Analysis Of George Orwell 's 1984

It is made clear that college students are quick to form an opinion which doesn’t expand knowledge and can show unintelligence. Many people, more specifically protesters, believe one side and won’t open up and listen to the other side. Frank Bruni, an Op-Ed Columnist for the New York Times and the author of 3 New York Times best sellers in 2015, 2009, and 2002, tells us that the college protesters are wrong. His argument states that the college students need to be educated more on the whole subject because lacking education can essentially lead to being biased or sticking with the one side you believe in. The students were protesting a guest speaker, Charles Murray, who is identified as anti-gay, racist, and sexist. Although the guest speaker’s beliefs are terrible, the students should hear what he has to say. Frank Bruni’s “The Dangerous Saftey of College” presents an effective logical appeal; however, it lacks clear and concise evidence along with not presenting an emotional appeal to connect with the audience.

In 1950 the emergence of the Second Red Scare’s driving force, Senator Joseph McCarthy, appeared and gave a speech proclaiming that America will soon be lost to communism if the people do not stand up to combat it. He revealed that night a list of 205 people working for Soviet Russia in the United States’ State Department whose intentions were to mold America from the inside to become a socialist nation. (Fitzgerald, p. 14) It was thanks to this newfound hysteria that began to break out thanks to McCarthy’s claims that the HUAC and other like-minded organizations began to gain momentum during this time period.

In an essay from the 1998 Chronicle of Higher Education titled, “The Liberal Arts in the Age of Info-Glut,” written by Todd Gitlin, the author targets College and University faculty members and administrators when advocating for a greater presence of liberal art classes as he directly states, “when information piles up-higgledy piggledy--when information becomes the noise of our culture--the need to teach the lessons of the liberal arts is urgent. Students need ‘chaff detectors.’’’ The author develops this argument by first identifying the toxic relationship that students have with the mass media followed by a description of the positive effects that an increase in liberal art classes would have on students.

“A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense” (Lukianoff and Haidt 44). Colleges are sheltering their students from words and ideas that students do not like or are found to be offensive. Affecting their education and cognitive skills, scientists are warning colleges to refrain from coddling the students and allowing other viewpoints to be spoken. People are speaking their minds, saying their own views; however, some people are over sensitive and take these viewpoints offensively. In the article “The Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt successfully argues using rhetorical questions, specific examples, and affective visuals that protecting college students from words and ideas deteriorates their education and mental health.

One article, written by Jenny Jarvie, titled “Trigger Happy: The Trigger Warning has Spread from Blogs to College Classes. Can it be Stopped?” discusses the problem with trigger warnings on college campuses. Jarvie explains that trigger warnings on the internet have been around for years as a way to prepare for potentially disturbing subjects but are now becoming more universal. Recently, a group of students at the University of California, Santa Barbara passes a resolution imploring administrators to include mandatory content warnings in potentially offensive syllabi (Jarvis, 2015). The reason for wanting the use of trigger warnings for these students is to prevent the

Some of the most concerning effects of trigger warnings pertain to the well-being of students and the academic freedom of professors. In “The Coddling of the American Mind” from The Atlantic, the authors describe how trigger warnings may affect students’ mental health saying, “A campus culture devoted to policing speech and punishing speakers is likely to engender patterns of thought that are surprisingly similar to those long identified by cognitive behavioral therapists as causes of depression and anxiety. The new protectiveness may be teaching students to think pathologically” (Lukianoff and Haidt). The implementation of trigger warnings has been seen as a call for censorship in the name of sensitivity. This suggestion of a change in curriculum is alarming college faculty members across the nation. Professors are fearful of offending students and damaging their reputations. In “Survey

Trigger warnings are used to alert people of topics that may cause emotional stress or bring back a past trauma. They are usually seen before showing graphic material such as rape, abuse, violence, war, etc. so that people sensitive to the material can refrain from watching. Greg Lukianoff and Jonathan Haidt discuss the negative effects trigger warnings seem to be having on college campuses and the mental health of students in their article, “The Coddling of the American Mind”, going into detail about how avoiding certain subject material because it “offends” some people creates a poor learning environment and restricts thinking. Aaron Hanlon responds to this article with his own, “The Trigger Warning Myth”, arguing that there is no way trigger warnings are the cause of this mental instability. Both agree that emotional coddling can be detrimental to a student’s mental health, although Hanlon thinks there is no emotional coddling involved in trigger warnings. To make the argument that trigger warnings are forced upon teachers and cause more harm than protection to students, Lukianoff and Haidt must believe that the students ultimately hold the power in the classroom setting but are also narrow-minded. Hanlon, contrarily, assumes that teachers are the head of the classroom and that students are open minded to things that may make them question their beliefs and the beliefs of those around them.

