Ethics of the scientist qua policy advisor: inductive risk, uncertainty, and catastrophe in climate economics

This paper discusses ethical issues surrounding Integrated Assessment Models (IAMs) of the economic effects of climate change, and how climate economists acting as policy advisors ought to represent the uncertain possibility of catastrophe. Some climate economists, especially Martin Weitzman, have argued for a precautionary approach where avoiding catastrophe should structure climate economists’ welfare analysis. This paper details ethical arguments that justify this approach, showing how Weitzman’s “fat tail” probabilities of climate catastrophe pose ethical problems for widely used IAMs. The main claim is that economists who ignore or downplay catastrophic risks in their representations of uncertainty likely fall afoul of ethical constraints on scientists acting as policy advisors. Such scientists have duties to honestly articulate uncertainties and manage (some) inductive risks, or the risks of being wrong in different ways

What the alligator didn't know: natural selection and love in our mutual friend

This essay reads Our Mutual Friend as Dickens's rejoinder to Darwin's theory of evolution by natural selection, and sees it as a novel that is profoundly shaped by the imaginative impact of Darwin's work. However, the direct influence of On the Origin of Species is not the essay's major concern. Instead, the essay sees this novel as a response to some of the questions posed by Darwin's work about how a natural world driven by chance and contigency, death, waste and hunger might be redeemed. I focus on the figure of Mr Venus, the taxidermist who, I argue, is an affectionate portrait of Dickens's friend Richard Owen. By tracing Owen's involvement in debates over evolution and the origins of life, I show that these contemporary debates had a considerable backwash in a novel saturated with the metaphors of evolution, and centrally concerned with the nature of, and the relationship betweeen, life and death. I suggest that Mr Venus's shop is a comic version of the Hunterian Museum, over which Owen presided, and that its portrayal encapuslates the novel's concerns with evolution, life and death. I argue that Dickens's response to the challenge of Darwinism is to see love as the world's redemption, and that he uses transmuted versions of Mr Venus's shop as a vivid metaphor for the idea that love is the redeeming spark of life. I suggest, though, that in the post-Darwinian imaginative landscape, love could not redeem all, and that Dickens's redeeming vision of love is finally inadequate to save all his characters. 'What the alligator knew, ages deep in the slime' was that love was powerless against nature - and what it didn't know, and Dickens tried to show in this, his last completed novel, is that in spite of the ruthless rapacity of both nature and human society, love makes the world go round

THE MORAL ENVIRONMENT OF PUBLIC POLICY

Public Economics,

Spartan Daily, November 25, 1941

Volume 30, Issue 41https://scholarworks.sjsu.edu/spartandaily/3361/thumbnail.jp

Quality criteria in educational research: is beauty more important than popularity?

Presentation Contents: HISTORICAL CONTEXT: The poor quality of educational research THE DISCUSSION FRAMEWORK: Assessing Quality in Educational Research CRITIQUES: Is assessing the quality of educational research possible or necessary? During the past decade, as national governments more particularly in the USA and the UK have scrutinised more closely the cost effectiveness and impact of research funding within higher education, they have become critical of the overall quality of educational research, in terms of its scientific rigour, its utility for practitioners and the manner in which it is assessed. This paper addresses the reasons why the quality of educational research was questioned and then examines the discussion framework for assessing quality which emerged. Following from this, the merits of possible internal and external criteria for the worth of educational research are considered. The links between these criterial sets and the function and purpose of qualitative and quantitative approaches to educational research are considered. Finally the question of whether educational research is an art or a science is addressed. RESEARCH: into education – are medical and economic models appropriate? EDUCATION: Is it an art or a science (or what)