Commentary: Can a Philosopher and a Scientist Co-teach a Class on Climate Engineering? – Thomas Ackerman & Stephen Gardiner

The answer to this question is ‘yes’ because we did it, so perhaps it is more appropriate to ask whether such a class can be taught successfully. Climate engineering provides an interesting, and perhaps disturbing, case study of the nexus of science (can we do it), ethics (should we do it), and governance (how would we do it). The idea of co-teaching a class on ethics and science focused on climate engineering originated with Steve Gardiner in mid-2013, leading to a class that we co-taught at the University of Washington during Winter Quarter 2015. Our intent here is to summarize our experience and provide some lessons learned.

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The international human right to science and its application to geoengineering research and innovation- Kristin Barham & Anna-Maria Hubert

While many general human rights articulated in international law are of consequence for geoengineering research and development, the normative framework of the right to science has particular relevance. This right has the potential to enhance accountability, transparency and participation, particularly in addressing the socio-technical risks associated with early research and innovation processes.

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Cost-Benefit Analysis of Solar Geoengineering – Garth Heutel, Juan Moreno-Cruz, and Soheil Shayegh

The advantages and disadvantages of solar geoengineering ought to be compared to each other using a cost-benefit analysis. While there has been much discussion about the trade-offs inherent in solar geoengineering, there has been surprisingly little quantitative, formal modeling of these trade-offs.

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