Cat's Cradle

Cat's Cradle can be considered a postmodern text because of its critique of modernism values such as progress leading towards a Utopian society. In Cat's Cradle, a scientist at the General and Foundry says that with the development of the A-bomb science has met sin. If the purpose of science was to lead towards a Utopia, sin was not a desired outcome. It also highlights that the use of research conducted is not always as pure as was intended by the developer. Vonnegut believes that the search for the final progress that leads to a Utopian society is a never ending search. Cat's Cradle also appraised the religious conformity the Bokononists have. Vonnegut believes that while there may not be any science behind the religion, the religion and myths are what make the people happy and does not confuse them.

Brave New World and the Real World

Although the comfortable lifestyle Huxley envisioned in "Brave New World" seems far beyond a possibility, his vision of "chemically driven paradise-engineering" is becoming reality. In the era ofpost genomic medicine, which we live in, our DNA is likely to be spliced and edited multiple times in order for mankind to enjoy lifelong bliss. The conditioning which the citizens receive begins at the moment of conception (creation). From the very beginning a person is altered to be able to perform specific tasks and are not allowed any functions not deemed important for their jobs. An example of this conditioning is emerging very rapidly. Single celled organisms are being built from the most basic pieces in order to create cells that serve a specific purpose. Starting with a cell which the original DNA has been washed from, a large amount of nucleic acid bases, and an advanced computer capable of synthesizing an entire genome based on a template that can be modified a multitude of times with the click of a button, researchers are able to create life. Currently there is no guarantee whether the DNA sequence, (with modifications such as insertions and deletions), will be capable of creating a viable cell. Delete one gene and the cell dies, delete another and it lives is the current predicament. However, as time passes researchers will be able to create single celled organisms with all of the properties of life, but only contain enough genetic material to perform a certain task. Such tasks would include the building of enzymes, proteins, or other compounds. Eventually these cells could be used as a treatment for things like diabetes.

The Industrial Revolution is outdated by about 200 years

The standards which students are held to today are hurting more than helping. Students are taught as if information will only be shown to them once. After that one time, hopefully they wrote all of the information, students will be expected to memorize as much as possible and then they will be tested to see how much they can memorize, not how much they can do. This method of teaching assumes that information is not free and easily accessible, which all information is thanks to the internet. A multitude of resources are available, but deemed useless because use of resources outside of a person's memory, (ability to memorize), are considered cheating. Likewise, students are not sent through school, or life for that matter (but that is not relevant), by their abilities. Students go through school based on when they were "manufactured" as Sir Ken Robinson states. This relates very well to Huxley's dystopia, which you would think would clue people in that this is not a good idea. In his dystopia, portrayed in "Brave New World", people are designed to take the place of those who were created before them. Mustapha Mond acknowedges this fact when he says "Wheels must turn steadily, but can not turn untended. There must be men to tend them, men as sturdy as the wheels upon their axles, sane men, obedient men, stable in contentment." He is stating that when one man becomes unfit to turn the wheel, another will take his place. In the society people are manufactured in groups, as bundles that will all begin and cease to exist at the same time.

Society of a Brave New World

            The society which Aldous Huxley envisioned in "Brave New World" is a society of very different mentalities towards sexuality and family roles. In the society Aldous Huxley created, sexuality is viewed as not only a public matter, but sex is a practice which young children are "playing, very gravely and with all the focused attention of scientists intent on a labour of discovery, a rudimentary sex game" (38). Sex is viewed only as a game and a path to pleasure, not as a method of reproduction. Mustapha Mond declares his view when he states that "there must be men to tend them... stable in contentment" (48). He believes that in order for man to be productive he must experience pleasure as he desires, which is why everyone belongs to every one else. In order to convince the citizens that an idea such as "free love" was acceptable the ideas of family, monogamy, and feeling were turned into vile subjects. A family unit was believed to be oppressive and largely filled with strong negative emotions. From a very young age girls were taught the use of contraceptives to prevent pregnancy, if the women were even fertile. Feelings were considered primordial, something that was not logical and should be overlooked. Impulses and desire were made to no longer exist. When Mustapha Mond asked the students if they had ever felt a desire they could not fulfill immediately only one boy raised his hand: "I once had to wait nearly four weeks before a girl would let me have her" (50). The youth have no understanding of lust or desire. They act only upon the present impulse which is fulfilled immediately. Waiting is not an option.

