Module Three’s readings explore humans’ ideas about the essential components by which a living being is deemed ‘human,’ and how these conceptions shape humans’ interactions with other living beings. The readings throw into sharp relief the human compulsion to label beings as human or non-human, among many other binary constructions, and to structure these beings’ privileges and humans’ ability to interact with them based on such arbitrary labels. Humans define themselves as humans in opposition to other living things considered non-humans or animals. Definitions of humanity are thus riddled with conceptions of what humanity is not, and precious few ideas shed light on what humanity intrinsically consists of. Classifying beings in such binary terms is murky and calls into question the necessity of creating and maintaining this structure. Distinguishing a being as human or non-human appears to have no inherent value beyond serving as a tool to justify discrimination and oppression. Identity has great value when it allows people to make connections based on shared histories, experiences, and beliefs. However, non-human is a negative designation, bringing with it none of these benefits and really serving as a means for others with the positive designation of human to assign themselves greater societal value.

In “Jerry Was a Man,” the definition of a human is left fairly vague. The story was written during the nascent uprisings against the segregation and oppression of African-Americans and other racial minorities and refers to the conceptions of race which were prevalent at this time. The Phoenix Breeding Ranch calls to mind ideas of eugenics which were popular at or before the time of the story’s publication. The geneticists’ god-like approach to genetics and evolution, and the customers’ nonchalant attitudes toward altering the natural process of evolution and creating life both call into question the responsibility one has to the being they create. The corporation’s economic model of relying on dehumanized, enslaved workers is directly analogous to the plantation system of the antebellum South. The Martian geneticists are described as significantly more intelligent than any human scientists, are unwilling to culturally assimilate with humans, and a separate building is given to “B’na Kreeth and his racial colleagues.” The treatment of the Martians can be compared to the treatment of African-Americans who challenged white supremacy by contending that they possessed equal, if not superior, intellect to those who were societally bolstered by white supremacy. The fact that each of their buildings referred to biblical days of creation refers to the ecclesiastical justifications for imperialism, colonialism, and enslavement. The most pronounced reference to racism and slavery is Jerry singing a Christian slave spiritual at the end of the story, which leaves the audience awe-struck and entirely convinced of Jerry’s humanity. This is interesting because it is perhaps the first time that a reference to African-American culture (or popular perceptions of African-American culture) actually serves as proof of a being’s humanity rather than evidence to the contrary.

“Davy Jones’ Ambassador” both concedes to and challenges popular notions of human dominance. Cliff Rodney, a human using a submarine to explore the depths of the ocean, is swiftly overpowered by a previously unknown deep-sea society with technology that is comparable and in some ways superior to that of humans. The ovoids have developed the technology to support human life underwater: The Student has developed a basic grasp on the English language and has used that knowledge to mimic human technology and adapt it to a deep-sea environment. They have used job specialization to their advantage and developed a working military force. Additionally, they seem to deal with such interpersonal conflicts that are characteristic of human societies. Although Cliff Rodney perceives The Student’s decision to commit mutiny as an act of altruism, it was solely self-interested and just happened to pose a positive externality for Cliff, allowing him the ability to survive. The Student weighed the pros and cons of subjecting himself to pain and humiliation at the hands of humans and of relegating himself to life as a science experiment to reap the benefit of gaining knowledge about humans in the process. In one way, “Davy Jones’ Ambassador” clearly challenges the notion of human dominance in that The Student provides the only means of escape for the ostensibly superior human, Cliff, while in another sense the story concedes to the notion of human dominance in that The Student’s subjugation to humans is what he has determined to be the only useful method of gaining further knowledge. Also, many of the technological advancements which make the deep-sea society so commendable are due to the admirable efforts of The Student to learn and understand English but can also be perceived as just a mimicry and slight adaptation of human innovations. The ovoids clearly demonstrate the sort of higher-order thinking that humans pride themselves on and consider an essential element of humanity. Yet any human being would strongly hesitate to classify any of these deep-sea beings as human. If humans are defined by their intellect and cleverness, the ovoids pass the test with flying colors. So what determines entry to this exclusive, privileged group? Is it physical appearance? History? Capacity for verbal speech? The properties grow more and more arbitrary as one continues to question the standards and reasons for gatekeeping who is human.