Micro - Michael Crichton [0]
MINUTE CREATURES swarm around us…objects of potentially endless study and admiration, if we are willing to sweep our vision down from the world lined by the horizon to include the world an arm’s length away. A lifetime can be spent in a Magellanic voyage around the trunk of a tree.
—E. O. WILSON
Contents
Title Page
Dedication
Epigraph
Introduction
Half Title
Map of Oahu
Map of The Pali
The Seven Graduate Students
PART I: TENSOR
Prologue
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
PART II: A BAND OF HUMANS
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Chapter 19
Chapter 20
Chapter 21
Chapter 22
Chapter 23
Chapter 24
Chapter 25
Chapter 26
PART III: TANTALUS
Chapter 27
Chapter 28
Chapter 29
Chapter 30
Chapter 31
Chapter 32
Chapter 33
Chapter 34
Chapter 35
Chapter 36
Chapter 37
Chapter 38
Chapter 39
Chapter 40
Chapter 41
Chapter 42
Chapter 43
Chapter 44
Chapter 45
Chapter 46
Chapter 47
Chapter 48
Chapter 49
Chapter 50
Chapter 51
Chapter 52
Bibliography
About the Authors
Also by Michael Crichton
Credits
Copyright
About the Publisher
Introduction
What Kind of World Do We Live In?
In 2008, the famous naturalist David Attenborough expressed concern that modern schoolchildren could not identify common plants and insects found in nature, although previous generations identified them without hesitation. Modern children, it seemed, were cut off from the experience of nature, and from play in the natural world. Many factors were held up to blame: urban living; loss of open space; computers and the Internet; heavy homework schedules. But the upshot was that children were no longer being exposed to nature and no longer acquiring a direct experience of nature. It was ironic that this should be happening at a time when there was in the West an ever greater concern for the environment, and ever more ambitious steps proposed to protect it.
Indoctrinating children in proper environmental thought was a hallmark of the green movement, and so children were being instructed to protect something about which they knew nothing at all. It did not escape notice that this was exactly the formula that had led to well-intentioned environmental degradation in the past—the deterioration of American national parks being a prime example, and the American policy of forest fire prevention, another. Such policies would never have been instituted if people really understood the environments they were trying to protect.
The problem was that they thought they did. One can argue that the new generation of schoolchildren will emerge even more certain. If nothing else, school teaches that there is an answer to every question; only in the real world do young people discover that many aspects of life are uncertain, mysterious, and even unknowable. If you have a chance to play in nature, if you are sprayed by a beetle, if the color of a butterfly wing comes off on your fingers, if you watch a caterpillar spin its cocoon—you come away with a sense of mystery and uncertainty. The more you watch, the more mysterious the natural world becomes, and the more you realize how little you know. Along with its beauty, you may also come to experience its fecundity, its wastefulness, aggressiveness, ruthlessness, parasitism, and its violence. These qualities are not well-conveyed in textbooks.
Perhaps the single most important lesson to be learned by direct experience is that the natural world, with all its elements and interconnections, represents a complex system and therefore we cannot understand it and we cannot predict its behavior. It is delusional to behave as if we can, as it would be delusional to behave as if we could predict the stock market, another complex system. If someone claims to predict what a stock will do in the coming days, we know that person is either a crook or a charlatan. If an environmentalist makes similar claims about the environment, or an ecosystem,