Culture New '1984' Foreword Includes Warning About 'Problematic' Characters - The introduction to the new edition, endorsed by Orwell's estate and written by the American author Dolen Perkins-Valdezm, is at the center of the storm, drawing fire from conservative commentators as well as public intellectuals.

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The 75th anniversary edition of George Orwell's novel 1984, which coined the term "thoughtcrime" to describe the act of having thoughts that question the ruling party's ideology, has become an ironic lightning rod in debates over alleged trigger warnings and the role of historical context in classic literature.

The introduction to the new edition, endorsed by Orwell's estate and written by the American author Dolen Perkins-Valdezm, is at the center of the storm, drawing fire from conservative commentators as well as public intellectuals, and prompting a wide spectrum of reaction from academics who study Orwell's work.

Perkins-Valdez opens the introduction with a self-reflective exercise: imagining what it would be like to read 1984 for the first time today. She writes that "a sliver of connection can be difficult for someone like me to find in a novel that does not speak much to race and ethnicity," noting the complete absence of Black characters.

She also describes her pause at the protagonist Winston Smith's "despicable" misogyny, but ultimately chooses to continue reading, writing: "I know the difference between a flawed character and a flawed story."

"I'm enjoying the novel on its own terms, not as a classic but as a good story; that is, until Winston reveals himself to be a problematic character," she writes. "For example, we learn of him: 'He disliked nearly all women, and especially the young and pretty ones.' Whoa, wait a minute, Orwell."

That framing was enough to provoke sharp critique from novelist and essayist Walter Kirn on the podcast America This Week, co-hosted with journalist Matt Taibbi. Kirn characterized the foreword as a kind of ideological overreach. "Thank you for your trigger warning for 1984," he said. "It is the most 1984ish thing I've ever f***ing read."

Later in the episode, which debuted on June 1, Kirn blasted what he saw as an imposed "permission structure" by publishers and academic elites. "It's a sort of Ministry of Truthism," he said, referring to the Ministry of Truth that features prominently in the dystopian novel. "They're giving you a little guidebook to say, 'Here's how you're supposed to feel when you read this.'"

Conservative commentator such as Ed Morrissey described the foreword as part of "an attempt to rob [Orwell's work] of meaning by denigrating it as 'problematic.'" Morrissey argued that trigger warnings on literary classics serve to "distract readers at the start from its purpose with red herrings over issues of taste."

But not all responses aligned with that view.

Peter Brian Rose-Barry, a philosophy professor at Saginaw Valley State University and author of George Orwell: The Ethics of Equality, disputed the entire premise. "There just isn't [a trigger warning]," he told Newsweek in an email after examining the edition. "She never accuses Orwell of thoughtcrime. She never calls for censorship or cancelling Orwell."

In Rose-Barry's view, the foreword is neither invasive nor ideological, but reflective. "Perkins-Valdez suggests in her introduction that 'love and artistic beauty can act as healing forces in a totalitarian state,'" he noted. "Now, I find that deeply suspect... but I'd use this introduction to generate a discussion in my class."

Taibbi and Kirn, by contrast, took issue with that exact line during the podcast. "Love heals? In 1984?" Taibbi asked. "The whole thing ends with Winston broken, saying he loves Big Brother," the symbol of the totalitarian state at the heart of the book. Kirn laughed and added, "It's the kind of revisionist uplift you get from a book club discussion after someone just watched The Handmaid's Tale."

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Photographs of Eric Blair, whose pen name was George Orwell, from his Metropolitan Police file, c.1940.
The National Archives UK


Perkins-Valdez, a Black writer, Harvard graduate and professor of literature at American University, also noted the novel's lack of racial representation: "That sliver of connection can be difficult for someone like me to find in a novel that does not speak much to race and ethnicity at all."

Kirn responded to that sentiment on the show by pointing out that Orwell was writing about midcentury Britain: "When Orwell wrote the book, Black people made up maybe one percent of the population. It's like expecting white characters in every Nigerian novel."

