Brave New World Family Analysis

Fam▪i▪ly n. a group consisting of parents and children living together in a household. The common image that accompanies ‘family’ is two parents-married- and a smattering of children-usually two or three- and perhaps a dog and a cat. They most likely attend or host a barbeque every other weekend, detachedly engaged in their suburban life. Average though this image is among the American imagination, it is actually an outlier when considered in the fabric of United States familial diversity. Though this type of family does exist, it’s much more accurate to describe family simply as society. Very similar to Aldous Huxley’s prediction, family has extended. It has become an ever more inclusive word to describe people’s relationships. Huxley understood

Aldous Huxley demonstrates what complete repudiation of the idea of family and what true societal responsibility looks like. For a case in point, the people of this dystopia are thoroughly appalled at the very idea of family; when asked if they could just imagine the idea of a ‘home’, a group of blooming members of society simply “shook their heads” [Huxley 36]. Unable to fathom even this, the group expectantly “shudder[ed]” at the mention of a mother clutching her baby [38]. In this new world, it’s accepted that “every one belongs to every one else” [43]. Complete social responsibility. It’s expected that the citizens engage with “one or two more men [or women]” at a time; it is in fact viewed as “horribly bad form” to go on with just a single partner for any extended period of time [43,41]. Huxley also describes a vigorous need within his characters to be with others at all times. Contrasted by Bernard as he grumbles, “‘In a crowd…. As usual,’” the idea that social interaction is highly important to these citizens is demonstrated [89]. In layman's terms: Huxley almost fully realizes the current familial situation by exploring the idea that family is actually replaced by

Kindergarten is the start of thirteen very formative years for youths. As observed by Jenny Oelsner, Melissa Lippold, and Mark Greenberg, authors of Factors Influencing the Development of School Bonding Among Middle School Students, “Schools are one important source of... attachments for adolescents”; it’s within schools that children learn to problem solve and communicate and empathize with others; they learn how to share their opinions in a respectful manner; schools are a bonding agent for many new relationships. Also noted was that attendees will associate familial feelings with their peers and their teachers especially; students are described as feeling “cared for and respected by their teachers” [Oelsner, et al.]. In a generic comparison to ‘traditional’ families, “cared for and respected” are accurate descriptions for parent-child and sibling relationships [Oelsner, et al.]. To see them projected in a classroom exemplifies the burgeoning compassion within people. To naturally form such relationships with those that are little known to a student depicts Huxley’s all-powerful mantra “... every one belongs to every one else,” [Huxley 43]. Applied to current society, this adage includes everyone's feelings and concerns and burdens and hopes and dreams. All that may make up a person is also that which may make up their neighbor. Often, schools will