Sunday, 31 January 2010

20) Burgess's Introduction

This is the introduction written by Burgess himself in 1986 in which he deals with the omission of ch21 by the American publishers.




"A Clockwork Orange Resucked"

I first published the novella A Clockwork Orange in 1962, which ought to be far enough in the past for it to be erased from the world's literary memory. It refuses to be erased, however, and for this the film version of the book made by Stanley Kubrick may be held chiefly responsible. I should myself be glad to disown it for various reasons, but this is not permitted. I receive mail from students who try to write theses about it or requests from Japanese dramaturges to turn It into a sort of Noh play. It seems likely to survive, while other works of mine that I value more bite the dust. This is not an unusual experience for an artist. Rachmaninoff used to groan because he was known mainly for a Prelude in C Sharp Minor which he wrote as a boy, while the works of his maturity never got into the programmes. Kids cut their pianistic teeth on a Minuet in G which Beethoven composed only so that he could detest it. I have to go on living with A Clockwork Orange, and this means I have a sort of authorial duty to it. I have a very special duty to it in the United States, and I had better now explain what this duty is. Let me put the situation baldly. A Clockwork Orange has never been published entire in America. The book I wrote is divided into three sections of seven chapters each. Take out your pocket calculator and you will find that these add up to a total of twenty-one chapters. 21 is the symbol for human maturity, or used to be, since at 21 you got the vote and assumed adult responsibility. Whatever its symbology, the number 21 was the number I started out with. Novelists of my stamp are interested in what is called arithmology, meaning that number has to mean something in human terms when they handle it. The number of chapters is never entirely arbitrary. Just as a musical composer starts off with a vague image of bulk and duration, so a novelist begins with an image of length, and this image is expressed in the number of sections and the number of chapters in which the work will be disposed. Those twenty-one chapters were important to me.

But they were not important to my New York publisher. The book he brought out had only twenty chapters. He insisted on cutting out the twenty-first. I could, of course, have demurred at this and taken my book elsewhere, but it was considered that he was being charitable in accepting the work at all, and that all other New York, or Boston, pub-lishers would kick out the manuscript on its dog-ear. I needed money back in 1961, even the pittance I was being offered as an advance, and if the condition of the book's acceptance was also its truncation-well, so be it. So there is a profound difference between A Clockwork Orange as Great Britain knows it and the somewhat slimmer volume that bears the same name in the United States of America.

Let us go further. The rest of the world was sold the book out of Great Britain, and so most versions-certainly the French, Italian, Spanish, Catalan, Russian, Hebrew, Rumanian, and German translations-have the original twenty-one chapters. Now when Stanley Kubrick made his film-though he made it in England-he followed the American version and, so it seemed to his audiences outside America, ended the story somewhat prematurely. Audiences did not exactly clamour for their money back, but they wondered why Kubrick left out the dénouement. People wrote to me about this-indeed much of my later life has been expended on Xeroxing statements of intention and the frustrations of intention- while both Kubrick and my New York publisher coolly bask in the rewards of their misdemeanor. Life is of course, terrible.

What happens in that twenty-first chapter? You now have the chance to find out. Briefly, my young thuggish protagonist grows up. He grows bored with violence and recognizes that human energy is better expended on creation than destruction. Senseless violence is a prerogative of youth, which has much energy but little talent for the constructive. Its dynamism has to find an outlet in smashing telephone kiosks, derailing trains, stealing cars and smashing them and, of course, in the much more satisfactory activity of destroying human beings. There comes a time, however, when violence is seen as juvenile and boring. It is the repartee of the stupid and ignorant. My young hoodlum comes to the revelation of the need to get something done in life-to marry, to beget children, to keep the orange of the world turning in the Rookers of Bog, or hands of God, and perhaps even create something-music, say. After all, Mozart and Mendelssohn were composing deathless music in their teens or nadsats, and all my hero was doing was razrezzing and giving the old in-out. It is with a kind of shame that this growing youth looks back on his devastating past. He wants a different kind of future.

