Bibliographic record
Abstract
Environmental historian William Cronon believes “storytelling is inherently a moral activity” that can disrupt the “paradox of modernity”, our unprecedented interconnectedness at present coupled with a widespread inability to see it, by inculcating a richer understanding of the world (Reardon & Cronon, 2017, 25:35, 32:45). Part of the difficulty in addressing environmental issues such as climate change is the challenge in inculcating an ecologically realistic perspective outside of our learned reductive anthropocentric lens. This might explain why storytelling through conventional climate communications has largely been ineffective (As, 2022, p. 16). Technological fixes that do not account for the entangled ways in which the world relates with itself end up reproducing the same metabolic rifts and slow violence that characterizes our current milieu. At the same time, entertainment media, inclusive of film, television, and more recently games, have quickly become one of the predominant forms of storytelling (Gitnux 2023), and present novel means of communicating such entanglement. Alenda Chang argues all forms of mass media “encapsulate tacit ecological lessons that partially shape our sense of environmental self-efficacy”, but games and their interactivity in particular can transform “abstract information and otherwise distant threats of ecological calamity” into “operable form” (2019, 15). David OReilly’s Everything, a simulative game, intensifies this, allowing players to traverse a procedurally generated universe through the perspectives of literally everything that exists in the game. This includes thousands of things, from an oxygen atom, to a cigarette butt, to a mountain lion, to a galaxy. In my paper, I carry out an ecocritical analysis of Everything, focusing on its narrative, mechanical, and visual rhetoric, to evaluate how it might confer a sense of who we are as an entangled ecological entity. I employ methods from literary criticism and game studies to interrogate how the game evokes and navigates the dualities of simulation & realism, anthropocentrism & agency, and anthropomorphism & ecopedagogy. Some highlights of my analysis include how: [1] Everything charts a different course towards realism from other games, eschewing graphical fidelity, destructibility, and permadeath mechanics, in favor of facilitating rich and varied perspective-taking and communication; [2] Everything radically disrupts the game design trope of the environment as a passive backdrop, as everything that the player sees can be ‘played’, and decenters the player’s agency through constructing an infinite game while avoiding a narrow presentation of nature as simply pristine wilderness. [3] the anthropomorphic qualities of things in Everything serve as a form of nature study which adds to an interspecies communicative ethic by highlighting their agency and influence. Huizinga’s notion of a “magic circle” that contains and separates gameplay from the ‘real’ world has been thoroughly challenged by game studies scholars (Chang 2019, 15; Columbus 2021, 61). Everything adds to this discourse, pointing the way not to a symptomatic entanglement that can dismantle the myths underlying our climate crisis, but to the myriad of narrative, mechanical, and visual rhetorical approaches that interactive media can use to such communicate such posthumanist worldviews.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".