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Native Americans Organized by tribe. Geography influences culture for various groups. Northwest Coast Pacific ocean, whales, totem poles, log homes. Southwest Desert and canyons, cliff homes. Great Plains Buffalo, teepee homes made of animal hide. Eastern Woodland Long houses or other wood homes, Iroquois nation, 5 civilized tribes. Farmed the Three Sisters - beans, corn and squash. Animism Religious belief that there are spirits in inanimate objects (mountains, rivers, animals). Columbian Exchange Transfer of biological material (animals, plants and disease) between the New World and Europe during the age of exploration. Jamestown Settled by businessmen from England who sought to make money by growing and selling tobacco. Massachusetts Bay Settled by Puritans from England who were seeking religious freedom for themselves. New England Colonies Influenced by good harbors, abundant forests, rocky soil, and a short growing season. Middle Colonies Culturally diverse, bread-basket because of grain farming. Southern Colonies Provided agricultural products that were processed in the North and in Europe. Triangular Trade Led directly to the increased importation of enslaved Africans to the Western Hemisphere. Middle Passage The journey of slaves from Africa to the new world. British Mercantilism Economic policy used by the British in which the American Colonies served as a source of raw materials and a market to sell goods. French and Indian War Caused by disputed land claims in the Ohio River valley between the French and the British. Virginia House of Burgesses Early colonial efforts in self-government contributing to the development of representative democracy. Mayflower Compact Early colonial efforts in self-government contributing to the development of representative democracy. Town Hall Meetings Early colonial efforts in self-government contributing to the development of representative democracy. Albany Plan of Union Early attempt to unify American colonies but under British rule. Declaration of Independence States the colonial grievances against British rule and was written by Thomas Jefferson. John Locke's theory of natural rights Power to govern belongs to the people ('consent of the governed'). Bill of Rights Both documents support limitations on governmental power and stress the importance of individual liberty. NO TAXATION WITHOUT REPRESENTATION Many colonists believed they could not be taxed by the British because they had no representatives in the British government, which means that the British did not have the consent of the governed. Thomas Paine Published Common Sense which was influential in persuading American colonists to support colonial independence from Britain. Convinced many Americans who had been undecided about declaring independence from Britain. Response to Mercantilist Policies Committees of Correspondence/Non-importation Agreements/Boston Tea Party First Continental Congress. Sugar and Stamp Acts Tax foreign molasses and printed material. Quartering Act Requires colonists to house and feed British soldiers. Townshend Acts Taxes imported goods and tea. Boston Massacre Five people killed by British soldiers. Revolutionary War Begins shortly after the signing of the Declaration of Independence. American Colonies Win the war and independence with the help of familiar land and foreign aid from France. Mississippi River Became the western boundary of the U.S. at the end of the Revolutionary War. Articles of Confederation First form of government used by the U.S. after independence from Britain. The first plan of union for the original 13 states. Decentralized Political System Power is broken up and divided among many groups, not unified. Problems and Weaknesses of Articles Largely unsuccessful at solving many major problems because most powers remained with the state governments. Congress Depended on the states for men and money to support an army. The federal government could not enforce its laws. States' Powers Had the power to collect taxes, coin money, and control trade. Success of the Articles Provided a system for governing the Western territories and a process for admitting new states to the union. Constitutional Convention (1787) Major American delegates meet in Philadelphia to correct the weaknesses of the Articles of Confederation. Shays' Rebellion (1786) Significant because it convinced many Americans of the need for a stronger national government. Exposed the weaknesses of the Articles of Confederation. Bicameral Legislature Created a legislature with two houses that write and vote on laws. Three-Fifths Compromise Determined that 3/5 of the slave population would be counted for representation in the House. U.S. Constitution A statement of rules and procedures for governing the U.S. Sovereignty Derived from the consent of the governed (only the citizens give the government the power to rule). Democracy A government for the people by the people. A democracy must have citizen participation in government. Democratic Government A government characterized by a free and open election process. Republican Government A government in which representatives are elected by the people. Division of Power The concept included in the Constitution to prevent unlimited government power through federalism, checks & balances, and separation of powers. Federalism The division of powers between the national and state government. Legislative Branch The branch of government that includes Congress (House of Representatives and Senate) which proposes, writes, votes on laws, and approves treaties. Executive Branch The branch of government that includes the President of the U.S. and his cabinet. Judicial Branch The branch of government that includes federal courts and the Supreme Court. Marbury v. Madison A landmark case that established judicial review and strengthened the Judiciary branch of the U.S. Checks & Balances A system where each branch of government checks the others to ensure no one branch has too much power. Impeachment The process by which the President can be removed from office by trial conducted by Congress. Veto The power of the President to reject a bill passed by Congress. Override of Veto The process by which Congress can pass a bill despite a presidential veto, requiring a two-thirds vote of both houses. Elastic Clause A clause that allows Congress to pass laws necessary and proper to fulfill its duties, broadening its power. Judicial Review The power of the courts to declare laws unconstitutional. Electoral College The body that elects the President of the U.S. based on electoral votes