Brianne Wragg
Imagine stepping into a world where the once-clear line between science fiction and our daily reality is increasingly blurred. This realization struck me profoundly last summer as I delved into “Scary Smart” by Mo Gawdet, a former Google executive. Gawdet’s exploration into the future of artificial intelligence and its implications filled my nights with thoughts of a technology-dominated future. He sparked a realization about the pivotal role of science fiction in educating our youth.
Gawdet’s key theme is the trajectory of AI development, potentially leading to a future where machines surpass human intelligence. I confess that the initial part of the book sent me into an anxiety loop, imagining a dystopian world where my future children and I might be hiding from machines. However, as I delved deeper, Gawdet’s emphasis on approaching AI development ethically and responsibly became clear. His perspective, serving as both a warning and a call to action, highlights the need for a collective effort to guide AI development beneficially for humanity.
This insight led me to create a YouTube writing prompt challenging young minds to envision a future where AI has evolved to require representation. This exercise is a glimpse into the power of science fiction as a tool in our educational arsenal – it’s not just about crafting narratives set in fantastical worlds but about using these stories to navigate and understand the complexities of our own.
In Writers’ 45, my observations confirmed a significant disconnect: AI advancements like ChatGPT, Neuralink, and social media platforms are real, yet many, including our children, still perceive these as elements of a distant, fictional future. This raises a critical question: Are we adequately preparing our children for the reality that surrounds them? And, if not, how can science fiction be a part of the solution?
Science fiction offers more than just escapades into distant planets and futuristic technology; it serves as a gateway to explore complex themes such as governance, ethics, and real-world problem-solving. Rooted deeply in “What-if” scenarios, it ignites imaginative and critical thinking in young minds. Etienne Augé, in his TED talk, “Why our world needs science fiction,” aptly describes the genre as a tool for inventing and preventing possible futures.
Ray Bradbury, acclaimed author of “Fahrenheit 451,” captures this essence by stating that science fiction is “[the] most important literature in the history of the world because it’s the history of ideas…” This notion is vividly illustrated in my experiences with middle school students in our Writers 45 class. My “Diary of a Martian Kid” prompt provoked a flurry of intriguing questions from the students, showcasing the profound depth of their engagement with the topic.
For example, one student asked, “What if Martians integrated with AI technology?” This single question unfolded into a myriad of further inquiries. Students debated how such an integration could enhance human capabilities or be exploited for villainous purposes. They contemplated the ethical implications of AI integration: Who would be eligible? What laws would govern such a society? This led to philosophical musings: Would this create a new sub-species of humans or an entirely new race? How would we define ‘human’ in this context? They even delved into the scientific aspects, pondering the physiological connection between AI and the human brain.
These discussions demonstrate the incredible capacity of science fiction to elicit sophisticated and diverse thinking from young students. Each “What if” question led to another, creating a rich dialogue spanning various disciplines and perspectives. As Joelle Renstorm suggests in her “Science Fiction: Teaching Students How To Save The World TED Talk, “Science fiction invites students to think about the future they want to create and the future they want to avoid.” This incident from Writers 45 exemplifies the unique ability of science fiction to foster creativity and encourage students to engage critically and question the world around them and the future they are stepping into.
Despite its importance, science fiction needs more space in school curriculums. As a teacher, I’ve noticed that while sci-fi is present in reading lists and literary analysis units, it’s rarely encouraged in writing assignments. This is partly due to the complexity of teaching science-fiction writing and world-building, especially the aspect of world-building, which can be as challenging for educators as it is for students.
I regrettably didn’t make space for science fiction in my short school teaching career. It was present in my reading units -interestingly, my students would gravitate towards fantasy and science-fiction books in my classroom library. However, my inherited curriculums prioritized writing personal and realistic fiction with middle schoolers and argument and analysis with older students. So, I ask myself: “Would I devote an entire writing unit to science fiction?” Probably not, and neither if I was still in the classroom. Hear me out.
Personal and Realistic fiction is excellent for focusing on the basics of the craft – characterization, setting, conflict, tension, and basic scene-writing techniques. It’s easier to provide mini-lectures or teaching points that are universal to the entire class, and it’s easier to provide individual feedback to each student. Fantasy and sci-fi are more complex because while we are also teaching the basics of writing, we are also focusing on world-building, and in world-building, there is a lot of research, planning, and complexity. Realistically, the effort required to teach and workshop 30-100 kids fantasy/sci-fi writing and consider the multitude of “what if” questions while offering meaningful feedback to each would overwhelm me. I empathize with my fellow English teachers doing that or steering clear of the goliath like I did.