There is no hint of this change of intention in the twentieth chapter. The boy is conditioned, then deconditioned, and he foresees with glee a resumption of the operation of free and violent will. 'I was cured all right,' he says, and so the American book ends. So the film ends too. The twenty-first chapter gives the novel the quality of genuine fiction, an art founded on the principle that human beings change. Their is, in fact, not much point in writing a novel unless you can show the possibility of moral transformation, or an increase in wisdom, operating in your chief character or characters. Even trashy best-sellers show people changing. When a fictional work fails to show change, when it merely indicates that human character is set, stony, unregenerable, then you are out of the field of the novel and into that of the fable or the allegory. The American or Kubrickian Orange is a fable; the British or world one is a novel.

But my New York publisher believed that my twenty-first chapter was a sellout. It was veddy veddy British, don't you know. It was bland and it showed a Pelagian unwillingness to accept that a human being could be a model for unregenerable evil. The Americans, he said in effect, were tougher than the British and could face up to reality. Soon they would be facing up to it in Vietnam. My book was Kennedyan and accepted the notion of moral progress. What was really wanted was a Nixonian book with no shred of optimism in it. Let us have evil prancing on the page and, up to the very last line, sneering in the face of all the inherited beliefs, Jewish, Christian, Muslim, and Holy Roller, about people being able to make themselves better. Such a book would be sensational, and so it is. But I do not think it is a fair picture of human life.

I do not think so because, by definition, a human being is endowed with free will. He can use this to choose between good and evil. If he can only perform good or only perform evil, then he is a clockwork orange-meaning that he has the appearance of an organism lovely with colour and juice but is in fact only a clockwork toy to be wound up by God or the Devil or (since this is increasingly replacing both) the Almighty State. It is as inhuman to be totally good as it is to be totally evil. The important thing is moral choice. Evil has to exist along with good, in order that moral choice may operate. Life is sustained by the grinding opposition of moral entities. This is what the television news is about. Unfortunately there is so much original sin in us all that we find evil rather attractive. To devastate is easier and more spectacular than to create. We like to have the pants scared off us by visions of cosmic destruction. To sit down in a dull room and compose the Missa solennis or The Anatomy of Melancholy does not make headlines or news flashes. Unfortunately my little squib of a book was found attractive to many because it was as odorous as a crateful of bad eggs with the miasma of original sin. It seems priggish or Pollyannaish to deny that my intention in writing the work was to titillate the nastier propensities of my readers. My own healthy inheritance of original sin comes out in the book and I enjoyed raping and ripping by proxy. It is the novelist’s innate cowardice that makes him depute to imaginary personalities the sins that he is too cautious to commit for himself. But the book does also have a moral lesson, and it is the weary traditional one of the fundamental importance of moral choice. It is because this lesson sticks out like a sore thumb that I tend to disparage A Clockwork Orange as a work too didactic to be artistic. It is not the novelist’s job to preach; it is his duty to show. I have shown enough, though the curtain of an invented lingo gets in the way-another aspect of my cowardice. Nadsat, a Russified version of English, was meant to muffle the raw response we expect from pornography. It turns the book into a linguistic adventure. People preferred the film because they are scared, rightly, of language. I don’t think I have to remind readers what the title means. Clockwork oranges don’t exist, except in the speech of old Londoners. The image was a bizarre one, always used for a bizarre thing. “He’s as queer as a clockwork orange,” meant he was queer to the limit of queerness. It did not primarily denote homosexuality, though a queer, before restrictive legislation came in, was a term used for a member of the inverted fraternity. Europeans who translated the title as Arancia a Orologeria or Orange Mécanique could not understand its Cockney resonance and they assumed that it meant a hand grenade, a cheaper kind of explosive pineapple. I mean it to stand for the application of a mechanistic morality to a living organism oozing with juice and sweetness.

Readers of the twenty-first chapter must decide for themselves whether it enhances the book they presumably know or is really a discardable limb. I meant the book to end in this way, but my aesthetic judgement may have been faulty. Writers are rarely their own best critics, nor are critics. “Quod scripsi scripsi” said Pontius Pilate when he made Jesus Christ the King of the Jews. “What I have written I have written.” We can destroy what we have written but we cannot unwrite it. I leave what I wrote with what Dr. Johnson called frigid indifference to the judgement of that .00000001 of the American population which cares about such things. Eat this sweetish segment or spit it out. You are free.

