Beware the Bastards: On Freedom and Choice

Your Honor, years ago I recognized my kinship with all living beings, and I made up my mind that I was not one bit better than the meanest on earth. I said then, and I say now, that while there is a lower class, I am in it, and while there is a criminal element I am of it, and while there is a soul in prison, I am not free.

Eugene V. Debs: Statement September 18, 1918

Based on “Eight O’Clock in the Morning” by Ray Nelson, the cult science fiction film They Live focuses on the main character, Nada (Roddy Piper), who discovers a pair of sunglasses that reveal to him that aliens are controlling the human race.

In the real world, the trick is not finding a pair of enlightening sunglasses to expose the alien overlords but to recognize the bastards we have chosen to rule over us—because the bastards controlling the U.S. are really easy to see.

Here’s one:

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And here’s a whole room full:

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The masking, you see, is not taking on human form to hide alien bodies, but the use of words that appear to say one thing while actually meaning something entirely different.

The trick in the real world is not visual, but verbal.

So we have Ryan on Twitter:

And Vice President Pence:

O, happy freedom! And glorious individual responsibility!

Let us, of course, step back and note that our federal political leaders are overwhelmingly white and wealthy men who have healthcare, retirement/pension, and daycare all provided for them at tax payers’ expense—although every one of them due to their wealth are free to take the individual responsibility to choose to pay for those luxuries that they are denying everyone else.

*

In Margaret Atwood’s The Handmaid’s Tale, Offred (June), the eponymous handmaid of the tale, reveals that “[t]he circumstances have been reduced” (p. 8) for the younger women of Gilead, a post-apocalyptic theocracy of sorts. These seemingly fertile women have become extremely precious for the survival of the white race and paradoxically the embodiment of a perverse slavery for procreation.

Atwood has written at length about being indebted to George Orwell—those who control language control everything and everyone—and that her speculative novel includes a quilting of human actions drawn directly from history, not fabricated by Atwood.

How have humans kept other humans in literal and economic bondage? Often by exploiting token members of the group being exploited.

Thus, in The Handmaid’s Tale, a few women are manipulated to control other women. The handmaid’s are trained by Aunts, who instill the propaganda:

There is more than one kind of freedom, said Aunt Lydia. Freedom to and freedom from. in the days of anarchy, it was freedom to. Now you are being given freedom from. Don’t underrate it….

We were a society dying, said Aunt Lydia, of too much choice. (pp. 24, 25)

Throughout the novel, readers must navigate how Offred (June) weaves the overlap of her own original ideas and vocabulary as that intersects with the propaganda of Gilead:

Will I ever be in a hotel room again? How I wasted them, those rooms, that freedom from being seen.

Rented license. (p. 50)

“Freedom” and “license” are exposed as bound words, the meanings contextual.

As Offred (June) continues to investigate rooms, she discovers a powerful but foreign phrase:

I knelt to examine the floor, and there it was, in tiny writing, quite fresh it seemed, scratched with a pin or maybe just a fingernail, in the corner where the darkest shadow fell: Nolite te bastardes carborundorum.

I didn’t know what it meant, or even what language it was in. I thought it might be Latin, but I didn’t know any Latin. Still it was a message, and it was in writing, forbidden by that very fact, and it hadn’t been discovered. Except by me, for whom it was intended. It was intended for whoever came next. (p. 52)

The power to control language includes defining words, but also denying access to language—forbidding reading and writing, literacy, to those in bondage.

And then, Offred (June) explains about her life before Gilead:

We lived, as usual, by ignoring. Ignoring isn’t the same as ignorance, you have to work at it.

Nothing changes instantaneously: in a gradually heating bathtub you’d be boiled to death before you knew it….The newspaper stories were like dreams to us, bad dreams dreamt by others. How awful, we would say, and they were, but they were awful without being believable. They were too melodramatic, they had a dimension that was not the dimension of our lives.

We were the people who were not in the papers. We lived in the blank white spaces at the edges of the print. It gave us more freedom.

We lived in the gaps between the stories. (pp. 56-57)

And from that previous life of “ignoring” the other since it wasn’t about them, Offred (June) finds herself the procreation slave of a Commander, in “reduced circumstances” where she realizes: “There wasn’t a lot of choice but there was some, and this is what I chose” (p. 94).

Her previous life of “ignoring” has been replaced by something seemingly more awful, but nearly exactly the same as she explains about the Ceremony: “One detaches oneself” (p. 95).