from each state, not a popular vote. George Washington The first President of the U.S. who set precedents for future presidents and issued the Proclamation of Neutrality. Whiskey Rebellion A rebellion in western Pennsylvania against a new excise tax, which Washington suppressed using state militia. Farewell Address A speech by Washington urging the U.S. to avoid European conflicts and alliances. Louisiana Purchase (1803) The acquisition of the Louisiana Territory by Thomas Jefferson, which contradicted his strict interpretation of the Constitution. Mississippi River Control The goal of the Louisiana Purchase to secure U.S. control of the Mississippi River for trade. Ohio River Valley The region whose farmers gained the greatest economic benefit from the Louisiana Purchase. Westward Expansion The focus of the U.S. following the Louisiana Purchase, promoting settlement and development of western territories. Articles of Confederation The first constitution of the United States, which established a weak federal government. Washington's Precedents The traditions and practices established by George Washington during his presidency. Constitutional Convention The 1787 meeting in Philadelphia where the U.S. Constitution was created. Shays Rebellion An armed uprising in 1786-1787 by farmers in Massachusetts protesting economic injustices. US Constitution The supreme law of the United States, establishing the framework of government. Great Compromise The agreement that established a bicameral legislature in the U.S. Congress; Settled a dispute over state representation in national Congress. ⅗ compromise The agreement that slaves would count as three-fifths of a person for representation purposes. Commerce Compromise The agreement that allowed Congress to regulate commerce but prohibited export taxes. Bill of Rights The first ten amendments to the U.S. Constitution that guarantee individual liberties. Federalists/Antifederalists Federalists supported the Constitution; Antifederalists opposed it, fearing too much central power. 3 branches of government The division of government into the legislative, executive, and judicial branches. Checks and Balances A system that ensures no one branch of government becomes too powerful. Louisiana Purchase The 1803 acquisition of territory from France that doubled the size of the United States. Loose/strict constructionists Loose constructionists interpret the Constitution broadly; strict constructionists interpret it narrowly. Indian Removal The policy of relocating Native American tribes to lands west of the Mississippi River. Civilization The process of assimilating Native Americans into American culture. Trail of Tears The forced relocation of Native Americans from their homelands, resulting in thousands of deaths. Worcester v. Georgia A Supreme Court case that ruled in favor of Native Americans but was not enforced by Jackson. Andrew Jackson The seventh President of the United States known for his populist policies and Indian removal. Manifest Destiny The belief that the U.S. was destined to expand across the North American continent. Cotton Gin A machine that quickly and efficiently removes seeds from cotton fibers. Missouri Compromise An agreement passed in 1820 that allowed Missouri to enter the Union as a slave state and Maine as a free state. Compromise of 1850 A package of five separate bills passed by the United States Congress to defuse a political confrontation between slave and free states. Abolitionists Individuals who advocated for the immediate end of slavery in the United States. Kansas Nebraska Act A law that allowed voters in Kansas and Nebraska to choose whether to allow slavery, effectively repealing the Missouri Compromise. Dred Scott v Sanford An 1857 Supreme Court case that ruled that African Americans could not be American citizens and that Congress had no authority to prohibit slavery in federal territories. Bleeding Kansas A series of violent political confrontations in the United States involving anti-slavery and pro-slavery elements in Kansas. Uncle Tom's Cabin An anti-slavery novel by Harriet Beecher Stowe published in 1852 that depicted the harsh realities of slavery. Underground Railroad A network of secret routes and safe houses used by enslaved African Americans to escape to free states and Canada. Horace Mann An American educational reformer who promoted public education and is known as the 'Father of the American Public School System.' Seneca Falls Convention The first women's rights convention held in 1848, which launched the women's suffrage movement in the United States. 2nd Great Awakening A Protestant religious revival during the early 19th century in the United States that emphasized individual piety and a personal relationship with God. Temperance A social movement against the consumption of alcoholic beverages. Civil War A conflict from 1861 to 1865 between the Northern states (Union) and Southern states (Confederate States) over issues including states' rights and slavery. Abraham Lincoln The 16th President of the United States who led the country during the Civil War and worked to end slavery. Emancipation Proclamation An executive order issued by Abraham Lincoln in 1862 that declared the freedom of all slaves in Confederate-held territory. Reasons for North (Union) Victory The North was better prepared economically, had more human resources, and superior war material. Reconstruction Era The period following the Civil War during which the Southern states were reorganized and reintegrated into the Union. Lincoln's Plan for Reconstruction Aimed to restore Southern representation in Congress and offered amnesty to Confederates who swore allegiance to the U.S. Radical Republicans A faction of the Republican Party that sought to impose harsh penalties on the Southern states and promote civil rights for freed slaves. Andrew Johnson The 17th President of the United States who succeeded Abraham Lincoln and oversaw the early years of Reconstruction. Reconstruction A policy supported by Lincoln to allow Southern States to reenter the nation as quickly as possible. Radical Republicans Members of Congress who disagreed with Johnson about how to handle Reconstruction, leading to Johnson's impeachment. Impeachment of Johnson Johnson was impeached for firing Secretary of War Edwin M. Stanton without Senate approval, but the impeachment failed. 13th Amendment Law that formally abolished slavery in the U.S. in 1865. 14th Amendment Law that officially gave citizenship to African Americans and legally protected them under the Bill of Rights and U.S. Constitution. 