Anthony Burgess November, 1986

Friday, 29 January 2010

19) Essay questions

F. Alexander refers to Alex as a 'victim of the modern age'. To what extent do yo agree with this?

Some commentators say that Burgess in the novel is disagreeing with John Stuart Mill's principle of harm (that free will is allowable as long as it does no harm to others). Do you agree with this and what might the repercussions of such a stance be?

What role does religion play in the novel?

To what extent can we blame Alex's parents for the destruction that he wreaks throughout the book?

Does the introduction of Nadsat simply make the violence of the novel palatable?

To what extent is the novel a critique of cinema and its tendency to turn violence into a sensual pleasure?






18) The 'Missing' Last Chapter


When the book was first published in America, the publishers did not like the last chapter, complaining that it was unrealistic, that it was unbelievable that someone might reform in the way that Alex seems to do. The US editor claimed the last chapter was 'bland'. Burgess said that he went along with this as he needed the money. More importantly, Stanley Kubrick, the director of the (in)famous film, only knew of the US version, so the film does not have the 21st chapter. Kubrick later said he preferred the darker view of humanity that the doctored version presented.

So, two versions of the book existed; two versions that clearly contrasted. One ends with Alex proclaiming ironically that he was 'cured'. The conditioning had been reversed by the doctors while he was unconscious and the reader might imagine him setting off on another rampage, heading off for some more 'ultra-violence' and bit of the old 'twenty-to-one'. He is unregenerate, unrepentant, seemingly evil to the core. The other showed the possibility that Alex would grow up and settle down. Chapter 21 (the traditional age of entering adulthood) sets up the expectation that Alex would become fed up with random acts of violence as he starts becoming interested in 'normal' things: money, 'seeking a mate', and little fat babies. Could Alex reach a point of maturity and find redemption by himself? Left to his own devices could he choose to do 'good'?

In the real final chapter your humble narrator states his belief that youths are like animals or little wind-up toys. They have no real sense of moral responsibility. Their actions are instinctive and inherently selfish and yet to deprive them of the right to choose to do harm would be to turn them into automatons. Many readers, it seems, consider this to be Burgess's standpoint, but we must also keep in mind the fact that these opinions are expressed by the little psychopath himself, the unreliable narrator who has proved to be entertainingly eloquent but totally solipsistic and certainly not a character to take at face value.


Now, write an argument for or against cutting the final chapter. Write 200 words for and 200 against.

17) The Structure of the Novel





The structure of A Cl
ockwork Orange is based upon three parts. There are seven chapters in each part. Three sections + seven chapters per section = twenty one total chapters. The number of chapters is intentional by Anthony Burgess. Human maturity is symbolized by the number 21, according to Anthony Burgess’s introductory remarks. The book’s number of chapters is no accident; it is intentionally so, and hints of adult responsibility.

As you read through Part Three you should start to notice a kind of structural symmetry. Each chapter in Part Three has something in common with its mirror-image chapter from Part One, such that Chapter 1 here connects with Chapter 7 from Part O
ne. The connections can be made as follows:

Part 1 Part 3
Ch1 <> Ch7
Ch2 <> Ch6
Ch3 <> Ch5
Ch4 <> Ch4
Ch5 <> Ch3
Ch6 <> Ch2
Ch7 <> Ch1

Consider, for example how Alex’s arrest in Pt1 Ch7 is reversed by his release in Pt 3 Ch1. Also, the attack on the old lady in Pt 1 Ch6 is mirrored by the attack by the old men on Alex in the library in Pt 3 Ch2. Look for other ways in which episodes in Pt 1 are mirrored or reversed or referred to in Pt 3. Consider, for example the use of m
usic in Pt 1.
Burgess was also a composer of music. He clearly had operatic structure in mind when composing A Clockwork Orange. This structural symmetry is an example as well as how motifs and symbols recur throughout the story. The ‘What’s it going to be then eh?’ is repeated in different contexts with slightly different meanings. Milk recurs throughout the book as something that is considered clean and healthy but can be corrupted. Consider how it is ‘enhanced’ at the Korova Milkbar or its use by Dim to attack Alex or the recurrence of milk at the home of the ‘cat lady’. Other motifs or symbols inc
lude the use of nadsat, the figure of christ, and classical music itself.

Make a grid like the one above and add as many exam
ples of how episodes in Pt 3 reflect those of Pt1. Consider how the Ludovico technique is at the centre of the book (Pt2 Ch4) and how everything piv
ots around this.


