LITR 5439 Literary & Historical Utopias
Final Exam Submission 2009
Amy Sidle
Utopia Final Exam
Overview Essay A3: Teaching and Learning from Utopias and Dystopias
In relation to Objective 5, instruction using utopias or dystopias needs to be enhanced with background information, alternative scenarios and immense discussion for both texts stir a variety of opinions. While it is clear that American education pays more attention to dystopias than utopias, I believe that educators could successfully teach a utopian text if paralleled with historical successes and failures. Despite the varying ideas of utopia, each text portrays a version of life that is peaceful, equal, and spiritual; however, they are fictional and not plausible for entire global adoption. This aspect is why it is important to show students the historical attempts, such as Oneida, Twin Oaks, or Auroville.
Life is not perfect and not fair - something my teenage students remind me of everyday – so when students are presented with a utopian text, I fully expect them to be skeptical of the idea. By allowing students to study the historical attempts, they will be able to see past the fiction and possibly grasp the reality. The idea is no longer merely a concept; it is a movement they can study – learn about the community’s ideals, education, people, way of life, etc. (much like they would the Renaissance or Ming Dynasty). It would be pertinent to discuss why a community like Auroville succeeds while the Oneida community did not. It must be pointed out that students just cannot run away from reality thinking they can join a community of peace, but how we can bring peace, and other utopic aspects, into our present reality.
With the introduction of history, along with the text, students have the foundation for an endless discussion on all aspects of utopic living. Does the community succeed? What flaws do they see in the community? Comparing the community with the text, how are they different? (Obj. 3d) Questions could merely be discussion and evidence based, or they could grow into projects to fulfill objectives. In relation to Objective 5a, students from varying backgrounds with varying belief systems and ideals do make a wonderful cornucopia of American culture in which to have such philosophical discussions.
Why are dystopias so appealing? (Obj. 5c) Though we live in a dystopia, could it be to show us how bad our lives could be? We live in a world where death, abuse, adultery and murder beat out the selfless, compassionate, generous and philanthropic not only on our daily news but in our magazines and books, where sex appeal sells everything from perfume to clothing, where post-graduate education is bankrupting the middle class, and where our rich pay little taxes and our poor pay big taxes. So maybe dystopias are just easier to relate to.
In Ayn Rand’s Anthem, Equality’s life is completely predetermined by a variety of Councils. The Council of Eugenics determines his parents, of whom he will never know, the Council of Vocations determines his life’s work, of which he has no input, and the Council of the Home determines his behavior, of which he’ll never understand why he can do some things, but not others (26, 41, 46). Though not as extreme, students are able to relate to the fact that their first eighteen years of life are determined by others than themselves. The state forces them into school, their parents force work, a curfew, a dinner and bed time, their teachers force homework (boring, of course), and their lives are governed by rules: parent’s, school’s, society’s.
In response to Objective 5c, I believe American curricula emphasize dystopias because they are merely relatable on all educational levels and provoke thought. There is suppression and oppression and a hero that figures out how to escape it all – wouldn’t we all love to escape? Utopias have communal dining (which is far from cafeteria lunch), lavish gardens, and common ideals. I find it difficult to say that we could all live in harmony if we just broke bread together and believed in the same things – and no teenager would buy it either. To me, parts of utopian literature are pure fantasy, and students are far too interested in reading about a wizard-boy or a century old vampire.
Also, as 2007 student Ruth Pilarte states, “continuous readings of a place where there is no strife or struggle can become a bit dull. Part of what makes literature so interesting is the way it captures the human struggle to overcome obstacles and ordeals.” Utopian texts could be overwhelming for not only a student, for the educator whom must constantly explain and interpret.
Furthermore, dystopias provoke thought – thought about society, politics, education – aspects students grasp. Students study Dr. King’s “I Have a Dream” speech many times. They learn he had a dream “that one day this nation [would] rise up and live out the true meaning of its creed… that all men are created equal.” But over forty-five years later, we still haven’t accomplished all that he dreamt of. We still live in inequality and oppression, maybe not a severely, but we still aren’t there yet. Dr. King was like Equality in Rand’s story; he recognized the chaos and tried to overcome it, even Equality has plans for his friends to join in the life that they deserved.
I believe that with literature there is always a gain; in each story there is always something to learn, to relate to, and to reflect upon, and utopian and dystopian literature is no different. With this genre, we merely do not learn about a decade or an event, but about a culture, a way of life, a belief system and a people. There is no time period, for the concept is timeless.
