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How Dostoevsky predicted Trump’s America


Ani Kokobobo, University of Kansas

As a professor of Russian literature, I’ve come to realize that it’s never a good sign when real life resembles a Fyodor Dostoevsky novel.

Donald Trump’s presidential campaign, with its riotous rhetoric and steady stream of scandals, calls to mind Dostoevsky’s most political novel, “Demons,” written in 1872. In it, the writer wanted to warn readers about the destructive force of demagoguery and unchecked rhetoric, and his cautionary messages – largely influenced by 19th-century Russian political chaos – resonate in our present political climate.

To show his readers just how bad things could get if they didn’t pay attention, Dostoevsky linked his political nightmare to unhinged impulses and the breakdown of civility.

A passion for destruction

Dostoevsky was as addicted to newspapers as some of us are to social media, and he often plucked crises and violence right from the headlines, refashioning them for his fiction.

Russia during the 1860s and 1870s – the heyday of the author’s career – was experiencing massive socioeconomic instability. Tsar Alexander II’s Emancipation of the Serfs freed Russian peasants from a form of class bondage, while the subsequent Great Reforms aimed to restructure the executive and judidical branches, as well as the military, tax code and education system. The reforms were supposed to modernize the country by dragging it out of the caste-like system of estates and legal privilege. But it didn’t do much to improve the economic lot of the peasant.

It was a reversal of America’s present political landscape. While today there’s simmering discontent from the right, in 19th-century Russia it was leftists who were enraged. They were angered by the reforms for not going far enough and had lost hope in the government’s ability to produce meaningful change.

Sergei Nechaev influenced Dostoevsky’s Pyotr Verkhovensky.
Wikimedia Commons

One of the only unifying ideas among the more radical left-wing political factions of the period was the belief that the tsarist regime must be eliminated. Important public figures, like Russian anarchist Mikhail Bakunin, advocated for destruction of the status quo as an end greater than all ideologies. As Bakunin famously exhorted: “The passion for destruction is a creative passion, too.”

Bakunin’s conviction that a new world could rise only from the ashes of tsarism was actually put into practice by his one-time disciple, Sergei Nechaev, who was the inspiration for Dostoevsky’s protagonist in “Demons,” Pyotr Verkhovensky.

A slippery slope from incivility to violence

In 1869, Nechaev orchestrated the murder of a young student, an event that so shocked and angered Dostoevsky that it became the basis for “Demons.”

The novel begins in a boring provincial backwater inhabited by middle-aged people and ineffectual young liberals, all engrossed in their romantic lives. Pyotr Verkhovensky arrives and persuades many of these same characters to join his underground revolutionary society. Passions are stirred and the local order destabilized as the town enters a downward spiral that concludes with arson and several murders.

What’s most relevant to our time in “Demons” is not its ideologues but the anti-intellectual and impulse-driven nature of Pyotr’s rebellion. In Pyotr, Dostoevsky created a demagogue and pure nihilist, a political figure who appeals to people’s baser desires. Under his influence, the townspeople lose all impulse control and grow reckless, rebelling against all conventions of decency for a good laugh. At one point they desecrate a sacred icon; at another, they gleefully gather around the body of someone who has committed suicide and eat the food he’s left behind.

If their pranks, insults and disorder seem harmless, the decline in the level of public discourse act as a precursor to the violent and destructive acts at the novel’s conclusion. A skilled psychological writer, Dostoevsky never saw violence as divorced from normal human behavior. What’s most haunting about his works is just how close otherwise ordinary people are from doing extraordinarily awful things.

In “Demons,” narrative tensions escalate in a deliberately gradual way. What begins as minor impoliteness becomes scandal, arson, murder and suicide. Dostoevsky is essentially saying that criminal acts are rooted in social transgression; uncivil behavior facilitates scapegoating, dehumanization and, eventually, violence.

‘Make America Great Again!’

Donald Trump’s unconventional campaign for president powerfully evokes Dostoevsky’s novel. Aside from his pro-gun and anti-immigration positions, Trump doesn’t offer many concrete political plans. As we evaluate what motivated 14 million Americans to vote for him in the primaries, we might consider new research showing that his candidacy has a primarily emotion-based – rather than ideological or economical – appeal. There are notable anti-establishment sentiments among his supporters; many are disaffected, middle-aged white people who believe that American institutions aren’t working on their behalf.

