Many
introductory texts devote less than 10 pages to sociological theories
related to
deviance and crime. One popular text devotes just two pages to
the concepts of deviance and social control (Inciardi, 1996). This
does not pose a problem for many students who are less interested in
theory than in specific information about the criminal justice system. Many
are bored by, perhaps even hostile to, an extended discussion of theory. In
spite of the difficulties, many professors believe a grounding in theory
is required before the student can begin to critically analyze important
issues in criminal justice.
The
criminal justice professor with an interest in expanding the student's
knowledge of
theory needs to balance this interest with the necessity of covering
other areas more commonly included in an introductory course. Most
introductory criminal justice courses are already crowded with information
on police, courts, corrections, and related topics. As a result,
the professor who wishes to introduce theoretical concepts must be
efficient in his or her use of class time. The challenge is to provide
this information, within a limited amount of time, and within a framework
that can be referred to throughout the semester.
Kurt
Vonnegut's short story "Harrison Bergeron" offers an opportunity to
introduce a variety of concepts in a way that is efficient, yet not
threatening or obvious. This article presents a teaching method
used to introduce concepts related to deviant behavior. This
method has been successfully used during the first few weeks of an
introduction to criminal justice course. A broad introductory
lecture is used to define certain sociological concepts by referring
to examples provided in Harrison Bergeron. The goal is to provide
a general understanding rather than an in depth analysis of deviance
and social control.
Students
prepare for this lecture by reading Harrison Bergeron. It is short, full
of interesting ideas, and students report that they enjoy the story. Following
the reading, the professor leads a class discussion regarding the story. The
professor's role is to raise points discussed in the story and connect
these points with generally accepted theories related to deviant behavior
and social control. This introductory lecture becomes a base
upon which a broader understanding of sociological theory can be developed.
SOCIOLOGY THROUGH
LITERATURE
Literature
provides many opportunities for teaching sociology. Coser writes that
fiction "provides the social scientist with a wealth of sociologically
relevant material, with manifold clues and points of departure for
sociological theory and research" (Coser 1936:3, see also
Coser 1972). Hegtvedt (1991) describes a method for teaching
sociology of literature through the use of literature. Parrot
and Ormondroyd (1992) discuss a teaching application of a unique form
of fiction, sensationalized tabloid newspapers. Bonomo (1987)
uses news segments of a more traditional variety to create intellectual
interest in applying sociological theory and analysis to contemporary
social issues. Sullivan (1982) describes a teaching method in which
students learn to identify sociological concepts in literature. Her
method is especially applicable in diverse student populations. Hendershott
and Wright (1993) also discuss the advantages of using literature in
the interdisciplinary classroom.
C.
Wright Mills writes that social science is about "the human variety, which
consists of all the social worlds in which men have lived, are living,
and might live" (Mills 1959:132.) The "sociological
imagination" described by Mills can be developed through exposure
to science fiction. The questions raised by science fiction writers "are
not about one social world, but about countless social worlds. As models,
the societies described in science fiction can generate serious inquiry
into the nature of contemporary social reality" (Milstead et al.1974).
Vonnegut
has created an imaginary social world that may be more similar to present
society
than we care to admit. Students are able to learn about the justice
system by considering the alternative reality described in Harrison
Bergeron. Analysis and understanding of this alternative reality
can be used to break down narrow minded and stereotypical thinking
about the current state of the justice system.
HARRISON BERGERON
Kurt
Vonnegut Jr. wrote Harrison Bergeron in 1961. The short story
was originally published in Fantasy and Science Fiction Magazine. The story
also appears in Welcome to the Monkey House, a collection of
Vonnegut short stories.
Harrison
Bergeron is a tale of equality. Extreme equality. It is 2081 and
everybody is equal. This equality is realized due to "the unceasing
vigilance of agents of the United States Handicapper General" (Vonnegut
1988:7). Equality is maintained through the use of various handicapping
devices. An individual with above average intelligence is forced
to wear a "mental handicap radio" (Vonnegut 1988:7) at all
times. This radio sends sharp noises intended to keep people "from
taking unfair advantage of their brains" (Vonnegut 1988:7). Those
with above average physical agility are forced to wear weighted "handicap
bags." The bags are intended to reduce an unusual and unacceptable
amount of agility and grace. Individuals with attractive facial
features are required to wear other "handicaps." The
handicaps are required "so that no one, seeing a free and graceful
gesture or a pretty face, would feel like something the cat drug in" (Vonnegut
1988:8).
