Some Phys-L subscribers might be interested in a recent post "Energy
Efficiency, the Jevons Paradox, and the Elephant in the Room:
Overpopulation" [Hake (2009)]. The abstract reads:
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ABSTRACT: David Goldstein (2004) has claimed that (paraphrasing):
"enlightened energy efficiency policy can have much greater effects
on environmental problems than any of the solutions proposed by
Bartlett (2004) - stopping population growth - or Weisz (2004) -
close international cooperation, peace, and security. The Jevons
Paradox (or "rebound effect") ['technological progress that increases
the efficiency with which a resource is used, tends to increase
(rather than decrease) the rate of consumption of that resource"]
would tend to counter Goldstein's claim. But four reports brought to
my attention by Goldstein either neglect rebound effects or regard
their influence as relatively small. But even if rebound effects are
small can "enlightened energy efficiency policy" by itself tame the
ELEPHANT IN THE ROOM: OVERPOPULATION?
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What does all this have to do with physics education?
James J. Duderstadt, University of Michigan President Emeritus and
Professor of Science and Engineering wrote in his book "A University
for the 21st Century": "Universities must take the lead in developing
knowledge and educating the world's citizens to allow us to live
upon our planet while protecting it."
REFERENCES
Hake, R.R. 2009. "Energy Efficiency, the Jevons Paradox, and the
Elephant in the Room: Overpopulation," online on the OPEN! AERA-L
archives at <http://tinyurl.com/ylb8tdt>. Post of 9 Oct 2009
11:52:01-0700 to AERA-L, Net-Gold, & Physoc.