15th Amendment Law that granted African Americans voting rights. Poll Taxes Fees collected by Southern States to restrict African Americans from exercising their voting rights. Literacy Tests Requirements imposed by Southern States to limit African Americans' voting rights. Jim Crow Laws Laws enacted in the 1870s and 1880s to restrict the freedoms of African Americans after the Civil War. Plessy v. Ferguson Supreme Court case in 1896 that upheld Jim Crow Laws based on 'separate but equal' public facilities for African Americans. Black Codes Laws aimed at restricting the rights of former slaves and limiting the effectiveness of the 14th and 15th amendments. Ku Klux Klan Group that attempted to restrict the rights of former slaves. Sharecropping System of farming in Southern States after the Civil War that kept former slaves economically dependent on farms. New South Term describing changes in the Southern economy, including industrial development and agricultural diversification. Sectionalism The division between the North and South that contributed to tensions leading up to the Civil War. Gilded Age Period marked by economic growth and industrialization in the U.S. Industrial Revolution Causes Factors such as capital, labor supply, Erie Canal, and transcontinental railroads that contributed to industrial growth. Mechanization of Agriculture The use of machines in farming that led to an increase in production. Effects of Industrial Revolution Challenges for smaller industries, development of monopolies, widening economic gap, and increased immigration. Social Darwinism Theory which believed that the growth of large business at the expense of others was merely survival of the fittest (the stronger businesses will succeed and the weaker one will fail). Laissez-faire Capitalism Economic policy which argues that government should limit any interference in the economy (the government should leave the economy alone). Rise of Big Business (1865-1900) Federal Government followed laissez-faire economic policy. Trusts and monopolies were created by entrepreneurs to maintain control of the market. Robber Baron Term used during the Gilded Age to characterize leaders of big business who used ruthless tactics when dealing with competitors. Gilded Age Mark Twain labeled the late 1800's ________ to describe the extremes of wealth and poverty (big differences between the rich and the poor). Urbanization Rural (countryside) residents move to urban (inner city) areas in search of jobs. Size of cities increase. How the Other Half Lives Book by Jacob Riis that exposed the living conditions of urban slums (working-class, inner-city neighborhoods). Working Conditions Rapid industrial growth leads to shift from rural to urban lifestyle, widespread use of child labor, and growth of tenements & slums. Immigration Many immigrants traveling to the U.S. settled in urban areas in the North because rapid industrialization created many job opportunities. New Immigrants Came primarily from southern and eastern Europe (Ex: Italy & Russia) between 1890-1915. Were culturally different from the earlier immigrants. Chinese Exclusion Act (1882) Limited the number of Chinese immigrants entering the U.S. An example of Nativism. Nativists Group of Americans who were angry about Immigrants taking jobs from Americans and working for cheaper wages. Trust Titans Business leaders who controlled large monopolies and trusts. Philanthropy The desire to promote the welfare of others, expressed especially by the donation of money to good causes. Gospel of Wealth Philosophy that wealthy individuals have a responsibility to use their wealth for the greater good of society. Industrial Revolution Period of major industrialization that took place during the late 18th and early 19th centuries. Monopolies/trusts Entities that dominate a market and restrict competition. Gentlemen's Agreement Informal agreement between the U.S. and Japan that restricted Japanese immigration. America Expands Between the 1890's and the start of World War I (1914), the U.S. expanded its access to overseas markets and raw materials through the policy of imperialism. Reasons for Imperialism Due to the expansion of American industry during the 1800's, the U.S. needed to obtain raw materials and new markets. Dollar Diplomacy Attempted to increase the U.S. power in Latin America, indicating a U.S. desire to interact with foreign countries in ways that were profitable to U.S. corporations. Economic Nationalism U.S. practices economic nationalism by implementing protective tariffs to help American industry. Protective Tariff A tax on foreign products making them more expensive so people will buy American products instead. Open Door Policy (1899-1900) Issued in order to secure equal trade opportunities in China and guarantee access to its markets. Annexation of Hawaii U.S. annexes (takes over) Hawaii and the Philippines. Spanish American War A conflict in 1898 that resulted in the U.S. obtaining overseas colonies and being recognized as a world power. Yellow Journalism Joseph Pulitzer and William Randolph Hearst used yellow journalism to generate public support for the Spanish American War. Panama Canal Built as a result of the Spanish American War to allow quicker movement between oceans for trade and military security. Progressive Movement A movement to correct the economic and social abuses of industrial society, supporting consumer protection, women's suffrage, and other reforms. Progressives Believed the government needs to regulate big business to protect consumers and workers, opposing the Laissez-faire attitude. Jane Adams A prominent social reformer and activist during progressive era, who established settlement houses that provided assistance to the poor. W.E.B. Du Bois Formed the National Association for the Advancement of Colored People (NAACP) to end segregation and win equal rights. Booker T. Washington Believed that African Americans should pursue education as the key to improving social status and founded a vocational training institution. Labor Union An organization of employees formed to bargain with the employer for better working conditions, benefits, and pay. Clayton Antitrust Act Made unions legal, allowing them to organize and improve conditions. Collective Bargaining Discussions between labor union leaders and management to agree on a contract for workers. Wagner Act (1935) Legalized collective bargaining. Triangle Shirtwaist Company Fire A tragedy where many women workers were killed in a factory fire, drawing national attention to worker safety. Samuel Gompers The person who founded the AFL; Organized workers into unions to strive for better conditions and pay. American