In this article, we describe how eighth-grade students and teacher candidates used sound and listening to remix and attune themselves (Stewart, 2011) to the dystopian novel "Fahrenheit 451" by Ray Bradbury (2011). We situate our sound inquiries in relation to critical literacy (Vasquez, Janks, & Comber, 2019; Wargo, 2019) and sound…

Aldous Huxley is perhaps the only author to have written a work of science fiction and a work of nonfiction to ascertain whether fiction had become reality. Both "Brave New World" and "Brave New World Revisited" are discussed and compared with Jacques Ellul's work on technology.

Argues that students of all ages respond to the mystery, possibility, and adventure of science fiction and fantasy and should not be discouraged from reading in these genres under the pretense that they are "less grown up" than more "realistic" genres. Reviews a number of good science fiction books published from 1994-95. (TB)

A study was conducted to investigate the relationship between understanding the setting and understanding the causal chain of a science fiction story. The 72 subjects, ranging in age from 16 to 54 and in educational level from high school seniors to those holding the doctoral degree, were divided into two groups that were labeled as sophisticated…

Describes the growing respect for science fiction as a genre of literature and discusses possible uses of science fiction in the classroom. (MKM)

Lists eight methods for preparing to teach and for teaching science fiction: among others, the "superstar" method, the "make a monster method," and the "alternate probable reality" method. (KS)

Offers a defense of teaching science fiction as an elective in the high-school English curriculum. (RL)

Contends that fantasy always includes at least one element of the impossible, one element that goes against the laws of the physical universe as currently understood. Suggests that fantasy can help in learning the most fundamental skill of all--how to be human. (MS)

This curriculum guide contains course descriptions (for minicourses and semester-long courses), outlines, and class projects for teaching science fiction and the supernatural in junior and senior high schools. The eight course descriptions include objectives, methods, activities, and resources and materials. Lists of science fiction books and…

Outlines requirements for an exploratory account of "imaging" the future. Examines relationship of Kenneth Burke's notions of "piety" to (1) the nature of language and forming, (2) Kenneth Boulding's concept of subjective knowledge structure presented in "The Image," and (3) various aspects of an "image."…

Elaborates on an author's use of the journey motif and traces and examines its use in her novels. (NKA)

Reflects on a number of topics relating to science fiction, including the power of good science fiction to spark imaginations and provoke serious thought, the role of women in science fiction, childhood experiences that stimulated the author's thought processes, and the author's experiences as a science fiction writer. (ET)

Literature is reemerging as a language teaching tool. An argument is made for the use of literature as a component of English for Special Purposes (ESP) education. An example is given of the use of a science fiction story in an ESP context. (56 references) (Author/JL)

Gives responses of six practicing teachers to the question, "Who is your favorite writer of science fiction or fantasy?" Provides citations, plot summaries, and/or thematic overviews of some of the authors' works. (HB)