LITR 4632: Literature of the Future

Sample Student Midterms 2003
Class-wide Excerpts

At first I thought we would be studying literature that is being written now, but has a futuristic literary, as opposed to content, edge to it.  For instance, the ‘short short’ stories that are so popular today.  In addition, I had in my mind that the literature we would be reading would be gearing us (the students) towards what kind of writing will be expected and common in our near future – a sort of introduction to what would be expected of us if say we decided to become authors.  In contrast, the literature we are engaging is actually literature ABOUT the future (or possible futures).  Surprisingly, as in “Better Be Ready ‘Bout Half Past Eight” the future is not always so far away that we cannot connect with its contents today as with Time Machine.

            Literature of the future is different from any literature class I have ever taken for several reasons.  The primary reason is the content of the course.  For instance, in previous literature classes we study authors, how they write, and most of the time the history in which the context of the story develops is emphasized.  In addition, we have taken little time to study the techniques the authors have used to convince us of the future they are portraying for us.  Furthermore, this class incorporates every subject matter a person could possibly conceive of.  Therefore, it is not necessary to stick with the text at hand to study the literature being presented to the reader.  Instead, the reader (unlike with other forms of literature) is expected to pull from previous knowledge based in many different content areas and causes the reader look deep within the soul and mind to grasp the concepts being introduced.  These unique characteristics to this course also allows this literature class to be based on discussion, as opposed to lecture, therefore the class itself is a collaboration of ideas.  TP 2001 summed up this class appropriately, “The texts that we  have covered thus far seem to be as much about our culture and various world views as anything else and lend themselves to a greater understanding of where we have come from and where we are as much as describing where we are headed.” . . . [JD]

I decided to take this class maybe under the wrong circumstances.  I received a flier from you in Amer. Ren. and the time fit my work schedule well.  The time of the class was good and I knew I already liked the teacher, so I signed up without really thinking about or knowing about what I was getting into.  I wasn’t sure if we would be reading technological books or high-tech books with digital images and floating words… Needless to say, I wasn’t sure what to expect.

 When I found out this was a course concentrated on SF literature, I didn’t jump for joy.  Like many lit majors, science isn’t my strong point.  I have been pleasantly surprised, though.  Unlike other lit classes where we study particular authors and how their writings reflect them, along with the actual stories they tell.  In this class, there is more of a universal theme of the future and what it does or does not have to offer.  Yet, we still get a variety of stories and ideas, with many different authors and texts to choose from.

Lit of the future is not limited like I originally thought it would be.  Many techniques of writing are the same in this genre compared to other lit classes.  We still study symbols, the narrative the author is telling, and how he tells it- interpretation like we study in lit classes.  With this class comes more an excitement for the unknown.  We are guided to think about the future and all possible aspects that arrive with it- a place nobody has ever been before causes more curiosity with readers, and lit of the future offers that involvement of the mind.  We relate to the texts in this course because they offer images of what our world will potentially be like, so readers feel like they can do something to change the way things work out.

The texts offer an interaction between the text and the world, culturally.  The readings have made me more open-minded, like Michelle Glenn states in her midterm from 2001.  Since we do not know what the future has to offer, we are willing to accept many forms of ideas, instead of wrapping our brain around one idea that we were taught our whole lives.  We have seen that the future can be molded and that nobody really knows how our actions now will affect the future.  My view of the future, although I didn’t realize this until recently, was an apocalyptic future.  My father is a Baptist minister and I have been raised on the Bible and its beliefs my entire life.  A linear pattern- beginning and end.  God created the universe, and ultimately, God will decide when our time here is over.  Very concrete and set in stone-literally, I guess.  I have learned, with the help of this class, that the future does not have to be so concrete, and I can still keep my religious beliefs at the same time.  I am just more open-minded.  I was always taught that evolution wasn’t legit.  I was taught not to believe in Darwin and the evolutionary ideas he offered.  But with some studying, I realize that evolution occurs every day, in one form or another.  We are constantly changing to mold to our environment, our peers, our new technological advances.

