LITR 5439 Literary & Historical Utopias
Final Exam Submission 2009
Mary K Boudreaux
Final Exam
July 10, 2009
TOPIC B3 As texts for public school curricula, how successfully might Ecotopia or other utopian texts of our utopian texts replace standard assigned texts in the dystopian tradition such as Anthem, 1984, and Brave New World? What problems or rewards?
Since most texts in the public school curricula focus on dystopian traditions, students are not well versed in different types of genres such as the utopian novel. Dystopian novels such as Lord of the Flies by William Golding are classic texts. It is didactic in nature by teaching students about their own values and how displacement to an isolated island can cause them to reconsider their sense of right and wrong. Lord of the Flies and other novels of the dystopian genre warn of an unhappy future. The novel is a depiction of the uncivilized nature of man in an unsupervised environment. The curricula emphasize the use of dystopian novels as didactic in nature to teach students how to analyze human behavior and learn the effects of the ill nature of man. The philosophy of education is based upon the works of B.F. Skinner, John Dewey and Horace Mann. It comes as no surprise that the study of human behavior is a major part of educating students in today’s modern society. John Dewey’s key issue was to reform education in America. He ensured that there exists an effective communication among citizens, experts, and politicians in making decisions about education. Dewey focused on the individual child as the center of all curricula decisions in education. Horace Mann is the founder of the common school movement. His philosophy on American public school education was fundamental in the calling for universal education and religiously neutral education policies. The American school system holds these beliefs and principles as fundamental in decision making and policy changes in curricula and governorship of schools. 5b. What does utopian / dystopian literature instruct us about education?
Utopian novels promote collectivism and socialism. The American government is built upon a democracy. Its foundation is based upon individualism and creativity. The American dream is “life, liberty, and the pursuit of happiness”. These notions of American society are based upon the Declaration of Independence. The three elements of the American dream are based upon fundamental rights guaranteed to each citizen. Dystopian novels focus on the philosophy of human nature. In Anthem, the people are oppressed. Prometheus dares to think as an individual. On his journey towards enlightenment he discovers the word “I”. Schools in American focus on the development of the individual student and his or her contribution to the world.
The indepth study of socialism/communism as a means to a perfect world and society can be seen as a threat to the principles of the Constitution of the United States. Many educators may perceive utopian novels as a threat to American democracy, promoting socialism and communism in classrooms and eventually into society. Additionally, there is a strong belief in the separation of church and state in politics, which involves educating students. Educating students on various religious beliefs or morality is not the primary purpose of education in public schools. Utopian novels introduce alternative forms of marriage and religion. The United States government and school systems throughout the nation are very conservative in their beliefs about morality, but regard the teaching on religion and morality as a parental role. Ecotopian novels such as Ecotopia by Callenbach promote the idea that government is not responsible for the welfare and health of its people, and the people should take matters into their own hands by isolating themselves to create their own utopias. Utopian and ecotopian novels give the perception that perfection and idealism is obtained through anarchy and the creation of a new society and government in the land of the free. 1d. To identify the utopian author both within and beyond traditional literary categories--e.g., as activist, agitator, reformer, prophet / visionary? There are few curricula that successful implement ecotopian and utopian novels because of their threat to rationale thinking of young adults. Therefore, the use of utopian novels in the curricula is censored and monitored very closely.
An Ecotopian novel such as The Bridge by D. Keith Mano presents a world in which the government promotes the extinction of the human race by an enforced mass suicide to “save” the environment. 3g. Since our major texts are all set in North America, how do Americans regard utopias? What problems does the USA’s culture present for discussing utopian issues? Mass suicide is a concept that most schools of learning will not introduce into their curricula. Because of the complexity of issues associated with mass suicide and the development nature of young adults, this material would be censored in schools. However, the novel serves to promote a cleaner environment and changes in national policy for conservation efforts.
An alternative to relieve the world of gender oppression and social ills is to remove the male gender from society. It leaves women with a mythical method of parthenogenic reproduction to produce children. The feminist approach devalues the male in society. It promotes separation of the sexes. In Herland by Gilman, a sexless society is promoted as functional means to alienate men and reach a state of unity and idealism. Yet, the novel can serve as a means to encourage scientific research in stem cell development and the developments of technology and agriculture.
