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AUTHOR Allen, Sheilah TITLE The World according to Gene Rodenberry. PUB DATE [93] NOTE 20p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS English Instruction; Higher Education; Instructional Innovation; *Mass Media Role; Mathematics Instruction; *Popular Culture; Science Instruction; Secondary Education; Time IDENTIFIERS Deep Space 9; *; Star Trek the Next Generation; Story Concepts

ABSTRACT A teacher of reading across the curriculum uses stories, many based on the television show "Star Trek"or its derivatives "Star Trek: The Next Generation" (STNG) and "Deep Space 9," to illustrate educational theories and practice,. Theteacher began a discussion of the nature of language, meaning and the significance of literacy by discussing an episode of STNG entitled "Darmok" in which an alien race spoke only in metaphor. Humor is present in many episodes of "Star Trek," as wellas concepts like the power of fear. Cultural differences are explored in a number of episodes of STNG. The teacher uses "Star Trek"as an introduction to a lesson and as an impetus for story writing. One of the most enduring qualities of the three series is their focuson problem solving, which can serve as demonstrations for students. The series are also used for teaching the technique of role playing. Episodes of STNG and of "Deep Space 9" can be used to teach contentareas such as English, mathematics, history, physics, chemistry, and biology: "Clues" involves an examination ofspace and time; "Drumhead" involves a Joe McCarthy-like investigator; "Cause and Effect" involves a time loop; "Time's Arrow," involving backward timetravel and Mark Twain; "Emissary" deals with guilt, responsibility,and explaining the nature of time to an immortal-ace; and "The Forsaken" which involves a "shape-shifting" character. "Star Trek"helps teachers and students to think about politics, prejudice, feminism, leadership, addictions, loyalty froma different perspective. (RS)

*********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** Sheilah Allen

THE WORLD ACCORDING TO GENE RODENBERRY*

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TO THE EDUCATIONAL RESOURCE S P .. S 01 view or opinions staled In 11(15,1(0u n Jo n,neCeSSarOy represent olfir INFORMATION CENTER 'ERIC) OE RI posd(Lof poleCY Sheilah Allen

THE WORLD ACCORDING TO GENE RODENBERRY *

"Hollywood,America'sgreatest moderncontributiontoworld culture, is a business, a religion,an art form, and a state of mind? (Paglia, 1992, p. 14)

So what does Hollywood have to do with teaching?Perhaps, surprisingly, alot. Inthese daysofmid 1993 thelinesof distinction between reality and fantasyare increasingly becoming blurred.Hollywood helped to elect a president;more and more, the Hollywood view of the world is impactingon us through the all- pervasive media.Thus any story relates to the externalcontext of the Hollywood vision of the present--let alonethe future.

Recently I've become aware of the extentto which I use stories to illustrate educational theories and practices. I notice in my classes (I teach about readingacross the curriculum) that when I begin to tell or read a story, the studentsare attentive and focussed in a different way.They seem to relate to the story-tellingmode (the parable model).And the storiesItell are of different kinds,some

* For the non- inour midst, this will not make sense soyou may as well stop reading here.Even for Trekkies, you may needto buy one of the books about "Star Trek"or "Next Generation" which are listedin the References.By the way, Mac Leans magazinehas discovered that if you wanted to watch "Sror one of the offshoots, you could cio so 23 hours a week if you live in Vancouveror Toronto! Perhaps non-Trekkies needtothink about what studentsare watching as "Next Generation" and"Deep Space 9" are the most popular shows on television. 2 related to the past and some to the present. Favourite examples from the present relate, I must admit, to "Star Trek" or one of its derivatives: "Next Generation" or "Deep Space 9". Ina truly incredible way, "Star Trek" has becomeso much a part of the popular culture that many of us can talk withassurance about characters, episodes, and issues.I should add that other media--books, movies, magazines--and other television shows contributeto discussions in my classes.

What does this signify for my teaching practices?I assume that it's important for me torelate my teaching to students' interests and experiences. Through our shared experiences with "Star Trek"we find a common ground. I also assume that in order to teach certain behaviours I need to model ther.l.Making connections isvitally important for making learningcome alive.What does that mean to me, why should I bother to learn, why isitrelevant to my life? These are legitimate questions which deservean answer. In some sense, "Star Trek" provides a futuristic touchstone againstwhich all that we know now can be measured.And because of the positive view of the future left tous by Gene Rodenberry we can go forward with a sense of optimism and hope.

The impact ofthis worldview: on teaching practices can't be overemphasized. Inwhat follows, I want toexplorespecific examples from the media, pointing out howbehaviour and attitudes of other cultures and timesconnect to both my classrooms and secondary school classrooms. My purpose is to explore how these 3 environments can interact.At a time of confusion and chaos in the educationalenterprise we needtobe devisingstrategiesfor involving and interesting learners.Enter Hollywood.

On a recent rerun of "STNG" ("Star Trek the NextGeneration") Paul Winfield appeared as a reptilian alien who wantedto communicate with the (episode entitled "Darmok").The problem was that his race spoke only in metaphors:eg.Darmok and Jalad by the river in the moonlight.Captain Picard had to figure out whatsuch a

'sentence' meant, thereby enabling the tworaces to communicate. I found the problem-solvingprocess particulary fascinating. The poignant conclusion was indeed Picard'sunderstandingof the metaphoric language accompanied by the deathof the alien captain. He had given his life to establish this link.When I talked about this in my class, we began to explore thenature of language and meaning. The significance of literacy inits broadest sense was raised.

Whatever the merits areof learningindirectly as opposed to directly, the metaphors of "Star Trek"work for me. We learn about the meaning of being human fromSpock, the ; , the ; of the Continuum; and themany other aliens with whom the Enterprise comes in contact.From the original series to the present, those stories strucka chord with many of us, settingup connections to present learning.Only last week a student,a history major wanting to make past eventsmeaningful to students, asked me about an assignment in relation to "Cityon the Edge of Forever," the classic oldie with Joan Collinsas Edith Keeler.We discussed 4 how he could use this storyas an introduction to a lesson on World War II.

If I seem heretobe vacillating between thestory and the metaphors,thisisinpartpurposefulinthatI'mtryingto demonstrate the way Iuse the stories to make a point. If the connections are not clear, Iwill try to make them more overt.This is new territoryfor me asit was for my classes. We made adjustments to each ether in a fairly uniqueway inthat I tried things out on them that were risky forme. For example, prior to introducing a class on helping students to learn fromtext, I asked how many had seen the recent "STNG" in whichCommander Riker-- and a handful of others--were constantly tiredafter rest period. It turned out that they had been abducted byunknown aliens for scientific research.This led to our considering the conferenceat M.I.T.. held earlier this year, in whicha group of multiple abductees share id their experiences. We got into such issuesas ways of knoving,point of view, shared experiences(or thelack). By aroc9ing students' interest in such topics,I was able to make the connection to textbooks which make assumptionsabout student learners. We built together a repertoirefor making text more accessible to secondary school students.

To return to the metaphor, "StarTrek" enabled us to reflecton our present experiencesina detached way--we could think about politics,prejudice,femi"ism,leadership,addictions,loyalty and more from a different perspective.The themes in the episodes 5

provided leads forme torelate learning about those topics to learning about the topics inmy classes.When we were considering

metacomprehension and metacognition the example I used was from "STNG"--"Yesterday's Enterprise"--in which TashaYar came back (she had been killed ina prior season but was back in an alternative universeinwhichonlyGuinan----knewthat something was amiss).The meta concepts became understandable when related to 'sawareness of a different reality.We talked about thenatureof knowing aboutreality,both external and internal--hence the tie to metacognition.

