Re: [Phys-l] Misconceptions in the Population/Energy Debate #2

[Bernard Cleyet <bernardcleyet@redshift.com>]

On the contrary, I made *no* reference to an exponential and wrote
(paraphrasing): "I think recognition of *both* the 20,000 lb
overpopulation elephant and the 600 lb energy-use gorilla is
necessary, but not sufficient, to promote the preservation of life on
planet Earth."  R. Hake



While the implications of Hardin's essay are broadly defined, a  
central point of his essay was that adding offspring to the human  
population was a freedom, and that in order to prevent the  
degradation of the earth and its ability to support human existence,  
humanity needed to cede the freedom to reproduce.[1]



http://en.wikipedia.org/wiki/Tragedy_of_the_commons




bc,  Friend and student of Garrett's and has done his part -- no  
children.



On 2009, Nov 16, , at 15:27, Richard Hake wrote:

> What does all this have to do with physics education? H.G. Wells
> (1920) wrote: "Human history becomes more and more a race between
> education and catastrophe."  Eighty-nine years later James J.
> Duderstadt (2000), University of Michigan President Emeritus and
> Professor of Science and Engineering in his book "A University for
> the 21st Century" echoed Wells' emphasis on the importance of
> education, writing: "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."