Richard Keeble, former chair of the Orwell Society, argued that critiques of Orwell's treatment of race and gender have long been part of academic discourse. "Questioning Orwell's representation of Blacks in 1984 can usefully lead us to consider the evolution of his ideas on race generally," he told Newsweek. "Yet Orwell struggled throughout his life, and not with complete success, to exorcise what Edward Said called 'Orientalism.'"

Keeble added, "Trigger warnings and interpretative forewords... join the rich firmament of Orwellian scholarship—being themselves open to critique and analysis."

While critics like Kirn view Perkins-Valdez's new foreword as a symptom of virtue signaling run amok, others see it as part of a long-standing literary dialogue. Laura Beers, a historian at American University and author of Orwell's Ghosts: Wisdom and Warnings for the Twenty-First Century, acknowledged that such reactions reflect deeper political divides. But she defended the legitimacy of approaching Orwell through modern ethical and social lenses.

"What makes 1984 such a great novel is that it was written to transcend a specific historical context," she told Newsweek. "Although it has frequently been appropriated by the right as a critique of 'socialism,' it was never meant to be solely a critique of Stalin's Russia."

While critics like Kirn view Perkins-Valdez's new foreword as a symptom of virtue signaling run amok, others see it as part of a long-standing literary dialogue. Laura Beers, a historian at American University and author of Orwell's Ghosts: Wisdom and Warnings for the Twenty-First Century, acknowledged that such reactions reflect deeper political divides. But she defended the legitimacy of approaching Orwell through modern ethical and social lenses.

"What makes 1984 such a great novel is that it was written to transcend a specific historical context," she told Newsweek. "Although it has frequently been appropriated by the right as a critique of 'socialism,' it was never meant to be solely a critique of Stalin's Russia."

"Rather," she added, "it was a commentary on how absolute power corrupts absolutely, and the risk to all societies, including democracies like Britain and the United States, of the unchecked concentration of power."

Beers also addressed the role of interpretive material in shaping the reading experience. "Obviously, yes, in that 'interpretive forewords' give a reader an initial context in which to situate the texts that they are reading," she said. "That said, such forewords are more often a reflection on the attitudes and biases of their own time."

While the foreword has prompted the familiar battle lines playing out across the Trump-era culture wars, Beers sees the conversation itself as in keeping with Orwell's legacy.

"By attempting to place Orwell's work in conversation with changing values and historical understandings in the decades since he was writing," she said, "scholars like Perkins-Valdez are exercising the very freedom to express uncomfortable and difficult opinions that Orwell explicitly championed."

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In other words she either didn't read the book or didn't understand what she was reading. The party does not discriminate based on race at all.. It even makes a specific point of pointing this fact out, mentioning that the part, inner and outer is made up of members of all races, taken from their local region, specifically to avoid giving the population any reason to believe they were being ruled over by some foreign power or by people who were not one of their own
It's an absolute meritocracy in which there is complete equality between the sexes, ethnic groups and races. Mind you the "merit" in this case is loyalty to the Party and devotion to the principles of Ingsoc, but there's no gaming the system to get into either branch.

Presumably there are occasional promotions from Outer-Inner and intelligent proles brought into the Outer Party to maintain the social hierarchy, but that's never clearly stated. Orwell didn't live long enough to see the real-life purges of the Aaronsons, Joneses and Rutherfords of the Eastern Bloc, but he predicted them perfectly.

https://george-orwell.org/ has all of his works online to read for free without any "commentary".
 
Perkins-Valdez opens the introduction with a self-reflective exercise:
"I don't like that there's no BLACKPYPO in this book, and I especially hate that the author is a fuwhite man."

Once again, they hammer out some self-indulgent thesis for a retarded opinion that needs merely a single sentence to summarize. I hate these people so-fucking-much.
 
