PRACTICE
Below are several textbooks with ideas on how to integrate science fiction or picture books into the classroom to increase scientific literacy. Click on the images to be linked to the Amazon pages. Provided below are also two journal articles advocating the use of picture books in secondary education and its content areas, validating the inclusion of the textbooks that pertain to picture books.
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ANNOTATED BIBLIOGRAPHY
Ansberry, K., & Morgan, E. (2010). Picture-perfect science lessons - Expanded 2nd edition: Using children's books to guide inquiry, 3-6. National Science Teacher's Association.
As a bestseller and winner of the 2011 Bronze EXCEL Award from Association Media & Publishing, this textbook combines children's picture books with Standards-based science content. With twenty-five, "ready-to-teach" lessons that include student worksheets and assessments, this textbook offers both fiction and nonfiction picture books for use with hands-on science learning. Offering reading strategies (i.e. anticipation guides, visual representations, rereading, stop and jot, word sorts, and think-pair-share, etc) and background notes about science concepts (to serve as "refreshers" for teachers), and two science models (BSCS model (Biological Science Curriculum Studies) and the 5E model (Engage, Explore, Explain, Elaborate, and Evaluate)), lessons include "Batteries Included," "The Secrets of Flight, and "Down the Drain." They are clearly state their associated National Science Education Standards. Some of the picture books explored in this textbook are Rita Golden's Rice is Life, Eric Carle's A House for Hermit Crab, and Dr. Xargle's Book of Earthlets. There are two more textbooks in this series (picture above), but this one aims at the highest grade level (3-6).
As a bestseller and winner of the 2011 Bronze EXCEL Award from Association Media & Publishing, this textbook combines children's picture books with Standards-based science content. With twenty-five, "ready-to-teach" lessons that include student worksheets and assessments, this textbook offers both fiction and nonfiction picture books for use with hands-on science learning. Offering reading strategies (i.e. anticipation guides, visual representations, rereading, stop and jot, word sorts, and think-pair-share, etc) and background notes about science concepts (to serve as "refreshers" for teachers), and two science models (BSCS model (Biological Science Curriculum Studies) and the 5E model (Engage, Explore, Explain, Elaborate, and Evaluate)), lessons include "Batteries Included," "The Secrets of Flight, and "Down the Drain." They are clearly state their associated National Science Education Standards. Some of the picture books explored in this textbook are Rita Golden's Rice is Life, Eric Carle's A House for Hermit Crab, and Dr. Xargle's Book of Earthlets. There are two more textbooks in this series (picture above), but this one aims at the highest grade level (3-6).
Butzow, C. M., & Butzow, J. M. (2006). The natural world through children's literature: An integrated approach. Libraries Unlimited.
Focusing on twenty-five picture book titles, this textbook illuminates how they provide examples of nature (i.e. living things, earth/stars, natural changes/environmental interactions) for elementary students - specifically K-3 - to observe, describe, and discuss. In addition to a summary of each book title, the textbook offers, in every lesson plan, vocabulary lists, science key concepts, a crossword puzzle, and interdisciplinary activities for math, English, history, science, and art to develop students' general literacy and touch upon information literary. A bibliography of additional picture books and online resources conclude each chapter, as well.
Focusing on twenty-five picture book titles, this textbook illuminates how they provide examples of nature (i.e. living things, earth/stars, natural changes/environmental interactions) for elementary students - specifically K-3 - to observe, describe, and discuss. In addition to a summary of each book title, the textbook offers, in every lesson plan, vocabulary lists, science key concepts, a crossword puzzle, and interdisciplinary activities for math, English, history, science, and art to develop students' general literacy and touch upon information literary. A bibliography of additional picture books and online resources conclude each chapter, as well.
Czerneda, J. E. (1999). No limits: Developing scientific literacy through science fiction. Trifolium Books
For secondary teachers and high school students, this textbook includes classroom-ready worksheets, lesson ideas, extension opportunities, and activities, as well as an annotated resource list of print materials and websites. Since it is a teacher resource, there are also annotated versions of the original science fiction short stories, verse, and art in the student companion anthology, Packing Fraction and Other Tales of Science and Imagination. Based on the belief that science fiction is key to fostering "creativity in science," the textbook encourages the use of critical reading skills - like the analysis of nonfiction science writing - to investigate popular conceptions of science and scientists. The original worksheets require students to draw from their background knowledge and devise a character chart of the stereotypical mad scientist ("Recipe: A Mad Scientist"), analyze science vocabulary and its implications in the stories ("Beyond Mere Words"), design their own extraterrestrial species ("Alien Construction"), and compile a book report that tracks the science throughout a science fiction novel ("SF Book Report"). The textbook anthology include titles like, Robert J. Sawyer's "Stream of Consciousness," Josepha Sherman's "Ancient Dreams," and Jan Stirling's "Love is Chemistry." Each is accompanied with an illustration, a general reading level, and margin notes.