And with these changing times, I have also come to understand alternate futures more.  Even though that concept is maybe the most difficult for me to grasp, I can still relate because I know that every decision I make alters my life in some way.  I make hundreds of decisions in the course of a day, some major and some minor, but all mold my future and what it has in store for me.  Learning these new genres and patterns of writing has really opened my mind in a way I thought was not possible. . . . [SS]

The Literature of the Future covers a lot more ground in terms of related, existing literature and abstract concepts than I originally suspected.  Tie-ins to such works as Genesis and Revelation caught me completely by surprise, but as the course has gone on I have begun to see how they relate to the course’s topic.  The core themes of apocalypse and mankind’s redemption surface time and again in the stories we have read, to the point that it is difficult to think about, say, Parable without making continual references to the aforementioned works.  By comparison, other literature courses I have taken rarely establish the level of interconnectivity between the covered materials that this course does.  As we transition from each work to the next, the class discussion invariably draws from not only the preceding text, but from all of the works covered to that point.

            Perhaps the reason that such correlations are possible is that each story is, on its most basic level, a narrative of the future.  That is to say, each story covers a particular aspect of the human condition in the context of the future or an alternate universe.  For example, Parable is a narrative of the future which makes strong connections to the bible and such concepts as hope, trust, and conflict.  Likewise, in “Somebody up there Likes Me”, basic narratives such as loneliness and escapism permeate the story.  Hence, the futuristic backdrops of the stories strengthen the correlation between them on a very basic, human level. . . . [TK]

When I first made the decision to sign up for this course, it was based upon convenience and requirement, rather than having an interest in the field of futuristic literature.  I need two Literature electives to complete my teaching certificate course work, so I chose this course because it fit into my summer schedule, not necessarily because Science Fiction is my favorite type of literature.  To be perfectly honest, I had no preconceived expectations about the course or its contents, from having known so little about futuristic literature.  However, as I have progressed through this class, I find that I have benefited in two important ways.  First, the types of stories and books I have read have allowed me to develop a greater appreciation for the concepts of evolution and the apocalypse, other than those points of view represented in the Bible.  Like many other people, I used to fear what I didn’t know.  I tended to shy away from reading apocalyptic writings because of my ignorance toward that subject.  I have always been an analytical person, seeking order, structure, and black-and-white, concrete answers to the questions I ask.   The very question that this course poses, i.e. is the future already written or is it continuously being re-written, does not compute well inside my analytical mind and my need to seek definitive answers.  Reading futuristic literature has helped to move me out of my literary “comfort zone” and forced me to think about the possibilities that the future could hold and what effect our current society and actions might have on the outcome of the future. It has also led me to question, and possibly support, the place of evolution in not only our earthly beginnings but also our earthly progression to some yet-to-be-written outcome.  Second, having been in the corporate world for 20 years, I can relate to and greatly appreciate many of the stories I read in class, such as Stone Lives, which deals with the evolutionary issue of capitalism and the influence and control that corporations can have on society.  I have experienced, firsthand, those effects and have gained an even greater appreciation of the potential misuse of power in the hands of ill-intentioned capitalistic control-seekers.  Although I have no other Literature courses to compare this one to, I would describe this course as one well worth taking, from the standpoint of being introduced to a class of literary genre capable of provoking thoughts about the fate of our future and what degree of control or influence we have over the outcome. 

Most likely, the majority of people in our society take little time to contemplate how our universal existence came into being.  It is almost as if, for the sake of convenience, they choose to disregard any explanations of how and why we came to be who we are.  Yet we as a society are curiously drawn to questions like, “Where did we come from?”, “Is there Life somewhere else in this Universe?”, and “What will become of us?” which have compelled us to seek answers through an aggressive space exploration program.  In fact as we discussed in class, China already has plans to set up a station on the moon.  Also, Kate Payne used the example of Nniv and Mikal in her presentation on the book Songmaster  to illustrate our human curiosity about living in places other than the Earth.  The fear and curiosity that these questions evoke is also the reason we both need, and often times habitually avoid, narratives dealing with our past and future existences.  The purpose of a narrative is to have a story-teller, i.e. a narrator, tell us stories in such a way that enables us to make sense out of the confusion of our questions and to perhaps calm the fear and anxiety we feel because of our inability to comprehend our Future.  Jay Knickerbocker, in his 2001 Summer Midterm, probably summed it up best by quoting Robert Fulford as saying, “Children grow into adults by learning stories, and so do nations and communities.”  In order to grow and advance as a society, we need to hear and appreciate what information narratives have to offer us. . . . [KK]