Thursday, 28 January 2010

16) Wider Reading

If you liked A Clockwork Orange, you might want to do some wider reading...
Some books that share certain features with A Clockwork Orange:







1984 by George Orwell
Newspeak, Doublethink, Big Brother, the Thought Police--George Orwell's world-famous novel coined new and potent
words of warning for us all.
Alive with Swiftian wit and passion, it is on
e of the most brilliant satires on totalitarianism and the power-hungry ever written.




Catch 22 by Joseph Heller
There aren't many
books, particularly written as recently as 1961, that have contributed a phrase so thoroughly to the English language as this one. Describing inherently paradoxical traps as a catch-22 is now common slang; this is where it started.






Brave New World
by Aldous Huxley
Far in the future, the World Controllers have created
the ideal society. Through clever use of genetic engineering, brainwashing and recreational sex and drugs all its members are happy consumers. B
ernard Marx seems alone harbouring an ill-defined longing to break free. A visit to one of the few remaining Savage Reservations where the old, imperfect life still continues, may be the cure for his distress
...






Catcher in the Rye by J D Salinger

Since his debut in 1951 as The Catcher in t
he Rye, Holden Caulfield has been synonymous with "cynical adolescent". Holden narrates the story of a couple of days in his 16-year-old life, just after he's been expelled from prep school, in a slang that sounds edgy even today and keeps this novel on banned book lists.





Lord of the Flies by William Golding
William Golding's classic tale about a group of English schoolboys who are plane-wrecked on a deserted island, is just as chilling and relevant today as when it was first published in 1954.






The Wasp Factory by Iain Banks
A Gothic horror story of quite exceptional quality...macabre, bizarre ...quite impossible to put down.
The narrator of Iain Banks's novel, 16-year-old Frank Cauldhame, is looking to explain a mystery. He lives with his taciturn father in an isolated house on the north-east coast of Scotland. His father dissembles and has secrets. He has a study, which is always locked; Frank has never seen inside it. At intervals in the narrative he tries the door, hoping that one day his father will forget to lock it. In the way of a fairy-tale or a gothic yarn, we know that we will enter this mysterious chamber before the novel ends.

Wednesday, 27 January 2010

15) Part 3 Chs 5-7

Summary and Analysis of Part Three, chapters 5-7 (The end of the book)


http://www.gradesaver.com/a-clockwork-orange/study-guide/section6/

14) Part 3 Chs 1-4

Summary and analysis of Part three, chapters 1-4.

http://www.gradesaver.com/a-clockwork-orange/study-guide/section6/

13) A Short Essay on Clockwork Orange

(This is an excerpt from a really good article. Read the bits of it here and click on the link to see more)

A Prophetic and Violent Masterpiece
Theodore Dalrymple

When, as a medical student, I emerged from the cinema having watched Stanley Kubrick’s controversial film of A Clockwork Orange, I was astonished and horrified to see a group of young men outside dressed up as droogs, the story’s adolescent thugs who delighted in what they called “ultra-violence.”

The film had been controversial in Britain; its detractors, who wanted it banned, charged that it glamorized and thereby promoted violence. The young men dressed as droogs seemed to confirm the charge, though of course it is one thing to imitate a form of dress and quite another to imitate behavior. Still, even a merely sartorial identification with psychopathic violence shocked me, for it implied an imaginative sympathy with such violence; and seeing those young men outside the theater was my first intimation that art, literature, and ideas might have profound—and not necessarily favorable—social consequences. A year later, a group of young men raped a 17-year-old girl in Britain as they sang “Singing in the Rain,” a real-life replay of one of the film’s most notorious scenes.

The author of the book, Anthony Burgess, a polymath who once wrote five novels in a year, came to dislike this particular work intensely, not because of any practical harm to society that the film version of it might have caused but because he did not want to go down in literary history as the author of a book made famous, or notorious, by a movie. Irrespective of the value of his other work, however, A Clockwork Orange remains a novel of immense power. Linguistically inventive, socially prophetic, and philosophically profound, it comes very close to being a work of genius.

...
...