Even in Gilead, Offred (June) again becomes the other woman, lured into an infidelity characterized by playing Scrabble with the Commander, who reveals to her that Nolite te bastardes carborundorum is slang Latin for “Don’t let the bastards grind you down” (p. 187).

Adolescent language as rebellion has become a life-or-death slogan for Offred (June).

As her relationship with the Commander becomes increasingly trite and complex, Offred (June) declares, “Freedom, like everything else, is relative” (p. 231).

*

It is 2017, and many are living lives by ignoring because it just doesn’t seem to be about them.

Detached, unwilling to look or listen carefully—skipping along to the hollow mantras of “freedom,” “choice,” and “individual responsibility.”

As with Offred (June), this is no longer an adolescent joke; it is the only real option we have.

Nolite te bastardes carborundorum: Don’t let the bastards grind you down.

 

Misreading Wealth as Intelligence and Universal Expertise

While the British appear hopelessly trapped in worshipping the arbitrary lineage of royalty, in the U.S., our senseless obsession is the wealthy.

Edwin Arlington Robinson’s “Richard Cory” captures perfectly that fascination:

And he was rich–yes, richer than a king–
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.

While Robinson dramatizes the trite argument that money doesn’t buy happiness (“And Richard Cory, one calm summer night,/Went home and put a bullet through his head”), the poem also reveals that the wealthy are far less than what the public has manufactured about them—notably that wealth somehow equals intelligence and universal expertise.

A poster boy for this nonsense is Bill Gates, who has parlayed his billions into his hobbies well outside of his computing background—specifically education.

As I have noted during the heydays of Gates as education expert: Without his billions, who would have listened to Gates hold forth on education? Or anything for that matter.

No one.

Gates depends on the false conflating in the U.S. that his wealth is a fair proxy for universal expertise.

Not nearly as successful or credible as a billionaire, Donald Trump has leveraged his own narrative that he is some great business man (he isn’t) along with his self-promotion as a celebrity (the hollow sort of Paris Hilton celebrity) into the presidency, a nearly perfect, although perverse, logical consequence of the hero worshipping of the wealthy in the U.S.

In a review of Brooke Harrington’s Capital without Borders: Wealth Managers and the One PercentSam Adler-Bell argues, “Americans have insufficient antipathy toward the extraordinarily rich,” adding:

We like them too much. Despite a short-lived blossoming of post-recession anger toward the “one percent,” and the efforts of anti-plutocratic politicians like Bernie Sanders and Elizabeth Warren, Americans persist in seeing extreme wealth as a virtue—a sign of integrity, intelligence, merit. Those who have it garner respect and deference, even reverence. Being wealthy signifies that you have done something good, achieved something praiseworthy. More than any previous presidential candidate, Donald Trump made his net worth a centerpiece of his campaign, the proof he was worthy of the office. His opponent, in turn, sought to portray him as not quite as wealthy as he claimed: a boastful con man, not a real billionaire. We know how well that worked.

Adler-Bell confronts how the allure of great wealth is contradicted by ample evidence that the wealthy are likely ill-suited to be political leaders; their wealth, in fact, should be a political liability, not an advantaged.

Harrington’s book, Adler-Bell notes, “helps dispel two of the most pernicious myths underlying America’s overly tolerant attitude toward the extremely rich:first, that they deserve to be so, and second, that the rest of us might one day be extremely rich too”:

The first falls when we understand that the vast majority of these high-net-worth individuals—including our president and his children—have benefited from dynastic wealth. As legal scholar Lawrence Friedman has said, “An upper class is a class that inherits. A lower class is a class that inherits nothing.” In the next three decades, it’s estimated that between $10 and $41 trillion in private wealth will be inherited in the United States. Practically all of it will descend to a tiny fraction of the population. Eighty percent of us will inherit nothing at all.

The second myth is dispelled when we realize that, for much the same reason, the prospects that the non-rich will accumulate great or even significant wealth in their lifetimes are miniscule. This is Thomas Piketty’s central insight, made famous by his blockbuster book Capital in the Twenty-First Century. When the rate of return on capital (r) exceeds the rate of economic growth (g)—as has been the case for most of human history—wealth originating in the past inevitably grows faster than wealth stemming from work. The wealth you create from your labor (unless you’re Taylor Swift or LeBron James) simply cannot compete with wealth derived from inheritance. We’re screwed from the start.

