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Intergenerational Equity in Times of Climate Change Legal Action: Moving towards a Greater Protection of Human Health?
Published in Stefania Negri, Environmental Health in International and EU Law, 2019
The first scholar to conceptualise intergenerational equity was Professor Brown-Weiss. Brown-Weiss elaborated a trusts theory where each generation acts both as a trustee for the planet with duties to care for it and a beneficiary with rights to use it. According to Brown-Weiss, all of us, the ‘human species’, we ‘hold the natural environment of our planet in common with all members of our species: past generations, the present generations and future generations’.11 It follows that the concept of intergenerational equity encompasses all generations, past, present and future and it is useful to see human community ‘as a partnership among all generations’.12 Each generation acts both as a trustee for the planet with duties to care for it and a beneficiary with rights to use it.13
Extension of the Pragmatic Value Set
Published in Jim Malone, Friedo Zölzer, Gaston Meskens, Christina Skourou, Ethics for Radiation Protection in Medicine, 2018
Jim Malone, Friedo Zölzer, Gaston Meskens, Christina Skourou
It was mentioned above that precaution is sometimes seen as addressing mainly the problems caused for future generations. While it is true that uncertainties about health effects are usually greater and sometimes of a completely different nature for the future than for the present, the point of the precautionary principle is how to behave under uncertainty in general. The consideration of the well being of future generations, on the other hand, seems to be captured best by the principle of sustainability. More specifically, many authors speak about intergenerational equity. Equity does not mean the same as equality, so we do not necessarily have to treat future generations the same as our own, but we have to treat them as fairly as we can. Sustainability can therefore be considered a corollary to the core principle of justice (for further considerations on the terms justice and fairness, see Chapter 7).
First a Basic Service for All
Published in Oliver Cumming, Tom Slaymaker, Equality in Water and Sanitation Services, 2018
This service provider funding gap is key for improving equity. It has implications for present levels of service since it is common that intermittency and water quality are worse than they should be, which could be due to underspending on OpEx or CapManEx. However, it also has intergenerational equity implications. Franceys et al. (2016) propose a qualifying fourth “T” to the 3Ts, which is “timing”, meaning that many service providers invest lower than the optimal level of capital maintenance for decades by postponing key repairs.23 Future users then have to foot the bill when the infrastructure eventually fails, what Gasson (2017) calls “accelerated depreciation”.24 During this failing period the poorest tend to be paying the price of low-quality service, usually being at the tail end of any pipe network, and therefore most vulnerable to service level reductions.
Education for sustainable healthcare: Leadership to get from here to there
Published in Medical Teacher, 2020
Judy McKimm, Nicole Redvers, Omnia El Omrani, Margot W. Parkes, Marie Elf, Robert Woollard
Combined global crises, including climate, COVID-19, and environmental change, requires global collective action at all scales. Such socio-ecological challenges require the engagement of diverse perspectives and ways of knowing, in addition to the meaningful engagement of all generations and stages of personal and professional development. It also calls on health professionals–as healers if you will–to make urgent yet thoughtful contributions to actions, and for healthcare education systems, their leaders and influencers, to recognize rapid social-ecological changes as complex challenges directly rooted in ‘place-based experiences’ within the societies and ecosystems on which we depend. The attendant responsibility embraces all health and social care professions across the full span of lifelong learning, and requires interprofessional learning and working (Schwerdtle et al. 2020). There is also an issue of intergenerational equity and justice that cannot place an undue responsibility and emphasis on new-to-the-professions learners. The nature, objectives, methods, analysis and assessment of success for the needed Education for Sustainable Healthcare (ESH) curricula and collaborative ways of working are well outlined in the preceding contributions in this special issue of Medical Teacher.