The Collective Action Problem of Climate Change: Learning through a Simulation

Abstract

Classroom setting: "Ways of Knowing" is a required sophomore-year course (~100 students) on liberal arts epistemology: how different disciplines ask and answer questions about the world. The common theme of climate change serves as a concrete mental hook for student comprehension of the similarities and differences between these disciplines. Besides the usefulness of climate change as a tool for teaching epistemology, climate change is of existential importance for our students, both as global citizens and as residents of the hydrocarbon-rich monarchy of Qatar.

Original collective action simulation: Thomas (2002), "Isle of Ted"

Modification: "Isle of Ted: Climate Change"
How can we modify the simulation to encompass specific collective action problems of global climate change? FISHING: adding an example of a common-pool resource (non-exclusive, limited) and its prisoner's dilemma, the tragedy of the commons. PIRATES: increasing the strength and frequency of attacks over time, mirroring the exponential increase and unequal distribution of environmental risk.

Student reflections
"The fish represent a common-pool resource since the public can access it. The difference between common-pool resources and public good is that common-pool resources are limited. If we had been more careful with our resources and not over-fished, we would have had more points. The more we overfish, the lower the population got until it could not regenerate in time. We started to get hints about that. We started seeing the rate of return. Some groups said 'I better not send out fishing boats then' and others sent more boats to get the fish while they were still there, and that is a great example of why we should have more monitoring."
"We considered the isle defense as a public good and decided to free-ride. We seized the opportunity. We communicated to other groups that we will contribute to defense points (successful coordination) to make sure that they did, then we did not (lack of implementation). We considered the fact that we will not get attacked by pirates since we are not in the coastal area, and we did not invest."
“Playing the Isle of Ted really opened my eyes and it made the terms that we’ve studied come to life. . . . Even in one classroom, it was hard to coordinate, implement and work together for a common good. Comparing this to the world we live in, it shows that we have a lot of work to do to fight against global problems like climate change.”

Full text

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The Collective Action Problem of Climate Change: Learning through a Simulation
Jocelyn Sage Mitchell, Liberal Arts (Political Science), Northwestern University in Qatar
jocelyn.mitchell@northwestern.edu
Classroom setting: “Ways of Knowing”
Ways of Knowing is a required so phomore-year
course (~100 stude nts) on liberal arts
epistemology: how different disciplines ask and
answer questions about the world. The co mmon
theme of climate change serves as a concrete
mental hook for stu dent comprehe nsion of the
similarities and differences between these
disciplines. Besides the usefulness of climate
change as a tool for teaching epistemology,
climate change is of existential importance for our
students, both as global citizens and as residents
of the hydrocarbon-rich monarchy of Qatar.
Original collective action simulation:
Thomas (2002), “Isle of Ted”
Modification: “Isle of Ted: Climate Change”
How can we modify the simulation to enco mpass specific
collective action proble ms of global climate change?
FISHING
: adding an example of a common-pool resource
(non-exclusive, limited) and its prisoner’s
dilemma, the tragedy of the commons
PIRATES
: increasing the strength and frequency of attacks
over time, mirroring the exponential increase and
unequal distribution of environmental risk
Modified Rules Sheet
Student reflections
“The fish represent a common-pool res ource since the public can access it. The differen ce betw een common-pool
resources and public goo d is that common-pool resources are limited. I f we had been more careful with our resources
and not over-fished, we w ould have had more points. The more we overfish, the lower t he population got until it coul d
not regene rate in time. We s tarted to get hints ab out that. We star ted seeing the rat e of return. So me groups sai d ‘I
better n ot send o ut fishin g boats t hen’ and others s ent more boat s to get the fish while they were still there, and that
is a great e xample of why w e should have more monitoring.”
“We consi dered the isle defense as a public good and de cided t o free-ride. We seize d the opportun ity. We
communi cated to other g roups that we wil l contribute to defense points (successful coordination) to make sure that
they did, then we did n ot (lack of implementation). We considered the fact that we will not get attacked by pirates since
we are n ot in the coastal area, and we did not invest.”
“Playing the Isle of Ted really opened my eyes and it made the terms that we’ve stu died come to life. . . . Even in one
classroom, it was hard t o coordinate, im plement and work together for a common good. Comparing this to the w orld
we live in, it shows that we have a lot of w ork to d o to fight against global problems like climate change. ”
§Six groups, all on one island
§Groups begin with 10 points
each and may spend them
on roads and defense (public
goods)
§Groups earn points through
trading on the road, and lose
points in pirate attacks
§
Group actions are kept secret
!
Fish
Pirates
Theory discussion