For secondary teachers and high school students, this textbook includes classroom-ready worksheets, lesson ideas, extension opportunities, and activities, as well as an annotated resource list of print materials and websites. Since it is a teacher resource, there are also annotated versions of the original science fiction short stories, verse, and art in the student companion anthology, Packing Fraction and Other Tales of Science and Imagination. Based on the belief that science fiction is key to fostering "creativity in science," the textbook encourages the use of critical reading skills - like the analysis of nonfiction science writing - to investigate popular conceptions of science and scientists. The original worksheets require students to draw from their background knowledge and devise a character chart of the stereotypical mad scientist ("Recipe: A Mad Scientist"), analyze science vocabulary and its implications in the stories ("Beyond Mere Words"), design their own extraterrestrial species ("Alien Construction"), and compile a book report that tracks the science throughout a science fiction novel ("SF Book Report"). The textbook anthology include titles like, Robert J. Sawyer's "Stream of Consciousness," Josepha Sherman's "Ancient Dreams," and Jan Stirling's "Love is Chemistry." Each is accompanied with an illustration, a general reading level, and margin notes.
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Czerneda, J., E. & Normand, J. (2007). Stardust: Tales from the wonder zone. Gazelle Book Services Ltd.
This title is part of a series of anthologies of original science fiction stories meant to teach particular science concepts (Orbiter, Explorer, Odyssey, and Polaris). There are five short stories included in this anthology, pulling in imaginative topics like a hidden thief, a planet's curse, a ground-breaking discovery, and an alien sky. The only downfall of this particular text is that its materials are not "authentic," as they were written specifically to teach a particular science concept.
This title is part of a series of anthologies of original science fiction stories meant to teach particular science concepts (Orbiter, Explorer, Odyssey, and Polaris). There are five short stories included in this anthology, pulling in imaginative topics like a hidden thief, a planet's curse, a ground-breaking discovery, and an alien sky. The only downfall of this particular text is that its materials are not "authentic," as they were written specifically to teach a particular science concept.
Lake, J. (2000). Literature & science breakthroughs: Connecting language and science skills in the elementary classroom. Pembroke Publishers.
Although geared toward an integrated science and ELA teaching approach in an elementary classroom, this textbook discusses strategies, webs, and skills charts for using poetry, nonfiction, big books, and pop-ups to illuminate science. By presenting hands-on, interactive activities, Lake advocates going beyond reading "about" science with lessons that would enable students to receive firsthand experience with scientific principles. Through a well-developed bibliography, the children's literature cited covers many aspects of the National Science Education Standards: life systems (i.e. plants, insects, living things), matter and materials (i.e. magnets, light, air), energy and control (i.e. wind, water, sound, electricity), structures and mechanics (i.e. functional design, pulleys, gears, motion), and earth and space systems (i.e. seasons, weather, rocks/minerals).
Although geared toward an integrated science and ELA teaching approach in an elementary classroom, this textbook discusses strategies, webs, and skills charts for using poetry, nonfiction, big books, and pop-ups to illuminate science. By presenting hands-on, interactive activities, Lake advocates going beyond reading "about" science with lessons that would enable students to receive firsthand experience with scientific principles. Through a well-developed bibliography, the children's literature cited covers many aspects of the National Science Education Standards: life systems (i.e. plants, insects, living things), matter and materials (i.e. magnets, light, air), energy and control (i.e. wind, water, sound, electricity), structures and mechanics (i.e. functional design, pulleys, gears, motion), and earth and space systems (i.e. seasons, weather, rocks/minerals).
Magner, L. (2007). The scientific method in the fairy tale forest. Pieces of Learning.
Presenting the idea of instructional and literacy strategies - from cooperative learning, summarizing, and note-taking - to teach fairy tales from the perspective of the scientific method, this textbook encourages critical thinking, inquiry, data collection, and the generation and testing of hypotheses within the context of classic tales. In support of the National Science Education Standards, the textbook addresses earth science (i.e. sun, weather, light energy), health science (i.e. anatomy, criminology, human observation), life science (i.e. ecology, animals, biology, plants and life cycles), and physical science (i.e. chemistry, chemical/physical change, matters, physics, friction), and operates under the notion that "once children are practiced in conducting science experiments, they can move to solving real life problems with the method." Therefore, the objective of its posed activities involves student fluency in the scientific method - but fluency not confined to the scientific domain.
