LITR 5439 Literary & Historical Utopias
Final Exam Submission 2009
Felicia Byrd
Topics A3 (and A1)
Teaching Utopia: Opportunities are Present
This weekend in discussing some family drama, I asked my eighteen year old son, Chris, “Why can’t we live in a perfect world?” Okay, I really asked a “utopian world,” and he replied, “I don’t know what you mean by ‘utopian.’” Since I am an English major, this sad reality is not one that I want to easily admit. Through a little more dialog, I learned that his school did not cover any utopian or dystopian literature in their regular high school English classes. To return to the question I asked him, he replied “because people are stupid.” What does that mean Chris? “That people are just looking out for themselves; they don’t care what you or I want. People really don’t want to work for anything that just want stuff.” This made me think about our world and about how I have taught dystopian literature. So, I wanted an older perspective on the same question. I called my friend, Judy, who is slightly over sixty. She focused on the last part of Chris’s comment. Then, she told me of a newspaper article that she read about how nationalized health care is being viewed as a right. She believes that insurance is a privilege; she went to work to supplement her husband’s insurance and doesn’t understand why others can’t do the same. Judy continued to question me about why people don’t have insurance. I mentioned that many of our areas low income families have the “gold card.” “Isn’t that insurance?” she asked. From my experience, I said no that it was more like a hassle because each part of the treatment had its own appointment, and many times I had to miss work, so I could not really get ahead financially; as a result, my family had a hard time getting off of the gold card system. She thought that it still sounded like a form of insurance since a reduced rate was being paid. “Besides that,” she said, “if they do nationalize healthcare, I am going to be paying for their insurance and they aren’t even going to thank me.” These two views really made me stop and think. Why can’t our life be better? Why can’t we consider others in our decisions? Where is the line between the individual and society? And, is there a way to use utopian and/or dystopian literature get our youth to think more critically about the decisions that they make?
Since getting students to read dystopian texts, such as Brave New World, 1984 and Anthem, has not been an issue, the focus of the discussion may need to be shifted a bit. The typical high school student usually tells of how “cool” the story was, or how imaginative the story was to read. The curriculum had dystopian literature used as a form of persuasion or a way to review literary devices. With the persuasive elements, discussions center on social issues in the novel. Typically, a comparison of how the fictional characters live to our way of life (and/or the way of life during the time of the writing). Using objective 5: Evaluate the significance, worthiness, and range of utopian studies as a topic for literature courses at any educational level, the realization occurs: utopian and dystopian literature provide a safe, non-threatening way to discuss society whether it is discrimination, gender roles, the government, or technology.
When teaching Dr. King’s “I Have a Dream” speech, instead of merely pointing out style and literary devices, the use of a dream and how it relates to a utopian vision could be effective. Students are often asked superficial questions like “What is your dream?” Maybe they are asked, “What is your dream for the world?” This is difficult for many of them; their ready response is “the same as Dr. King.” Perhaps, these types of questions are asked because this is non-fiction. However, any of Dr. King’s speeches are still “safe” for discussion as these events in the mind of a teenager were forever and a day ago – especially when visuals are used since they are filmed in black and white. Students should read: “It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free.” A dialog can take place of not just the imagery and allusion, but of the need of “daybreak” or “are there other groups that could be viewed as ‘captive’”? My friend, Judy, in the earlier conversation also mentioned that the 1950s was a utopia for her. Obviously, this is prior to Dr. King’s actions, but it is still relevant as she made the connection that she saw women going to work to help the men and the family was important. However, she also pointed out, “Looking back and realizing that there was a whole other race that was not experiencing the same utopian feeling is disheartening.”
Students will too realize by reading utopian and/or dystopian literature that there are groups that do not seem to have the same as other groups. Social class systems are a primary discussion topic in Huxley’s Brave New World because the Alphas, Deltas and Gammas wear different clothes and have different privileges. Students also want to discuss the lack of choices individuals have in these dystopian texts. In Anthem, Equality has his life chosen for him; students eventually make the connection to their parents. The unlawful desire to have another job is brought into question. One of the best discussions that arises from reading dystopian literature is about rebellion and how to know when to rebel. The outcome of rebellion is a frequent topic of the ending of 1984. Readers have very strong feelings about Winston’s “caving into” Big Brother. Morals and ethics are the by-product of these discussions. Students begin to understand how they developed their morals and ethics; as a result, they can make conscious decisions.
Reading utopian and/or dystopian literature also provides a safe environment for asking probing questions: “What would you do if you were (fill in any character’s name)?” This type of question allows the student to not just relate, but predict an outcome of a choice they may have to face. “Can you imagine living this way? What are the advantages or disadvantages?” These questions do not just allow creativity to occur, but provide an opportunity for the student to consider another way of life. “Is there an example of (fill in any theme or motif) in our world?” With this question, the novel becomes a little bit more realistic. If technology is used in the question, then another realm of discussion can take place. Students can be given the opportunity to be creative thinkers and imagine new devices for our future. Examples of this can be found most prominently in Brave New World and Ecotopia. If students reads both “I Have a Dream” and Ecotopia, a great discussion can take place about race and discrimination. The original scenario and questions generated by my son and friend also provide a basis of discussion.