Federation of Labor The first long-lasting, successful labor union in the U.S., focusing on the rights of skilled workers. Pure Food & Drug Act (1906) Law that provided federal inspection of meat products and forbade unsafe food products and poisonous medicines. Meat Inspection Act Created sanitary standards established for slaughterhouses and meat processing plants. Muckraker Writers during the progressive era that exposed social ills of inner cities, factory conditions, and political corruption. The Jungle A publication by Upton Sinclair that led Congress to pass the Meat Inspection Act. Upton Sinclair An author known for his muckraking work, particularly The Jungle. Ida M Tarbell A muckraker who focused on issues including the monopoly of Standard Oil. Lincoln Steffens A muckraker who exposed political corruption in cities. Jacob Riis A muckraker known for his work How the Other Half Lives. Booker T Washington An African American educator and leader who advocated for vocational training. WEB Dubois An African American sociologist and civil rights activist who co-founded the NAACP. Nativism A political policy favoring the interests of established inhabitants over those of immigrants. Labor Unions Organizations formed by workers to advocate for better working conditions and wages. Collective bargaining The negotiation process between employers and a group of employees aimed at reaching agreements. Triangle Shirtwaist Fire A tragic industrial disaster that highlighted the need for better workplace safety regulations. AFL The American Federation of Labor, a national federation of labor unions in the United States. Plessy v Fergusun A landmark Supreme Court case that upheld racial segregation under the 'separate but equal' doctrine. Woodrow Wilson The 28th President of the United States who led the nation during World War I. Neutrality A policy of not taking sides in a conflict, adopted by Wilson at the beginning of World War I. Unrestricted submarine warfare A type of naval warfare in which submarines sink vessels without warning. Espionage Act A law enacted in 1917 to prohibit interference with military operations or support for U.S. enemies. Sedition Act A law that made it a crime to criticize the government during World War I. Schenck v. U.S. A Supreme Court case that ruled that freedom of speech could be limited during wartime. Fourteen Points A statement of principles proposed by President Wilson to govern the postwar world. League of Nations An international organization established after World War I to promote peace and cooperation. Isolationism A foreign policy of avoiding involvement in international conflicts, followed by the U.S. in the 1920s and 30s. Treaty of Versailles Congress refuses to sign the Treaty of Versailles because many Senators objected to the U.S. membership in the League of Nations, fearing that it would pull the U.S. into another major war. Washington Naval Conferences Attempts by the U.S. to achieve peace and arms control in the decade after WWI. Kellog-Briand Pact Attempts by the U.S. to achieve peace and arms control in the decade after WWI. Bolshevik Revolution Communist takeover of Russia in 1917 increased nativism leading to the Red Scare (fear of Communism in the U.S. following WWI). Immigration quota acts of 1921 & 1924 Restricted the number of immigrants from Southern and Eastern Europe due to a recurrence of nativist attitudes following WWI. 19th Amendment Women were granted the right to vote during the Progressive Era (1917). Women's suffrage The national effort to ratify women's suffrage was strengthened by the economic opportunities created by World War I. Major female leaders of the women's rights movement Susan B. Anthony, Carrie Chapman Catt, Elizabeth Cady Stanton, and Lucretia Mott. Roaring Twenties The 1920's are called the 'Roaring Twenties' because of widespread social and economic change and changing cultural values. Prohibition Law authorized by the 18th Amendment that banned the manufacture and sale of alcoholic beverages. Sacco and Vanzetti Two immigrant anarchists who were convicted of murder and executed with very little evidence during the height of the Red Scare. Scopes Trial John Scopes was convicted in 1925 for teaching about evolution, illustrating a conflict concerning religious beliefs and scientific theories. Harlem Renaissance African American authors and artists used literature and art to celebrate the richness of their heritage. Flappers Women during the 1920's that rejected traditional feminine roles and refused to conform to society's expectations. Henry Ford Use of the assembly line in the production of automobiles led directly to a decrease in the cost of automobiles. Economic growth during the 1920's Development of many new consumer goods led to rapid economic growth. Automobiles, radio, and motion pictures Standardized American culture and influenced what people considered to be 'American culture'. Red Scare A period of intense fear of Communism in the U.S. following WWI. Cultural conflict in the 1920s Illustrated by the Scopes Trial and the Harlem Renaissance, reflecting tensions between traditional values and modern ideas. Consumer Culture Emergence of a culture where buying is encouraged by advertising and installment payments. Installment Buying Paying for something a little at a time rather than all at once. Stock Speculation Heavy increases in stock investments driven by a belief in never-ending prosperity. Government's Role in the Economy (1920s) Prevailing view that the government should interfere as little as possible. Warren G. Harding President who called for 'a return to normalcy' and advocated for reduced international involvement and less government regulation of business. Calvin Coolidge President who believed the economy functions best if government allows business to operate freely. Overproduction of Farm Crops Demand for American farm goods dropped dramatically during the 1920s due to decreased European need for imports. Dust Bowl Environmental disaster caused by over-farming and severe drought, leading to increased westward migration. Stock Market Crash of 1929 Considered the start of the Great Depression, largely caused by speculators buying stocks on margin. Decline in Farm Prosperity A significant decrease in the economic well-being of farmers during the Great Depression. Overproduction and Underconsumption Situation where U.S. businesses produced more products than the population could buy, leading to low consumer demand. Global Financial Interdependence Evidence that economies worldwide are interconnected; if one falls, they all fall. Herbert Hoover President of the