Presenting the idea of instructional and literacy strategies - from cooperative learning, summarizing, and note-taking - to teach fairy tales from the perspective of the scientific method, this textbook encourages critical thinking, inquiry, data collection, and the generation and testing of hypotheses within the context of classic tales. In support of the National Science Education Standards, the textbook addresses earth science (i.e. sun, weather, light energy), health science (i.e. anatomy, criminology, human observation), life science (i.e. ecology, animals, biology, plants and life cycles), and physical science (i.e. chemistry, chemical/physical change, matters, physics, friction), and operates under the notion that "once children are practiced in conducting science experiments, they can move to solving real life problems with the method." Therefore, the objective of its posed activities involves student fluency in the scientific method - but fluency not confined to the scientific domain.
Raham, R. (2004). Teaching science fact with science fiction. Libraries Unlimited.
After summarzing five hundred years of scientific thought and the science fiction literature it inspired as well as confronting the issue of science fiction not being classified as "real" literature, this textbook offers detailed instructional ideas and activities, resources, and lesson plans appropriate for varying grade levels across history, math, and three scientific domains: the physical sciences, earth and space sciences, and the life sciences. Additionally, Raham covers the different science fiction formats, from radio and television to cinematic and online texts. A thorough, dense appendix provides an earth science unit, national science content standards, and references to keep fact and fiction differentiated.
After summarzing five hundred years of scientific thought and the science fiction literature it inspired as well as confronting the issue of science fiction not being classified as "real" literature, this textbook offers detailed instructional ideas and activities, resources, and lesson plans appropriate for varying grade levels across history, math, and three scientific domains: the physical sciences, earth and space sciences, and the life sciences. Additionally, Raham covers the different science fiction formats, from radio and television to cinematic and online texts. A thorough, dense appendix provides an earth science unit, national science content standards, and references to keep fact and fiction differentiated.
THEORY
Below are several books - ranging from dense titles, like The Age of Wonder to quicker reads, like The Two Cultures - that explore the origins and the development of the integration of science and the arts. Therefore, they provide detailed, thorough insights not only about how the two disciplines have combined throughout history, but also about why they should continue to come together more often. Click on the images of the book covers below to be linked to their Amazon pages.
ANNOTATED BIBLIOGRAPHY
Aït-Touati, F., & Emanuel, S. (2011). Fictions of the cosmos: Science and literature in the seventeenth century. University of Chicago Press.
Zooming in on the unique historical period between the Renaissance and the Enlightenment because the fields of science and literature were not so distinct and clear-cut as they are today, this novel explores the specific relationship between fiction and astronomy to illuminate how major scientific theories, like the Copernican hypothesis, found grounding and weight in the sciences. The defining thesis suggests that fiction "does more than help authors understand a new theory or communicate new knowledge to new audiences: it makes this knowledge newly authoritative and bestows a measure of being on both ideas and things." By examining writings of Kepler, Godwin, Hooke, Cyrano, Cavendish, Fontenelle, and through personal correspondences, drawings, and instruments, Aït-Touati evaluates the exchange of ideas between the scientific and literary disciplines.
Aldiss, B. W., & Wingrove, D. (2001). Trillion year spree: The history of science fiction. London: House of Stratus Ltd.
As an expansion on his 1973 Billion Year Spree, Aldiss's Trillion Year Spree: The History of Science Fiction still maintains arguments posed in his original, like the belief that "modern" science fiction can be dated from Mary Shelley's Frankenstein and that the editor of the Amazing Stories magazine damaged the scientific field more than he elevated it. The first ten chapters of the novel are directly pulled from the original text, but Aldiss added six new chapters to expand his ideas. In addition to critiquing Frankenstein and comparing all future science fiction works to its form, the novel examines other authors - like Poe, Wells, and Burroughs - as well as films, and the Victorian era.
As an expansion on his 1973 Billion Year Spree, Aldiss's Trillion Year Spree: The History of Science Fiction still maintains arguments posed in his original, like the belief that "modern" science fiction can be dated from Mary Shelley's Frankenstein and that the editor of the Amazing Stories magazine damaged the scientific field more than he elevated it. The first ten chapters of the novel are directly pulled from the original text, but Aldiss added six new chapters to expand his ideas. In addition to critiquing Frankenstein and comparing all future science fiction works to its form, the novel examines other authors - like Poe, Wells, and Burroughs - as well as films, and the Victorian era.