A threat to the democratic system and culture is easily noticeable in ecotopian and utopian novels. Students may see that these “intentional or experimental communities” are a better way of life, rather than working for the greater good of American society in a desire to create the more perfect union. Ecotopia has various utopian elements that present problems for students. It presents a country that has separated from the United States of America. The people felt that the government was not meeting their ecological needs. The novel can be seen as a form of protest against the U.S. government. It clashes with the idea of the union style governorship of the American government by developing a new nation within the borders of the United States. On the other hand, the reading of books similar to Ecotopia challenges students to become conscientious about environmental issues. The need for conservation and a healthy atmosphere is important for man’s well being. The citizens of Ecotopia were focused on self-preservation through a clean environment. Certain excerpts from the novel can be utilized to invite students to problem solve in finding solutions to nature and mankind. The study of ecotopia can extend to other content areas such as history, economics, sociology, and science, to name a few. 4a. What academic subjects or disciplines are involved with utopian studies? Examples: literature, history, sociology, economics, architecture, urban planning?
Can utopian novels replace dystopian novels in the curricula? The United States is in a time of change. It is a time in which American society needs a positive change and unity as a nation to preserve the country’s ideals and founding beliefs. As long as schools and districts preserve American values, dystopian novels will continuously remain in the curricula, compared to utopian or ecotopian novels. The focus of education in American is to promote equality and to also create a unique individual that will contribute to society in the United States. Although great philosophers like John Dewey in a community approach to education; he also opposed communism.
Works Cited
"John Dewey." Wikipedia, The Free Encyclopedia. 27 Jun 2009, 19:03 UTC. 27 Jun 2009
<http://en.wikipedia.org/w/index.php?title=John_Dewey&oldid=298984949>.
"Horace Mann." Wikipedia, The Free Encyclopedia. 5 Jul 2009, 01:20 UTC. 5 Jul 2009
<http://en.wikipedia.org/w/index.php?title=Horace_Mann&oldid=300331258>.
"B. F. Skinner." Wikipedia, The Free Encyclopedia. 10 Jul 2009, 08:01 UTC. 10 Jul 2009
<http://en.wikipedia.org/w/index.php?title=B._F._Skinner&oldid=301333420>.
Mary K Boudreaux
July 10, 2009
Topic A3. Teaching
Utopia (Obj. 5 & others depending on answer content)
Evaluate the significance, worthiness, and range of utopian studies as a topic
for literature courses at any educational level.
The study of utopia at the secondary level, grades 9 – 12, is significant, but is rare. Students may study excerpts of utopian novels in an Advanced Placement course in literature, but rarely in a traditional classroom. Other content areas may study such novels as Sir Thomas More’s Utopia in an Advanced Placement History course. There must be a specific purpose for teaching a utopian novel. The attraction to the field of study motivates students to want to explore the topic of utopia. Often, teachers hesitate to teach utopian novels in the classroom because of the backlash and resistance from parents and the community. 5c. What difficulties does utopian instruction typically present?
Some of the attractions to the field and study of utopia is a quest of knowledge. The main character is always on a journey to experience a revelation or a sense of enlightenment. This is evident in Utopia when More has a Socratic conversation with Hytholoday. More and Giles discover the depth of Hytholoday’s knowledge on governments of many nations and service to mankind. A debate ensues and the three men are engrossed in conversations and criticism about distribution of wealth, unequal labor, and the appropriation of farm lands. However, this novel does not encompass a heroic individual, like Odysseus in The Odyssey. Yet, students in a junior or senior course should be able to analyze some of the concepts that are discussed in reference o the severity of the penal code and a rhetorical question that relations to what is wrong with “civilization” in More’s time in comparison to the present state of events. They should also be able to find solutions and analyze the effectiveness of the solutions proposed by Hytholoday into modern day society. 2b. What problems rise from a utopian story that minimizes conflict and maximizes equality and harmony? What genre variations derive from these problems with plot?
Another attraction to the field of utopianism is the creation of a new society. It is the ideal society. Since our government is based upon democratic principles, some educators and parents may censure any material that opposes a democracy. To many cultures, America is considered their refuge and utopia. Americans have a tremendous amount of pride about their ideals and beliefs. As witnessed by the Dividians in Waco, Texas, any threat to American lifestyle or the “free” people within it can cause conflict and annihilation. The concern is whether students are able to rationalize and analyze a fictitious nation like Herland or Utopia without responding erratically and reacting viciously to the print in a harmful fashion that will cause alienation of themselves in society. 3e. What social structures, units, or identities does utopia expose or frustrate?
