Program LMU Munich Climate School 2025

Prof. Dr. Julia Pongratz

How does the greenhouse effect work? What are tipping points all about? How do we know that the current climate change is due to humans? Can we still meet the 2 degree target? In this overview lecture, we highlight the most fundamental physical connections between human activity and the natural Earth system -- knowledge that can easily be used to refute popular climate skeptic arguments. Simplified in climate models and packed onto high-performance computers, these relationships provide us with predictions of how the climate will evolve in the future. We address the main driver of current climate change -- fossil and land-use emissions -- and make an informed speculation about whether we have already reached "peak emissions". Last, we discuss how to meet the Paris targets for limiting global warming and the challenges we face in doing so.

Dr. Wolfgang Obermeier

What does land use mean, how does land use and its changes effect the carbon cycle (and thus the climate), and what potential does land use offer to mitigate climate change?

About 3/4 of the land surface is used by humans, mainly for the production of food and raw materials for energy and fibers. This land use and the associated land use changes have long affected the climate, for example by altering biogeochemical processes such as the carbon cycle. For example, clearing forests for cropland typically results in the release of CO2 into the atmosphere, which increases the global greenhouse effect. In contrast, (re)forestation is probably the most discussed land use change option with a high potential to remove CO2 from the atmosphere by sequestering carbon, for example, in woody biomass. Accurate quantification of these effects is therefore crucial to quantify historical emissions from land use and to allow attribution to emitting countries. Furthermore, this is a prerequisite for analyzing the carbon dioxide removal potential of vegetation-based negative emission technologies for the future and thus for identifying pathways towards the desired goal of net zero emissions.

Tobias Nützel

Earth system models are important tools to strengthen our understanding of the global climate system based on the physical, chemical and biological properties of its components (atmosphere, ocean, cryosphere, land, and biosphere) and their interactions and feedbacks. Earth system models are also widely used to project potential climate futures under a wide range of scenarios.  

In this practice module, we will get a first impression of how Earth system models and its sub-components work. With the help of simple climate models, we will understand fundamentals of the climate system and approximate “What if”-questions (e.g. How would global temperature be without certain components of the earth system such as the ocean taking up heat? How does global temperature change in response to emission pulses of different greenhouse gases? How does global temperature change in response to large-scale modifications of the land surface such as large-scale re-/afforestation?). We will also compare our answers with output from complex Earth system models as used in the latest IPCC reports and discuss similarities and differences.

Prof. Dr. Henrike Rau

Drawing on a growing body of social-scientific work on climate change, this lecture examines how collectively held views of climate change and related practices vary significantly both within and between societies, producing divergent climate cultures. Calls for rapid and radical action, underpinned by alarmist views of climate change, contrast with more sceptical takes and variants of climate change denial. Moreover, there are perspectives that treat climate change as a manageable problem that requires measured action, contrasting with more radical perspectives that call for immediate action across a range of core policy areas. Considering the politics and practice of climate action, it emerges that climate cultures that dominate in elite circles, including among many scientists and decision makers, may prescribe courses of action that either bear no resemblance to or actually clash with the everyday experiences and practices of many citizens.

Dr. Jan Petzold

What impacts of climate change should we expect? What global patterns and trends can be identified? How useful are the latest conceptual and methodological innovations in climate change risk assessment? What are the options for adapting to climate change? Are there limits to adaptive capacity?

In this module we will look at and discuss the existing and expected impacts of climate change. We will get an overview of different ecosystems and human societies around the world, but also discuss hotspots with the most serious risks. In addition to the global overview, we will dive into selected case studies to illustrate the impacts of climate change and discuss methodological challenges in their assessment. Among other things, we will take a look at cascading effects. Building on this, we discuss the extent to which effective adaptation to climate change impacts will be possible, looking at the difficult questions of technical and economic feasibility, but also the cultural acceptance of competing adaptation options. Finally, we discuss if and when limits to adaptive capacity will be reached. Among numerous other sources, the presentation uses and explains recent results from international "assessments" such as those within the framework of the IPCC or the Global Adaptation Mapping Initiative (GAMI). In addition, the presentation combines the discussion of empirical or model-based findings with the discussion of newer conceptual and methodological approaches.

