For the students in Hailsham, they believe that ignorance is bliss. For us as readers, we recognize how this ignorance is in fact not bliss. Through the students’ ignorance of their purpose in life, we see how the students themselves perpetuate the society that uses them solely for organ donation. Though it is easy to accept and conform to the lifestyle designated upon one at birth, the novel suggests that it is always better to seek truth to prevent unethical practices from continuing.
Many of the students from Hailsham did not question the institution of Hailsham, life after Hailsham, their greater meaning of their life—and this might have been because they did not want to know the answers. Thus, most of them chose to give the benefit of the doubt, having “dream futures” they “didn’t regard…as fantasy” (142). This ounce of hope brought happiness and joy to them in the short time they lived before completing which is not necessarily a bad thing. The students took refuge in this “cosy state of suspension” where they discarded everything that the guardians taught them and dreamed about the possibilities of their lives (143). Even when they were told that they would be organ donors, they repressed the knowledge sometimes because they wanted to return to the blissful state of not knowing their futures. For them, ignorance is bliss because the knowledge is a burden.
“Real knowledge is to know the extent of one’s ignorance” -Confucius
However, by examining how this ignorance allowed the continuation of unethical practices, the readers recognize how the novel suggests that this seeking truth is necessary for equality and righteousness. The ignorance that the students sought contributed to the perpetuation of social injustices. Because the students never wanted to believe they were created solely for organ donation, they never challenged this practice and instead held on to the shred of hope that their lives had greater meaning. Even when Ruth “knew all along it was stupid”, she was still hopeful that she would find her possible for a glimpse at her hypothetical future (166). The students repressed the knowledge that possibles do not indicate anything in their futures because they wanted so hard to believe that they themselves could one day hold an office job, or a supermarket worker. However, though they find solace in this belief, ultimately it is detrimental—their hopes will be destroyed, they will donate then complete, and this unethical system will continue on for future generations. On the contrary, if they acknowledged that they were created for organ donation, perhaps they could find a way to cease this practice of clones. This concept can be applied to our society since there may be practices we are unwilling to accept and believe that they don’t exist or are not harmful, but it is this ignorance exactly that allows these practices to continue.