Dune by Frank Herbert: a book review

Dune by Frank Herbert (1965)

I recently re-read the classic 1965 novel Dune by Frank Herbert. This is Frank Herbert’s best book, and one of the best science fiction novels ever written. It won the Hugo Award in 1966 (jointly with Roger Zelazny’s This Immortal) and won the inaugural Nebula Award. It became a quite terrible 1984 film and a somewhat better miniseries.

Parts of the novel are reminiscent of the work of Cordwainer Smith, notably the idea of a desert planet producing spice, and the idea that navigating a faster-than-light ship requires a guild of unusual navigators who can see into the future. However, most of the novel was so original that it became a huge hit when it first appeared. Themes that are particularly notable are those of planetary ecology, intergalactic politics, and unusual human skills.

I have always been moved by Herbert’s idea of a symbolic ecological language that can “arm the mind to manipulate an entire landscape” (Appendix 1), and the idea of making ecological literacy a key part of education:

At a chalkboard against the far wall stood a woman in a yellow wraparound, a projecto-stylus in one hand. The board was filled with designs – circles, wedges and curves, snake tracks and squares, flowing arcs split by parallel lines. The woman pointed to the designs one after the other as fast as she could move the stylus, and the children chanted in rhythm with her moving hand.
Paul listened, hearing the voices grow dimmer behind as he moved deeper into the sietch with Harah.
‘Tree,’ the children chanted. ‘Tree, grass, dune, wind, mountain, hill, fire, lightning, rock, rocks, dust, sand, heat, shelter, heat, full, winter, cold, empty, erosion, summer, cavern, day, tension, moon, night, caprock, sandtide, slope, planting, binder. …’
” (Chapter 22)

The unusual ecology of the desert planet Arrakis encourages us, of course, to think more deeply about our own planet (and Arrakis was apparently inspired by the Oregon Dunes here on Earth).

Also fascinating is the idea that the human race has turned away from computers and the Internet, and gone back to training human minds to remember, calculate, and think:

‘Once men turned their thinking over to machines in the hope that this would set them free. But that only permitted other men with machines to enslave them.’
‘Thou shalt not make a machine in the likeness of a man’s mind,’ Paul quoted. […]
‘The Great Revolt took away a crutch,’ she said. ‘It forced human minds to develop. Schools were started to train human talents.’
” (Chapter 1)

The most obvious theme, and the source of the novel’s action, is the galaxy-wide intrigue between the noble House Corrino, House Atreides, and House Harkonnen; the resulting warfare between them; and the resistance of the desert Fremen to occupation (inspired by Lawrence of Arabia):

Paul took two deep breaths. ‘She said a thing.’ He closed his eyes, calling up the words, and when he spoke his voice unconsciously took on some of the old woman’s tone: ‘ “You, Paul Atreides, descendant of kings, son of a Duke, you must learn to rule. It’s something none of your ancestors learned”.’ Paul opened his eyes, said: ‘That made me angry and I said my father rules an entire planet. And she said, “He’s losing it.” And I said my father was getting a richer planet. And she said. “He’ll lose that one, too.” And I wanted to run and warn my father, but she said he’d already been warned – by you, by Mother, by many people.’” (Chapter 2)

Goodreads rates this classic science fiction novel 4.2. I’m giving it 4½ stars (but be aware that the sequels are not nearly as good).

Dune by Frank Herbert: 4½ stars

Ecological literacy and Frank Herbert’s Dune, half a century on

Dune by Frank Herbert

The year 1965 saw the appearance of what has been called “the first planetary ecology novel on a grand scale.” Frank Herbert’s Dune explored a plethora of interesting themes, notably that of ecology. The novel speaks of “… teaching [the children] ecological literacy, creating a new language with symbols that arm the mind to manipulate an entire landscape, its climate, seasonal limits, and finally to break through all ideas of force into the dazzling awareness of order.

The use of food webs, like the one for waterbirds of Chesapeake Bay above, was fairly standard by 1965, and Herbert seems to be hinting at a graphical language for ecology going beyond that. Exactly what he was referring to is unclear.

But are we teaching the kind of ecological literacy Herbert refers to? A 2013 survey indicated that, out of 145 US tertiary institutions ranked for “Ecology and Evolutionary Biology” and “Integrative Biology,” only 47% taught a course in ecosystem ecology or biogeochemistry, and only 22% of the courses included field experiences. A 1993 survey of UK secondary teaching (A-levels and GCSE) showed that students only studied a median of 2 or 3 different habitats:

So how many children actually understand, say, trophic cascades in the wolf–elk ecosystem? How many adults, for that matter? The evidence suggests that it’s not very many, judging by the resistance to sensible management of National Parks. If we do not wish to recreate the desert planet Arrakis, we might like to work on that.