In yesterday’s post, DeWitt shared with us what writers influenced his work on The Owlings. In today’s post – the second installment of a three-part series – DeWitt discusses the role of fiction in teaching.
What role does fiction play as a vehicle for teaching in your novellas?
I’m very new to writing fiction, so I make no claims to being an expert. I’m an amateur. What Andrew Peterson is doing [today] is way up on the list – I think he’s great. What I’m doing is even different from what Andrew Peterson has done – it’s not nearly as good. It’s different in that I’m trying to be a bit more explicit, and so…I think G. K. Chesterton did this a bit.
If you were to have a scale with Tolkien on the far end with rich symbolism and not nearly as explicit; C. S. Lewis might be somewhere in the middle; and Chesterton would write a novel and it would be very explicit with the worldview principles he was trying to teach. I have very specific things I want to teach on, and fiction allows me to tell a story that I think someone can be interested in and want to know what happens – something my kids would be interested in. But, then I turn to teach a very specific principle.
Regarding the power of story, I’ll give a quick example. Several years after James Sire’s book The Universe Next Door, Sire wrote Naming the Elephant in which he critiques The Universe Next Door. And one of the elements is that he talks about the power of story to communicate worldview. Now, the newer editions of The Universe Next Door have an updated definition of “worldview.” I think Sire has come to realize the power of story. Through reading Sire, it’s helped me to realize that if we only teach propositionally, we’re going to miss this postmodern generation.
So, my goal in The Owlings – to go back to Sire – is to teach his seven questions he lists at the end of each chapter. (I say that there is an eighth question, because he always asks whether the worldview in question lines up with how one lives.) I want to find a way to deal with these eight questions and find a way to teach them to kids through story. The first book dealt with metaphysics – nature is not all there is. The second book deals with epistemology – specifically scientism: “Is science the only way to know things?” And so, the next book is going to deal with the question, “What does it mean to be human?” You see that I’m following Sire’s questions, but in total I am writing five stories dealing with these questions.
The theme that sticks out in this post is that fiction can be purposeful. That is, fiction is not necessarily a genre for mere entertainment. Narrative can be a powerful vehicle through which important truths are communicated. The encounter between the prophet Nathan and King David (2 Samuel 12: 1-15) comes to mind here. After David’s affair with Bathsheba and his murder of Uriah, the prophet Nathan approached the king to confront David with his grave sin. Rather than accusing David of his sin, Nathan begins with a parable – a fictitious story that aims to instruct. Nathan was able to drive home his point in a powerful way. Nathan’s parable engaged David’s mind, emotions, and imagination such that when Nathan connected the story to David’s sin, David confesses (2 Sam. 12:13) “I have sinned against the Lord.” This is not to take away the conviction of the Holy Spirit in David’s heart; indeed, the work of the Spirit is necessary and vital!
Rather, what 2 Samuel 12:1-15 illustrates is that truth can be communicated through different means, and some times story can be more effective and powerful than just communicating propositionally. In the final installment of our three-part series, Dan DeWitt discusses the value of fiction in teaching, as well as some tips for Christians who aspire to write fiction purposefully.
If you missed the first part of the interview, you can follow these links: