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#205 Le Guin: The Ones Who Walk Away from Omelas

10/29/2019

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Picture
Ursula Le Guin in the 1970s. Special Collections and University Archives, University of Oregon Libraries.
Utility vs. justice: Continue yesterday’s discussion
  • Paige left us off with thinking about the implications of Bentham denying natural rights as “nonsense upon stilts” (Sandel, 1). Why do you think Bentham feels so confident making such a claim? What implications might it have? What do you think?
  • Before we continue our utility/justice conversation with Le Guin, let’s turn for a moment to Rawls. What does the “veil of ignorance” experiment achieve? Does it miss anything?

Le Guin’s “The Ones Who Walk Away from Omelas”
  • What makes this author and this text new for us?
  • How did you feel as you read the text?
  • What’s the central paradox of the story?
  • How might that paradoxical metaphor be applied to the world in which we live?
  • What do you think Le Guin can contribute to the conversation about utility vs. justice?

Assignment: 

We have read short selections from Hobbes, Locke, Sandel (on Bentham and Rawls), and Le Guin. Now is a good moment to pause and reflect in writing on what we have learned.

For our next assignment, you may choose your own question to respond to, and may respond to that question in either one longer paragraph or two shorter paragraphs. Here are a few possible example questions:
  • Are individual rights essential to a good society?
  • Is humanity’s original condition that of “war” or “perfect freedom”? Why does this matter in creating a state?
  • Should the state endorse religions or support religious institutions?
  • What should individuals do when they encounter injustice promoted by the state or society?
Your response must:
  • Identify the question you wish to answer in the title of your assignment.
  • Include clear, argumentative topic sentences that address the full range of topics addressed in that paragraph.
  • Proceed logically and include clear transitional phrases.
  • Directly engage with evidence from at least two texts and include citations.
  • Use formal academic prose (unlike our letter exercise, you should again refrain from first- and second-person references.

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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
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          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
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            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
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      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
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