Utilizing a class such as Literature of the Future as a discussion class has brought challenges and insight. The literature we have covered is controversial. Readers beliefs are easily viewed when discussing texts like Revelations, Genesis and even “Better Be Ready ‘Bout Half Past Eight.” Therefore, every text read makes the reader confront their personal belief system and ask does it work in a story like this one? The texts operate on a different level from other classes. Except for the bible and The Time Machine, the notoriety is not present due to the text’s subjects falling in and out of the science fiction realm. Discussing endless possibilities in The Garden of Forking Paths leaves no student free. Everyone talks because the content forces it and no one can be wrong. Some MBA students would wonder how we get grades. Those that wonder enough should be sent to this class to expand their minds and get a chance to operate on the “literature of the future level.” It becomes a level of prophecy, interpretation and reason. It, unlike other literature courses, centers on the reader’s possible future and in this way it touches every one of us. . . . [SB]

I have to be honest the reason I decided to take Literature of the Future was mainly because it fell into the time I needed, but on the other hand I enjoy science fiction.  All in all I lucked out, the right time and the right class.  I was curious about where we were going in this class, especially since I had already taken Science Fiction Literature, so for myself I was happy with the theme of apocalyptic, evolutionary, and alternative. I was also happy with the professor, knowing his teaching style I knew that this was not going to be a total lecture class.  I feel our class has really lucked out in the fact that we are a small group, which gives everyone a chance to discuss their thoughts on each topic.

            As the class has become more comfortable with each other I feel we have learned more about the future than if we were in a traditional classroom atmosphere. This class is more student driven, than teacher driven and we are encouraged to discuss our different viewpoints.  As individuals we each have different thoughts on where our world is heading.  Whether we are going into the direction of the end of the world as we know it (apocalyptic), changes in the world which will enable us to continue on a slightly different path (evolutionary), or possibly a totally new way of living in another time or place (alternative). Regardless of the main idea of a story each of these three ideas intertwine with each other, so that no idea stand totally by itself. In whichever way someone thinks, each person has been encouraged to voice his or her opinions. . . . [SG]

When I signed up for Literature of the Future, I assumed it would be a fun way to get through one of my literature requirements; I am an avid science fiction fan and figured that the reading list would be tailored to my tastes. Yet having never taken a literature course on the college level before, I was unsure as to what I could expect. I was quite surprised when the first reading assignment for the course was Genesis and Revelation, literature I believed to be diametrically opposed to science fiction. As the course developed, I grew to understand that while science fiction is one possible genre that could be included in future literature (and may in fact make up a sizable portion of the available literature), it is not the only thing that defines it. Future literature is any literature that attempts to predict, theorize, or display different possible futures. . . . [JL]

When registering for the course Literature of the Future, my primary goal was to choose a class that would fit both my degree plan and my schedule.  The course seemed like it would be interesting, but I believed that the course would be primarily based on Science Fiction novels.  I would have never classified Science Fiction as “literature”.  I have always considered classic novels, timeless in age, as literature.  Science Fiction just did not fit into that classification.  I was also a bit nervous about the course after viewing its web page.  The page displays a picture of a futuristic world and the description of the course states that it “is a course designed for forward thinkers and adventurous readers with an interest in what has been predicted and what may be”.  I thought that this would be dreaded five weeks.  However, I was presently surprised to find out that we would not be reading Dune.  I also am enjoying the fact that Literature of the Future is not being presented like previous literature courses that I have taken.  I like that the readings challenge the individual reader to question the future rather than trying to interpret what the author wants the reader to know.  It is so interesting to listen to the discussions in class in which the authors have forced us to question the ethical, religious, and moral issues surrounding the type of future that was presented.  We all have our own ideas of what the future might be like, but the narratives have challenged us to think about other aspects of the future that we might not have previously considered. [KM]