And while these facts that contradict our fantasies about the wealthy remain important in terms of understanding Trump, his Secretary of Education appointee, Betsy DeVos, proves to be an even more powerful cautionary tale.

DeVos is the sort of ill-got wealth that we conveniently ignore in the U.S. Amway is at least a controversial business model, if not an outright scam (see here and here).

As Harrington details, the white wealth gap is not the result of hard work and some sort of white advantage of intelligence, hard work, and expertise, but the result of hoarded and inherited wealth (think Trump, again).

Wealth buys opportunities no one earned, guarantees margins that allow risk and failure, and cushions every aspect of the so-called struggles the wealthy want the public to believe they have suffered.

Devos represents not only that inequity but also how great wealth must necessarily come at the expense of others—whether by massaging the limits of a pyramid scheme (Amway) or on the backs of underpaid workers (think the Walton clan and Walmart).

Adler-Bell, then, offers a profound warning that instead of assuming the best about the wealthy, we are likely much closer to the truth to assume the worst.

Part of that transition, I believe, must be to stop prefacing criticisms of our uber-wealthy ruling class with “I am sure s/he has good intentions” because, first, good intentions are never enough, and, second, it is more likely the wealthy are being self-serving than seeking to do good by others.

The key to doubting good intentions comes back to how often the wealthy perpetuate and depend on the belief that wealth equals expertise, universal expertise.

If you have genuinely good intentions, you seek out experts to address problems that others do not have the capital to address.

To announce yourself both wealthy and the One Who Can Get This Done (despite having no background in This) is megalomania, not good intentions.

It is also naive, if not delusional, and deeply offensive to those who have worked to gain the expertise needed.

So as with gates, we must ask who would listen to DeVos—or nominate her for a cabinet position—if not for her enormous and ill-gained wealth?

No one.

We are currently confronted with an entire administration about whom we can ask the same.

If the U.S. had an expert class committed to generating great wealth, equitably distributed to all who participated in that endeavor, these are the sorts of people in whom we should place our trust, the sorts of people we should ask to sacrifice their time as our political leaders.

Instead we have the wealthy-as-royalty—wealth as an accident of lineage and power bought, not earned.

And unlike Richard Cory, these bastards are happy, laughing all the way to the bank at our great expense.

The Facts about Reading Just Don’t Matter: On the Absence of Ethical Leadership

Elizabeth Kolbert’s Why Facts Don’t Change Our Minds is even more sobering in Trumplandia, but “reasonable-seeming people are often totally irrational” being confirmed—again—is incredibly frustrating for educators.

The facts of many years of research show that people cling to their beliefs regardless of the evidence; contrary evidence, in fact, tends to cause people to dig in even deeper to their misguided beliefs.

Democracy is a tenuous thing, then, when the willfully misinformed vote for those who learn to speak to and perpetuate that misinformation.

Trump has cashed in on false claims that work because of the public’s beliefs and the power of fear:

Opinion surveys regularly find that Americans believe crime is up, even when the data show it is down. In 21 Gallup surveys conducted since 1989, a majority of Americans said there was more crime in the U.S. compared with the year before, despite the generally downward trend in both violent and property crime rates during much of that period. In a Pew Research Center survey in late 2016, 57% of registered voters said crime had gotten worse since 2008, even though BJS and FBI data show that violent and property crime rates declined by double-digit percentages during that span.

Public policy in the U.S. too often is driven by popular beliefs not grounded in evidence. And an ugly irony to this dynamic includes public education policy—mostly a jumble of pet programs by people without any expertise in education who offer platitudes that resonate with a public ill-informed about what works in teaching and learning.

The misinformed echo chamber about education among political leaders, media, and the public has maintained for over thirty years now an accountability era of education policy committed to practices that have not worked, and often have caused more harm than good.

One of the many casualties of this belief culture is literacy, notably reading.

Education policy continues to march through a never-ending series of new reading programs, new reading standards, and new high-stakes reading tests (that have children perform in ways on the tests, brief passages with multiple choice questions, that are unlike real-world reading).

In 2017, then, it is stunning that a news article on reading research (from a publisher!) confirms—again—the facts we have known about reading for more than a century, but refuse acknowledge and practice.

The problem is what we know about reading and fostering literacy in children and young adults just isn’t that sexy (or profitable for politicians and publisher/testing companies): access to books in the home and libraries (community and school) and choice in what is read are strongly correlated with reading ability and eagerness.

