ABSTRACT
This chapter aims to justify the use of and elaborate on a central tool in this pedagogy: stories. Three of the stories already introduced in earlier chapters along with a traditional tale from the Iñupiat help reveal how injustice, inequity, and power hierarchies are key features of the climate problem. The story of The Scientist and the Elder, and the story of The Village Women and the Forest are examined in detail with the help of concept maps, a valuable teaching tool for systems thinking. Following this, the relationship between these stories and the three meta-concepts of Chapter 4 is elucidated. Next is a discussion on carefully curated stories' roles as boundary objects that allow travel between disciplines, and as ontological tools that can help shore up or undermine paradigms. The power of storification of different kinds, from speculative fiction to physical climate storylining, is outlined. Finally, the author proposes that stories can also be considered diffractive tools that allow for disciplines and paradigms to be read through each other to open the imagination.