Even asI am writing this, a student drops offfor me the Technical Manual for the Enterprise D ("STNG"'sstarship).Students have taken todoingsuchthingslately,includingsharing some prized possessions and collectors' items.What a wealth of data (nopun intended) and memorabiliaare available about this universe created originally by one person! IfI'm looking for a topic to demonstrate

brainstorming or webbing/mappingI'm pretty safe with anythingto do with "Star Trek".When discussing setting studentsup for relationships which spring to mindare those of Captain Picard or Counsellor Troi and thecrew. The issue of giving studentsmore responsibility for learning could includeconsidering Wesley Crusher, the young ensign whose educationwas guided by Commander Riker. There are no end cf examplesand points of comparison toconnect the "Star Trek" experience withmy students' lives and, ultimately, their students' lives. 6

Worf recently remarkedon the value of stories, "These are our stories.They tell us who we are."What Ipropose to do in what followsisto identify the stories from the original "StarTrek" as well as "Next Generation" which teacherscan use for a variety of

purposes. I willgive reasons for using the examples, explain strategies for using them, and share personalhighlights from my

experience.Then I will select four episodes from "Next Generation" to show how they can be used insubjects likeEnglish,social

studies, science, and mathematics. Finally Iwill choose examples from "Deep Space 9" to illustrate thevalue of recent episodes.

REASONS FOR USING "STAR TREK"

Why use "Star Trek" in the classroom?Because connections can be made between people's experiences throughthe 'metaphor' of "Star Trek." In an English class when qualitiesof characters are under consideration a good introductioncould be the examination of 's loyalty in "The Menagerie."Despite his friendship with Kirk andhiscommitmenttoStarfleet,hispriorassociationwith Christopher Pike compelled himto break regulations in order to give Pike thelife he deserved.This is a great episode fordiscussing issueslikejustice,freedom, sexuality, andappearance versus reality.Issues such as violence andpower arise in episodes in both series concerning the (andin the original the -- happily that conflict has beenresolved by the timeof"Next Generation"). 7

Another reason for using the seriesis their potential for exploring the issue of communicationas mentioned in the Winfield episode "Darmok." InEnglish, foreign languages, and social studiesthis story has relevance.Humour was often present in the original--see "A Piece of the Action"--gangland mayhem--and"The Trouble with "--another classic--as wellas the Harry Mudd episodes. From "Next Generation" see ""with a drunken crew and "The Outrageous Okono" with Data experimentingabout humour.For considering reason versus emotionwe need only to look at Spock and Data.Spock attempted to be Vulcan but hishuman side continually surfaced while Data aspires to be human (hisrecently developed ability to dream was revealed ina wonderful episode with clear implicationsforart classes as well as learningforliving and English classes.Self-expression is an importantconcept here.).

In dealing with such issuesas the holocaiv.i (past and present), an important episode from the originalseries is "Enemy Within" in which there are two Kirks due toa computer malfunction.The point is made that good and evil resideinall of us.A similar point is made in"Mirror, Mirror" in which alternative universesexist, the normal one and an evilone. Another facet to this episode is the power of theindividualto change history; thatis,nothingis written. A further example is "Lazarus" in whichtwo entities exist in parallel universes,one good and one evil.The series are morality plays, a concept not often revealedon television. 8

Historical continuity as an issue insocial studies is developed in the early "Conscience of the King" including vintage Shakespeareas well as in the more recent episodes in which Spock, ,McCoy and Scott crossed over to "Next Generation."(The ultimate cross over is , Gene's widow, who appeared as Nurse Chapel! in the original and as Lwaxana Troi in "SING" and "DS9"!)The truly incrediblescientific and technological advances evidentinboth

series canleadintodiscussions andlearningexperiencesin mathematics and the sciences.I am impressed with the care taken toauthenticatetheseseriesthroughconnectionswithsuch authorities as NASA and the Rand Corporation.What you see is all possible.A brilliant example from "Next Generation" is theholodeck. A student said to me yesterday, "They created virtualreality in the seriesand,withintheholodeck,anothervirtualreality." Imagination unbounded!

A concept like the power of fear is illustratedin several episodes. In "The Children Shall Lead Them" the Gorganexists due to the fears of adults raised by the children;in "The Dayof the Dove" an entity feeds on the fear of the Klingons and humans;in "" a Jack-the-Ripper-like alien thriveson terror. We areallafraid of something--in many cases rightly so--butweneed to recognize as the characters learn to do that thesefearsare counterproductive. Gene Rodenberry, through the metaphorof the series, spoke to our innermost feelings and gaveus a positive vision as an alternative to

much that we see aroundus. I use "Star Trek"--all three series--as a coping mechanism and try to convey this strategy tomy students. In our own computerage we cars be forewarned about the potential for possible abuse fromthe many examples from the original series involving cultures run by computers:"The Apple"--a peaceful people are stagnating, "For the World is Hollow and I Have Touched the Sky"--a group has touch withtheirreality, ""--peaceful behavior isreplaced at night by violence, "Return of the Archons"--the people behave likezombies.On the up side, clearly there are aliens greater thanwe know:the Metrons in "Arena,'" in "Assignment Earth," theThasians of "," the parents in "Squire of Gothos",the pure-energy beings in "" and the Traveler in "WhereNo One Has Gone Be., and "Remember Me."