The apocalyptic, evolutionary, and alternative narratives may overlap in certain ways, such as in Parable of the Sower, in which human society has experienced some cataclysmic change resulting in widespread poverty and anarchy among people; at the same time, Lauren’s group is committed to changing the future and making the world a better place. Also, in the Piers Anthony’s Battle Circle trilogy, both an apocalyptic destruction of the world by widespread nuclear war and the struggle and adaptation of humans after The Blast are discussed. And alternative narratives could potentially embody both apocalyptic futures and evolutionary futures in the same time. I believe that there may be alternative futures as described by alternative narratives; there is something inherently appealing to me about knowing that all possible futures can and do happen. The conclusion one must draw from accepting this concept is that the future is both written in that all theoretical possibilities could be determined from examining the initial conditions of the universe and extrapolating all possible outcomes, and yet at the same time the future is being written in that all people have some form of choice in their actions, and for each person’s consciousness, he does not know his future or which snaking path of reality his life will follow. Ultimately, though, I believe all these forms of future literature (as indeed all forms of literature may be) are examinations of ourselves as humans and how we fit into the world; they attempt to give meaning to life, either by explaining why it should end or describing the manner in which it will change and in which we will fit into the universe, for better or worse. One of the things that I love about future literature (and science fiction in particular) but often forget when I get caught up in the story is that the literature is an examination of the human condition in all forms; the experimentation that is possible with science fiction is limitless and offers an infinite number of ways to examine the human condition. [JL]

In response to the question, “Is the future written or being written?” I must adhere to the ideas of both.  To believe that the future is written gives me a sense of clarity and even sanity.  In this scenario it is a relief to know that I am not the one in control, with the weight of the world on my shoulders.  Instead, there is a power, God, who is responsible for me, and who desires what is best for me.  This is a comfort because often times I don’t know what is best for me.  Yet to say that I do not have the privilege of making my own choices because I am being controlled by a higher power isn’t comforting, or even a reality of my life.  So, that causes me to accept the idea that in some capacity I am writing my own future.  As I make choices I affect the outcome and the overall value of my life.  However, if there is not an absolute to strive for, because all is relative and we make what is to be of ourselves, what are we striving for?  In this scenario mediocrity becomes the norm, and then how is society actually evolving for the betterment of the individual?  So, that causes me to believe that the future must have some form of absolute, an absolute that allows us to have hope for a prosperous future.  Instead of an apocalyptic or evolutionary worldview, my worldview most resembles a branching, alternative worldview.  This worldview allows for mistakes, but it also allows for redemption. 

            Even thinking of my worldview in light of our readings has caused me to rethink how literature of the future has altered me.  This course has altered my perception of the future simply because prior to our readings, I had never given much thought to our future here on Earth.  I neither dwelt on flying machines nor an explosive catastrophic event that could wipe all of Earth out.  However, now I project the future in light of current events and advancements.  In addition, I have learned to appreciate the insight, and possible foresight of the authors of this genre.  It has become evident to me during this course that this genre could be a wise investment of my time, where before I would have never conceived of such an encounter.  This insight is probably based not only on our course texts but also the first presentation we had in class given by Sandy Murphy.  Sandy’s presentation confronted my fears and concerns when she introduced us to Time, Love, Memory.  This book, about our here and now and future, caused me to confront the future.  In an excerpt from the book, she quotes, “It is already possible—in fertility clinics it is done every day—to screen the DNA of a set of eight embryos at the eight-cell stage and let the parents pick the one they want to implant in the mother’s womb” (244).  This reality, my reality, has come knocking on my door, forcing its way into my life… so whether I am ready for it or not, literature of the future is now a part of my reality. [JD]