And while his notorious campaign motto “Make America Great Again” is framed in a positive way, it actually advances a version of Bakunin’s creative destruction. It stands for purging the establishment, for recreating a nostalgia-tinged version of some lost, past America. We’ve already seen this destructive drive in its more Nechaevist, low-brow form at Trump rallies, where several people have been attacked.

A delegate at the Republican National Convention holds a ‘Lock Her Up!’ sign, referring to Hillary Clinton.
Mike Segar/Reuters

There’s another aspect of Trump’s popularity that ties him to Dostoevsky’s “Demons.” Trump, in the way he carries himself, embodies the complete disavowal of impulse control we see in the novel. Unlike most political candidates, he speaks off the cuff, simultaneously reflecting and stoking the anger and pessimism of his supporters.

For instance, he said he wanted to “hit” some of the speakers who criticized him at the Democratic National Convention; in his words, there’s anger, a need to provoke and deep-seated irreverence. His supporters feel empowered by this. Without weighing his policies, they’re viscerally drawn to the spectacle of his candidacy, like the townspeople following Pyotr Verkhovensky in “Demons” who delight in the gossip and scandals he creates.

To complete the parallel, we might turn to the novel’s ending, which could have a sobering effect. Basic incivility gives way to an anarchic vision of creative destruction; many die or lose their minds due to Pyotr’s machinations. At one point, seemingly without thinking, crowds crush a female character to death because they falsely believe she’s responsible for the violence in town.

When audiences at Trump rallies verbalize violence by screaming “Lock her up” and “Kill her,” or when Donald Trump – either wittingly or unwittingly – advocates Second Amendment violence, I wonder whether they aren’t coming dangerously close to the primal violence of “Demons.”

The Conversation

Ani Kokobobo, Assistant Professor of Russian Literature, University of Kansas

This article was originally published on The Conversation. Read the original article.

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Jail For Overdue Library Books


A library in Alabama in the United States, is threatening people with jail time for overdue library books. The link below is to an article reporting on the story.

For more visit:
https://www.theguardian.com/us-news/2016/sep/03/borrowed-time-us-library-to-enforce-jail-sentences-for-overdue-books

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How should reading be taught in schools?


Misty Adoniou, University of Canberra

When my son was nine years old, he put aside the large Harry Potter novel he had been slowly, but enthusiastically, reading each evening and instead began ploughing through lots of fairly uninspiring books that he brought home from school each day.

It turned out the Year 4 teachers had devised a competition at his school – whichever class read the most books would be rewarded with an end of term pizza party.

The aim, I presume, was to motivate the children to read. It is ironic then that the effect was that my son stopped reading for pleasure and instead began reading for the numbers.

Reading is now increasingly being reduced to a numbers game in schools.

What level is your child at?

At pick up time, parents quiz each other about what reading level their child is on. Inside the school staff room, teachers are directed to have children on level 15, 20 or 30 by the end of the school year.

Six year olds are deciding whether they are good readers or not based on how many books they have ticked off on their take home reader sheet.

These levels are based on algorithms that calculate the ratio of syllables to sentences, or measure word frequency and sentence length.

The rationale is that these formulae can be applied to rank books on a scale of readability and thus guide teachers to match books with children’s reading ability.

There are two key problems with this numbers approach to reading. First, the algorithms are faulty. Second, publishers misuse them.

What makes a book hard or easy to read?

The missing variables in readability algorithms are the authors’ intentions, the readers’ motivations and the teachers’ instruction.

These are key omissions, and they seriously reduce the usability of the algorithms and the credibility of the reading levels they produce.

Fictional stories often use familiar and high frequency vocabulary, and many authors use relatively simple sentence structures.

However the use of literary tools like allegory and metaphor, along with challenging text themes, increases the difficulty of works of fiction in ways that are not captured in readability algorithms.

For example, readability formulae give Hemmingway’s “The Old Man and the Sea” a reading level suitable for primary school students. They may be able to decode the words on the page but comprehension of the book is less likely.

The same formulae may rank a non-fiction book on dinosaurs, for example, as only suitable for high school students because of its uncommon vocabulary, lengthy sentences and multi-syllabic words.

Yet a child’s interest and familiarity with the topic, or a teacher or parent’s support and instruction, can make that non-fiction book very readable for younger children.

Reading schemes

As readability formulae are not always a good fit for books, the solution has been, instead, to write books which fit the formulae. And publishers have been very keen to supply those books.