Not phonics programs, reading programs, standards, or high-stakes testing.

Access to books and choice. Period.

From federal immigration and policing policy to how we teach our children to read, we are experiencing a fatal absence of ethical leadership.

Ethical leaders would inform the public about the decrease in violent crime, and ethical leadership would admit that our reading problems have relatively simple solutions.

Continuing to lead the uninformed by perpetuating misinformation is both a doomed practice but also a tremendous waste of our resources.

In education, the tens of millions wasted on reading programs, retooling and retraining for ever-new standards, and the bloat testing industry can and should be redirected to proven investments in books for children and robust libraries.

If we committed to buying every school-aged child 20 books a year to own (10 the choice of the child and 10 the choice of the teachers/schools), we would see an increase in reading ability and eagerness. Of course, direct instruction and fostering literacy are still needed, but these are greatly enhanced by the mere increase in book access and student choice in that reading.

And as well, we must make the same sort of ethical choices about social and education policy—addressing equity over accountability.

The facts about reading are not that sexy, but access to books and choice in what children read are what must be addressed in fostering childhood and young adult literacy.

These commitments require a move away from the inexpert ruling class and toward a culture that acknowledges, appreciates, and applies the evidence—evidence that should ground a call for ethical leadership and responsive policy.

Know-Nothing Follies, American Style

Some time in the 1980s while I was teaching high school English in rural upstate South Carolina, my home town, a student turned in an essay about Pink Floyd, a group my students knew I liked.

The student’s essay raved about Pink Floyd—as a person, not a group. The irony of this, of course, was totally lost on the student. [1]

Throughout my 30-plus years teaching, I have encountered dozens of smug, cavalier know-nothings like that student. Too uninformed to even be able to conceive that their ignorance is entirely transparent.

Know-nothings often surround themselves with know-nothings, and the resulting echo chamber is truly stunning. They find themselves clever, and cool; they are ultimately self-perpetuating, and self-sustaining.

Young males often fall into this trap as a pursuit of coolness to hide their insecurities; young women are drawn to feigned know-nothingness as a ploy to attract guys, also a defense against insecurity.

Many if not most grow out of the know-nothing-as-cool/attractive phase.

But enough don’t that the know-nothings have now elected the master of know-nothing president, and that know-nothing president has surrounded himself with know-nothings to run the country.

The great irony of the culture of know-nothingness is that these people are compelled to appear knowledgable while having no capacity for knowledge.

The evidence is easy to confirm:

  • Trump completely oblivious to who Frederick Douglass is.
  • SOE Betsy DeVos’s Tweet misspelling W.E.B. Du Bois, and then misspelling again in the apology.
  • Trump’s inauguration poster using “to” for “too.”
  • The GOP Tweeting a false quote attributed to Lincoln.

These examples from our political elites have their roots in right-wing radio where Rush Limbaugh often holds forth quoting Shakespeare’s “brevity is the soul of wit” (clueless that this is the comment of a buffoon, not a pearl of wisdom) and repeatedly calling Ayn Rand “Anne.”

Here are the remnants of know-nothings to add to the culture of lies and the flippant serial plagiarism that characterize Trump and company.

And as a result of this flurry of know-nothingness, post-truth, and fake news, many have begun to turn to literature, from George Orwell to Margaret Atwood.

While I appreciate the focus on dystopian science fiction that addresses the power of manipulating words, facts, and truth—see Orwell and Atwood—many are glossing over the importance of Aldous Huxley’s Brave New World, which dramatizes the normalizing of the know-nothing culture that now controls our country.

I highly recommend Amusing Ourselves to Death: Huxley vs Orwell, a careful side-by-side graphic comparison of the work by these two authors from Neil Postman who argued in favor of Huxley’s warnings being more apt.

Huxley, the graphic notes, envisioned a people distracted by pleasure, reality TV replacing the urge to read or to seek knowledge.

Huxley recognized the bankruptcy of over-stimulated consumers, bathed in the glow of screen after screen and the incessant access to information.

Huxley feared how truth and fake news would blur in the collective consciousness of a people who just want to have fun—orgy-porgy.

Huxley drew on Shakespeare’s The Tempest, titling his novel in a way that is ominous and satirical since Miranda is deluded by her idealism: “How beauteous mankind is! O brave new world,/ That has such people in’t!”

