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Cultivating a Pedagogy of Empathy: Teaching Science Fiction in a Changing Biotechnological World

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Cultivating a Pedagogy of Empathy: Teaching Science Fiction in a Changing Biotechnological World Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2019 Cultivating a Pedagogy of Empathy: Teaching Science Fiction in a Changing Biotechnological World Kathy L. Avery Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Elementary Education Commons, Higher Education Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Avery, Kathy, "CULTIVATING A PEDAGOGY OF EMPATHY: Teaching Science Fiction in a Changing Biotechnological World" (2019). Electronic Theses and Dissertations. This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. CULTIVATING A PEDAGOGY OF EMPATHY: TEACHING SCIENCE FICTION IN A CHANGING BIOTECHNOLOGICAL WORLD by KATHY L. AVERY (Under the Direction of John Weaver) ABSTRACT I argue that science fiction affords us the ability to think past our anthropocentrism opening up a space for us to consider our relationship to burgeoning biotechnologies and the other. I provide critical interpretations of science fiction film and literature which I believe stimulate the power of the narrative imagination to envision the “netherworld experience of the other.” I believe science fiction provides a site of speculation, a means to better understand and consider the role and position of the post/human as well as the vital issues of human equity and social justice as new technologies challenge the immutability of normatively human boundaries. Martha Nussbaum asserts that the power of the narrative imagination is crucial to the cultivation of sympathy and empathy which are key components of the best modern ideals of a democratic education. This study extends Nussbaum’s theories on the narrative imagination into the realm of science fiction film and literature. I argue that a pedagogy of science fiction not only awakens awareness of biotechnologies, but also stimulates the narrative imagination to empathetically envision a rapidly changing world. INDEX WORDS: Science fiction, Biotechnology, Moral imagination, Empathy CULTIVATING A PEDAGOGY OF EMPATHY: TEACHING SCIENCE FICTION IN A CHANGING BIOTECHNOLOGICAL WORLD by KATHY L. AVERY B.S., Wesleyan College, 1985 M.Ed., Georgia College and State University, 2006 Ed.S., Georgia College and State University, 2007 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA ©2019 KATHY L. AVERY All Rights Reserved 1 CULTIVATING A PEDAGOGY OF EMPATHY: TEACHING SCIENCE FICTION IN A CHANGING BIOTECHNOLOGICAL WORLD by KATHY L. AVERY Major Professor: John Weaver Committee: Daniel Chapman Nathan Snaza Ming Fang He Electronic Version Approved: December 2019 2 ACKNOWLEDGMENTS I would like to express my sincere appreciation to Dr. John Weaver and my dissertation committee who kept the faith while mine faltered. I appreciate the patience and guidance you afforded me throughout this process. 3 DEDICATION It is my privilege and honor to dedicate this doctoral dissertation to my wonderful parents, Larry Currie Avery and Patricia Page Avery, whose love and unwavering support made this journey possible. 4 TABLE OF CONTENTS ACKNOWLEDGMENTS………………………………………………………………….……..3 CHAPTER ONE: INTRODUCTION…………………………………………………….……...8 Statement of the Problem……………………………………………………………….……..9 Thesis Statement…………………………………………………………………….….…….11 Science Fiction as Posthuman Scholarship………………………………………………..….11 The Mythical Chasm Between Life as We Know It and What It Might Be………….………13 Envisioning New Technologies…………………………………………………….………..14 Inspiring Empathy……………………………………………………………….…………..15 Themes of Equality and Justice……………………………………………….….…………..16 Challenging Traditional Humanist Views………………………………………...………….17 The Intersection of Technology, Literature, and Film…………………………..….………...20 Social, Cultural, and Political Metaphor…………………………………………......……….22 Early Science Fiction………………………………………………………….……………...29 Potential Pitfalls……………………………………………………………………...……….32 The Narrative Imagination…………………………………………………………………….37 Post/Human Nature………………………………………………………………..…….…….40 Overview of the Chapters…………………………………………………………...………..51 5 Concluding Thoughts…………………………………………………..…………………….54 CHAPTER TWO: HUMAN IDENTITY IN A POSTHUMAN WORLD………………..…….57 Never Let Me Go Summary………………………………………...………………………...59 Human Identity vs. Human Nature………………………………………….………………..61 Notions of Kinship…………………………………………………………………..……….67 In Search of the Possibles……………………………………………………….