“"I'm trying to get people to care about a crisis in ways that may bring solutions to it. And that's also how I deal with the terror and the fear to find a sense of purpose in what I do. It's incredibly heartbreaking to see some of the things and hear some of the stories, but at the end of the day, it feels like–inconsistently here and there–you can shine a light on problems, and by shining that light, you actually make a difference.

If you look over the last 500 years or so, the best metric to predict where society will be in 30 or 50 years, the best metric is simply education today. One reason I think the U.S. is the world's largest and most successful economy today is that, beginning in the 19th century and through about 1970, the U.S. led the world in mass education. And what matters is not so much elite education. Britain had Eton, Oxford, and Cambridge, and it had better elite education, but it wasn't great at mass education. And the U.S. really was. We were the first country to have almost universal literacy, male and female. We were the first country to have widespread high school attendance and the first country to have significant college attendance. And then, beginning in about the 1970s, we lost that lead. And now, there are many countries that are way ahead of us. I think back to my old classmates who are now dead, and I think: What were adults thinking in the 1970s that they let them drop out? And yet, I think today: What are adults thinking in 2024 when they let one in seven American kids today drop out of high school and let so many emerge from the school system not literate, not numerate, completely unprepared for the 21st century?”

Nicholas D. Kristof is a two-time Pulitzer-winning journalist and Op-ed columnist for The New York Times, where he was previously bureau chief in Hong Kong, Beijing, and Tokyo. Kristof is a regular CNN contributor and has covered, among many other events and crises, the Tiananmen Square protests, the Darfur genocide, the Yemeni civil war, and the U.S. opioid crisis. He is the author of the memoir Chasing Hope, A Reporter's Life, and coauthor, with his wife, Sheryl WuDunn, of five previous books: Tightrope, A Path Appears, Half the Sky, Thunder from the East, and China Wakes.

www.nytimes.com/column/nicholas-kristof
www.penguinrandomhouse.com/books/720814/chasing-hope-by-nicholas-d-kristof

Family vineyard & apple orchard in Yamhill, Oregon: www.kristoffarms.com

www.creativeprocess.info
www.oneplanetpodcast.org
IG www.instagram.com/creativeprocesspodcast

How can journalism make people care and bring about solutions? What role does storytelling play in shining a light on injustice and crises and creating a catalyst for change?

Nicholas D. Kristof is a two-time Pulitzer-winning journalist and Op-ed columnist for The New York Times, where he was previously bureau chief in Hong Kong, Beijing, and Tokyo. Kristof is a regular CNN contributor and has covered, among many other events and crises, the Tiananmen Square protests, the Darfur genocide, the Yemeni civil war, and the U.S. opioid crisis. He is the author of the memoir Chasing Hope, A Reporter's Life, and coauthor, with his wife, Sheryl WuDunn, of five previous books: Tightrope, A Path Appears, Half the Sky, Thunder from the East, and China Wakes.

“If you look over the last 500 years or so, the best metric to predict where society will be in 30 or 50 years, the best metric is simply education today. One reason I think the U.S. is the world's largest and most successful economy today is that, beginning in the 19th century and through about 1970, the U.S. led the world in mass education. And what matters is not so much elite education. Britain had Eton, Oxford, and Cambridge, and it had better elite education, but it wasn't great at mass education. And the U.S. really was. We were the first country to have almost universal literacy, male and female. We were the first country to have widespread high school attendance and the first country to have significant college attendance. And then, beginning in about the 1970s, we lost that lead. And now, there are many countries that are way ahead of us. I think back to my old classmates who are now dead, and I think: What were adults thinking in the 1970s that they let them drop out? And yet, I think today: What are adults thinking in 2024 when they let one in seven American kids today drop out of high school and let so many emerge from the school system not literate, not numerate, completely unprepared for the 21st century?”

www.nytimes.com/column/nicholas-kristof
www.penguinrandomhouse.com/books/720814/chasing-hope-by-nicholas-d-kristof

Family vineyard & apple orchard in Yamhill, Oregon: www.kristoffarms.com

www.creativeprocess.info
www.oneplanetpodcast.org
IG www.instagram.com/creativeprocesspodcast

Photo credit: David Hume Kennerly

How do the works of Emily Dickinson and Charles Darwin continue to influence our understanding of nature, ecological interdependence, and the human experience? How does understanding history help us address current social and environmental issues. How can dialogues between the arts and sciences foster holistic, sustainable solutions to global crises?

Renée Bergland is a literary critic, historian of science, and educator. As a storyteller, Bergland connects the lives of historical figures to the problems of the present day. As an educator, she emphasizes the interdisciplinary connections between the sciences and humanities. A longtime professor at Simmons University, where she is the Program director of Literature and writing, Bergland has also researched and taught at institutions such as Dartmouth College, Harvard University, and MIT. Bergland’s past published titles include Maria Mitchell and the Sexing of Science: An Astronomer Among the American Romantics and The National Uncanny: Indian Ghosts and American Subjects. Her most recent book, Natural Magic: Emily Dickinson, Charles Darwin, and the Dawn of Modern Science, was published in April of 2024. It explores Dickinson and Darwin’s shared enchanted view of the natural world in a time when poetry and natural philosophy, once freely intertwined, began to grow apart.

“There is a stronger connection between Dickinson and Darwin than the proximity of history. Or the universality of literature. They both understood natural science and the natural world in ways that seem strange and somewhat surprising in the 21st century. Their 19th century attitudes to nature and the study of it are so different from ours that when we trace their stories, a vanished world begins to emerge. The more I consider these figures together, the more I feel their world and my world. come alive. Darwin and Dickinson illuminate each other. By reading them together, we can start to understand the interconnected relationships that animated 19th century poetry and science.”

– Natural Magic: Emily Dickinson, Charles Darwin, and the Dawn of Modern Science, Preface, pp. xiv–xvi.

www.reneebergland.com
https://press.princeton.edu/books/hardcover/9780691235288/natural-magic

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