A Clockwork Orange is not completely coherent. If youth is violent because the young are like “malenky machines” who cannot help themselves, what becomes of the free will that Burgess otherwise saw as the precondition of morality? Do people grow into free will from a state of automatism, and, if so, how and when? And if violence is only a passing phase, why should the youth of one age be much more violent than the youth of another? How do we achieve goodness, both on an individual and social level, without resort to the crude behaviorism of the Ludovico Method or any other form of cruelty? Can we bypass consciousness and reflection in our struggle to behave well?

There are no schematic answers in the book. One cannot condemn a novel of 150 pages for failing to answer some of the most difficult and puzzling questions of human existence, but one can praise it for raising them in a peculiarly profound manner and forcing us to think about them. To have combined this with acute social prophecy (to say nothing of entertainment) is genius.

http://www.city-journal.org/html/16_1_oh_to_be.html


Continue Reading Here

12) Behaviourism (Behaviorism)






Some notes on Behaviourism


Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
--John Watson, Behaviorism, 1930
From:
http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm


Both Anthony Burgess's landmark novel A Clockwork Orange and the subsequent film directed by the legendary Stanley Kubrick move to lift B.F. Skinner's psychological theory of Behaviorism to a sphere that even he may have thought unlikely. Or, probably, merely hoped with all his heart wouldn't be considered by rational human beings. What is Behaviorism? In a nutshell, Behaviorism is BF Skinner's psychological theory which posits the potentially devastating notion that positive reinforcement through reward for good behavior combined with negative reinforcement through punishment for bad behavior will instill in a person a deep-seated aspiration to continue that behavior in the pursuit of the reward. Behaviorist techniques have become the norm in contemporary society in everything from the educational system to politics to entertainment.
From:
http://www.associatedcontent.com/article/328648/what_is_behaviorism_and_is_it_a_good.html?cat=72

A complex explanation:
http://www.learningandteaching.info/learning/behaviour.htm

A slightly more accessible version:
http://www.funderstanding.com/content/behaviorism








11) The Ludovico Technique


This is a page from Wikipedia on the Ludovico Technique


The Ludovico technique is a fictional drug-assisted aversion therapy from the novel and film A Clockwork Orange. It involves the patient being forced to watch violent images for long periods of time, while under the effect of drugs that cause a near death experience. The idea is that if the patient is forced to watch the horribly graphic rapes, assaults and other acts of violence while suffering from the drug effects, the patient will assimilate the sensations and then become incapacitated or very ill either attempting to perform or even just witnessing said acts of violence.


The Ludovico technique is an artistic semblance of the psychological phenomenon known as classical conditioning which is a form of associative learning that was first demonstrated by Ivan Pavlov. The typical procedure for inducing classical conditioning involves presentations of a neutral stimulus along with a stimulus of some significance. The neutral stimulus could be any event that does not result in an overt behavioral response from the organism under investigation. In the story of A Clockwork Orange, when the protagonist, Alex, is made the subject of the Ludovico technique, he is conditioned to associate his illness with violence.
In the process of creating both the novel and film adaptation of A Clockwork Orange, original author Anthony Burgess and film director Stanley Kubrick both went to painstaking effort to incorporate a plethora of symbols for the context of the story.



Social background

Much of the film reflects the fears, and logical extrapolations, of the time in which it was made: Massive unemployment, moral decay, and the various liberal and conservative approaches to the resultant crime. The main character Alex, a hedonist, sadist and sociopath, reflects the end result of such a future dystopia. The fictional Ludovico technique plays a crucial role as both a plot device and social commentary.


After his capture and incarceration for murder (the conservative approach to crime) he volunteers for the Ludovico Technique (a technocratic approach to crime) in hopes of early release, not having any idea what the treatment entails. One crucial plot device is that while being forced to watch scenes of violence and cruelty, he is also forced to watch old newsreels of totalitarian regimes in an attempt to cure him of every conceivable social aberration. One such film repeatedly shown was Triumph of the Will. Unfortunately the original scores were also played with these newsreels, many of which were his one socially acceptable vice; his love for the music of Ludwig Van Beethoven. (The coincidence of this is emphasized by the name Burgess chose for the fictional technique: "Ludovico" is an Italian form of "Ludwig".) Thus while being 'cured' of violence and social aberration, he is also forever denied the music of Beethoven's 9th Symphony. It is this 'flaw' in the treatment that allows Alex to eventually undo his treatment, and after surviving an attempt on his life by one of his former victims, the film ends with him being made a political pawn in the crime debate, as he begins to once again imagine doing all the sociopathic things he did before.