Harrison
Bergeron is an exceptional individual. He is heavily handicapped as a
result of actions of the Handicapper General. While wearing nearly
every handicapping device available, he still has the drive to rise
to the highest level his talents will take him. In Vonnegut's
story Harrison is severely sanctioned for efforts to rise to his potential.
DEVIANCE IN 2081
Introductory
deviance lectures often include discussion of the functions of deviance
and
introduction to theories of social control. Early deviant behavior
lectures also include the always interesting effort to define deviance. Each
of these concepts is discussed below, along with the application of
specific ideas presented in Vonnegut's short story.
In
1996 we have general agreement regarding behaviors we may define as
deviant. This
agreement is determined in part by what we study in the field of "deviant
behavior" (Liazos, 1972). This general agreement allows us to
place behavior on a spectrum of deviance. At one end we have
behavior that is disvalued, but may invoke little or no negative sanction. Further
up the scale we have behavior that is likely to trigger a negative
social reaction. At the far end of the scale we place behaviors
that are clearly illegal, as well as harmful to society.
We
draw a line on this spectrum, somewhat arbitrarily. Everything on one side of
the line is illegal. Everything on the other side is legal according
to law, but may be normatively unacceptable. While all behaviors on
this spectrum may be considered deviant, we may only define non-criminal
behavior as deviant. The other behaviors are crimes. We
separate deviance into categories and sanction the behavior accordingly. State
power is used to react to the illegal behavior. Informal sanctions
occur in reaction to behavior on the legal side of the line.
In
Vonnegut's fictional future all difference is deviant. In fact, it
is illegal. In 2081 all
deviance is reacted to with the authority of the state. Considering
this fictional definition of deviance and social control, and contrasting
it with society, as we know it today, provides valuable insight into
our efforts to define and understand deviance.
DEVIANCE DEFINED
Developing
a definition of deviance can be challenging and instructive. Students struggle
with suggestions that statistically unusual behaviors or traits may
be deviant, although not reacted to as such. These students are
also uncomfortable with definitions of deviance that are purely reactive. Students
are quick to point out that some behavior is deviant even if secret. Eventually,
students develop a definition of deviance. This definition invariably
includes statistical deviance and a reaction, either real or potential.
Vonnegut
describes a society in which all difference is deviant. Behaviors and traits
that are held in high regard in today's society are sanctioned as deviant
in Vonnegut's lowest common denominator society. Even today these
behaviors and traits may be statistically unusual, yet we do not define
them as deviant. Without the negative reaction there is no deviance.
If
we limit reaction to individuals, the reactive element in our definition
of deviance
is absent in Harrison Bergeron. There is little or no negative
reaction to "deviant" traits or behaviors. In fact,
there is a positive reaction to, or at least a curiosity about, those
who are deviant. For example, it is easy to determine who is
strong, graceful, or intelligent. Easier than in today's society. A
ballerina is clearly "the strongest and most graceful of the dancers,
for her handicap bags were as big as those worn by two-hundred-pound
men" (Vonnegut 1988:10). If a negative reaction to behavior
is an important variable in our definition of deviance, how have the
behavior and traits that are sanctioned in Harrison Bergeron been defined
as deviant?
If
we expand the reaction to include official agents of social control,
it is obvious
that there is a severe reaction to certain traits or behaviors. This
opens the door to a discussion about the power to punish deviance being
intertwined with the power to define deviance. Vonnegut provides an
example of governmental power to define deviance as he describes the
government's initial reaction to the prison escape of Harrison Bergeron. Harrison
does not fit the image, however inaccurate, that we have of today's
prison escapee. When he escapes from prison the newsflash does
not warn the public of a heavily armed psychopath. Instead, the
public is warned that the fourteen-year-old Harrison is "a genius
and an athlete, is under-handicapped, and should be regarded as extremely
dangerous" (Vonnegut 1988:10). "If you see this boy,
do not - repeat, do not - try to reason with him" (Vonnegut 1988:11).