Imagine, then, that the know-nothing student in my class trying to curry favor without making any real effort had been the son of a racist millionaire who left him a huge inheritance and a cushy leg up on a career as a huckster.

He could have been well on his way to the presidency.

See Also

Rethinking Orwell’s ‘1984’ and Huxley’s ‘Brave New World’ in Trump’s America, Henry Giroux


[1] Note: “The name is derived from the given names of two blues musicians whose Piedmont blues records Barrett had in his collection, Pink Anderson and Floyd Council.”

Fair and Balanced Education and Journalism: On the Death of Democracy

Once I posted a reader for Trumplandia, based on the increased sales of George Orwell’s 1984 as well as the related thought pieces on important texts from Orwell and other writers, I was not surprised by the expected response calling for teachers and classrooms to be somehow politically neutral.

I have rejected this idea often, focusing on Howard Zinn’s brilliant metaphor of being unable to remain neutral on a moving train. Both calling for no politics in any context and taking a neutral stance are, in fact, political themselves—the former is a political strategy to deny some Others their politics while imposing your own and the latter is the politics of passively endorsing the status quo (in a society where racism and sexism, for example, continue to thrive, being neutral is an indirect endorsement of both).

Education and journalism—universal free public education and the free press—share many important and disturbing qualities: they are essential to the creation and preservation of a free and equitable people, they remain mostly unachieved in the U.S. in practice because they are often the tools of powerful people and forces who distort their ideal contributions to democracy and equity, and at the heart of that failure (we have failed them; they have not failed us) is the shared traditional code of education/teachers and journalism/journalists assuming neutral poses, being forced into a state of objectively presenting both sides in a fair and balanced way.

Particularly in the post-truth times we now find ourselves—and I argue we are here because of our failures in education and journalism—demanding that educators and journalists remain neutral is not the right goal and not actually how either functions.

In fact, education and journalism are always political, and in most contexts, educators and journalists routinely break the rule of neutrality—and thus, when anyone wags a finger and exclaims “We must be fair and balanced! Show both sides!” the truth is not that educators or journalists are being ideological or biased, but that someone in power feels that his/her politics is being challenged.

Let me illustrate in both education and journalism, starting with the media.

As I have noted before, when we compare the Ray Rice inspired public debate about domestic abuse to the Adrian Peterson motivated public debate about corporal punishment, the unbiased press myth is completely unmasked because domestic abuse (men hitting and psychologically abusing women) was entirely examined throughout the media as wrong (no pro-abuse side aired) while that same media almost exclusively presented corporal punishment as a debate with a fair and balanced presentation of both sides to adults hitting children.

What is clear here is incredibly disturbing: The media, in fact, make decisions about when to honor credible positions, when to reject or even not cover invalidated and unethical positions, and when to shrink back into the “both sides” cover.

While decades of research and the same ethical concerns about power and abuse related to rejecting domestic abuse entirely refute corporal punishment, the media have chosen to remain neutral on a moving train aimed at the health and well being of powerless children.

In other words, when media shirks its role in creating and maintaining a free and equitable people behind its tin shield of objectivity—think about always framing evolution or climate change as debates, as if “both sides” are equally credible when they are not—this is a dishonest pose because the media routinely take sides.

Finally, I want to highlight that education represents this same dishonest dynamic—claiming to be apolitical, or aspiring to be apolitical, while often taking sides.

Unless I am misreading the current mood of the country, the rise of interest in 1984 and other works of literature similar to Orwell’s is along a spectrum of concern about to fear of the rise of fascism and totalitarianism. Concurrently, with the public discussions about fake news and post-truth, we are experiencing a renaissance in examining how power and language are inseparable.

So what does it mean when teachers call for presenting both side of this debate when we bring politically charged novels by Orwell or Margaret Atwood into high school and college classes?

Before answering, let me offer a few examples from typical lessons found in high schools for virtually every student.

Both the Holocaust and slavery in the U.S. are taught as foundational content in anyone’s education; these are disturbing topics, and hard issues.

When we teach the Holocaust, notably through Night by Elie Wiesel in an English course, do we rush to have students read Hitler’s Mein Kamft to fairly represent both sides, treating each position as morally equivalent, allowing our students to choose whichever position she/he wishes?

When we teach U.S. slavery, possibly having students read Frederick Douglass, do we also find eugenicists’ and racists’ declarations demonizing blacks to fairly represent both sides, treating each position as morally equivalent, allowing our students to choose whichever position she/he wishes?