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was designed to hobble the smart kids
I will preface this by saying that I think all my kids are smart, but none of us are genius level smart. They’re just nice, smart enough kids. They’ll get As and Bs. That kind of smart.
Anyway. I have children going through school in the uk, and we occasionally end up with a small Otterly in a rage that she or he got all the answers right, but didn’t put them in the right way and so lost points. I have spoken to school multiple times about this shit and almost lost my rag at a teaching assistant who smugly assured me that no child could ‘do that in their head’ . Simple stuff, my kids are smarter than the average bear but none of us are geniuses - plenty of kids can do this in their head. Look, here’s dumb old me, rattling off your fucking answers from my head, just because you can’t, doesn’t mean they can’t.
I can’t play first time from memory but you’ve got a Chinese kid in your year who can. Genius at it, but you think he can’t because you can’t? Morons. You can see him doing it. Revel in the skill, don’t squash the flame.
I do understand why show your working is a thing, but showing Any or all correct working for mathematics should get you the points unless there’s a very specific reason not to
And if course it confuses the children. I was right, why am I in trouble? . I find myself repeatedly telling them that while they must act respectfully in school towards the teaching staff, the teachers are not omniscient and often they are just plain old wrong. And that they will see more and more of this as they get older because a lot of people are thick as two short planks and planets are mean with it, but don’t see it , and it’s a part of life and learning to handle it with grace is the lesson.
 
In 1984, he imagined the worst possible London that he could conjure from the deepest, darkest recesses of his psyche

It happened to be a commentary on Commie Fascism because Commie/Socialism was the sea in which he swam.

even that most terrifying vision of the future was free from the black and brown menace. If only he knew how bad things would get after 1948..

If Orwell had spent much time surrounded by niggers and their monkeyshines, I bet 1984 would have been a very different book.
 
So TLDR: "It has no black people so I can't relate to it."
Let's be real frank here. There are almost 0 well written novels by niggers. Toni Morrison and Alice Walker are both frauds (frankly Gloria Naylor is better than either of them) and James Baldwin is an insufferable read. Richard Wright's Invisible Man is probably the best novel from a nigger, and it's reasonable to call it a great novel.
This actually made me realize I couldn't think of a notable black fiction writer off the top of my head. Uncle Tom's Cabin was written by a white woman.
 
Can you expand on this? Thanks!
Frankly I can't expand much on it, because I would have never read those books if it wasn't for high school and college. What I will say is that Alice Walker's Color Purple is at least not as bad as Morrison's work. The epistolary style makes it not as insufferable as it otherwise would be, but I also mostly thought of it as a smut novel combined with race bitching. I didn't really see anything insightful there. Toni Morrison I read Song of Solomon which was full of a bunch of commie shit and a retarded ending. I couldn't tell you much more than that at this point.

Contrast that to my recollection of Mama Day by Gloria Naylor, which I thought had some really compelling use of magical realism, and didn't seem devoted to just constantly bitching about the white man. As for Ralph Ellison's Invisible Man, I appreciated the insights, it seemed like an honestly thoughtful book, really reflected on not just the white man but the whole commie grift as well. And if I remember right some of the antagonists in that book were commie blacks.

I could be misremembering aspects of these, so anyone who has read them more recently could probably fill you in better than I could.
 
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It's a long time since I read it so there may well be physical description that contradicts this, but when I read 1984 as a child I think I did picture Winston as Black. Mainly because there was a character on a TV show called Winston who was Black and I think that was the only Winston I'd ever heard of at that point. It wasn't a common name round my way.

Also, not all books are about race.
I did this with Emmanuel Goldstein too, something about his portrayal gave off a Morgan Freeman type of glamour.
 
This feels like a schizo post. Like, this is something an actual lunatic would show to demonstrate time cube mathematics. Insane that this is real.
Bill Gates and his evil Gates Foundation is primarily responsible for the Common Core state standards, If anyone needs proof as to how bad it is, not a single Gates kid went to a school that used Common Core.
 