In
Vonnegut's society individuals do not fear difference. The government does. The
government has defined certain traits or behaviors as deviant, in fact
criminal, and warns the populace accordingly. The general population
seems more likely to react to Harrison as a curiosity rather than as
a threat. Students may be reluctant to apply this example to
today's society, until prompted with examples of homosexuality, nude
sunbathing, recreational drug use, and other behaviors the government
has at one time or another defined as illegal.
FUNCTIONS OF DEVIANCE
Deviant
behavior appears to have been severely restricted in Vonnegut's future
society. Differences
have been minimized and deviance, if it occurs, is dealt with very
quickly. It is easy to argue that without deviance, this future
society is not healthy. The idea that deviance is necessary in
a healthy society can be difficult for students to understand. Students
may believe that the ultimate goal is to end all crime. They
accept that this is not possible, but believe that if we could, we
would stop all crime and negative deviance.
If
our goal is to eliminate crime, why do we wish Harrison had succeeded
in challenge
to the status quo? Harrison dared to be his best. He encouraged
others to do so as well. Harrison's principled challenge to the
norms was exactly what this fictional society needed. Students
are able to challenge their own value structures through identification
with Harrison's actions.
Vonnegut
writes that when Harrison and the Ballerina began to dance "(n)ot only
were the laws of the land abandoned, but the law of gravity and the
laws of motion as well" (Vonnegut 1988:12). Students can
be asked to consider whether all laws are to be accepted without challenge. Are
the laws of the land as difficult to challenge as the laws of gravity
and motion? If there is no opportunity or willingness to challenge
and refine law, is it possible that we may lose all semblance of freedom? This
discussion can be a fruitful examination of the need to provide access
to the law, for challenging as well as protecting the status quo.
Harrison
Bergeron challenged social norms. In today's society we see these challenges
as a way to reassess and redefine the legitimacy of norms and boundaries
for behavior. However, we may be reluctant to respect those who
challenge the norms. Students may be able to identify individuals
who were severely sanctioned for stands taken in opposition to the
status quo.
The
individual who challenges the law accepts the potential sanctions resulting
from his
or her actions. In Vonnegut's society such martyrdom is nearly
impossible. Harrison's actions were quickly forgotten as loud
noises went off in the ears of intelligent people throughout the land. Changing
the status quo can be extremely difficult in today's society. It
seems impossible in Harrison Bergeron's time. Consideration of
the difficulties faced by groups or individuals who attempt to make
change from within the system provides the learner with insights into
functions of deviance, the legal system, and deviance in today's society.
SOCIAL CONTROL
Vonnegut
describes a society in which the government exercises, apparently with
the consent
of the people, a great deal of control over the lives of the people. This
control extends to thoughts, actions, and appearance. Issues related
to the power granted to, or taken by, government are applicable here. Is
Vonnegut's odd society a result of the will of the people, or is this
society the result of the wishes and decisions of a powerful ruler
or ruling elite? We have just opened a "consensus" or "conflict" discussion
that could continue, and of course has continued, for many years.
This
introductory discussion provides an opportunity to describe the difference
between
conflict and consensus perspectives of the role of law in society. Vonnegut
provides little information about which perspective is most accurately
applied to his fictional society. Students often assume that
the conflict perspective is most applicable. This assumption
may be based on the belief that the people would never do such a thing
to themselves. This belief can be challenged. This provides
an opportunity for discussion of the rules we are willing to create,
endure, and allow.
Thomas
Szasz writes that "whether a particular form of social control is good or bad
depends on what sort of society we want or like" (Szasz
1989:55). Vonnegut has illustrated a society in which law is
a tool for social engineering. A variety of issues are raised
by discussing the effectiveness of law as a tool for designing society. This
discussion raises the question of the amount of social control we are
willing to accept and why we are willing to be controlled.
We
accept a great amount of governmental control over our daily activities. But
is this control agreed to without reservation? The creation and
enforcement of law are areas for fertile discussion. For example,
are all laws necessary? Harrison Bergeron's father, George, briefly
considers the idea that maybe dancers shouldn't be handicapped. His
thoughts on this subject were brief. A loud noise in his ear
scattered his thoughts.