Prof. Dr. Karen Pittel

Since William Nordhaus was awarded the Nobel Prize in Economics in 2018 (for integrating climate change into long-term macroeconomic analysis), climate economics research has become more widely known. However, economists have been working on the economic impacts and consequences of climate change, the estimation of economic costs of mitigation and adaptation, international climate agreements and the design of climate policies for much longer. The module first gives a brief overview of the topics that climate economists deal with. Subsequently, the following topics will be dealt with exemplarily:

1. Approaches and challenges in assessing the effects of climate change, the so-called social costs of carbon.

2. Approaches to integrating climate impacts into economic decisions through CO2 pricing, and presentation and brief discussion of a climate economic model in the tradition of Nordhaus.

Dr. Maria Stockenreiter

The Climate School lecture about global change and aquatic ecosystems (Stibor) will show that climate change can have far-reaching impacts on lake ecosystems and the organisms that rely on them. Our excursion will provide hands on experience and observation of the physical, chemical, and biological characteristics of a lake ecosystem. Understanding these impacts is crucial for developing effective strategies to mitigate and adapt to the effects of climate change on lakes and other ecosystems. It allows us to gain an understanding of the interdependent relationships between living and nonliving components of the ecosystem, and how they are affected by various natural and human-induced factors. Additionally, it provides an opportunity to grasp the diversity of species and adaptations present in a lake ecosystem, and the importance of conservation efforts to preserve these unique habitats. Overall, this excursion will enhance our understanding of lake ecosystems and the need for further research. We will visit a pond in the English Garden where we will dive into the world of plankton and discuss possible effects of climate change. Each participant will have the opportunity to observe plankton organisms closely. Current research questions in aquatic ecology and possible applications can be discussed.

Prof. Dr. Herwig Stibor

The biological effects of climate change are often seen in the context of individual species adapting to higher temperatures. However, species never live in isolation, but in association with other species with which they interact in complex ways. These interactions (competition, predation, symbiosis) influence both the extent of possible adaptations of individual species to environmental changes and their effects on regional and global biochemical cycles. Additionally, climate change is more than just increasing temperatures. Using examples from aquatic ecosystems, the complex interactions between temperature, the physical and chemical environment and biological adaptations are presented and discussed.

Prof. Dr. Joachim Haug

In the time of an ongoing biodiversity crisis, measuring biodiversity is essential for political decisions. Most measures of biodiversity are traditionally related to species richness, i.e. to counting species. This way of measuring has unfortunately severe limitations, which will be outlined. Furthermore, we will look at other possible measures of biodiversity and discuss what these can contribute to the evaluation of the diversity of a biological community, especially concerning functional aspects. Examples from the group of lacewings as well as from planktic crustacean larvae are used to demonstrate the benefit of additional measures.

Prof. Dr. Christoph Knill

In this modul, we take a comparative perspective on the factors affecting the adoption and implementation of national climate policies. We analyse, which factors affect the extent to which national governments respond to problems of climate change by adopting new policies and programs. Moreover, we take a closer look at the question of and to what extent these policy ambitions are actually matched by corresponding administrative capacities for effectively implementing these measures.

Prof. Dr. Christian Walter

This module aims at providing an overview of the international legal framework of climate protection. It will address the relationship between the UN Framework Convention of Climate Change of 1992 (UNFCCC) and the Kyoto Protocol of 1997 and the Paris Agreement of 2015. The combat against climate change will be put into the overall context and development of international environmental law. However, the main focus of the presentation is on an analysis of the main mechanisms provided for under the Paris Agreement.

Prof. Dr. Helmut Satzger/Dr. Nicolai v. Maltitz

In the intensification of the "climate crisis", responsibility for climate change and consequential climate damage is currently moving more and more into the focus of the (world) public. In this context, our module on "Climate Criminal Law" explores the question of what role (criminal) prohibition and sanction standards can play as part of an efficient climate policy. We therefore will take a closer look at the possibility of penalising climate-damaging behaviour.

Prof. Dr. Katja Radon/Bernarda Espinoza Castro

One Health is an approach that looks to humans, animals, and the environment as connected and interdependent entities. Within this holistic and interdisciplinary approach, climate change is of critical importance because it unfolds severe and ever-increasing impacts on the health of humans and more-than-humans alike. This session will give you a first inside into looking at climate change through the One Health lens. If we gain your interest, you might also be interested in taking part in our international game-based online course (https://www.cih.lmu.de/education/short-term-courses/one-health-and-climate-change-course).

