The Humanities' Role in Addressing Climate Change Through Fictional Narratives
Tackling environmental challenges has required the expertise of fields outside of science, namely the humanities. Literature, in particular, has largely contributed to global environmental protection. More specifically, this paper suggests that fiction stories have actively participated in helping scientists and nonscientists alike to shape better environmental sense for their readers. To illustrate, the texts of many influential environmental writers, such as John Muir and Rachel Carson, incorporate stories in scientific writing to successfully impact readers and develop planetary awareness and responsibility. In highlighting the role of literature and stories in making the environmental discourse effective for environmental scientists, this paper also turns attention toward the literary genre of speculative fiction. The environmentally-abundant writings of speculative fiction can actively challenge and expand our assumptions on many human and nonhuman issues. Additionally, since these narratives call for critical approaches that interpret their environmental meanings, ecocriticism can be a reliable interdisciplinary lens in this regard. The ecological literary approach facilitates both reading environmentally-focused fiction as well as connecting scholars and practitioners from different fields to collaborate under the encompassing field of the environmental humanities.
Keywords: science and the humanities, climate change, speculative fiction, ecocriticism, the environmental humanities
The Global Partners in Education Journal (the “Publisher”) and the Author(s) agree as follows:
1. Author(s) hereby grant to Publisher all right, title, and interest in and to the Work, including copyright to all means of expression by any method now known or hereafter developed, including electronic format. If Publisher does not publish the Work within two (2) years of the Effective Date, copyright shall revert back to the Author. Publisher agrees to always credit Author(s) as the author(s) of the Work.
2. Publisher hereby grants Author a royalty-free, limited license for the following purposes, provided the Work is always identified as having first been published by Publisher.
• The right to make and distribute copies of all or part of the Work for use in teaching;
• The right to use all or part of the material contained in the Work in a book by the Author(s), or in a collection of the Author(s)’s work;
• The right to use and distribute the Work internally at the Author(s)’s place of employment, and for promotion and any other non-commercial purposes;
• The right to use figures and tables from the Work for any purpose;
• The right to make presentations of material from the Work;
• The right to use and distribute the Work on the Author(s)’s Web site and on the Author(s)’s university’s institute repository;
Such license shall be effective when the Work is first published in the Journal of Curriculum and Instruction.
3. The Author(s) represents and warrants that the Work: (a) is the Author(s)’s original work and that Author(s) has full power to enter into this agreement; (b) does not infringe the copyright or property right of another; (c) contains no materials which is obscene, libelous, defamatory or violates another’s civil right, right of privacy, or is otherwise unlawful; and (d) has not been previously published, in whole or in part. Author(s) shall indemnify and hold Publisher harmless against loss or expenses arising from breach of any such warranties.