Expert answer:Respectfully disagree to a post by connecting it t
Expert answer:There are two posts need to reply. They are separate posts. Please don’t mix up! Give me individual reply post for each! Thank you!To REPLY for points:Respectfully disagree to a post by connecting it to reality, andDo this by sharing a news article and make a clear connection to the claim made by the original author.Feel free to reply positively as well, but realize your points are in discernment of ideas
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Post of 1984:
Most of Part III of 1984 is spent on the torture and reconditioning of the main
character, Winston. His torturer, and oft savior from torture, is the ugly, tired man
O’Brien. He not only works on convincing Winston of the falseness of his memories,
but the truth of the Party’s movement. He wishes Winston to be converted, not just
in actions, but in his mind, and to do this, he has to break down all social
relationships that Winston clings to in an attempt to protect his mind. O’Brien
achieves this by threatening Winston with the thing he fears most, until he betrays
the last person he loves, Julia. “We have cut the links between child and parent, and
between man and man, and between man and woman. No one dares trust a wife or a
child or a friend any longer. But in the future there will be no wives and no friends,”
O’Brien teaches him during a torture session (Pg. 280).
O’Brien often refers to other attempts at authoritative regime, namely Nazi Germany
and Communist Russia. O’Brien believes that the party has truly succeeded in where
they failed, claiming power for power’s sake instead of rule to safeguard a coming
revolution. In O’Brien’s tirades, it is easy to see where George Orwell took his
inspiration from. “The bourgeois clap-trap about the family and education, about the
hallowed co-relation of parents and child, becomes all the more disgusting, the more,
by the action of Modern Industry, all the family ties among the proletarians are torn
asunder, and their children transformed into simple articles of commerce and
instruments of labour” Marx proclaims in the Communist Manifesto. Its clear that
Orwell believes that the ‘Spirit of Man’ that Winston hangs on to so desperately has
much to do with interpersonal bonds of romance and family. “In bourgeois society,
therefore, the past dominates the present; in Communist society, the present
dominates the past,” is another startling phrase from the Manifesto. One of the
principle themes in 1984 is manipulation of the past through misinformation in the
present. “All the confessions that are uttered here are true. We make them true. And
above all we do not allow the dead to rise up against us” (Pg 266). Orwell is giving us
a dark interpretation of what throwing off our “bourgeois culture” could mean, how
disintegrating bonds erodes memory, and that memory is what teaches us humanity.
Orwell, George. Nineteen Eighty-Four. Knopf, New York Rpt. 1992.
Post of Future Shock:
In Part Five of “Future Shock”, Toffler discusses the idea of orientation response and
how it affects the body in the presence of a new or unusual idea. Orientation response
is a very involved process, where the body undergoes both physical and chemical
changes. Our pupils dilate, veins and arteries constrict, palms get sweaty, and even
the pattern of brain waves is altered (Toffler, 172). When novelty is increased in an
environment, there can be a continual orientation response which puts a lot of stress
on the body (Toffler, 173). This reaction to environmental change could be an answer
to why some are afraid of change, even in small amounts.
For the most part, change is necessary to facilitate progress. If we were to compare
our daily lives to those of the 60’s and 70’s, we would notice there have been great
strides for change in almost every aspect of our culture, yet education seems to have
been left behind. The classroom landscape may have had superficial updates, but the
process has stayed the same. Toffler describes the present curriculum taught in
schools as “a mindless holdover from the past” (209). The goal to fuel supply the labor
force seems to still be in place, with schools operating almost as assembly lines;
turning out as many students possible at an efficient rate. The more capitalism became
entrenched in our society, the more it began to affect our education system (Hassan,
7). Our “culture production” has moved into how we educate; the skills taught are
organized around fixed disciplines that do not reflect the changes happening around
them.
The connections between Toffler’s ideas of orientation response and “holdover
curriculum”, and the hyper-commodification of our education system in Hassan’s
“Recursive Mode”, may help to explain why our school systems remain the same after
generations of change and progress. Our negative physical reactions to change alone
make it difficult to accept differing options, but when an idea entangled with feelings
of nostalgia such as education reform is brought up, it is almost too difficult to
imagine. To accept the need for education reform would mean the need to accept that
you were “trained the wrong way”, which can be difficult for most. Our own fear of
change and love of the familiar past is why I believe education reform is still in the
distant future.
Works Cited:
Hassan, Robert “Recursive Mode” Volume 5 Issue 3, 2009
Toffler, Alvin. “Future Shock”, Part 5 & 6, New York: 1970.
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