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Westerners frequently view dystopian literature as a warning against the risks of authoritarianism, oppression, and the loss of personal freedom. Dystopian literature appeals to many Western readers and viewers because it speaks to their own political and social fears. They also enjoy how these works challenge their preconceptions and get them to consider the future.

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https://www.weforum.org/agenda/2016/01/a-6-point-plan-for-avoiding-a-dystopian-future/

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Global Risks

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Former Head of Geopolitics and International Security, World Economic Forum

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A 6-point plan for avoiding a dystopian future

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Global Risks Image: REUTERS/Sri Lankan Government/Handout Former Head of Geopolitics and International Security, World Economic Forum Stay up to date: Global Risks Follow Don't miss any update on this topic Create a free account and access your personalized content collection with our latest publications and analyses.

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8 Positive Impacts of COVID-19 Pandemic | Newer Learnings and Perspectives of Life

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You can destroy dystopia (using just your mind) | Kevin Kelly

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Principles > Social Compliance principle

Principle

We must comply with social rules (or face dire social consequences).

How it works

We have deep needs for belonging, esteem and status which help create our sense of identity. These are satisfied when others accept and admire us. We hence have to take note of their approval and act in ways that will lead to them behaving in ways that lead to satisfaction of our deep needs.

Social rules

As everyone is impacted by the same forces, we come to agreement about common social norms which we adopt as values. Common rules help us predict how others will behave and so we can feel safe when we are surrounded by others who obey these rules.

Reward and punishment

One of the key reasons social compliance works is because of the consequences. Those who comply with social rules are rewarded with greater admiration and status. Those who break rules are punished according to further rules of appropriateness. Hence a minor transgression may be punished with a stern glance while a major failure can result in public criticism and even ostracization.

One of the common (but often hidden) rules is that everyone should engage in praise of the worthy and, especially, punishment of the guilty. It is not good enough to sit back, for to do so is to tacitly approve of transgressions. To not punish is to become guilty and so be deserving of punishment. This lock-in amplifies the power of social rules.

Universality

Social compliance is a deep and universal rule which underlies other principles such as exchange, harmony and social proof.

Rules can exist at varying levels of commonality. Not hurting vulnerable people, for example, is a common rule that is found in many places, although rules of who should respect who and how respect should be shown may vary greatly.

Some rules can be very localized, for example only applying within small groups or regions. Such customs may seem strange but they help define the identity of the group and also help identify outsiders who do not comply with these rules.

Rules may also be made explicit and mandatory within any given society, by formalizing them as as laws, policies and other structures which are agreed as important for compliance. Laws are typically created when there is insufficient natural compliance and where the subject is considered serious enough to require policing.

When you are persuading, always consider how the other person will frame what you are asking of them in terms of how people will see them (especially those whose views are important to them).

Align your requests with social norms and other rules. Show how what you are asking is legal and also complies with less formal rules.

Frame your requests in terms of the social benefits to them, gaining them status and helping them belong. You can also show the social threats of not complying.

See also

Maslow's Hierarchy, Values, Groups, Relationships

Consistency principle, Harmony principle, Obligation principle, Similarity principle, Social Proof principle

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Principles > Social Compliance principle We must comply with social rules (or face dire social consequences). We have deep needs for belonging, esteem and status which help create our sense of identity. These are satisfied when others accept and admire us.

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Derren Brown: The Push I Official Trailer [HD] I Netflix

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Amusement & Distraction

In his thoughtful book, Amusing Ourselves to Death (1985), author Neil Postman explored the question of which dystopian vision - 1984 or Brave New World - has become most true. Upon examining trends in modern mass culture, he concluded that Huxley's vision was more accurate and that it is the amusement that is depriving people of their ability to remain informed, criticize dissent, and question authority.

Postman famously summarized this contrast in a few simple words. "In 1984, people are controlled by inflicting pain. In Brave New World, they are controlled by inflicted pleasure. In short, Orwell feared that what we hate would ruin us. Huxley feared that what we love will ruin us." In Brave New World Revisited, Huxley advanced similar arguments:
"In regard to propaganda the early advocates of universal literacy and a free press envisaged only two possibilities: the propaganda might be true, or the propaganda might be false. They did not foresee what in fact has happened, above all in our Western capitalist democracies - the development of a vast mass communications industry, concerned in the main neither with the true nor the false, but with the unreal, the more or less totally irrelevant. "In a word, they failed to take into account man's almost infinite appetite for distractions. In the past most people never got a chance of fully satisfying this appetite. They might long for distractions, but the distractions were not provided."
The idea of distracting the masses is a time-honored one and is often summarized by the term "bread and circuses," a Roman adage alluding to how public revolts could be staved off through the provision of subsidized food and entertainment. In many ways, this technique has only become more insidious and pervasive with the invention of modern mass media. By creating media that appeals primarily to the senses - not just sight and sound but sensations (aka. Anthony Burgess' "feelies") - is it not possible to anesthetize people without using drugs?

Surrounded by so many options for distraction, escape, and amusement that doesn't require thinking, citizens could be made to surrender their intellectual autonomy. As Bradbury suggested, it was hardly necessary to burn books in a society where people had given up reading a long time ago.

Having examined some of the ways in which a dystopian society could manifest itself, is it possible to determine which of these is most likely? Opinions are likely to differ, but it's fair to say that these threats could ruin the world as we know it! But it seems fair to say that combining these prospects could lead to something very similar to what dystopian writers predicted.

Then again, there are plenty of reasons to be hopeful as well. While global populations continue to grow, so too do the number of people living in nations with democratic (or semi-democratic) institutions. Basically, the number of people living in democracies worldwide went from over 28% in 1970 to 61% in 2020, doubling in the space of just 50 years!