U.S. at the start of the Great Depression, whose policies favored big business. Hoovervilles Nickname for poor communities due to Hoover's refusal to provide direct federal aid to the homeless. Bonus Army WWI veterans who marched on Washington demanding payment for their services. Franklin Delano Roosevelt (FDR) President who won an easy victory over Hoover in 1932, advocating for government intervention in economic problems. Court Packing FDR's proposal to increase the size of the Supreme Court to make it favorable to New Deal laws. Deficit Spending Used by FDR to stimulate economic growth. FDR Reelected to 3rd Term Controversial event in 1940 as it challenged the tradition of presidents stepping down after two terms. FDR's reelection to 3rd term Eventually led to the establishment of presidential term limits. New Deal Most immediate goal was to provide work for the unemployed. Public works jobs Tried to stimulate economic recovery by creating public works jobs. Social welfare programs Were expanded during the New Deal. Government involvement Increased government involvement with both business and labor. Agricultural Adjustment Acts Designed to increase prices of farm products by reducing farm output. Tennessee Valley Authority (TVA) Created in 1933 to improve economic conditions in a poor rural region. Social Security Act 1935 Considered an important program because it extended support to elderly/retired citizens. Federal Deposit Insurance Corporation (FDIC) Tried to restore public confidence in banks by safeguarding savings. Bank holiday (1933) Declared to restore confidence in the nation's banks. WPA Intended to help unemployed workers. Civilian Conservation Corps (CCC) Intended to help unemployed workers. National Labor Relations Act (Wagner Act) Strengthened labor unions by legalizing collective bargaining. Opposition to New Deal The strongest opposition came from business leaders. Laissez-Faire The tradition that government shouldn't interfere with the economy. Critics of the New Deal Claimed the TVA and Social Security System threatened the U.S. economy by applying socialist principles. Impact of New Deal Raised national debt and expanded the power of the Federal Government. Political thinking change Supported the idea that the government should become more involved in the social and economic life of the people. WWII start Started when Germany invaded Poland in 1939. U.S. Neutrality In the 1930's, the primary objective was to avoid involvement in Asian and European conflicts. Neutrality Acts Passed in mid 1930's to avoid mistakes that led to WWI. Lend-Lease Act Efforts to help the Allies without formally declaring war. Bombing of Pearl Harbor Brought the U.S. directly into World War II. Totalitarian aggression The U.S. became involved to fight totalitarian aggression from Germany, Italy, and Japan. D-Day Invasion June 1944- Important to the outcome of WWII because it opened a new Allied front in Europe (Germany had to fight enemies from the East and West instead of just the East). Key challenge faced by the U.S. during WWII Fighting the war on several fronts (Europe and Asia). U.S. and Soviet Union cooperation during WWII Supports the idea that alliances are built upon mutual self-interest (the U.S. and Soviet Union were enemies but formed an alliance because they were both enemies with Germany). 1944 election of FDR Can be attributed to the unwillingness of voters to change leadership during a major crisis. FDR's personal diplomacy during WWII Strengthened the President's role in shaping U.S. foreign policy. Women in wartime industries Women replaced men in essential wartime industries. Economic opportunities for women during WWII Expanded for women. Post-war job situation for women Many working women left their factory jobs because they were forced to give up their jobs to returning war veterans. Migration of African Americans during WWII More African Americans migrated to large cities because industry was expanding. GI Bill (1944) Extended educational and housing opportunities to war veterans. Provided federal funds for veterans to attend college. Rationing during WWII Ordered by the U.S. government to conserve raw materials for the war effort. Funding WWII The U.S. government relied heavily on the sale of war bonds (lends from citizens to help fund the war. Also contributed to the national debt). Economic impact of WWII on the U.S. Accelerated its recovery from the Great Depression. Korematsu v. U.S. The U.S. government considered Japanese Americans a threat to national security during WWII, causing them to place Japanese Americans in confinement in internment camps. Supreme Court ruling on Japanese internment Said that the removal of Japanese Americans from their homes was constitutional because this type of action was necessary during a national emergency. Wartime conditions and civil liberties Supreme Court ruled that wartime conditions justified limitations being placed on civil liberties. Impact of WWII on Japanese Americans Many Japanese lost their homes and businesses. President Harry Truman's decision on atomic bombs Decided to drop atomic bombs on Japan (Hiroshima & Nagasaki). Truman's use of atomic weapons Decided to use atomic weapons against Japan in order to end the war while limiting the loss of American lives. Truman's impact on civil rights Advanced the cause of civil rights for African Americans by ordering the desegregation of the Armed Forces (Black and White troops fight together and are no longer separated). Truman Doctrine Originally designed to contain communism by giving aid to Greece and Turkey (later expanded by Eisenhower). Truman and General MacArthur Relieved General Douglas MacArthur of his command in the Korean conflict because General MacArthur challenged the concept of civilian control over the military. Loyalty checks during Truman's presidency Required loyalty checks due to the fear of communist influence in government. Nuremberg Trials Held to make German leaders accountable for the Holocaust (mass genocide against Jews and other minorities). Established the principle that leaders of a nation may be held accountable (put on trial) for crimes against humanity/ war crimes. United Nations Replaced the League of Nations in order to prevent international disputes from escalating into major wars. Marshall Plan (1948-1952) U.S. provided economic aid in order to help Europe's economic recovery after WWII. U.S. foreign policy after WWII Changed as the U.S. became more involved in world affairs. Eleanor Roosevelt's contribution Helped create the United Nations Universal Declaration of Human Rights. Post-WWII economic growth In