STORYTELLING OUR WAY TO A PREFERRED FUTURE

Even if its value in the development of scientific models is debated, the efficacy of storytelling as a pedagogical tool is well-established. Sadly, storytelling has been neglected in many science classrooms for decades. I will provide an example of a story I use with students in sixth-grade Earth Science classes at a PK-12 independent school. In my classes, the oral reading of the story is followed by a period of lively discussion, including a consideration of the intentional move from mere knowledge to wisdom –that is, a proper, practical application of knowledge, or skillful living– as well as an introduction to the ancient practice of memento mori. Reference to the story’s two main characters and their attitudes and approaches is made regularly throughout the educational year as we intersect scientific and axiological principles as well as curricular content first touched on in the story. The results of this approach have been remarkable. Moreover, storytelling is an excellent, natural vehicle for accessing and sharing of Indigenous knowledge and perspectives about Earth and our relationship to it. I argue that storytelling is a means through which we facilitate the development of a wise citizenry able to practically apply scientific knowledge in areas of societal concern and environmental significance.