These are the books that our children take home each evening. They are written according to the numbers – numbers of high frequency words, numbers of syllables, numbers of words in a sentence.

What is missing in those books is author intention and craft, reader engagement and interest, and teacher support and instruction.

Essentially, then, what is missing in these books is the very essence of reading.

What books should children read?

We have been using the reading scheme system for decades and we still have children struggling to read.

When we use these quasi books to teach reading, we are not adequately preparing them for real reading.

These books, written to fit algorithms, don’t build broad vocabularies in our children. They don’t teach our children how to read complex sentence structures or deal with literary language or read between the lines. In many cases, they turn children off reading altogether.

Children learn to read by reading a book that is a little beyond what they can already read. The gap between what they can read and what they could read is reduced when the child:

  • is highly motivated by the content of the book;
  • has existing background knowledge about that content;
  • is receiving good instruction from a teacher.

We don’t need books arranged in coloured boxes labelled with level numbers to teach a child to read.

Beautifully written pieces of children’s literature will do the job.

Books full of carefully crafted writing by authors whose intentions are to engage, entertain and inform.

Books that teachers can work with in the classroom showing how sounds work in words, and how words work in sentences to make us feel, see or think new things.

Beautiful books that parents can also buy and delight in reading with their children.

Why it matters

The way we teach children to read will fundamentally influence what they understand the purpose of reading to be.

When we teach children to read through schemes that tally their books, we teach them that reading is simply about quantity. If reading is about getting a reward of a pizza, then children are less likely to read for intrinsic rewards.

The claims made for well-written children’s literature are many and varied.

Reading books to your children brings you closer to them, can teach them philosophy and about world issues.

But they can do something else. They can teach our children to read.

The Conversation

Misty Adoniou, Associate Professor in Language, Literacy and TESL, University of Canberra

This article was originally published on The Conversation. Read the original article.

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‘Literary Litterbug’ Admits Tossing 600 Books From His Car Window


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How Australian dystopian young adult fiction differs from its US counterparts


Diana Hodge, University of South Australia

For children and adolescents, the tyranny of adults can make any world dystopian. Real or fictional – no apocalypse required. But how does our Australian young adult fiction (of the dystopian variety) differ from that being produced in the US? And why do teenagers love dystopia so much?

In recent years, we have seen quite a few blockbuster novels produced for adolescents in this genre. You will no doubt have heard of at least one of these dystopian trilogies from the US: The Hunger Games (2008-2010) by Suzanne Collins, Divergent (2011-2013) by Veronica Roth and the Uglies (2005-2006) by Scott Westerfeld.

Australia has a strong tradition of dystopian fiction for young adults as well. Tomorrow, When the War Began and the accompanying six books in the Tomorrow series (1993–99) by John Marsden is, of course, one of the favourites, although it isn’t set in a post-apocalyptic world – rather, we see teenagers fighting and surviving in a current war.

Lesser known dystopian Australian novels – although no less noteworthy – include Taronga by Victor Kelleher (1986), The Obernewtyn Chronicles by Isobelle Carmody (1987-2015) and, more recently, The Tribe: The Interrogation of Ashala Wolf (2012) and The Disappearance of Ember Crow (2013), both by Aboriginal author Ambelin Kwaymullina.

Disasters in the US and Australia

There are many similarities between the Australian and US novels. All of those mentioned above are post-apocalyptic and all indicate a man-made disaster involving war, environmental destruction or nuclear disaster.

The Obernewtyn Chronicles are post-nuclear-holocaust and Taronga is post-war, probably nuclear. The events of The Interrogation of Ashala Wolf play out after a man-made environmental disaster.

The US novels cover similar ground: events in The Hunger Games follow an environmental disaster and war, while Uglies has an original disaster – a virus that infects petroleum products and causes them to explode, resulting in widespread environmental degradation. In Divergent, it’s a bit harder to tell which disaster struck, but it was probably a war.

Other commonalities between the US and Australian dystopian novels are feisty heroines, persecution of individuals because of special abilities and a primitive future that looks like our past – that is, communities living basic agrarian lifestyles, whether openly or in hiding.

All of these novels depict oppressive regimes that persecute the young protagonists – the burden of creating a more inclusive, fairer and more tolerant society is carried by the younger generation.

With so much in common between the Australian and American novels, is there anything that sets our home-grown dystopias apart from their US counterparts?

