Public Deliberation with Climate Change: Opening up or Closing down Policy Options?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The principle of public participation is increasingly recognized as central for effective climate governance, although underpinning assumptions about what constitutes participation are not always clearly articulated. This article inquires into the challenges faced when lay citizens are asked to engage in deliberative ‘mini‐publics’ geared towards providing input into climate policy. While advocates claim that these innovative forums improve collective decision making by creating the conditions for a socially diverse constituency to learn about and deliberate on salient public issues, critics caution that the democratic potential of deliberative initiatives can be compromised from the outset by a deeper set of assumptions that position public meanings as the domain of expert institutions. Rather than opening up public issues to diverse meanings, mini‐publics can inadvertently close down public debate where only expert issue framings are considered valid, reasonable and credible. The admirable objective to include lay publics in climate policy can be limited in practice by a tendency to frame climate change as an inherently expert‐based issue. Defining the discussions as the exclusive preserve of experts can implicitly preclude wider public involvement, in turn limiting the knowledge and perspectives available for policy makers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it