Educators could incorporate science fiction into learning by attaching creative writing projects to science fiction reading units. It may look like fan fiction, screen adaptation, or universe-building. At a more fundamental level, educators should consider adding more science-fiction works to their class libraries or plan their first science-fiction unit. Having been out of the classroom for a few years, I want to hear how you, as educators, have created unique ways of incorporating science fiction into your learning space. If you do have ideas, please let me know.
Importantly, it’s not just teachers who may find navigating the world of science fiction challenging; parents, too, have shared their concerns. They note the considerable effort and time that goes into crafting science fiction narratives compared to more straightforward personal stories. Indeed, the process can seem messy initially, with a plethora of ‘what-if’ questions leading to complex world-building that demands patience and understanding. However, this is not a sign of unfocused minds but rather an indication of deep, creative, and critical exploration. The benefits significantly outweigh the challenges of guiding children through this process. Writing science fiction hones in-depth research skills, fosters critical thinking, and nurtures the ability to imagine not just the world as it is but as it could be. As Renstorm aptly says, ‘Students and science fiction catalyze change.’ This transformative power of sci-fi in education is invaluable in shaping thoughtful, forward-looking individuals.
A common question arises in my discussions with fellow educators: “Why not just have real-world conversations about AI outside of science fiction?” While these direct debates are indeed essential, the interdisciplinary nature of science fiction offers a unique and engaging approach to these topics, particularly for younger audiences.
Consider a discussion from my Writers 45 class, where a student envisioned a government on a distant planet using microchips to track and predict crimes. This imaginative premise sparked a multifaceted debate. Initially, we explored the scientific, physiological, and anatomical aspects of how such microchips could interface with the human body, drawing parallels with current technologies like Neuralink. As the conversation evolved, it naturally led to ethical discussions about technology, responsibility, and governance. A thought-provoking “what if” question emerged: “What if there was a malfunction in the microchip – what would happen, and whose fault would it be?”
This example illustrates how science fiction can serve as a bridge, connecting theoretical scientific concepts with practical ethical dilemmas. It creates a relatable and engaging context that encourages students to delve deeper into subjects that might otherwise seem abstract or overwhelming. As Ray Bradbury stated, “A science fiction story is just an attempt to solve a problem that exists in the world.” By engaging with science fiction, students practice tackling complex issues through creative narratives, enhancing their understanding of the real world and preparing them to navigate its complexities.
Therefore, I challenge my fellow educators to consider the integration of science fiction into their curriculums. Not only does it make discussions about challenging topics like AI more accessible, but it also fosters critical thinking, imagination, and a deeper understanding of the ethical implications of technological advancements.
As I conclude my journey through the realms of science fiction and its pivotal role in education, I want to revisit Mo Gawdet’s insightful reflections in “Scary Smart.” His vision of a future intertwined with AI underscores the urgency of preparing our children for a world where such scenarios are not mere fiction but impending realities.
Science fiction is more than a creative escape; it equips our youth with the tools to discuss, understand, and ultimately shape the technological advancements that are becoming integral to their lives. By encouraging them to engage with science fiction – whether through reading, writing, or lively discussions – we expand their horizons beyond the immediate and tangible, fostering a deeper understanding of the ethical and practical implications of AI and other technologies.
To educators, this is an invitation to weave the rich tapestry of science fiction into your teaching. It’s a chance to ignite curiosity and a deeper understanding of the world that extends beyond the traditional curriculum. For parents, nurturing a love for science fiction in their children can build a foundation for critical thinking and imaginative exploration, essential skills for the architects of tomorrow.
And for all of us, embracing science fiction in our own lives means actively participating in shaping a future where technology and humanity coexist harmoniously. Let this genre not just be a source of entertainment but a lens through which we view and prepare for the world of tomorrow. The stories our kids write today – in classrooms and at home – shape our future’s blueprint. Let’s ensure that it’s a future we eagerly anticipate and are ready to embrace.
About the Author
Brianne Wragg is a deschooled English teacher. She started as a copywriter, ghostwriter and editor for companies and individuals after leaving schools. She returned to education, working at Synthesis School before running a creative writing & mentorship program for kids aged 10-15 years old.
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Imagine a space where your child can unleash their thoughts without barriers, where the clock encourages a thrilling chase of words. A Quick Write is this spirited sprint—a short, timed writing bout that challenges young minds to flow with creativity without the brakes of perfectionism.
The label’ teacher’ feels overly restrictive. I don’t want to critique or elevate one role over the others, but I wish to share why the labels of mentor and coach resonate more deeply with me.
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