Another very encouraging statistic is the significant reduction in extreme poverty that's taken place since the 1990s. Between the beginning of that decade and 2018, the number of people living in extreme poverty went from 1.9 billion to 650 million. By 2030, that number is projected to drop to 500 million, reflecting economic growth in Asia, Africa, and South America.

There's also the way that climate change is fostering innovation across multiple sectors - including renewable energy, fusion power, carbon capture, direct-air-capture (DAC) - and speeding the transition towards sustainable development and resource management. There's also the way that global internet trends are facilitating the rise of new industries, entrepreneurs, and " collaborative consumption" practices that are " disrupting" the centralized business model.

Also, it's worth pointing out that while the global population is projected to reach 11 billion by the end of this century, those same projections show that population growth will have leveled off by then. Much of the expected growth between 2050 and 2100 will be centered in Africa, which is predicted to coincide with a level of economic growth that rivals that of Asia's "economic miracle."

Between the spread of democratic institutions, the reduction of poverty, potentially fairer mechanisms for capitalism, and the increasing growth of sustainable practices, it's entirely possible that the future won't be "dark" after all. As the old adage teaches, "the truth is stranger than fiction." Still, as we venture into the 21st century, with all the baggage we carry, a cautionary attitude seems well-advised.

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Dystopian fiction: How likely are "dark future" scenarios today?

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In his thoughtful book, Amusing Ourselves to Death (1985), author Neil Postman explored the question of which dystopian vision - 1984 or Brave New World - has become most true. Upon examining trends in modern mass culture, he concluded that Huxley's vision was more accurate and that it is the amusement that is depriving people of their ability to remain informed, criticize dissent, and question authority.

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Natural and Nurtured Abilities by GT Scholars

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Natural and Nurtured Abilities by GT Scholars

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Young people discover their gifts and passions as they grow. As they discover their abilities, should parents take an active role to nurture these abilities, or should it just be left to nature?

In this context, nature is defined as the innate disposition of someone or the inherent attributes of a person - simply put, it is what makes up the person. Nurture, on the other hand, means to actively care for or develop someone so that they certain skills or abilities.

Each child has natural abilities that may depend on biology, genetics or the environment they grow up in. Abilities that depend on biology and genetics are usually to do with physical attributes - for example, for a child to excel in basketball, it would be easier if they are tall. It is not impossible if they are short, but it is far easier.

Natural abilities are part of what a child is made of and may play a role in their personal identity. They usually manifest themselves in the early stages of a child's life. However, these natural abilities are usually just seeds waiting to grow, and as with any other seed, they need to be nurtured and nourished to grow and develop into a plant.

Hence, as your child grows, you can play an active role in nurturing their natural abilities to grow into fully-fledged abilities and talents. You can make sure that they are exposed to the right environment and experiences, that they are receiving enough resources and support from someone that can help them such as a teacher or coach, and that they are guided in the right direction.

You can also help your child to explore and discover their natural abilities by being observant of what they excel in, providing opportunities for them to explore various things from creative to academic, and getting them help from a guidance counsellor or insight workshop if need be.

How you can nurture your child's gifts and talents Like anything in life, a gift cannot grow on its own, it requires deliberate and intentionally guided steps to develop it to its maximum potential. However, when nurturing a child's gifts, it's important to listen to their needs as well. Here a few helpful points when helping them to discover and develop their natural abilities.

Give them time to discover their natural abilities by themselves. Generally, children like to explore, and they do this better without a parent's preconceived ideas of where they would like their children to go in life. Give them time to do what they are interested in without being directly involved but just being there to observe and guide them

Provide them with resources and opportunities that will help not only unlock their gift but further develop it. Resources could include a musical instrument of their interest or identifying opportunities where the child can showcase their gift in front of an audience, even if it is just family members or at school. This can also help to build up their confidence. You can also play an active role in helping them practise their talents, for example, if your child's talents lie in playing chess, you can buy them a chess board to practice with and you can play with them to develop their skills. If you don't have the skills, you could also get someone else to play with them which will develop a healthy competitive element in them

Be their biggest supporter. They may not always feel inspired to do what they love, especially if they fail to perform at their best, so it is up to you to encourage them. They need to be taught that sometimes it's okay to fail, it doesn't mean they are bad, it just means that they learn from their mistakes and improve on that. As a parent, it means the world to your child when they know you support them. Whether you know much about their gift or not, let your child know you are there for them

Enlist the help of someone with more knowledge regarding their gift to guide them. Professional help goes a long way especially if your child wants to make a living out of their gift. Finding a coach or teacher to provide specialised support/guidance is important as it helps to identify the child's strengths and areas that still need improvement so they can perform at their optimum.

In conclusion, one would say that, for a child to fully realise their potential in any area of their interest, both natural abilities and the nurturing of these will play an integral part. It's only when the gift has been identified that one can help further develop the talent by providing the right environment and ensuring the child gets the necessary support. This support can either be in terms of the supply of resources/tools or emotional support.
GT Scholars offers many opportunities for young people to discover and develop their gifts and talents. We run after-school and weekend programmes that help young people achieve their academic and career aspirations. Our programmes include tutoring, mentoring and enrichment sessions for young people aged 11-18.

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Contact us if you would like to know more about any of our programmes and courses.

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Nature vs Nurture: Are gifts and talents down to a child's natural ability or can they be nurtured?

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Young people discover their gifts and passions as they grow. As they discover their abilities, should parents take an active role to nurture these abilities, or should it just be left to nature? In this context, nature is defined as the innate disposition of someone or the inherent attributes of a person - simply put, it is what makes up the person.