Friday, 22 January 2010

10) Quotes on Some of the Themes in the Book


All quotes from the website shmoop.com

Firstly the perennial theme of Good versus Evil. This is possibly the strongest link to Brighton Rock. Consider the quotes and the thoughts afterwards. Have a think about them and bring your ideas into class!
http://www.shmoop.com/clockwork-orange/good-vs-evil-quotes.html


Next, and following on from and overlapping with Good v Evil is the idea of morality.
http://www.shmoop.com/clockwork-orange/morality-ethics-quotes.html

Fate and free will is another issue that ties in with the previous two. Try to consider them all together.
http://www.shmoop.com/clockwork-orange/fate-free-will-quotes.html

Alex's transformation or 'cure' is the core of the book, the Ludovico technqiue being the central part (part 2). These quotes focus on this and of course, raise questions about free will.
http://www.shmoop.com/clockwork-orange/transformation-quotes.html

Thursday, 21 January 2010

9) Mini Essay Questions (Class and home work)

Once you have read up to the end of part two...

1) Make notes on arguments for and against the Ludovico Technique.

2) In your opinion, how are we supposed to react to the character of Alex? Refer to the plot, the language, and the wider issues such as the Ludovico Technique.

8) More sites with info and resources on 'Clockwork...'

Other sites to explore as you read...

(limited access)


Including a Nadsat glossary.

Wednesday, 20 January 2010

7) Part 2 Chapters 5-7




Read part 2 of the book, chapter 5-7.
Then study the follwing page and make notes on summary and analysis:
http://www.gradesaver.com/a-clockwork-orange/study-guide/section4/

6) Part 2 Chapters 1-4


Read part 2 chapters 1-4.


Then read and make notes from the following page with summary and analysis: http://www.gradesaver.com/a-clockwork-orange/study-guide/section3/


Click here to see a clip from the film showing the Ludovico technique.

5) Nature versus Nurture


The Nature versus Nurture debate
(Some ideas to consider after reading part one)

Essentially this comes down to whether one believes that humans are born ‘good’ or ‘bad’. Or, whether innate qualities (what we’re like when we’re born) are more important than the environment that we grown up in (parents, housing, media etc) in determining how we behave. This is a simplification of the debate but serves as a starting point.

On the one hand, some have believed that human are born as innocent, inherently good and even noble beings. It is the influence of society that makes people act in selfish, cruel or evil ways. This standpoint is sometimes referred to as the ‘noble savage’ and is often (mistakenly) attributed to the French philosopher Rousseau. Whilst Rousseau did not invent the term ‘noble savage’ he did criticise what he saw as the corrupting influence of traditional education and affirmed man’s innate goodness.

On the other side of the debate stands the English philosopher Thomas Hobbes, who, in his book Leviathan, wrote that "during the time men live without a common power to keep them all in awe, they are in that condition which is called war; and such a war as is of every man against every man". In this state, he wrote, any person has a natural right to do anything to preserve his own liberty or safety, and life is "solitary, poor, nasty, brutish, and short". Basically Hobbes felt that we need laws and rules to keep the selfish side of human nature in check.

In William Golding’s* Lord of the Flies the boys, left alone on a desert island turn against one another and the suggestion seems to be that without the restrictions of their schools and the authority of adults children will revert to savagery. The issue is complicated by the fact that they boys are on the island because they were escaping from a war. So one might argue that their turn to savagery is an imitation of the conflict they have witnessed in the wider world.

Some philosophers these days would argue that the whole nature versus nurture debate is simply naïve since it appears obvious that both one’s genetic make up and one’s environment are important factors in an individual’s development.

It is still worth considering the two extreme views that Alex can either be considered ‘evil’ or that he is himself a victim of society. Alex lives in a society where everyone has to work. Therefore he is neglected by his parents. He seems to be surrounded by a kind of nightmarish concrete jungle (see the description of the flats where he lives). He is beaten by the police when he is arrested.

Alternatively, can we view Alex as a young man who has somehow escaped the usual restrictions of society? Can we view his behaviour as somehow aberrant or a perversion of normal behaviour and so he needs to re-educated, re-conditioned, or re-programmed.

