF had voluntarily installed water
\nconservation devices was simply and purely an (intentional) distraction
\nfrom the important work the group was carrying out. After several
\ndecades, my view of that incident has not changed.<\/p>\n