Since I began writing this paper I've beenresearching by rereading my book on "Next Generation" (this is research?).I've come up with other theme issues whichare important toinclude such as the examination of cultural differences inepisodes like "Code of Honor" in which Tasha is abducted by Lutan,"The Last Outpost" in which the loathsome tradersare introduced, "Justice" in which Wesley broke a law on an alien planet, "AngelOne" in which women rule and men serve, and "Up the Long Ladder" withtwo diverse cultures--the 'Irish' versus the clones.

Other relevant themes involve diplomacyand self-sacrifice. Using diplomacy to solve problems is dealt within ""-- an Admiral ingests a drug which renders himyounger and younger, 10 -

""--a deaf mediator learnsto cope without his assistants, and "The Price"--Picard mediatesinthe saleofa 'wormhole' (a crucial concept for "DS9").Self-sacrifice is evident in "Haven"--Troi's betrothed dedicates his life to curinga disease, and Wesley gives up a place at the Academy in"Coming of Age." Obviously there are many more examples but I'mtrying to maintain some discipline here and not go over the top as theysay Down Under.

STRATEGIES FOR USING "STAR TREK"

Typically I use "Star Trek" as an introduction to a lesson to make connections to a topic or theme.For instance, if our topic relates to getting to know our students I might begin with"I,," about Hugh, the young Borg, in the positiveequivalent to the horrific "The Best of Both Worlds 1 and 2" in whichPicard became part of the Borg.This one allows us to considerexpectations versus reality. If we'll be discussing the importance ofgood communication skills, episodes with Guinan are alwaysa plus as are many of those with

Troi.Another way in which I use "Star Trek" is as an impetus for story writing. Episodes can serve as models for plotand character development--see the introduction of EnsignRo in "Ensign Ro" and the (picked up by Kira in"Deep Space 9") or the return of

Tashainthe formofher daughter whoispart Romulanin "Unification Part 2."The proliferation of novels basedon the two series is an indication thatmany writers and readers have bought into these alternate realities,as many students have. One of the most enduring qualities of the seriesis their focus on problem-solving and theycan serve as demonstrations for students on how to go about this.Whether itis Kirk or Picard trying to figure out a mystery, they both ask questions of theircrews and respect their input.The episodes in which Picard plays Dixon Hill ("Clues," "" and "Manhunt")or Data plays ("Elementary, Dear Data") are brilliant examples ofproblem-solving at its best.If cooperative learning is my focusI use the example of the process, mentioned above, whichoccurs in the forward lounge of Picard soliciting advice and opinions.He consistently defers to Troi for an analysis of aliens' mental state.

Ifrole-playingisthe technique I want to teach, the series are excellent for initiating this skill.Anyone who watches knows that Data doesn't use contractions, that Geordiisfun-loving and isn't, that Troi and Beverlyare supportive. It would be relatively easy for students to play these characters because theyknow them well. I strongly promote the sharing of assignmentsin my classes and this relates well to the sharing ofauthority between Picard and Riker. There are clear divisionsor lines of demarcation on the bridge. Yet they are interestedin one another's opinions and feedback, as I want my students to be.One other strategyIuse is the keeping of logs and journals.Here the Captain's log or personal logs can serve as examples of thekinds of entries students should make. The Captain's log correspondsto the learning log I have students keep while the personal logsequate to students' personal journals. 12

Historical continuity as aissue insocial stues is developed in the early "Conscience of t e King" as well in the more recent episodes in which Spock, Sa ek, McCoy anScott crossed over to "Next Generation."The truly credible scntific and technological advances evident inboth series can le into discussions and learning experiencesinmathemat dthe sciences. I was impressed with the care taken to aut ticate these series through connections with such authorities as NAAland the Rand Corporation. What you seeisallpossible. A rilliat example from "Next Generation" is the .A studet said to me yesterday, "They createdvirtualrealityintheseriesand,wit theholodeck, another virtual reality."Imagination unbounded!

