What does it mean, what does it take, and why is it important to understand climate change?

What kind of cognitive state occupies the central stage in our interest in the phenomenon of climate change? What exactly is required to achieve this cognitive state? This paper addresses these questions from a purely conceptual footing by delving into the recent philosophical literature on the nature of understanding. As it will be argued, given the cognitive benefits associated with this state and the (mostly) practical concerns underpinning it in this context, understanding is what we are after, at a cognitive level, when we are interested in climate change. Knowing this is important because it can be used to further determine (in a purely conceptual way) what is required to achieve this cognitive state as well as who can achieve it. Much of the discussion in this paper is devoted to showing that understanding climate change is a highly demanding cognitive state that can be achieved to different degrees and that requires different things depending on what we take ‘climate’ and ‘climate change’ to mean. The most important implication of this discussion concerns the level of understanding of this phenomenon that is achievable by laypeople: even though gaining a basic degree of understanding of climate change isn’t above laypeople’s capacities, when it comes to making the connection between climate change and the kind of phenomena that can negatively impact our society (e.g., extreme weather events), laypeople cannot do better than to trust the scientists.