Beveridge, W.I.B. (1957). The art of scientific investigation. Blackburn Press.
Drawing from the discoveries and experiments of many famous scientists (i.e. Darwin, Pastuer, etc), this novel stresses that the "human factor" - the individual scientist - and his "intuitive side" are the key components of scientific advancement. Therefore, Beveridge doesn't shy away from the role of chance, error, and gut feeling in the research processes, fully embracing it as a necessary component. With entire chapters exploring topics like serendipity, intuition, and imagination, Beveridge goes beyond the scope of science and into the arts and humanities to present a thorough, well-argued perscription for the mental techniques that best prepare man for discovery and creativity in any discipline, not just science. With scientific invesigation and its associated mental processes illuminated as a creative art, the book opens effectively with the line, "...the most important instrument in research must always be the mind of man."
Drawing from the discoveries and experiments of many famous scientists (i.e. Darwin, Pastuer, etc), this novel stresses that the "human factor" - the individual scientist - and his "intuitive side" are the key components of scientific advancement. Therefore, Beveridge doesn't shy away from the role of chance, error, and gut feeling in the research processes, fully embracing it as a necessary component. With entire chapters exploring topics like serendipity, intuition, and imagination, Beveridge goes beyond the scope of science and into the arts and humanities to present a thorough, well-argued perscription for the mental techniques that best prepare man for discovery and creativity in any discipline, not just science. With scientific invesigation and its associated mental processes illuminated as a creative art, the book opens effectively with the line, "...the most important instrument in research must always be the mind of man."
Dawkins, R. (2000). Unweaving the rainbow: Science, delusion, and the appetite for wonder. New York, NY: Mariner Books.
Arguing that the "solution is often more beautiful than the puzzle" because it reveals deeper mysteries, Dawkins believes that Newton's discovery of white light's prismatic colors did not negatively "unweave the rainbow," as Romantic poet John Keats infamously claimed. Dawkins devotes a large portion of the text answering Keats, using the classical author's own rainbow example against him.But in addition, the novel explores everything from astronomy and genetics to language and virtual reality in order to combine them through the universal human desire for wonder and curiosity. With reason, wit, and clear prose, the novel contrasts two senses of wonder: the scientific and the obscurantist (or the religious), interestingly arguing that latter is one area of wonder not meant to be understood, but the former is meant to be.
Arguing that the "solution is often more beautiful than the puzzle" because it reveals deeper mysteries, Dawkins believes that Newton's discovery of white light's prismatic colors did not negatively "unweave the rainbow," as Romantic poet John Keats infamously claimed. Dawkins devotes a large portion of the text answering Keats, using the classical author's own rainbow example against him.But in addition, the novel explores everything from astronomy and genetics to language and virtual reality in order to combine them through the universal human desire for wonder and curiosity. With reason, wit, and clear prose, the novel contrasts two senses of wonder: the scientific and the obscurantist (or the religious), interestingly arguing that latter is one area of wonder not meant to be understood, but the former is meant to be.
Falk, D. (2014). The Science of Shakespeare: A New Look at the Playwright's Universe. Thomas Dunne Books.
Since playwright William Shakespeare lived during the Scientific Revolution, Falk theorizes that his work was influenced by his time period, and brings to light that fact that Shakespeare and that first phase of the Scientific Revolution aligned to forever change both of those disciplines, literature and science. In the book, Falk introduces readers to Renaissance thinkers that Shakespeare could have stumbled upon - and thus drawn from. For example, Thomas Digges published the first account of "new astronomy" and lived in the same neighborhood as the playwright. And astronomer Tycho Brahe's observatory stood within sight of Elisnore, which was the setting of Hamlet and whose family crest held character names. Ultimately culminiating to Galileo's ties to Shakespeare, Falk postulates the scientific impact on the most famous set of plays.
Since playwright William Shakespeare lived during the Scientific Revolution, Falk theorizes that his work was influenced by his time period, and brings to light that fact that Shakespeare and that first phase of the Scientific Revolution aligned to forever change both of those disciplines, literature and science. In the book, Falk introduces readers to Renaissance thinkers that Shakespeare could have stumbled upon - and thus drawn from. For example, Thomas Digges published the first account of "new astronomy" and lived in the same neighborhood as the playwright. And astronomer Tycho Brahe's observatory stood within sight of Elisnore, which was the setting of Hamlet and whose family crest held character names. Ultimately culminiating to Galileo's ties to Shakespeare, Falk postulates the scientific impact on the most famous set of plays.