The issue of community ownership vs. private property is another issue that is evident in the study of utopian societies. This concept may be harder for adolescents to conceptualize. Because adolescents are reared in a democratic society and educated in schools that promote democracy and individualism, the idea of sharing and sacrificing the “I” for the “we” is a major paradigm shift. The problem arises when students are not able to comprehend the element of several different sects utilizing their skills and work ethics for the greater good of mankind in a community. The study of communal living is controversial. An enlightenment for students on marriage as related to monogamy vs. polygamy can raise questions on political, religious, and social issues in the classroom. 5c. Since utopian studies offers so many non-literary subjects, how much to limit the discussion to literature or expand to interdisciplinary or social / political concerns? Often these concepts can cause parents and the community to respond in an uproar due to their extreme nature. Adolescents may not have encountered such diverse thoughts on marriage, sex, and economics. In an academic environment associated with adolescents, extreme exposure to complex thoughts and ideas or limited in the classroom, and often censored. The question remains, ‘Are they ready to explore controversial issues in the classroom that may not coincide with their ideals and beliefs?’ 5c. What difficulties does utopian instruction typically present?
In Utopian novels, there is a lack of multiculturalism or racial diversity. Minority students may not connect to the novels on a personal level. This would inhibit their ability to understand certain perspectives. The majority of authors in utopian novels do not include minority groups as part of the consensus. Bellamy’s novel, Looking Backward, is based upon the transcendence or teleporting of man into the twenty-first century. Yet, there is no mention of any diverse ethnic group. However, in Ecotopia, there is a mention of the development of minority sects by race. It is obvious that the author, Callenbach could not foresee ethnic groups living together happily in a state of paradise. In Paradise, written by an African American woman, the town of Ruby is a community in which everyone is of the same race. Yet, the African American people become unrestless and find themselves inflexible in accepting others’ social values. However, Paradise is not a novel that would be read in an adolescent classroom. It would be an ideal novel to read in the classroom because it addresses social issues that minorities face and the problems that plague their communities. 3h. How may utopias exemplify multiculturalism or monoculturalism?
Many educators may feel that studying gender roles in utopian novels may pose a threat to how adolescents view the opposite sex. Herland is a prime example of how men are viewed as insignificant and devalued in the eyes of the women on the island. Men are also viewed as sexually inhibited creatures that seek to devour women, so the response to keep women pure and unstained is to make them non-existent and alienated. The concept or strand can be easily misinterpreted, particularly if the teaching of the novel does not involve a clear understanding and interpretation of the women’s journey towards enlightenment in realizing the positive role of men in their lives. The novel is also focused on a deeper meaning of love that extends beyond superficial love, which most adolescents endure during this time period in their lives. It is also a means to discuss abstinence and morality. Other issues that can be explored are the use of technology for agriculture and science to enhance beauty or cure diseases. The novel is a gateway into the exploration of many concepts and to not expose students to utopian novels is a greater evil. Students must be encouraged to discuss the roles of men and women in modern day society. Change is inevitable. American schools must adapt to this change. American society promotes community building and education. The novels explore communities working together for a greater cause. Herland promotes gender equality and education for both women and men as a means to reach a state of pure happiness and a better life for all citizens. The Declaration of Independence is based upon life, liberty, and the pursuit of happiness. 4b. How may utopian or millennial studies serve as an interdisciplinary subject of study? What strengths and weaknesses result from this status? (Comparable interdisciplinary subjects include women’s studies or gender studies.
In essence, education is power. Studying the variances of utopian themes in novels in a secondary classroom is a heroic effort. Students can learn about concepts that delve from history, science, literature, economics, religion, sociology, etc. The misconceptions of utopias need to be rectified. Students are missing an opportunity to discover other schools of thought when only viewing dystopian novels that emphasize democracy as the only means for a chance of a paradise. It is through the study of other religions and philosophies that students learn about themselves and discover commonality and differences. As Tish Wallace (2007) states: Utopian communities are centered on the ideal of working together to reach a shared goal. By reading this type of text students would learn the advantages of working cooperatively with one another instead of self-centeredness and the ideology that the world revolves around self. They will witness the pride community members have in their work and the care put in producing valuable and essential goods for the betterment of the community. Some students do not understand their responsibility within society. Nor do they hold an appreciation for contributions by their peers and others. In a utopian text, there’s no need for competition (sometimes brought on by this lack of appreciation or lack of concern). Everyone within the community uses their talents/skills for the betterment of the community not self, eliminating the potential for problems due to selfish desires.
A sense of respect for other cultures and civilization is essential for a greater understanding of society and a nationalist view of the world. We must remain a progressive nation. In order for this to occur, educators must be very cautious of how utopian novels in the classroom are presented and taught. Otherwise, community members and parents will argue against the use of the novels and enforce censorship and the removal of the books from schools as seen in society throughout history.