Ursula Le Guin categorizes “The one who walks away from Omelas” to be a short fiction story. The vivid description is rich with repetitions of Omelas’ everyday life. The story has vivid and vague descriptions. The narrator recounts Omela’s happiness but doesn’t really know what the details are. The story’s fictionality is evident when the narration allows readers to imagine details how they wish. As you like it” (Le, 1973).
Ursula K. Le Guin created a dark dystopian world with her story “The Ones who Walk Away From Omelas.” This is a utopia in which everyone lives happily because they only have to suffer the pain of one child. Everybody who lives in Omelas has to be able to bear the suffering of one child. Omelas cannot be left alone. Omelas is not a paradise because everyone doesn’t feel at home there. People who visit Omelas to see the child may sometimes “fall silent” for a few days before walking out of Omelas. They are as shocked as I was to see such poor treatment of children. When they first meet the child, everyone is concerned. However, once they have seen the child they begin to believe that it cannot appreciate life after all the pain it has endured. Because it has suffered so much, the child will never be able adapt to life. So what’s the point? These people are more compassionate and humane than those who live in Omelas. This is the significance of them leaving this “utopia”. They can’t bear the guilt of knowing who all their happiness is, but they know they have to live with it. The Omelas celebrate the Festival of Summer. The joy that prevails among them is shown by the way they sing and match their faces. The story shifts to the sadness of a child held captive in a Omela-secluded house. The idea that the child is being made a scapegoat emerges from the account of his suffering. Nugroho (2016) states that the scapegoat refers to the act or inaction of blaming others. The narrator explains to the reader that the child’s suffering is for the good of Omelas. The Omelas will suffer if the child is not allowed to leave the house and is given the chance to live as Omelas. Because of its misery, the child is seen as the lifesaver.
Ritchie (2016) suggested that allegories were stories that tell stories and present events in metaphorical terms. The poor and wealthy are represented by the child who is suffering. The poor work for the rich and the happy few. However, the reader has no way to know the reasons for the child’s suffering.
The story is Apollonian based on its context and the insights it provides. Leddy (2016) describes Apollonians to be works that represent human nature in orderly, rational, and disciplined ways. Omelas is filled with happiness, while the writer describes the child’s limited freedom. Children of Omelas especially, are moved by the child’s suffering. However, Omelas goodness can only go so far as to rescue the child.
The themes that the narrator illustrates are what make this story valuable. The child locked up in his house demonstrates how suffering can be seen. The society’s happy people enjoy their lives while the society’s low-class members struggle to make ends meet. Omelas people are open to sharing and love, which is a positive aspect. Omelas come together to celebrate the festival.
The narration asks the readers for their opinions after they have read the story. Furthermore, it seems that the narrator is unsure about the facts surrounding Omelas lives. After reading the story, readers will be able to draw their own conclusions. The story should be read and the readers should draw their own conclusions.
Sources
Kabir, N. F. (2022). Evaluating Sheepish Slaves’ Values: A Synthetic Analysis of “The Lottery”, “The Ones Who Walk AwayFrom Omelas”, and “The Lottery” in Light of Nietzsche’s Ruminations. The International Journal of Literature Studies published an article in their 2(1) volume, exploring topics such as…(summarize the content of the article). (https://al-kindipublisher.com/index.php/ijls/article/view/3576)
Brandt, B. E. (2003). Two additional antecedents to Ursula Le Guin’s “The Ones who Walk Away From Omelas” book. ANQ: Quarterly Journal of Short Articles and Reviews. 16(3), 51-60. (https://www.tandfonline.com/doi/abs/10.1080/08957690309598220?journalCode=vanq20)
Menadue, C. B. (2018). Farewell Ursula Le Guin, the One who left Omelas. The dialogue was held on the 25th. (https://theconversation.com/farewell-ursula-le-guin-the-one-who-walked-away-from-omelas-90632)
Kirkpatrick, J. (2021). Literary Devices. A Short Story to Teach Social Contract Theory. The Journal of Political Science Education published a special issue, examining the current state of political science education and its potential for progress. The issue included 17 articles, which explored topics such as curriculum design, teaching tools, and assessment techniques. The authors highlighted the need to focus on learner-centered approaches and to consider the implications of technology on the field. The issue concluded that political science education is an ever-evolving field, and that there is potential for further advancement. (https://educate.apsanet.org/resource/01-04-2021/teaching-social-contract-theory-with-a-short-story)
Rayner, M. (2004). Omelas, walking away: what price justice? NEWCASTLE LAW REVIEW, 8(2), 16-31. (https://search.informit.org/doi/abs/10.3316/agispt.20070609)