Leavis, F.R. (2013). Two cultures?: The significance of C.P. Snow. New York: Cambridge University Press.
In a lecture that responded to C.P. Snow's lecture three years later after, "The Two Cultures," literary critic Leavis casts Snow's argument as "cultural criticism." The lecture attacked Snow's ideas, and - due to the growth in popularity and prominence of Snow since that "Two Cultures" lecture - Leavis failed miserably, and his lecture was negatively received. Listeners and readers (it was almost immediately published in The Spectator) felt that Leavis delivered his speech rudely, angrily, and savagely - and such was uncalled for and unwarranted. Leavis's main problem resided in the fact that Snow's idea of the "two cultures," by 1962, was no longer in debate; it was an accepted truth. Therefore, an attack on it would be hard to swallow, even if it had been eloquently and professionally delivered. This is an annotated version of his lecture.
In a lecture that responded to C.P. Snow's lecture three years later after, "The Two Cultures," literary critic Leavis casts Snow's argument as "cultural criticism." The lecture attacked Snow's ideas, and - due to the growth in popularity and prominence of Snow since that "Two Cultures" lecture - Leavis failed miserably, and his lecture was negatively received. Listeners and readers (it was almost immediately published in The Spectator) felt that Leavis delivered his speech rudely, angrily, and savagely - and such was uncalled for and unwarranted. Leavis's main problem resided in the fact that Snow's idea of the "two cultures," by 1962, was no longer in debate; it was an accepted truth. Therefore, an attack on it would be hard to swallow, even if it had been eloquently and professionally delivered. This is an annotated version of his lecture.
Lehrer, J. (2007). Proust was a neuroscientist. New York, NY: Houghton Mifflin Company.
With the stance that "no knowledge has a monopoly on knowledge," Lehrer contends that the convergence of art and science - C.P. Snow's famous "two cultures" is the "fourth culture," a domain that allows us to uproot content-area specific information and connect to actual experience. Due to this digital age, man's natural inclination tends toward the belief that science can solve every mystery, especially since it has cured diseases and flown man to outer space. However, Lehrer makes an interesting claim: when it comes to understanding the inter-working of the brain, art got there first. With the ultimate message that art and science must listen more closely to one another, the novel shows how a group of artists actually discovered essential truths about the brain before science. For example, Proust first revealed the fallibility of memory, George Eliot discovered the brain’s malleability, French chef Escoffier discovered umami (the fifth taste), Cézanne worked out the subtleties of vision; and Gertrude Stein revealed the deep structure of language.
With the stance that "no knowledge has a monopoly on knowledge," Lehrer contends that the convergence of art and science - C.P. Snow's famous "two cultures" is the "fourth culture," a domain that allows us to uproot content-area specific information and connect to actual experience. Due to this digital age, man's natural inclination tends toward the belief that science can solve every mystery, especially since it has cured diseases and flown man to outer space. However, Lehrer makes an interesting claim: when it comes to understanding the inter-working of the brain, art got there first. With the ultimate message that art and science must listen more closely to one another, the novel shows how a group of artists actually discovered essential truths about the brain before science. For example, Proust first revealed the fallibility of memory, George Eliot discovered the brain’s malleability, French chef Escoffier discovered umami (the fifth taste), Cézanne worked out the subtleties of vision; and Gertrude Stein revealed the deep structure of language.
Holmes, R. (210). The age of wonder: The Romantic generation and the discovery of the beauty and terror of science. New York, NY: Vintage.
Exploring the discoveries and inventions at the conclusion of the eighteenth century to look into what spawned the Romantic Age of Science - the second scientific revolution - this book examines voyages from both the sciences and the humanities, covering the astronomical, chemical, philosophical, and poetical. For example, Holmes cites Humphry Davy's dangerous gas experiments, William Herschel's work with the solar system, and the literary works of Shelly and Keats (which, based on the selections highlighted here, appear to be the most common authors cited in texts about the convergence between art and science). Holmes's work won the 2009 Royal Society Prize for Science Books and the 2009 National Book Critics Award for General Nonfiction.