Anyway. I have children going through school in the uk, and we occasionally end up with a small Otterly in a rage that she or he got all the answers right, but didn’t put them in the right way and so lost points. I have spoken to school multiple times about this shit and almost lost my rag at a teaching assistant who smugly assured me that no child could ‘do that in their head’ . Simple stuff, my kids are smarter than the average bear but none of us are geniuses - plenty of kids can do this in their head. Look, here’s dumb old me, rattling off your fucking answers from my head, just because you can’t, doesn’t mean they can’t.
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I do understand why show your working is a thing, but showing Any or all correct working for mathematics should get you the points unless there’s a very specific reason not to
Showing the working is fine. It's okay when you're teaching a process to want to see evidence of that process. My issue with Common Core is that the process is deliberately both over-simplified and based around rote repetition. In fact, it is convoluted precisely to prevent intuitive understanding so that the child is forced to default to rote repetition. I'm familiar with American Common Core so curious if you're willing for an example of what you argued with your otterling's teacher about if you're willing.

To show what I mean about Common Core and how the issue isn't knowing the answer without showing your working but worse than that, I'll dissect a couple of the examples I posted above. Firstly this:

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This is actually the milder of the two but the simplest example of what is wrong. Teaching that multiplication is repeated addition is okay (and later you can teach that it's also repeated subtraction. And then later still that addition and subtraction are the same thing). It's a fine and natural way to introduce multiplication to small children. So question one would be fine, except the child is punished for turning 5x3 into 5+5+5 instead of 3+3+3+3+3. To a smart person, the former is the better way because the smart child is easily able to add in fives. So for a smart person, 5+5+5 is fewer steps and therefore more efficient. The child is using their mind to find the optimal solution. If a child doesn't do it this way then it's possible they haven't made the mental connection that 5x3 is the same as 3x5. I.e. hasn't yet fully understood multiplication. But Common Core forces the child to do it with the lowest of the numbers. Why? Because of the belief that some children can't add in fives but can add in threes. Common Core is designed for children with lower mental capacity who need the many very small steps rather than one larger step. AND IT PUNISHES THOSE CHILDREN WHO DON'T NEED THAT. It's not a case of a child who knows their five times tables skipping learning how to work something out. It's a case of a child who understands 5x3 = 3x5 being punished for knowing that. Common Core doesn't teach mathematics, it teaches rote repetition. Which has two abhorrent purposes: Prevent actual understanding of mathematics and make smart children hate mathematics. Because who doesn't hate rote repetition without a purpose? "Maths is dumb" the smart kid will be taught to think, because even if they can't articulate the problem as well as I just have, they will know.

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This one is more difficult to articulate what is wrong as it's deeper and more insidious but I'll try and turn what I know intuitively into words. This removes meaning from numbers. You want to understand 8 and 5 as actual values. There's no way in any actual mathematics you can invent new numbers for an equation out of nowhere to make it balance. And that's what they're doing here. If they said "you have an 8, 2, 5 and 3. Combine any of them to make 10" that would be valid. Weird but valid. But here they invent numbers that weren't there before. Where does the 2 come from? Well you take it from the 5, okay but you still have 3 left over. It doesn't go away. The only way you can do this is if you remove all meaning from numbers and mathematics. This will confuse the Hell out of any child who thinks about it because they think of numbers as reflecting actual values - which they do. It would be as valid to say "change the 8 to a 10" as to do what they did. What they're trying to do is come up with a way of children doing sums only with the smallest possible numbers. They see 8+5 as too hard for some children but 10+3 is easier because they've been taught the rote process of just putting a 3 after the 1. They also see 5-2 as easier for some children because it's smaller numbers. So they break things down into 5-2 and then 8+2 and then 10+3. The idea is probably that little kids are doing this by raising and lowering fingers. It's madness. This is more complicated for any child of average intelligence and only better for mentally subnormal children. And the smart kid is punished for doing it in a way that is more efficient and more natural for them. For doing it in a better way.

I rarely use the word 'evil'. but I use it for Common Core. In 1984, Symes says that "the destruction of language is a beautiful thing". The American education system decided to extend that to mathematics.

