Historical Context (Never Let Me Go)

This section explores historical context of Never Let Me Go by Kazuo Ishiguro. Kazuo Ishiguro’s Never Let Me Go (2005) is set in an alternate reality where human clones are raised for the purpose of organ donation. The novel, while speculative in nature, explores universal themes of identity, humanity, and ethics, shaped by real-world scientific and social issues. Below is an exploration of the key elements of the historical context that influence the novel.

Developments in Cloning and Genetic Engineering

Cloning and Bioethics: Never Let Me Go was published at a time when cloning and genetic engineering were at the forefront of ethical and scientific debates. In 1997, the successful cloning of Dolly the sheep raised public awareness of the possibilities and dangers of cloning technology. While human cloning had not been achieved, the idea of cloning for medical purposes — such as organ harvesting or creating "designer babies" — was a hotly debated topic.

Concerns About Exploitation: The novel explores the ethical implications of cloning humans for organ donation, raising questions about the value of human life and the potential for exploitation. In the novel, the clones are treated as less than human, existing only to serve the medical needs of others. This mirrors real-world concerns about how scientific advancements might lead to the exploitation of vulnerable groups or individuals.

The Ethics of Biomedical Science: The novel reflects fears about the unchecked progress of biomedical science, especially in areas like genetic manipulation and cloning. Ishiguro questions whether society, in its pursuit of medical advancements, might compromise ethical standards. The dystopian world of Never Let Me Go serves as a warning about the potential consequences of using scientific knowledge without regard for human dignity and rights.

Organ Donation and Medical Ethics

Transplantation and Organ Donation: By the time Ishiguro wrote Never Let Me Go, organ transplantation had become a routine medical practice, saving lives across the globe. However, the increasing demand for organs also led to ethical dilemmas, particularly regarding how organs are sourced. In some parts of the world, the illegal trade of human organs has been a controversial issue. In the novel, the clones are essentially bred for the purpose of donating their organs, raising questions about consent, human rights, and medical ethics.

Eugenics and Designer Babies: The novel can also be seen as a commentary on the potential dangers of eugenics — the idea of creating a "better" human race through selective breeding or genetic manipulation. As advancements in genetic engineering were being made, there were concerns about the possibility of designing babies with specific traits, leading to a future where the concept of individuality and natural human diversity could be compromised.

Social Class and Inequality

Social Stratification: In the world of Never Let Me Go, the clones are treated as a lower class, raised in isolation and deprived of basic rights. This reflects historical and contemporary issues of social inequality and exploitation. The novel draws parallels to real-world practices where certain groups have been marginalised, dehumanised, or used for the benefit of others — whether through slavery, discrimination, or exploitation of workers.

Dehumanisation of the "Other": The way the clones are viewed in the novel can be seen as an allegory for how societies throughout history have dehumanised certain groups, treating them as inferior or expendable. The lack of agency and rights for the clones echoes the experiences of oppressed groups who have been denied recognition of their humanity.

Post-War Reflections and Human Rights

Totalitarian Regimes and Dehumanisation: While Never Let Me Go is set in an alternate, seemingly democratic society, its treatment of the clones echoes the dehumanising practices of totalitarian regimes. The casual disregard for the clones’ humanity can be compared to the way certain regimes have stripped individuals of their rights, as seen in Nazi Germany during the Holocaust, where people were treated as expendable in the pursuit of scientific or ideological goals.

Human Rights and Dignity: Ishiguro’s novel invites readers to reflect on the concept of human rights. By creating a world where clones are denied the rights and dignity afforded to others, the novel prompts readers to question what it means to be human and who decides this. The themes of human rights and dignity in the novel resonate with real-world discussions about how society treats the vulnerable, including debates over medical ethics, reproductive rights, and human trafficking.

The Rise of Dystopian Literature

Dystopian Fiction and Control: Never Let Me Go fits within the tradition of dystopian literature, which explores the potential dangers of societal control and loss of individual freedom. In the novel, the clones live in a controlled environment where their futures are predetermined by those in power. This can be compared to other dystopian works, such as George Orwell’s 1984 and Aldous Huxley’s Brave New World, which critique the control of individuals by society and the loss of personal autonomy.

Consumerism and Commodification: The novel also reflects concerns about the commodification of human life in a capitalist society. The clones in Never Let Me Go are treated as products, bred and raised for a specific purpose. This echoes concerns in the modern world about how technological advancements and consumer culture might lead to the commodification of human bodies and identities, where people are valued only for their utility rather than their inherent worth.

Education and Indoctrination

Control through Education: The way Hailsham, the school in Never Let Me Go, educates the clones to accept their fate without question reflects the way education systems can be used to indoctrinate individuals. The clones are shielded from the full truth about their futures, taught to believe that their purpose is to serve others, and are discouraged from rebelling. This raises questions about how societies use education to shape the beliefs and behaviours of individuals, sometimes in ways that uphold existing power structures.

Comparison to British Boarding Schools: Ishiguro’s depiction of Hailsham reflects aspects of British boarding school culture, with its emphasis on control, discipline, and preparing individuals for a predetermined role in society. The clones, much like students in strict school systems, are not encouraged to think independently but are instead trained to accept their fate. The novel critiques the way education can be used to suppress individual identity and autonomy.

Never Let Me Go is shaped by the scientific, social, and ethical concerns of the late 20th and early 21st centuries, particularly around cloning, organ donation, and the rights of individuals. The novel’s exploration of a dystopian world where human life is commodified serves as a powerful commentary on the ethical dilemmas raised by advancements in science and technology, as well as broader issues of inequality, dehumanisation, and control. By understanding the historical context, readers can better appreciate the novel’s critique of societal values and its warnings about the potential consequences of pursuing progress without ethical restraint.