Course:ECON371/UBCO2024WT1/Reflections/Chris ByungHoon Ahn
Reflection #2
As this quest nears its end I will have to reflect on the insights I actually gained. both in terms of environmental economics and in its intersection with social challenges. This adventure is transformational. It not only increased my theoretical understanding. But it also changed my worldview on pressing international issues. In this direction, my familiarity with environmental economics became limited. And my views on the relationship between economics and the environment were not always clear-cut. However, the topics we explored throughout the semester greatly inspired my educational, professional, and personal vision. By turning one or two studies into the most complete teaching you've ever had.
The two most powerful factors for me were my appreciation of clean technology and its wealth-creation potential in the economy. Discussing hydrogen and photovoltaic cars opened me up to the hurdles many of these innovations seek to overcome. And this consideration is predominantly in our low income and developing countries.. Prior to taking this course I will look at technological progress with focus on its implementation and its effectiveness. I say it is now understood that adopting clean technology requires more than just innovation. Significant political and market incentives are required. As with any international cooperation, barriers include high costs and lack of infrastructure. And heavy reliance on fossil fuels. It can happen. This complicates the transition to a cleaner energy system. The court also investigates forms such as political corruption. and the inefficiency of city bureaucracy in each region. This will further delay the delivery of portable solutions. These lessons not only highlight the economic impact of using clean energy; But it also emphasizes the importance of transparent governance and community participation in achieving global energy goals.
The third dimension which deeply struck me relates to poverty, inequality and the quality of the environment. Since childhood, since there is marked class polarization, I understand how environmental policies are predominantly biased towards the poor. For instance, we discussed how intervention measures such as carbon taxes aimed at reducing emissions can have a negative effect on these groups. In fact, it can be quite difficult for the economically disadvantaged or lower classes to obtain basic items as a result of developing high oil prices or energy taxes, which are supposed to be universal in nature. This understanding helped me to appreciate the need for fair policy formulation in which trade offs between social and environmental goals are taken into consideration. It also made me consider approaches for designing policies that aim at combating poverty and protecting the environment at the same time.
A major lesson from the course lies in the evaluation of mainstream economic models in relation to the environment. Specifically, cost-benefit analysis provoked severe disagreements as it was deemed as being insufficiently addressing long-term negative impacts, for instance, loss of biodiversity, irreversible effects of climate change as well as adverse social costs owing to environmental factors. As an example, it has been suggested that the net present value of immediate financial gain is often used in traditional economic analysis without giving full consideration to the future cost of extracting resources or destroying the ecosystem. Such a tendency to neglect non-marked benefits like the services of the ecosystem is the evidence of the obstacles we encounter in the quest to harmonize the approach to economic activities with the principles of sustainable development. I have learned from this course that sustainability is not simply about efficiency as it looks but it is definitely more complex as there are wider aspects at play most of which would need non-marketable resources. With these teachings, I am more motivated to understand how such negative externalities could be integrated within policies, especially where there seems to be a conflict between economic growth or environmental preservation.
Another noteworthy aspect of the course is its global perspective on climate governance. Learning about the differences between the Northern and Southern Hemispheres is fascinating. especially in terms of financing climate adaptation and resource distribution. Many poor countries have the lowest global greenhouse gas emissions. These groups are likely to be the most vulnerable to the impacts of climate change. This fundamental gap between responsibility and accountability raises ethical questions about the political justice of the global climate. Discuss how rich countries should provide economic and technological assistance to poor countries. It highlighted ethical dilemmas related to global environmental policy. It is also worth reading Eleanor Ostrom's theory on the dynamics of hidden aggression. It provides a practical framework for promoting cooperation and shared responsibility in resource management. And his ideas continue to challenge claims. Society is called "collective suffering" where society saves resources through collective action which shows how they can cope.
The emphasis on interdisciplinary approaches throughout this study is also enlightening: for example, we examined the intersection of economics, political science, and social science in solving environmental problems. As I connect economic theory with real world examples such as the social and political dynamics of climate negotiations. and obstacles to renewable energy I understand the complexity of these issues better. These interactions helped me see that solving environmental problems requires stark compromise. This doesn't just take into account economic incentives. but also political, cultural and social factors.
Ultimately, I turned specifically to the collaborative nature of this path for inspiration. Class discussions and group activities create an environment where different perspectives can be shared and named. Hearing the experiences and critiques of two compilers helped me understand that social issues are not just ideological questions. But it's also a deeply non-public difficulty that influences people and groups in extraordinary methods. The interactive layout of the direction is coupled with idea-scary lectures and lectures. It creates a feel of cause and urgency in addressing the social demanding situations we face these days.
Overall, this course not only provides a solid foundation in environmental economics but it also encouraged me to think specifically about the challenges we face as a global community. As I move forward I plan to use these concepts in academic and real-life contexts. I committed to advocating for sustainable medicine with a focus on equity. Connection and long-term effects This reflection alone is not the end of the course. But it is also the beginning of a more informed and thoughtful view of the world.
Prof: Much is written here that is neither in the text chapters we covered, the additional readings you were asked to speak about, nor to my memory a significant part of any class discussions. I do not know any work by Eleanor Ostrom, at least on the person whose readings were provided in class, that considers the dynamics of hidden agression.