…………....68 At the Gates of Difference……………………………………………………….…………...69 Willful Ignorance……………………………………………………………………………..70 Denial of Rights of Full Rights of Personhood……………………………………………….71 Embodiment as Exclusion, Hopelessness, and Isolation………………..……………………74 Body as Site of Colonization………………………………………………...……………….80 Concluding Thoughts………………………………………………………..……………….84 The Island Summary………….………………………………………….…………………...85 Ignorance is Bliss………………………………………………………….……………….....89 Control by Regulation and Conformity……………………………….……………………...91 The Posthuman as Commodity………………………………………….……………………94 6 CHAPTER THREE: THE GENETIC DIVIDE……………………………………...…………101 GATTACA Summary……………………………………………………...…………………103 Vincent, Jerome, and Eugene…………………………………………………..…………...105 Finding New Ways to Discriminate………………………………………………..……….106 God-child vs. Man-child………………………………………………………….…………107 Discrimination, Oppression, and Genoism……………………………………………...…..108 The Burden of Perfection…………………………………………………………...……….112 Cyteen Summary…………………………………………………………………..…….…..117 Safety Concerns of Cloning to Produce Children…………………………...………………124 Problems Relating to Identity and Uniqueness……………………………………...………129 Views of Human Procreation, Child-rearing, and Familial Relationships…………...……..135 CHAPTER FOUR: ORGAN TRANSPLANTATION, IDENTITY, EMBODIMENT, AND BIO-CAPITAL…………………………………………………………………………..137 Repo Men Summary……………………………………………………………..……….…139 Transplantation and Ontology…………………………………………………..………..…142 Personal Identity and Organ Transplantation…………………………………...…………..145 Body Ownership…………………………………………………...………………………..148 7 Liminal Lives……………………………………………………...………………………...160 The Jigsaw Man Summary………………………………………………..…………………162 Organ Commodification……………………………………………………...……………..165 Felons as Bio-Capital……………………………………………..…………………………166 Financial Incentivization of Organ Donation……………………………………………….172 CHAPTER FIVE: EDUCATION FOR A DEMOCRATIC AND SOCIALLY JUST SOCIETY……………………………………………………………………………………….179 Empathy and Fiction………………………………………………………………………...183 Empathy and Film…………………………………………………………… ……………...186 Science Fiction and Empathy………………………………………………………………..189 The Moral Imagination………………………………………………………………..…….190 Science Fiction as the Solution…………………………………………...…………….......192 REFERENCES…………………………………………………………………………………201 8 CHAPTER ONE INTRODUCTION “Individual science fiction stories may seem as trivial as ever to the blinder critics and philosophers of today – but the core of science fiction, its essence has become crucial to our salvation if we are to be saved at all.” Isaac Asimov In the movie, Deep Blue Sea (1999), a group of scientists conducting genetic engineering while searching for the cure for Alzheimer’s unwittingly created a mutant strain of intelligent, bloodthirsty sharks. One of the characters asked, “What in God’s creation is that?” Samuel Jackson responded, “It’s not God’s creation, it’s ours.” The character of Dr. Susan McCallister stated, “Their brains weren't large enough to harvest sufficient amounts of the protein complex. So we violated the Harvard Compact and Chimera Policy. Jim and I used gene therapies to increase their brain mass, a larger brain means more protein. As a side effect the sharks got smarter. We're this [emphasis added] close to the reactivation of a human brain cell.” Carter Blake, Jackson’s character retorted, “No, what you've done is taken God's oldest killing machine and given it will and desire. What you've done is knocked us all the way to the bottom of the goddamn food chain. It's not a great leap forward in my book.” Just as Shelley created Frankenstein by tampering with nature, these scientists created an “underwater world of gliding monsters” with no thought given regarding ethical issues, exploitation, and potential hazards. In Jurassic Park (1993), Dr. Ian Malcolm questioned the liberties that John Hammond had taken with nature by stating, “Don't you see the danger, John, inherent in what you're doing here? 9 Genetic power is the most awesome force the planet's ever seen, but you wield it like a kid that's found his dad's gun.” John Hammond responded, “I don't think you're giving us our due credit. Our scientists have done things which nobody's ever done before.” Dr. Malcolm retorted, “Yeah, but your scientists were so preoccupied with whether they could that they didn't stop to think if they should. God help us; we're in the hands of engineers.” Statement of the Problem Biotechnical interventions on the body will co-exist and evolve alongside ideas of democracy, morality, and the
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