the decade after WWII, rapid growth in personal income contributed to the expansion of the middle class. Appeasement A diplomatic policy aimed at avoiding conflict by making concessions to an aggressor. African Americans in WW2 Refers to the contributions and experiences of African Americans during World War II. Rosie the Riveter A cultural icon representing women who worked in factories and shipyards during World War II; used as a poster in order to recruit women Japanese Internment The forced relocation and incarceration of Japanese Americans during World War II. Rationing The controlled distribution of scarce resources, goods, or services during wartime. Pearl Harbor The site of the surprise military attack by the Japanese on December 7, 1941, leading the U.S. to enter WWII. War Bonds Debt securities issued by a government to finance military operations during times of war. Manhattan Project A secret U.S. project during World War II that developed the first nuclear weapons. Desegregation of the Military The process of eliminating racial segregation within the United States Armed Forces. United Nations (UN) An international organization founded in 1945 to promote peace, security, and cooperation among countries. Selective Service The system by which men are registered for military conscription in the United States. Lend Lease A U.S. program during WWII that supplied Allied nations with vast amounts of war material. NATO North Atlantic Treaty Organization, a military alliance formed in 1949 for mutual defense against aggression. Cold War An era of political tension and military rivalry between the U.S. and Soviet Union from 1946 to 1989. Baby Boom A significant increase in the birth rate following WWII, particularly in the 1950s and 1960s. Iron Curtain The boundary dividing Europe into two separate areas of political influence during the Cold War. Sputnik Launch The 1957 launch of the first artificial satellite by the Soviet Union, marking the start of the space race. Containment A U.S. policy aimed at preventing the spread of communism during the Cold War. Berlin Airlift The U.S. operation to supply West Berlin after the Soviet blockade in 1948-1949. McCarthy Era A period of intense anti-communist suspicion in the U.S. during the early 1950s. Senator Joseph McCarthy A U.S. senator known for leading the anti-communist witch hunts during the McCarthy Era. McCarthyism The practice of making accusations of subversion or treason without proper evidence. Korean War A conflict from 1950 to 1953 between Communist North Korea and South Korea, supported by the U.S. and UN. United Nations military force First time the United Nations used military force to oppose aggression. General Douglas MacArthur Relieved of command in the Korean War for threatening civilian control of the military. Presidential wartime powers Expanded during the Korean War. Outcome of the Korean War Korea continued to be a divided nation. Vietnam War Civil war between Communist North Vietnam and U.S.-backed South Vietnam. Domino Theory Idea that if one country falls to communism, others around it will as well. Vietnam War protests Significant protests in the U.S. including Berkeley demonstrations and Kent State protest. 26th Amendment Lowered the voting age to 18 as a result of U.S. participation in the Vietnam War. War Powers Act 1973 Limited the president's ability to send troops into combat abroad. Public opinion on foreign policy Showed that foreign policy can be altered by public opinion. Trust in government Greater public distrust of governmental policies post-Vietnam War. Military technology and victory U.S. experience in the Vietnam War showed that superior military technology does not guarantee victory. Peace Corps Established by President John F. Kennedy to support developing nations. Bay of Pigs Invasion 1961 Kennedy's effort to remove Fidel Castro from power in Cuba, considered his most significant foreign policy failure. Cuban Missile Crisis 1962 Soviet Union placed nuclear weapons in Cuba; Kennedy imposed a naval blockade. Nuclear Test Ban Treaty Negotiated by Kennedy to limit nuclear testing following the Cuban Missile Crisis. New Frontier Kennedy's program that expanded the U.S. space program. Détente Policy to ease tensions between the U.S. and Soviet Union. Strategic Arms Limitations Talks (SALT) Part of the presidential policy of détente aimed at reducing world tensions. Nixon's visit to China 1972 Attempt to reduce tensions between the U.S. and Communist China. Watergate Scandal Break-in at the Democratic National Committee headquarters leading to Nixon's resignation. Trust in elected officials Undermined as a lasting effect of the Watergate scandal. Executive privilege Weakened as a result of the Watergate scandal. Nixon (1974) Supreme Court case that directly limited the president's power of executive. Civil Rights Movement Movement to end segregation based on race during the 1960's. Civil Disobedience Nonviolent attempts to oppose segregation, such as lunch counter sit-ins and freedom riders. Jackie Robinson Broke color barrier in Major League Baseball. President Truman's Executive Order Desegregated armed forces. NAACP National Association for the Advancement of Colored People, focused on higher education, full political participation, and continued support for civil rights. Brown v. Board of Education of Topeka Required the integration (desegregation) of all public schools in the U.S. and overturned Plessy v. Ferguson ruling. Eisenhower's Federal Troops Sent into Little Rock, Arkansas in 1957 to enforce a Supreme Court decision to desegregate public schools. Martin Luther King Jr. Leader of the civil rights movement during the 1960's, advocated for nonviolent protest. Malcolm X Civil rights leader during 1950's and 60's that advocated black separatism. Rosa Parks Practiced civil disobedience by refusing to give up her seat on a bus to a white man in Montgomery, Alabama. Civil Rights Act 1964 Passed to correct racial and gender discrimination and ended Jim Crow laws. Voting Rights Act 1965 Removed the literacy test as a voting qualification to eliminate racial barriers within voting. Affirmative Action Programs Main goal is to promote economic gains for minorities and women. Fair Housing Act Government efforts to end discrimination against various groups. Americans with Disabilities Act Government efforts to end discrimination against individuals with disabilities. Chief Justice Earl Warren Followed a policy of judicial activism and expanded individual rights in criminal cases. Supply-Side Economics Lowered tax rates on personal and business income and supported economic changes