This module will bring a climate change problem through the One Health perspective, exemplifying its potential for the prevention and mitigation of impacts and the continuation of solutions. In a role-playing game, participants will personify and explore the standpoints of different actors and generate ideas to help a city suffering from climate change-related health issues.

PD Dr. med. Günter Fröschl

Climatic conditions have an impact on vectors of infectious diseases. Changes in these environmental factors do therefore bring about changing epidemiological patterns of vector-borne diseases. This talk will give an overview over the most important vector-borne diseases, their corresponding vectors, and the influence of climate change. Some examples of already changing epidemiological patterns will be given next to an outlook on what physicians and citizens will have to expect in the future.

Prof. Dr. Christian Fries

Integrated assessment models combine geophysical climate models (e.g. how CO2 concentration influences temperature) with economic models (e.g. how the economy impacts CO2 concentration and how a rise in temperature damages the economy).

Interest rates are relevant in assessing present and future damages as they determine how they may be compared.

This approach bears some interesting (philosophical) questions related to inter-generational equity once the underlying financial principles are understood.

In this presentation, we will give an elementary introduction to a simple integrated assessment model (the DICE model), an elementary introduction to interest rates and interest rate models and discuss the role of interest rates in climate models and intergenerational equity.

Dr. Gabriel Târziu

Climate change is one of the most important phenomena of our time. Most people, from all walks of life (teachers, farmers, artists, doctors, scientists, politicians, journalists, etc.), and of all ages are interested in it. But what kind of cognitive state occupies the central stage in the context of this interest and what exactly is it required to achieve that cognitive state? This is a philosophical question about climate change.

In this practice module, we will try to do two things. The first one is to learn a little bit about what exactly characterizes the philosophical perspective on climate change and why such a perspective is important (in particular, how it can help in dealing with climate scepticism). The second thing that we will do is to explore a philosophical answer to the question “What does it take to understand climate change?” In this part, we will learn that understanding climate change comes in degrees and can involve different things depending on what we take “climate” to mean. For instance, at a basic level, understanding climate change concerns the thermodynamic aspect of climate and can be achieved with the help of “toy” models such as the greenhouse model.

Prof. Dr. Markus Vogt

Climate protection as a right of freedom; synergies and conflicts between climate protection and poverty reduction; "common but differentiated responsibilities of nations"; global egalitarianism in climate justice? Models: "responsibility and capacity" vs. "contraction and convergence"; the CO2 budget approach; CO2 tax or certificate trading as a way to overcome market failure?

Prof. Dr. Lars Guenther/Dr. Simon Lübke/Prof. Dr. Imke Hoppe

How people think and feel about climate change largely depends on the sources they use to get informed about the topic. In climate change communication, various actors (e.g., scientists, politicians, journalists, NGOs, movements, etc.) strive to make their voices heard, and most people receive climate-related information through (digital) journalistic and social media. Therefore, it is crucial to pay attention to the diverse ways in which different actors represent – or frame – climate change—whether in texts, visuals, or multimodal combinations.

This talk will delve into the sources that people use to learn about climate change, with a specific focus on (digital) journalistic and other media representations of climate change—both textual and visual. The discussion will address the reasons for variations, typical actors involved, voices of skepticism/denial, the psychological proximity or distance in representations of climate change, and will briefly reflect on the implications for audiences receiving climate change information.

Dr. Cecilia Scorza-Lesch

Climate change is the greatest challenge for humanity in the 21st century and a key issue for the future of today's students. Many are taking the streets demanding "follow the science", but what does the science say? How to present a real description at school without causing fear but rather encorage students to combat global warming in working groups and to actively participate in the energy transition? The only way is connecting knowledge with behavioural transformation, STEM with ESD. The educational programme "Climate change: understanding and acting" sheds light on the causes and consequences of climate change and highlights the opportunities to take concrete action against it. The central element of the LMU educational programme is the STEM climate kit for schools with experiments. Ongoing teacher training courses complement the programme, which is being implemented in all German states.

During the workshop Dr. Scorza-Lesch will present examples of how to bring the relevant topic of Climate Change to schools through experiments and joint activities.