HIGHLIGHTS OF USING "STAR TREK"

It's difficult for me to isolate the highlightsas I used the series in virtually every class.What they enabled me to dowas share on a personal level my and my students'common experiences.Someone asked me, "What aboutyour students who didn't watch?" My response was that virtually all did, partly due torny influence.One student who had never seen "Next Generation"became an avid fan who told me that he and his wifeare now Trekkies--she sent me her thanks.Despite differences in age and background,we were given a common frame of reference in which to make connections. IfIsaid, "Beam me up ." or "Live long andprosper" there was an

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immediate 'set' established for what I said next.A more obscure phrase is one I've used a lotlately--"Ruck protect."--because of some events in my own life due to the institutionI work in.Finally, the lines of communication betweenmy students and me have never been as strong.Only this morning a student relayed tome that because he knew I was writing this article, he had decidedto do a class presentation using a "Star Trek" format.

FOUR EPISODES OF "NEXT GENERATION" FOR SPECIFIC CONTENTAREAS

The first show I'm recommendingas a touchstone for different content areas is "Clues," an interesting examination ofboth space and time.The crew of the Entersprise passes out--except forData. Upon their recovery, he tells them that onlya few seconds have passed when in fact a day has passed. Themystery of why Data lied is explored as more evidencecomes forward from various crew members. This episode can be used ina biology class (Beverly's botany experiment and Worf's brokenwrist are crucial clues which can be connected to science), a math. class (Geordi'sdiscovery of the changing of the chronometer isa major clue which could be related to numeracy's importance),a history class (the isolationist policy of the Paxans has parallels in both the U. S.and Japan) or an English class (a character study could focuson why Data would lie or the 'story-within-a-story' could be considered).The point is to make a connection between students' experienceswith "Star Trek" and the learning which we want them to do.

15 - 14 - , "" is an unpleasant show in which the stunningJean Simmons of movie fame, herself a Trekker, playsan investigator a la Joe McCarthy. She and her team are equivalent to the Inquisition, so 1 clearly a history class could use thisfor a paralleltoeither historical event. Also the concept of The has significance for an examination of Imperialism.In addition, much is revealed about the Federation's legal system, connecting toconcepts in a law class:The Constitution and The Bill of Rights.The accident in Engineering which triggers the witch-hunt could be tiedin to a science class as the chamber explosion is heldto be the responsibility of Tarses, presumably a Vulcan but in facta (connections to chemistry, physics, and biology throughdilithium and genetics).Mathematical concepts can be related to and what these represent in the chronology ofa review of previous episodes for which Picard is being accused of violatingthe Prime irective. Also the concept of warp-drive has math. potential.

Again the point is to tie students' schema tonew knowledge. An English class might analyze the conflictinSimmons' character, Satie, or the plot development in the solution ofthe investigation. Reviewing previous episodes isa technique which students could use to effect in their writing:involve your reader by referring to what the reader already knows.

"Cause and Effect" is a fascinating story:the Enterprise is in a time loop.Each time the regular poker game is played byBeverly, Wort, Data, and Riker it seems increasingly familiar andpredictable.When the doctor treats Geordi for dizziness she hasa sense of deja vu.

1C - 15

The collision of the Enterprise with another shipcauses the loop to begin again.How the crew figures out what is happening and howit can be stoppedisa great example of problem-solving. The significance of the number three, which enables the cycleto be , would not be lost on a math. class,Nor would the ninety year loop experienced by the crew of the other !The physics involved in a tractor beam, in the concept of the shuttlebay, and the tiein between astronomy and the series is worthy ofexploration. At a recent astronomy conference held inmy building one display described "A New Radiation Hydrodynamics Code forthe Calculation of Supernovae Light Curves and ContinuumSpectra." My linted understanding of what thisis about stems primarily from "Star Trek."An English class could focus on the increasingparanoia which Beverly develops as she hears voices echoingin her cabin. They could also discuss the demands placedon an actor to do a scene over and over with slight variations each time.