favoring big business. Trickle Down Economics Believed that economic growth depends on making increased amounts of capital available to business. National Debt in the 1980s Increased greatly due to the Federal Government's reliance on deficit spending. Reagan's Federal Budget Proposals Came under criticism for including very large deficits. Involvement in World Affairs in the 1980s Based on a concern for advancing the nation's self-interest. North American Free Trade Agreement (NAFTA) Increased commerce and eliminated tariffs. Encouraged countries to participate in the global economy. Reflected the U.S. commitment to globalization. Persian Gulf War A direct result was that the U.S. liberated Kuwait from Iraqi control. Election of 2000 George Bush won even though Al Gore received more popular votes, because of the way the Electoral College votes came out. USA Patriot Act Increased government surveillance of citizens, increased cooperation between law enforcement and intelligence. War on Terror War in Afghanistan against Taliban and Al Qaeda. War in Iraq Saddam Hussein accused of having WMD's and wouldn't allow inspection. Barrack Obama First African-American elected to the Presidency. Obamacare Passed major health insurance reform package. September 11, 2001 terrorist attacks Attacks on World Trade Center and the Pentagon. Rise of the Tea Party Extreme right wing conservatives opposed to most government spending. Supply-side economics Economic theory that advocates reducing taxes and decreasing regulation to stimulate economic growth. George Bush Committed U.S. troops to the Persian Gulf War to assure the flow of Middle East oil to the U.S. and its allies. Bill Clinton Supported NAFTA because it would stimulate economic growth in the U.S. U.S. troops in Haiti and Bosnia Sent during the 1990's to stop conflicts within those nations. Bombing of Kosovo Participated in 1999 because of human rights violations. Economic stimulus package Passed by Barrack Obama to prop up the economy. Withdrawal of American troops Began from Iraq and Afghanistan under Barrack Obama. Mission to find Osama bin Laden Ordered by Barrack Obama that resulted in the killing of Al Qaeda leader.
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Perception The process of organizing and interpreting sensory information to give meaning to our environment. Bottom-up processing An approach where perception starts with sensory input and works up to the brain's integration of this information. Top-down processing Information processing guided by higher-level mental processes, drawing on experience and expectations to construct perceptions. Schema A concept or framework that organizes and interprets information. Perceptual set A mental predisposition to perceive one thing and not another. Gestalt psychology Emphasizes that we often perceive the whole rather than the sum of the parts. Closure The perceptual tendency to mentally fill in gaps in a visual image to perceive objects as wholes. Figure and ground The organization of the visual field into objects (figures) that stand out from their surroundings (ground). Proximity The perceptual tendency to group together visual and auditory events that are near each other. Similarity The perceptual tendency to group together elements that seem alike. Attention The focusing of mental resources on select information. Selective attention The focusing of conscious awareness on a particular stimulus. Cocktail party effect The ability to focus auditory attention on a particular stimulus while filtering out other stimuli. Inattentional blindness Failing to see visible objects when attention is directed elsewhere. Change Blindness Failing to notice changes in the environment. Binocular depth cues Depth cues, such as retinal disparity, that depend on the use of two eyes. Retinal disparity A binocular cue for perceiving depth by comparing images from the retinas in the two eyes. Convergence A binocular cue for perceiving depth by the extent to which the eyes converge inward when looking at an object. Monocular depth cues Depth cues, such as interposition and linear perspective, available to either eye alone. Relative clarity A monocular cue for perceiving depth; hazy objects are seen as farther away than sharp, clear objects. Relative size A cue that allows determining the closeness of objects to an object of known size. Texture gradient A gradual change from coarse to fine texture signaling increasing distance. Linear perspective Parallel lines appear to converge with distance. Aptitude tests Tests designed to predict a person's future performance; aptitude is the capacity to learn. Fixed mindset The idea that we have a set amount of an ability that cannot change. Growth mindset The belief that one's skills and qualities can change and improve through effort and dedication. Explicit memory Memory of facts and experiences that one can consciously know and 'declare.' Episodic memory The collection of past personal experiences that occurred at a particular time and place. Semantic memory Memory for factual information. Implicit memory Retention independent of conscious recollection. Procedural memory A type of long-term memory of how to perform different actions and skills. Prospective memory Remembering to perform a planned action or recall a planned intention at some future point in time. Long-term potentiation An increase in a cell's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. Working memory model A model that suggests that memory involves a series of active, temporary memory stores that manipulate information. Working memory A newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. Central executive The part of working memory that directs attention and processing. Phonological loop The part of working memory that holds and processes verbal and auditory information. Visuospatial sketchpad The part of working memory that holds visual and spatial information. Multi-store model A model of memory that suggests information passes through three stages: sensory memory, short-term memory, and long-term memory. Sensory memory The immediate, very brief recording of sensory information in the memory system. Iconic memory A momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second. Echoic memory A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. Short-Term Memory Activated memory that holds a few items briefly before the information is stored or forgotten. Long-Term Memory The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. Automatic processing Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information. Effortful processing Encoding that requires