When I consider Chris’s and Judy’s responses to the possibilities of a utopian society, I think of the excerpt of Plato’s Republic in which he has Socrates create the ideal State. The simplicity of that life where people “will take care that their families do not exceed their means; having an eye to poverty or war.” Today’s society lives beyond its means. We have massive debt; we are no longer self-sufficient as a nation. The debt of our nation and its individuals, and our inability to be a self- sufficient nation is similar to Glaucon’s suggestion of “adding relish to the meat” of Socrates’s simple State. When Plato writes, “for in such a state we shall be more likely to see how justice and injustice originate. In my opinion the true and healthy constitution of the State is the one which I have described [the simple State]. But if you wish also to see a State at fever heat, I have no objection.” The implication here is that when we live beyond our means there is a tendency for injustice to occur. The idea of describing a society with too many luxuries as “a State at fever heat” is quite appropriate since people become hot tempered when they have to do without something that a neighbor, friend, or family member with some luxury we want. Students can easily relate to this idea and a discussion of immediate gratification can take place as there are examples to be found in the literature.
Utopian and dystopian literature offers a fictional world to be evaluated and compared to our own. This genre provides a safe, non-threatening, subjective world to discuss. Life lessons can be addressed, and the moral fiber of our future leaders can be stimulated. Perhaps, through a reader of utopian literature, we can have a better future.
B5: Utopian & Dystopian Literature in Contemporary American History
While I strongly believe that utopian and dystopian literature is worth teaching, I also believe that it is equally important to understand that variations of these two ideals have existed in our world. In order to recognize where we are today, we must know of the extremes; thus, we must read and discuss literature in this genre, and there must be connections to history.
In Utopia, More writes: “…they willingly let go all the good things that were among those of former ages, yet if better things are proposed they cover themselves obstinately with this excuse of reverence to past times” (6). This idea is in juxtaposition with Anthem as that society remembers the past for all its mistakes and refuses to use its innovations. However, Anthem’s society uses its new traditions (after the Great Rebirth) to reject the past which is similar to a “reverence to the past” to keep from accepting Equality’s (re-)invention. With these two examples, literature can be discussed, such as the contrasting of ideas between utopian and dystopian texts. Students can attempt to make historical connections. When Thomas Jefferson was crafting the Declaration of Independence, he faced a similar situation with slavery. He wanted to free the slaves, yet he met with much resistance. The better move would have been to free the slaves and provide them with land or passage back to their families. However, many people held to the “traditions” of the early settlers and refused to abolish slavery.
Aspects from class that were addressed: who are the great writers? Are the works selected of literary merit? Does the work have an influence of a multitude of writers? It is easily agreed upon that the Declaration of Independence has inspired and motivated a great multitude of people. Because of this early utopian view, evident by the added preamble that the declaration was written to form a “more perfect nation,” many leaders have come forward to correct social injustices. Two such leaders would be Dr. Martin Luther King, Jr. and César Chávez. Since Dr. King is addressed in earlier essay, the focus will be on César Chávez. During the last few years of King’s life, there were several other active minority groups inspired by him to promote awareness and change in rights and laws. César Chávez was like Dr. King in a shared belief of non-violent actions. Chávez’s primary goal was to establish a better way of life for migrant farm workers. These farmer workers were not well provided for financial or humanely as living conditions were deplorable. Chávez’s vision is often criticized as not being specific enough to be successful while Richard Griswold del Castillo writes:
Yet, like Jefferson’s, Chávez’s ideas contained paradoxes: he sought cooperation, but understood the need for power; he respected individualism, but understood that the movement must be built on the collective; he sought a change of society, but understood that it must begin with each person’s humanity. Chávez shunned philosophy and theory because he knew that in the United States change came from doing (99).
Evaluating the paradoxes of Jefferson’s and Chávez’s ideas serves a literary, historical, and philosophical educational goal. Recognizing that “all men created equal” didn’t literally mean “all men” aids in understanding of discrimination not just of non-whites, but of the poor and of women. Chávez’s respect and desire to appeal to an individual to act a collective is a clear contradiction of philosophies. Students reading Anthem could easily make this connection. The values that come out in dystopian and utopian literature are that society should be willing to forego individual needs for the greater good of the society. This sentiment demonstrated when Griswold del Castillo writes: “The new society for Chávez resided in the heart of every man and woman as each practiced a life of sacrifice and charity” (111). Chávez and Jefferson both believed that humanity should be valued and as a result they could envision a better, happier nation.
By studying Utopia, Anthem, Thomas Jefferson and the Declaration of Independence and Cesar Chavez, students will quickly realize that utopias are social and political movements (objective 3). Utopia is an attempt to show a perfect, happy, and just place. Anthem is showing the importance of the individual; while the Declaration of Independence is our model for democracy, freedom, and life. Dr. King and Chávez teach us that we can life in this world together with mutual respect and charity, the notion of action – not just talking about change, but being the change.