Huxley was about 60 years ahead of his time. No wonder people were confused about his book. Very interesting ideas though, and unfortunately, some are very present in society.

Engaging in the conversation

            In discussions of The Tempest, one controversial issue has been whether or not Caliban is a representation of colonization. On the one hand, Aime Cesaire argues that Shakespeare is portraying Caliban as a native who is not benefiting from his imperialist enslavement. On the other hand,  others contend that Caliban is not a representation of imperialism but a dependent who benefits from his servitude. However, my own view resides with Cesaire that Caliban is portrayed as a  victim of a more advance nation who has no choice but slavery.

            In A Tempest by Cesaire, she changes the dialogue of Shakespeare's play to emphasize the demeaning role which Caliban is unfortunate enough to have. For example, she changes Caliban's initial retorts to Prospero to "You didn't teach me a thing!... I'd be the king... without you" (312). I agree with her rephrasing because if Prospero had never come to the island then Caliban would never have become a slave to Prospero. Nobody would be dominant over him, and his advanced knowledge of the island would put him in a position of power. In the original work Prospero's control over his surroundings is based on his "art of [much] power" (Shakespeare 44). This perspective is most likely that of an uncivilized beast that does not understand scientific advances. It also shows that Caliban has been taught nothing that would deter or interrupt him from his duties. He lives a life completely unaware of how things work and technological advances. Cesaire highlights Caliban's well outdated belief that the world is alive when he says "because you, [Prospero], think the earth is dead" (312). He continues by calling Prospero a "conqueror" (312). Cesaire is stressing the point that Prospero believes the world to be simply waiting for the Manifest Destiny of a nation to control all that it can see or walk upon. The word choice conqueror brings to light that Prospero is not a teacher but instead more of a dictator. Caliban's actions when with Prospero also show his unmoral and uneducated tendencies. Another example of Shakespeare alluding that Caliban is a slave is "[Prospero and Miranda] cannot miss him. [Caliban]... serves in offices that profit [Prospero and Miranda]" (Shakespeare 40). The word serves establishes an obvious dominance over Caliban who is not serving of his own free will or for any compensation. He is granted the privilege to remain in the hut until "[Caliban] didst seek to violate the honor of [Miranda]" (Shakespeare 42). Unable to control his impulses he seeks to procreate using only his natural instincts to guide him. Due to how Prospero treats Caliban and how Shakespeare portrays him, it is only logical to conclude that Caliban represents the misfortunes of citizens from poor, powerless, and less advanced countries during the age of imperialism.

A Literary Debate

As students of the post modernism society we have begun to see ideas not backed by millions of dollars flood the world. Through the help of the internet people have started to realize that only one interpretation of everything is not feasible. No piece of literature can mean only one thing to everyone who reads it. On the other hand, schools have not caught up with this idea. English classes still expect you to read a piece and know the authors tone. Only one problem. I do not hear the author, and neither does anyone else. Welcome to multiple guess.

            George Will takes a very similar position in saying that the purposes of literary writings has become a matter of political gain, not related to the culture of the time period it was written in. George Orwell states that literary works are considered "a literary canon [as] an instrument of domination." If this were true then all works ever written would have been with the intention of keeping someone below them. But what about the feminists such as Emily Dickinson. She was obviously not in a position of power  over anyone and yet she still wrote poems. Poems alluding to feminist rage for being dominated over. George Will believes that literary interpretations have become centered about politics.

            Stephen Greenblatt assumes a much more liberal approach to the interpretation of literature. He is bold enough to challenge that Shakespeare's The Tempest is not about imperialism. He states this because "it is very difficult to argue that The Tempest is not about imperialism. It is, of course, about many other things. These other things are what literary scholars should investigate. It should not become a matter of politics and only one way to read a text.

Shakespeare and Colonialism

            Throughout history the group with the most power and largest audience has been able to justify the colonization of people deemed less civilized with the use of rhetoric, imagery, and other forms of media. The natives to a certain area are portrayed as primitive compared to the group with the secret agenda to obtain more land, subjects, and/or resources. Excuses such as educating or taming the savage natives are used to justify the colonization, (hostile takeover), of these people.