The latter view is called bahaviourism and will be considered later.
Have a look at some of the links below and develop your own ideas about Alex, his place in society and how society might deal with someone like Aaex.

Monday, 18 January 2010

4) Part 1 Chapters 5-7


Read chapters 5-7. Then, read the Gradesaver site's summary and analysis.

Focus on the presentation of violence, but also the environment that Alex lives in. Look at the nadsat descriptions of violent acts. How do they alter our view of these acts?

Remember the defintions of dystopia. Write 300 words summing up how Burgess presents a dystopian society in the first part of A Clockwork Orange, with particular reference to youth, violence, crime.

3) Part 1 Chapters 1-4


Read the first four chapters. Then, have a look at the Gradesaver site's summary and analysis. Make notes on Alex's character.

Have a look at the scene where the droogs beat up the homeless man in chapter one by clicking here to access the youtube clip.

Click here to see the attack on HOME.
(Please note that, whilst this clip has been edited, it contains scenes of a violent nature.)

Click here to see the scene where Alex puts his droogs in their place.

2) Dystopia


Dystopia and Dystopian Ideas

A Clockwork Orange describes a dystopian society. The opposite of utopias, or ideal societies, dystopias are severely malfunctioning societies. Dystopian novels such as George Orwell's 1984 portray bleak landscapes, corrupt social institutions, and characters among whom trust or authentic communication is impossible. The Korova Milkbar, where fifteen-year-olds can drink druglaced milk, symbolizes the decadence of the novel's setting, as does the fact that Alex — a charming rapist, killer, and thief — is the most appealing character in the story. Dystopian novels have a rich history and include works such as Jonathan Swift's eighteenth-century classic, Gulliver's Travels. However, they became especially prevalent and popular after World War II, as people increasingly took a dim view of human nature and the possibility for social change. Twentieth-century dystopian works include Aldous Huxley's Brave New World, Ayn Rand's Atlas Shrugged, and Ray Bradbury's Fahrenheit 451.

http://www.answers.com/topic/a-clockwork-orange-novel-3


A dystopia (from the Greek δυσ- and τόπος, alternatively, cacotopia, kakotopia, cackotopia, or anti-utopia) is the often futuristic vision of a society in which conditions of life are miserable and characterized by poverty, oppression, war, violence and/or terror, resulting in widespread unhappiness, suffering, and other kinds of pain.

http://en.wikipedia.org/wiki/Dystopia

See also

http://dictionary.reference.com/browse/dystopia

1) The title of A Clockwork Orange


First things first: the significance of the title

This is what Anthony Burgess said in an interview with Rolling Stone magazine.
"The title of the book comes from an old London expression, which I first heard from a very old Cockney in 1945: 'He's as queer as a clockwork orange' (queer meaning mad...). I liked the phrase because of its yoking of tradition and surrealism, and I determined some day to use it."

In an introductory essay entitled "A Clockwork Orange Resucked," Burgess writes that the title refers to a person who "has the appearance of an organism lovely with colour and juice but is in fact only a clockwork toy to be wound up by God or the Devil or (since this is increasingly replacing both) the Almighty State."
In other words, and again Burgess's own, it stands for the "application of a mechanistic morality to a living organism oozing with juice and sweetness."

Here is another quotation from Burgess that sums up nicely the whole issue:

The book was called A Clockwork Orange for various reasons. I had always loved the Cockney phrase 'queer as a clockwork orange', that being the queerest thing imaginable, and I had saved up the expression for years, hoping some day to use it as a title. When I began to write the book, I saw that this title would be appropriate for a story about the application of Pavlovian, or mechanical, laws to an organism which, like a fruit, was capable of colour and sweetness. But I had also served in Malaya, where the word for a human being is orang.
(From
1985, Hutchinson & Co. Ltd, London, 1978)


So, there are 3 points to made about the title's significance.
1) The phrase 'queer as a clockwork orange', that cockney slang term that Burgess liked the sound of.
2) The title sums up neatly the attempts in the book to apply a mechanistic framework on a human, or to treat a human being as a machine, a kind of immensely intricate clockwork, or as a programmable computer.
3) The word 'orang' in Malaya means man (orangutan meaning man of the forest) and there is a kind of pun on the idea of a clockwork man which of course reinforces point 2.