Cognitive distortions are said to be the ways in which our brain convinces us of something that is not true. College students experience cognitive distortions more often than none. The cognitive distortions in which college students experience would include the feeling of being a failure per not doing as well as you thought you did on a test, the rules we mentally make for ourselves, or negative global labeling. Cognitive distortions are believed to make us believe that information presented to us is rational and accurate when its goal is to make us continue to feel bad about ourselves. In the article, “The coddling of the American mind”, the authors, Greg Lukianoff and Jonathan Haidt examines what they believe in the fact that professors are protecting students’ minds through warnings of offensive materials, which they believe encourages students to believe that it is damaging and dangerous to discuss certain aspects of our history (2015). College students endure these and many other cognitive distortions, but we are often made to believe that these distortions are acceptable simply because students’ minds are allowed to become more open to new ideas and new people due to the toning down of the perceptual state of mind to outrage and discomfort (Lukianoff & Haidt, 2015).

Blacklisted writers, such as Walter Bernstein, Abraham Polonsky, and Lester Cole had a very difficult time finding work and trying to survive during the period of the blacklist. Suspected Communist sympathizers went through a horrifying experience during the HUAC hearings, as they were constantly and consistently harassed by the FBI and other agencies and people who tried to force already known Communists to “name names” of other various questionable individuals. The ideas and works of these writers, because of their leftist views, were a cause for alarm in Congress, and a reason for dire concern among the rest of society.

The use of trigger warnings and avoidance of microagressions has already been showcased at many prominent institutions of higher learning. It has been seen not only in the form of students protesting, but in some cases in administrations adopting policies and demanding professors to avoid certain topics for the sake of accommodating the psyche of students who anticipate being offended. Haidt and Lukianoff provide the example of the University of California, where professors were given lists of microaggressions, including statements such as “‘America is the land of opportunity’ and ‘I believe the most qualified person should get the job’” (Haidt/Lukianoff 3). Microaggressions have made the jump from recognizing someone’s ignorance, or even a simple error in word-choice to reporting and reprimanding the “aggressor”. One notable instance of a microaggression reporting system is from Ithaca College. According to Noreyana Fernando in an article for The Ithaca Voice, the college is implementing an online system by which students can report and publish instances by which they feel victimized by a microaggression. In this system, the person responsible for the offense will be evaluated on a case-by-case basis and a punishment may be determined by representative students or administrators (Fernando 1). While the fact each case will be handled individually is a good thing, the fact that microaggressions will be publicly reported in the first place and need to be resolved officially is

In his editorial, “The Year of the Imaginary College Student,” Hua Hsu asserts that “alarm about offense-seeking college students say[s] more about critics than the actual state of affairs.” Hsu begins his article by discussing James O’Keefe’s attempt at Vassar College to depict that college students are as politically sensitive as they appear. He goes on to demonstrate that college students are getting increasingly more “hypersensitive.” Hsu then questions the “surge of interest in campus life,” wondering why people who are not in college are questioning the behavior of those in college. Next, Hsu states that this panic about “offense-seeking college students” says more about the people criticizing rather than the system. Elucidating, he

The book, 1984 by George Orwell, is about the external and internal conflicts that take place between the two main characters, Winston and Big Brother and how the two government ideas of Democracy and totalitarianism take place within the novel. Orwell wrote the novel around the idea of communism/totalitarianism and how society would be like if it were to take place. In Orwell’s mind democracy and communism created two main characters, Winston and Big Brother. Big Brother represents the idea of the totalitarian party. In comparison to Big Brother, Winston gives and represents the main thought of freedom, in the novel Winston has to worry about the control of the thought police because he knows that the government with kill anyone who

As human beings, there are distinct characteristics that separate us from feral animals; the ability to create, to appreciate art, to curiously question the world and most importantly to sympathize for our kind. However, when that exact nature is stripped from us, we tend to become mindless, restricted, cold, and degraded as an entire race. This is the setting of George Orwell’s last book, 1984. A world where human thought is limited, war and poverty lie on every street corner, and one cannot trust nobody or nothing. It is all due to the one reigning political entity, the Ingsoc Party, who imposes complete power over all aspects of life for all citizens. There is no creative or intellectual thought, no art, culture or history, and no

Why are professors liberal, and why do conservatives care? This question has been dancing in the background of American academia for decades, and yet almost no one has acknowledged its significance. People from all positions on the political spectrum seem to have accepted this reality to some extent, but what does it mean for education today? Neil Gross conducted a series of research experiments over the course of seven years, discovering the bases for this claim and the implications it holds for educators and students. His publication of Why Are Professors Liberal and Why Do Conservatives Care? offers an in-depth examination and analysis of professional politics on college-campuses, giving its readers a new answer to an old question.

In the midst of the political and economic discord, tensions were rising in America over the spread of communism at home. This sparked the creation of the House of Un-American Activities Committee, whose duty was to investigate communist influence in labor unions and New Deal organizations. During the “Great Fear,” all