Exploring the discoveries and inventions at the conclusion of the eighteenth century to look into what spawned the Romantic Age of Science - the second scientific revolution - this book examines voyages from both the sciences and the humanities, covering the astronomical, chemical, philosophical, and poetical. For example, Holmes cites Humphry Davy's dangerous gas experiments, William Herschel's work with the solar system, and the literary works of Shelly and Keats (which, based on the selections highlighted here, appear to be the most common authors cited in texts about the convergence between art and science). Holmes's work won the 2009 Royal Society Prize for Science Books and the 2009 National Book Critics Award for General Nonfiction.
Ryman, G. (2010). When it changed: 'Real science' science fiction. Carcanet Press, Ltd.
In When It Changed, Ryman develops his main argument around his perceived gap between science and current science fiction: today's fiction needs an injection of real science more than anything. Anthologizing short works of science fiction, Ryman compiles, for example, Gwyneth Jones's "Collison," Ryamn's own story, "You," Simon Ing's "Zoology," and Justina Robson's "Carbon." Ryman made sure to anthologize stories that went beyond the typical, stereotypical subjects of science fiction, which he deemed as space travel, time travel, and artificial intelligence. This unique novel's juxtaposition of research and literary stories brings science fiction into the real world by explaining the accurate science behind each story.
In When It Changed, Ryman develops his main argument around his perceived gap between science and current science fiction: today's fiction needs an injection of real science more than anything. Anthologizing short works of science fiction, Ryman compiles, for example, Gwyneth Jones's "Collison," Ryamn's own story, "You," Simon Ing's "Zoology," and Justina Robson's "Carbon." Ryman made sure to anthologize stories that went beyond the typical, stereotypical subjects of science fiction, which he deemed as space travel, time travel, and artificial intelligence. This unique novel's juxtaposition of research and literary stories brings science fiction into the real world by explaining the accurate science behind each story.
Snow, C.P. (2012). The two cultures. New York: Cambridge University Press.
As a lecture given on May 7, 1959, Snow's The Two Cultures revolved around the thesis that "the intellectual life of the whole of western society is split into two cultures - namely the sciences and the humanities - and that this was a major hindrance to solving the world's problems." As a British novelist and scientist, he presented the split between the arts and the sciences as dangerous. Interestingly, Snow largely blames literary figures for the "gulf of mutual incomprehension," claiming that artists are unembarrassed about not understanding basic science concepts. He argued that artists should know, at the very least, science principles that were as important to the scientific field as Shakespeare was to theirs. Stressing increased communication between the disciplines, the lecture's titular phrase - "the two cultures" - has been fully absorbed by academia to discuss the chasm between science and art.
As a lecture given on May 7, 1959, Snow's The Two Cultures revolved around the thesis that "the intellectual life of the whole of western society is split into two cultures - namely the sciences and the humanities - and that this was a major hindrance to solving the world's problems." As a British novelist and scientist, he presented the split between the arts and the sciences as dangerous. Interestingly, Snow largely blames literary figures for the "gulf of mutual incomprehension," claiming that artists are unembarrassed about not understanding basic science concepts. He argued that artists should know, at the very least, science principles that were as important to the scientific field as Shakespeare was to theirs. Stressing increased communication between the disciplines, the lecture's titular phrase - "the two cultures" - has been fully absorbed by academia to discuss the chasm between science and art.
Wilson, E. O., Hass, R., & Briccetti, L. (2014). The poetic species: A conversation with Edward O. Wilson and Robert Hass. Bellevue Literary Press.
Both award-winning individuals in their field, Wilson is a biologist and naturalist while Hass is a poet who writes primarily about the northern California landscape. This book spawned from an event co-sponsored by the American Museum History and Poets House on December 6, 2012. Scientist Wilson's work revolves around "consilience," or the unity of knowledge. Poet Hass operates on the idea that "imagination makes communities." Together in this book, they explore how two disciplines - poetry and science - enhance one another. To do this, they journey from anthills to ancient Egypt, illuminating the world's various species not from one perspective, but from the unique combination of two.
Both award-winning individuals in their field, Wilson is a biologist and naturalist while Hass is a poet who writes primarily about the northern California landscape. This book spawned from an event co-sponsored by the American Museum History and Poets House on December 6, 2012. Scientist Wilson's work revolves around "consilience," or the unity of knowledge. Poet Hass operates on the idea that "imagination makes communities." Together in this book, they explore how two disciplines - poetry and science - enhance one another. To do this, they journey from anthills to ancient Egypt, illuminating the world's various species not from one perspective, but from the unique combination of two.