Finally, the fifth season closing show "Time'sArrow" is brilliant and useful in many ways.From the perspective of an English class,the inclusion of Mark Twain in the script raisespossibilies for debate: how was Twain able to writea futuristic novel? What is t h e potential for time travel backwarasas well as forwards?And how does the concept of the arrow impact?For history, the connections to the study of the nineteenth century--whetherhere orin San Francisco--are evident. As necessity is themother of invention, so Data builds a machine to enable himto communicate with the Enterprise.He also builds a mobile forcefieldto counter a suspected

1", - 16 - alien threat tohistory. The local newspaper serves an important function--current events anyone? And archeologyiscertainly significant as well.The physics needed to understand the workings of the machine Data made as we!!as such concepts as triolic wave traces, forcefields, and timerifts and vortexes are fascinating to students.

TWO EPISODES OF "DEEP SPACE C" FOR SPECIFICCONTENT AREAS

The two shows I have selected to deal with,sans a book about them, are the pilot "Emissary" (which incidentallyis a book) and "The Forsaken"which aired only last week.One great value of both the seriesistheir potentialfor keeping usintouch with students' immediate experiences."Emissary" was a complex introductionto a new group of characters and a different situationor setting. It unabashedly made use of much high tech.but also dealt with such issues as guilt and responsibility,foreknowledge and fate,life vnd death.When Commander Sisko attemptsto explain the concept of time as we knowitto a race which isimmortal,allkinds of philosophic and linguistic problems arise. An English classis a great environmentinwhichtotalk about such things. Also characters are instrumentalinthis series as theywere inboth precursors;both work because wecare about the people involved.

Ina science class, consideration could be givento the special effects and high technology evidentin "DS 9".Some examples are

1C - 17 the holograms and the capacities of , the shapeshifter.However, the very existence of aspace station like Deep Space 9 relates to all aspects of the sciences. For a history class, the comparisons between human and culture (and history)go a long way in promoting a view of multiculturalism here andnow. The traditions of that people and their guerilla warfarewith the are certainly relevant today. The mathematical ramifications of the wormhole and its inhabitantspress to the boundaries of arithmetic theory. The stationisgroundedinmathematics,fromthe engineering considerations to the ideas of whatis possible.

"The Forsaken" is much 'scaled down' interms of special effects and focus on characters.The most important story lineis concerned with Odo, the shape shifter, and LwaxanaTroi in her most mellow role (although she was great with DavidOdgen Stiers in "STNG"'s "Half a Life"). History-wise, the between these two series is a point of discussion.How does this relate to media and historicalpersonalities such as President Clinton? Hollywood strikes again. For science, the special effectscontinue to be wonderful although limited in comparisonto the pilot (not so many incredibly effective holograms). Odo's 'meltdown'isterrific--how do they do that?Relating this to science experimentswouldn't be such a stretch. My focus in an English class wouldbe on the importance of communication skills,an on-going issueinallthe series.The initial conflict between Odc andLwaxana is resolved by the sharing of their weaknesses, surelyan important example for 18 - literature and life.Another point to apply for the consideration of short stories is the existence of subplots.

CONCLUSION?

In a way, there cannot be a conclusion to thispaper as the whole intent is for teachers to maintain an on-going interactionwith the media--in this instance, "Star Trek"--in order to make connections on a daily basis between students' experiences with these most popular series and the subjects under study in schools.The media are some of the most important influences on our students' lives. If we don'ttake advantageofthis, we aremissingincredible resources.The knowledge we want to teach, the skillswe want to develop,andtheattitudes we wanttoinstillcanallbe accommodated by utilizing the media.Yes,it takes some creative thinking.Thanks, Gene Rodenberry, for takinga big step for all of us. The worlds you created speak to bothour present and our future, enabling us to connect toour students in a unique way.We, as teachers, need to keep on trekking!

REFERENCES

Needleman, R. (Organian). (1980) The Official "Star Trek" Trivia Book.New York: .

Nemecek, L.(1992) The "Star Trek: The Next GeneraZion"Companion. New York: Pocket Books.