Bill Gates and his evil Gates Foundation is primarily responsible for the Common Core state standards, If anyone needs proof as to how bad it is, not a single Gates kid went to a school that used Common Core.
I'm not really inclined to introduce any levity into this topic as it makes me so angry. But your comment reminded me of this clip which deserves sharing.

 

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So question one would be fine, except the child is punished for turning 5x3 into 5+5+5 instead of 3+3+3+3+3. To a smart person, the former is the better way because the smart child is easily able to add in fives. So for a smart person, 5+5+5 is fewer steps and therefore more efficient
Yes this is the kind of thing that we are seeing. Pretty much exactly. And yes showing working is fine, but this is exactly the sort of thing they’re getting dinged for. Doing it a frankly illogical, less efficient and retarded way rather than the very, very blindingly clear way. Five time three is LINGUISTICALLY 5x5x5 as well. 3x3x3x3x5 is three, times five. It’s so very confusing for children, because what they’re shown doesn’t fit the English language syntactical hierarchy (by which I mean that descriptors go a specific order. A big, blue, round flower, not a round blue big flower. There are rules!)
I am all for the tips and tricks for mental shortcuts, but there seems to be no accommodation for the fact that everyone does them a little their own way, and if that way is working and you can explain it, why would you bother with some heath-Robinson construction that’s less efficient?
Again, my children are not genius level savants, they’re just a bit above average, like I am. They’re completely bamboozled and annoyed by all this stuff, as am I. Teachers seem reluctant to let us have materials, probably they know what we would say …
 
You mean they don't let you see what your children are being taught?!?
You have to ask. Like before it was very ‘kids come home with a billion worksheets and books’ and now it’s all very much not like that. I do ask, and I do make a polite pain of myself, because I’ve seen too many horror stories. I wouldn’t say it’s complete secrecy but it seems less open than it used to be.
If I had the money, they’d all be in the best private schools money can buy, but I don’t, so they’re in the local system, which is Ok, but still, I keep an eagle eye on it.
 
You have to ask. Like before it was very ‘kids come home with a billion worksheets and books’ and now it’s all very much not like that. I do ask, and I do make a polite pain of myself, because I’ve seen too many horror stories. I wouldn’t say it’s complete secrecy but it seems less open than it used to be.
If I had the money, they’d all be in the best private schools money can buy, but I don’t, so they’re in the local system, which is Ok, but still, I keep an eagle eye on it.
I wish all kids had a mum as protective of their development as yours have. The world would be a very different place.
 
Get your grubby paws off my beloved Orwell, nigress dyke!

I can't imagine her retarded hot takes on the misogyny of Fatty Bowler from Coming Up for Air or even more overt simpy misogyny of Gordon Comstock from Keep the Aspidistra Flying.

Why this nigress even bothers to read is beyond me, since she clearly would rather just stare in a mirror and adore herself.
 
I'm just glad that TPTB are finally publishing idiots like this in places where the general public can finally see the stupidity. As long as it was contained to academic publishing, it was hidden from normal people, and they refused to believe how retarded these "academics" really are.
 
If you haven't come across it before I genuinely recommend you look into it. I am not being the slightest bit colourful when I wrote that it was designed to hobble the smart kids. That is its purpose. It really is like something from 1984. In Orwell's novel they are redesigning language to make it impossible to think bad things. In schools right now, they are redesigning arithmetic so that it can only be followed as rote process, not understood as deeper meaning. Someone would have to deliberately set about unlearning what they're taught in order to progress in mathematics.
It’s actually literally the opposite. The “new math” is trying to get AWAY from using algorithmic methods in simple arithmetic and actually teach number sense. But it’s being taught by elementary teachers who are notoriously bad at math so I’m not surprised if it’s being taught poorly.

The 5+8 == (2+3)+8 is just teaching the skill you’ll eventually need to do factoring in algebra, which is something that tripped me up a little as a straight A math student because there’s no set algorithm to follow. I’m actually happy to see it here.
 
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