There are two main points of difference: the role of the natural environment, and the use of technology or “the fantastic” to fight battles and change society.

A healthy relationship with nature

In Obernewtyn, The Interrogation of Ashala Wolf and Taronga, the stories are set almost exclusively in a natural – rather than an urban – landscape. Those natural worlds are not distinctly Australian. Obernewtyn feels far more like a European landscape.

The Interrogation of Ashala Wolf seems to be set against a hybrid of the two, with some local elements, such as a forest of tuarts and peppermint gums, but with some unfamiliar wildlife such as “saurs” – giant lizard- or crocodile-like carnivorous reptiles. Taronga is split between a very recognisable Australian bush and Taronga Zoo, Sydney.

But it’s not just the use of the natural world that distinguishes the Australian texts – it’s also the relationship the young characters have with the environment and animals.

In all three Australian novels, there are characters who have the ability to communicate with animals via telepathic means. There are differences in the role of animals in these stories, but animals are always characters, not just companions, pets or beasts of burden.

Both Taronga and The Interrogation of Ashala Wolf include elements of Australian Aboriginal legend and connection with the natural world. In the Australian novels, the characters are at home in the wild, at one with nature and find support in the natural world. The environment can be harsh in these novels, but it also provides comfort and sustenance.

Of course, Uglies and The Hunger Games are not devoid of nature. The rebels in the Uglies series are referred to as “Smokies” and live a rustic and somewhat precarious life in the wild; while protagonist Tally Youngblood admires the beauty of this natural setting. Her time with the Smokies is spent trying to bring order to the natural world. The Hunger Games protagonist, Katniss Everdeen, has to survive in the simulated “natural” world of the arena – using skills to hunt for food.

These relationships with the environment and the animal world are one area in which the Australian novels make use of the fantastic as a plot element.

Weilding technology or magic

In The Interrogation of Ashala Wolf, most of the young characters (including the protagonist, Ashala Wolf) have special abilities that are the cause of their persecution. This is the same literary device used in The Obernewtyn Chronicles. Abilities include telepathy (with people and animals), control of the environment, healing powers and superhuman physical abilities.

In Taronga, both of the young protagonists (Ben and Ellie) communicate with animals – Ben through a telepathic link and Ellie through strongly developed empathy. In all three books of this trilogy those shamanic abilities allow the youngsters to succeed against adult adversaries.

The US teen characters have well-above-average physical and mental abilities, but these are less intrinsic qualities and more the result of training or surgery (Uglies) – they are technical skills of fighting, knife throwing or shooting, and are not linked with anything mystical or with the greater natural world.

All of these stories are set in worlds rich with technology, surveillance equipment, advanced computers and a blurring of the man/ machine interface, with the exception of Taronga, which was written before our current computer age. But Taronga is themed on a spiritual return to nature and an escape from the urban world.

Perhaps Australian authors cling to a romantic ideal of childhood and see that the solution to environmental degradation and war can only come about through a return to nature. Maybe their US peers envisage technical skill as the attribute most needed in the young to save the human race from annihilation.

Given the huge success of the American novels, it appears that this picture of themselves is the one contemporary adolescents prefer.

The Conversation

Diana Hodge is Manager Academic Library Services, Casual Lecturer in the School of Communication, International Studies and Languages at University of South Australia.

This article was originally published on The Conversation.
Read the original article.

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USA: A Library Made of Books


The link below is to an article that takes a look at a project that will see a library built out of some 50 000 books.

For more visit:
http://www.adweek.com/galleycat/library-made-of-books-will-be-built-at-bay-area-book-festival/101133

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A Museum Honoring Dr. Seuss Is Going to Open in Massachusetts


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USA: Presidential Libraries


The link below is to an article that takes a look at presidential libraries in the USA.

For more visit:
http://www.huffingtonpost.com/paul-gunther/presidential-libraries-taking-stock_b_6889196.html

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Dr. Seuss Museum


The link below is to an article reporting on the Dr. Seuss Museum being developed in Massachusetts, USA.

For more visit:
http://artery.wbur.org/2015/03/19/dr-seuss-museum

Massachusetts announced Thursday.

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Fifth Dimension Books


The link below is to an article that takes a look at an innovative book store on wheels in the USA.

For more visit:
http://www.bizjournals.com/austin/blog/creative/2015/01/austin-couple-takes-book-business-into-a-new.html