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Similarities Between Animal Farm By George Orwell

727 Words3 Pages

Diana Polhac
Mr. Hurrianko
Per. 2
29 October 2014
Education Turns Mirrors Into Windows
As humans we are all born with rights. Rights that not even the government can take away from us. The most common rights we are born with are the rights of life, liberty, education, and the pursuit of happiness.The accessibility of an education is an elemental human right and essential for all other human rights, because a proper education has monumental impacts on the evolution of a society. Civilizations as a whole may only be as good as their least educated individuals. One with an education may have an incredibly ingenious idea for a commodity, but if he does not have the appropriate manpower and resources to carry out this idea then it shall all be for nothing. In the book, the author makes many remarkable predictions. He anticipates …show more content…

This same phenomenon can be observed in North Korea under, what is today, Kim Jong-Un’s reign. His subjects are brainwashed and forced into complete isolation from the rest of the world. Fear tactics are enforced as pillars of the regime. The uneducated demographic are puppets and easy targets for the government to manipulate and mold to their own liking. In Animal Farm, George Orwell creatively infuses ideas of the significance of education, which is critical to the well being of the overall community, and is shown in modern day North Korea. The exploitation of the lower class society and uneducated demographic is constantly practiced by dictators. In North Korea, the citizens are kept in the dark in their hostile and isolated country. Fear tactics are used to keep the public in check and hinder any hopes they have of a better existence. Kim Jong-Un desires the populus to be mildly uneducated so he may manipulate them any way he chooses. This same factor can be observed in the novel, "Several of them would have protested if they

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As stated by Lord Acton, “Power tends to corrupt, and absolute power corrupts absolutely”. Lord Acton had a large influence during his time and was one of the greatest personalities of the 18th century. The quote displays a truth about power and how regardless of it being used effectively or ineffectively, it still results the same, similarly the documents supplied give a frame into what was happening during and post WWII. The novels Night by Elie Wiesel and Animal Farm by George Orwell display the truthfulness of war and how it can affect an individual alone.

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Paulo Freire's "The Banking Concept of Education" talks about education as being an act of oppression to students as it does not allow students to be liberated (Freire 75). This directly correlates to David Foster Wallace's "This is Water" in education students are not often taught how to think differently causing them to fall into a default setting meaning that they are self-centered and interpret everything through their own lens. (Wallace 2) This lack of a liberating education can be a result of an educator who they themselves has fallen into the default setting which causes a never-ending cycle. As a student who has gone through the thirteen traditional years of public education and a year and a half of higher education, I have had a lot

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The books Slaughterhouse-Five, Animal Farm, Fahrenheit 451, and Macbeth, though different in plot, are actually quite similar in terms of theme. All of these books share the theme of knowledge. The plot of each of these narratives revolve around it. Although these narratives do share the theme of knowledge, Kurt Vonnegut’s Slaughterhouse-Five interprets knowledge differently than the other novels. While the other authors portray knowledge as being power, Vonnegut portrays knowledge as being useless, unless you are an authoritative figure.

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Everyone wonders what the future will be like at least once in their lifetime. Ray Bradbury and George Orwell addressed this idea with the writing of their books, Fahrenheit 451 and Animal Farm. These novels force one to think about what the future may be like. In these two books the authors attempt to convey messages of warning about what may come to be in the future by creating a society in which everyone is oblivious to the option of individual rights. Then, by using allusions, the authors compare their fictional worlds to today's society and give signs that our current world may become like these fictional societies.

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Over the course of history, many oppressive systems have been overthrown by the people whom they belittled. Even today, here in our country that boasts the ideology of freedom, we continue to be oppressed under the false pretense of education. You might ask how that is possible because you don’t feel oppressed. Well, it is because that is how you have been conditioned to think by some of your teachers, and the education system.

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This core of social interaction is also a key factor in a stimulating education system proposed by Paulo Freire known as the problem-posing method. He believes that one can’t realize their full potential as an isolated, uneducated individual; oppressive governments gain control by limiting education and interaction among their citizens, such as the North Korean totalitarian regime today. To combat this, Freire iterated that a dialogical education system where problems are analyzed and discussed among pupils to solve the issue and

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In North Korea everything is controlled by the government. There is no freedom of speech and if someone opposes Kim Il-Sung, they would be executed. Similarly in Animal Farm, any animal that spoke against Napoleon would be called a traitor and then the animal would be executed. In North Korea there were also given the illusion of freedom but they didn’t really have it because they could pick their own president even though there was only one person running. This is similar to Animal Farm because after Napoleon kicked Snowball out of the farm, he declared himself the leader of Animal Farm with no opposition.

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These systems achieve this by using representations and implanting them on people. Some examples of these representations that kept people in school are the “youth” as the “hope of the fatherland” and “education” as the only means through which people can have a “good life”. These representations do not have any scientific or empirical basis and experiences have repeatedly proven these assumptions wrong and yet they remain accepted and promoted by the school systems. These false representations encourage people to submit. People become docile and obedient.

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