Must
all laws be followed? George Bergeron asks "what do you think happens
to society" when people start cheating on laws (Vonnegut 1988:9). How
is social control best accomplished? Is it possible to enforce
all laws? What is the role of government? How many police
are too many? Why would a society need to resort to such repressive
means to control the masses? Each of these questions can be addressed
in the initial class discussion. Discussion of these topics will
occur throughout the semester. By returning to Vonnegut's story
the professor is able to provide clear examples of the difficulties
faced when considering these issues.
Social
Control is often divided into categories of "formal" and "informal." Vonnegut
provides examples of each. The formal controls are obvious. The
penalty for removing lead balls from a handicap bag is two years in
prison and a two thousand-dollar fine for every ball removed. Informal
controls are less obvious. George discusses his belief that if
he tried to get away with removing the balls others would also get
away with it. This would force society back into "the dark
ages again, with everybody competing against everybody else" (Vonnegut
1988:9). The real reason for George's reluctance to break the
law could be his belief in the validity and necessity of the laws. His
reluctance may also be a result of the fear of formal sanction.
Another
example of informal social control is apparent as a woman reads a news
clip. She
begins to read, stops immediately, and apologizes for her voice. When
she starts to read again, she has changed her warm, luminous, melodic
voice to one that is "absolutely uncompetitive" (Vonnegut
1988:10). As we know, acceptance of social norms can be an extremely
powerful tool for social control. This seems to have occurred
in Vonnegut's society.
Deterrence
is a method of social control that is interesting to discuss in an
introductory
class. Harrison Bergeron provides several examples of deterrence. As
discussed above, George Bergeron chooses not to remove balls from his
handicap bags. This choice is made following consideration of
the penalties for such behavior. Near the end of the story, Harrison
decides to fight the controls placed on himself and others in this
society. As a result, he is quickly executed. His execution
provides an example of swift, certain, and severe punishment. In
comparison, society in 1995 has yet to completely master this concept. Do
we want justice to become as efficient as it is in Vonnegut's story?
Harrison's
death is an example of specific deterrence. Since his execution happens
to occur on national television, we could also expect a certain degree
of general deterrence. Yet deterrence theory is based on the
assumption that we all make rational choices before choosing to act. Can
general deterrence occur in a society where rational thought is prevented
by loud noises emitted from handicapping radios?
CONCLUSION
A
variety of topics are introduced through the use of Harrison Bergeron. This story
is a very robust teaching tool. Each class assigned this reading
will see things that others have missed. The usefulness of this story
is limited only by the imaginations of the professor and students. Stimulating
the imagination of the student through stories, insight, analysis,
and relevant application keeps the subject matter vibrant. This
vibrancy encourages the professor and students to think and express
rather than regurgitate information.
Vonnegut
has provided an opportunity to examine a variety of issues in a politically
neutral
way. Deviance theories often have ideological biases that can
prevent students from considering the potential contribution of a particular
theory. Deviance and criminology texts often exploit these ideological
differences (for example, Walker, 1994). In today's environment
of increased ideological polarization it is helpful to present a scenario
that all students, regardless of the ideological niche they believe
they fit into, accept as a society gone mad.
Block
and Walker (1982) include Harrison Bergeron as "a literary treatment of equality." The
story is well suited for that use as well as an introduction to deviance. The
amount of difference, or lack of conformity, we are willing to accept
is brought to the surface through this Vonnegut inspired discussion
of equality, deviance, and social control. The student's understanding
of theory, ideas, and values is enhanced.
When
teaching an introduction to criminal justice course, one objective
is to provide
information. We may choose to explain a number of theories related
to deviant behavior and social control. Providing this information
is easy. Motivating students to feel the information, to consider
the results of the application of various theories, ideas, and values
is a much more difficult task. By providing an example of a society
and legal order we do not want, this teaching method provides an opportunity
for personal evaluation as well as application of theory. It
can create an opportunity for the learner to challenge and understand
his or her assumptions, goals, ideas, and values. This challenge
can be the basis for real learning.
REFERENCES
Block,
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Lewis A. ed. 1972. Sociology Through Literature . 2nd
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Coser,
Lewis A. ed. 1963. Sociology Through Literature: An Introductory
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Hegtvedt,
Karen A. 1991. "Teaching the Sociology of Literature
Through Literature." Teaching
Sociology, 19:1-12.
Hendershott,
Anne and Sheila Wright. 1993. "Bringing the Sociological
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J. 1996. Criminal
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Thomas S. 1989. "Power
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