Focus Essay B4: The Timeless Utopian Concept: History and Literature
We all know that if history if forgotten, we’re bound to repeat it. But what about pure learning from history? For instance, the Greeks and Romans – what did we learn from them? Of course, declaring oneself Dictator for life really didn’t work out for Julius Caesar, but how about democracy, mathematics, or philosophy. So from where does Western Civilization learn about utopias, not only to attempt their creation in life, but literature also?
In relation to Objective 3, it is imperative that we understand the origin of utopia, maybe not the term, but at least the concept: “And out of the ground made the Lord God to grow every tree that is pleasant to the sight, and good for food; the tree of life also in the midst of the garden, and the tree of knowledge of good and evil” (Genesis). In the Garden of Eden, Adam and Eve are blissfully ignorant, not even knowing the other was naked until they ate from the tree of the knowledge of good and evil. Since man was banished from the Garden, people have been trying to recapture God’s intended innocence and peace with their own utopic attempts.
I believe the Utopian concept is universal and timeless (Obj 3f). Each individual, or group of individuals, might vary on their particular definition; nevertheless, it is always better than from what they came. In chapter 11 of Frederick Douglass’ Narrative of the Life, he finally escapes to a port city in Massachusetts, he observes:
I saw no whipping of men; but all seemed to go smoothly on. Every man appeared to understand his work, and went at it with a sober, yet cheerful earnestness, which betokened the deep interest which he felt in what he was doing, as well as a sense of his own dignity as a man. To me this looked exceedingly strange. From the wharves I strolled around and over the town, gazing with wonder and admiration at the splendid churches, beautiful dwellings, and finely-cultivated gardens; evincing an amount of wealth, comfort, taste, and refinement, such as I had never seen in any part of slaveholding Maryland.
Through his years of abuse, whippings, and self-education, Douglass’ utopia is to witness the mere human treatment of others.
Continuing with Objective 3f, in Wovoka’s “The Messiah Letter,” he warns his people of the millennial utopia, stating that “When the time comes there will be no more sickness and everyone will be young again…When the earth shakes (at the coming of the new world) do not be afraid. It will not hurt you.” Wherever they are headed it will be a blissful and spiritual place. Despite Douglass’ and Wovoka’s ideas being approximately forty-five years apart, they are similar, but adapt for culture and belief of the idyllic. Fortunately, both parties wrote of their ideas so that we, in the twenty-first century, may study and learn from their thoughts of utopia, and thus, adapting them to fit our own (Obj. 4a).
Literature has the ability to spans great amounts of time, whether written or verbally communicated, and thus the ability to influence history, and vice versa. I believe that Sir Thomas More’s text finally coined a concept or term that was already quite prevalent. Nevertheless, by composing his ideas, he was able to reach more audience than with his verbal words, thereby influencing history and literature to date (and most assuredly the future) (Obj. 4c).
In Callenbaugh’s Ecotopia, he discusses the Ecotopians disgust with eugenics (71), a concept that has destroyed in our past but could develop into something promising in our future, if taken that way. In my midterm, I mentioned a current form of eugenics called pre-implantation diagnosis, which screens embryos for genetic diseases. While this might not be a common studied form of utopia, for the couple that cannot conceive or constantly miscarriages, pre-implantation diagnosis certainly might seem utopic to them (Obj. 3f).
I certainly was captivated by the web reviews that featured utopic commune attempts such as Oneida, Twin Oaks, Auroville and Celebration; however, while those might be past or present historical relations, I would like to see the addition of futuristic attempts also. For instance, the three forms of eugenics, including cloning; we certainly are semi-familiar with at least one clone thanks to “Dolly” the Sheep, but what are the advantages and disadvantages? Could cloning really be utopic?
I truly am an advocate for the web reviews. I enjoy how a peer is able to share his or her new found knowledge with aid from the professor when necessary; it shows how we are all learning together (that sounds oddly utopic, no?). I also appreciated the historical postings in lieu of a lengthy research assignment, for it allowed us to stretch our curiosity among many topics and not just one, including class objectives. I feel class objectives will be forever changing to adapt to the students who make up the course, as well as the literature and historical perspectives assigned and studied. While there certainly are two defined perspectives, there is a grey area in which one has influenced the other, and objectives will naturally overlap; to this I say, allow them to do so freely. I am not sure combining Objectives 3 and 4 would better the course.
Whether literature or history, utopian ideals will continue to thrive and to influence, and naturally they shall be studied.
Time Log: TH 1:30-3:30 pm, 10:50-11:55 pm