As in the media, educators at all levels routinely take sides—the answer to the two questions above reveal.

And thus, returning to the push back to my Trumplandia reader, I am lost on how or why educators would find ways to present pro-fascist ideas to balance literature study about the threats of fascism and totalitarianism.

Using Orwell and all sorts of powerful literature to help students on the cusp of or early in their roles as active participants in a democracy to better read the world and better act on that world in informed and ethical ways is the very essence of politics, one not corrupted by simplistic partisan politics of endorsing Democrats [1] or Republicans (which is worth resisting in education and journalism).

In 2017, the U.S. and even the entire world are faced with whether or not we truly believe in freedom and equity, whether or not we are willing to invest in the institutions that can leverage both that freedom and equity—institutions such as formal education and the media. And we have been here before, in the same words and the same actions. [2]

If the answer is yes, then our resolve must be linked to demanding that our teachers and journalists are grounded in taking informed and ethical stands, not the dishonest and uncritical pose of objectivity.

As I have shown above, neither is really being neutral now, but instead, pulling out the objective card only when it serves the interest of the status quo.

Critical educators and critical journalists must not serve the whims of power and money, and must be transparent in their pursuit of credible evidence and ethical behavior.

To frame everything as a debate with equally credible antithetical sides is dishonest and insufficient for the promise of life, liberty, and the pursuit of happiness.

Teachers and journalists are always political agents; both professions must choose in whose interest they are willing to work.

The neutral pose by either is to take a seat on the train, to keep eyes down, and to allow the train to rumble along as if the tracks are not leading to a cliff.

Pretending that cliff isn’t now on our horizon will not stop the train from crashing on the rocks of the coming abyss.


[1] My political work is not partisan, for example, as I have been warning about the Orwellian failures of political parties for many years; see Orwellian Educational Change under Obama: Crisis Discourse, Utopian Expectations, and Accountability Failures by Paul Thomas.

[2]

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A Reader for Trumplandia

My dad predicted Trump in 1985 – it’s not Orwell, he warned, it’s Brave New World, Andrew Postman

‘It will be called Americanism’: the US writers who imagined a fascist future, Sarah Churchwell

George Orwell’s ‘1984’ Is Suddenly a Best-Seller, Kimiko de Freytas-Tamura

Orwell’s “1984” and Trump’s America, Adam Gopnik

1984, George Orwell

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The Orwell essay that’s even more pertinent than “1984” right now, Maxwell Strachan

Politics and the English Language, George Orwell

Uneasy About the Future, Readers Turn to Dystopian Classics, Alexandra Alter

The Handmaid’s Tale, Margaret Atwood

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It Can’t Happen Here, Sinclair Lewis

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Newt Gingrich: Margaret Thatcher is the real model for the Trump presidency

V for Vendetta, Alan Moore and David Lloyd

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1987’s “Document” feels especially applicable to America in 2017, Annie Zaleski

On Jan. 20, Paste ran a clever article titled “An Inaugural Day Message via the Words of R.E.M.” The piece creates a narrative about politics and life by jumbling together and rearranging phrases culled from the Athens, Georgia, band’s song lyrics. Workload-wise, the 2400-word piece is impressive; mixing and matching sentiments from a 30-plus-year career certainly isn’t easy….

The last record R.E.M. released via I.R.S. Records — and the first LP the band recorded with producer Scott Litt — “Document” addresses the corrupting nature of money; political witch hunts concerning free speech; circumstances that are both bewildering and unprecedented; and economic and employment oppression. Appropriately, the record’s music is glinting and electrified, and nods to post-punk, folk, funk and fiery rock ‘n’ roll….

In 2003, Stipe admitted that “Disturbance at the Heron House” is his “take” on George Orwell’s “Animal Farm.”…

“That song is so fucking political, and it’s so appropriate to what’s going on right now,” he told Filter. “Like, the kind of arrogance that some of the policy makers and world leaders are carrying with them right now is, I think, reflective of the very worst of the United States. It’s that teenage arrogance, as a young country, the know-it-all-kind of thing. That makes me crazy.”

R.E.M. – Disturbance At The Heron House (see also here)

Animal Farm, George Orwell

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Additional Recommended Texts

Parable of the Sower, Octavia E. Butler

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Gold Fame Citrus, Claire Vaye Watkins

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Brave New World, Aldous Huxley

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