            Throughout The Tempest Shakespeare describes a situation in which he makes you feel sad for how Caliban was tricked and enslaved (colonized) while also feeling that Prospero's actions are justified because he taught the unsophisticated native how to speak and educated him in advanced methods of survival. Shakespeare describes many situations to support Caliban's case as undeserving of his current treatment. For example, Caliban speaks of how he "showed [Prospero] all the qualities o' th' isle, the fresh springs, brine pits, barren place and fertile" (Shakespeare 42). Shakespeare then validates Prospero's actions towards Caliban by Miranda's explanation that she "pitied [Caliban], took pains to make [Caliban] speak, taught [Caliban] each hour one thing or another" (Shakespeare 45). Overall Shakespeare seems to side with Caliban when he shows Prospero's harsh treatment of Caliban. For example, when Caliban tries to resist his servitude to Prospero, Prospero threatens to "[Caliban] shalt have cramps, side stitches that shall pen thy breath up" (Shakespeare 42). Hollywood on the other hand felt no shame for giving false and undesired stereotypes to ethnic groups such as the Native Americans. In the cultural studies article Great Britain is described as "the chief imperialist power of the nineteenth century, dominat[ing] her colonies, and then give up her their countries' raw materials..." (Ashcroft 236). The institution of slavery became acceptable and justified.

The Tempest Act I Prospero

Throughout the first act in Shakespeare's The Tempest Prospero is able to manipulate the world around him with the use of magic. He casts a storm with the help of Ariel to shipwreck his brother, who supposedly stole the throne from Prospero, and his brother's companions who helped to overthrow Prospero. Before the play begins he uses Caliban to learn the secrets of the island he is now stranded on. On the island he has spent his time educating  his daughter of her past as he sees fit. He ensures her of the validity of her studies and of the evilness of his brother.

            More subtly, he also uses stories and other styles of speech to manipulate Caliban, Miranda, and Ariel to ensure that they continue to perform the tasks he desires. For example, when Ariel discusses the possibility of gaining his freedom from Prospero's servitude, Prospero immediately reminds him of how Sycorax "confined [Ariel] by help of her more potent ministers and in her unmitigable rage, into a cloven pine..." (Shakespeare 36). By reminding her of these events he attempts to make her feel ungrateful and regret wishing to leave her master. Furthermore, when telling Miranda of her past he claims that he was dedicating his time to valuable subjects when "in [his] false brother awakened an evil nature" (Shakespeare 20). In addition, when giving orders to the reluctant Caliban, he makes Caliban appear to be the bad guy by bringing up events such as when Caliban "lodged in [Prospero's] own cell till thoust didst seek to violate the honor of [Prospero's] child" (Shakespeare 42). Prospero uses his rhetoric and stylistic devices to manipulate the people around him.

Socratic Circle Number 1

I'm sure when socratic circles were explained to the class most of the students decided they were going to have nothing to say and that this exercise was going to accomplish nothing. Group one got off to a slow start, this being the first socratic circle of the year, but soon the ideas were bouncing back and forth and most everyone had an opinion to share. Most people agreed that a bias towards any particular subject in history was imminent. Others said that only the most blatant facts should be placed in a textbook. Others believed that a teacher having the only copy of the textbook and teaching it to the students would be the best form of learning. How things are represented in a textbook or taught by the teacher will determine the connotation which people feel towards certain events. The second group admittedly didn't understand the paper they read and simply continued the first group's argument, paying little attention to what their article pertained to. Fortunately for them it was an article in response to the topic the first group discussed. They ignored facts and ideas that were only presented in their article and focused on textbooks and bias rather than the author's possible solutions. Neither group made very many arguments about the viewpoints of multiple ethnic groups. The general feeling was that all ethnic groups should have a voice in history. Overall the discussions were enlightening and well debated.

My Summer Trip

Most people take a trip for a week or two. If that was true in my case my vacation was in California. My residence was New York, NY. I spent two months touring the city and interning for a lab at Columbia University. I visited Times Square, Ellis Island, and the Statue of Liberty among other tourist locations. During the week my typical work day was from 9:30 A.M. until 5:00 P.M. Weekends I spent time with the people I shared a dorm with and explored the city. Unfortunately I wasn't able to see everything I hoped to see.