attention and conscious effort. Encoding The processing of information into the memory system—for example, by extracting meaning. Storage The retention of encoded information over time. Retrieval The process of getting information out of memory storage. Levels of processing model The theory that deeper levels of processing result in longer-lasting memory codes. Shallow encoding Processing information based on its surface characteristics. Deep encoding Processing information based on its meaning and the significance of the information. Mnemonic devices Memory aids, especially those techniques that use vivid imagery and organizational devices. Method of loci A mnemonic device that involves imagining placing items around a room or along a route. Chunking-Grouping Organizing items into familiar, manageable units; often occurs automatically. Categories-Grouping Grouping information into categories that share common attributes. Hierarchies-Grouping Organizing items into a hierarchy, starting with general categories and working down to specific examples. Spacing effect The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. Massed practice Cramming information all at once. It is less effective than spaced practice. Distributed practice Spacing the study of material to be remembered by including breaks between study periods. Serial position effect Our tendency to recall best the last and first items in a list. Primacy effect The tendency to remember information at the beginning of a body of information better than the information that follows. Recency effect The tendency to remember information that is presented last. Maintenance rehearsal Repeating information over and over to keep it active in short-term memory. Elaborative rehearsal A method of transferring information from short-term to long-term memory by making that information meaningful in some way. Memory retention The ability to retain information over time through the storage and retrieval of information. Autobiographical memory The memory for events and facts related to one's personal life story. Retrograde amnesia An inability to retrieve information from one's past. Anterograde amnesia An inability to form new memories. Alzheimer's disease A progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally, physical functioning. Infantile amnesia The inability to retrieve memories from much before age 3. Recall A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test. Recognition A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test. Retrieval cues Stimuli that aid the recall or recognition of information stored in memory. Context-dependent memory The theory that information learned in a particular situation or place is better remembered when in that same situation or place. Mood-congruent memory The tendency to recall experiences that are consistent with one's current good or bad mood. State-dependent memory The theory that information learned in a particular state of mind (e.g., drunk, sober) is more easily recalled when in that same state of mind. The forgetting curve A graph showing retention and forgetting over time. Encoding failure The failure to process information into memory. Proactive interference The disruptive effect of prior learning on the recall of new information. Retroactive interference The disruptive effect of new learning on the recall of old information. Tip-of-the-tongue phenomenon The temporary inability to remember something you know, accompanied by a feeling that it's just out of reach. Repression The basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories. Misinformation effect Incorporating misleading information into one's memory of an event. Source amnesia Attributing to the wrong source an event we have experienced, heard about, read about, or imagined. Constructive memory The process by which memories are influenced by the meaning we give to events. Memory consolidation The neural storage of a long-term memory. Imagination inflation The increased confidence in a false memory of an event following repeated imagination of the event. Health Psychology A branch of psychology that focuses on how physical activities, psychological traits, and social relationships affect overall health and illness. Stress The process by which we perceive and respond to certain events, called stressors, that we appraise as threatening or challenging. Hypertension High blood pressure, often associated with stress, which can increase the risk of heart and kidney diseases and stroke. Immune Suppression Reduction in the effectiveness of the immune system, which can be caused by various forms of stress. Stressors Events or conditions in your surroundings that may trigger stress. Daily Hassles Everyday minor events that cause stress, such as traffic jams or overwhelming chores. Significant Life Changes Major life transitions like moving, leaving a job, or divorcing, which can be stressful. Catastrophes Unpredictable, large-scale events that cause significant stress and alter the lives of many people. Eustress (motivating) Positive stress which results from striving toward a challenging goal. Distress (debilitating) Negative stress that can make a person sick or keep a person from reaching a goal. Adverse Childhood Experiences (ACEs) Potentially traumatic events that occur in childhood and can have negative, lasting effects on health and well-being. General Adaptation Syndrome (GAS) The three-stage process (alarm, resistance, exhaustion) that describes the physiological changes the body goes through when under stress. Alarm Reaction Phase The initial reaction to a stressor, activating the body's defense systems. Resistance Phase The body's response after the initial shock of a stressful event, where the body attempts to return to normal functioning. Flight-Fight-Freeze Response A physiological reaction that occurs in response to a perceived harmful event, attack, or threat to survival. Exhaustion Phase The third stage of the GAS, during which the body depletes its resources in responding to a prolonged stressor. Tend-and-Befriend Theory A theory that suggests people seek social support and tend to others in times of stress. Problem-focused Coping Strategies aimed at tackling the cause of stress in practical ways which directly tackle the problem causing the stress. Emotion-focused Coping Strategies aimed at relieving or managing the emotional distress associated with stress. Positive Psychology The scientific study of human strengths and virtues that enable individuals and communities to thrive. Subjective Well-being An individual's own assessment of their happiness and satisfaction with life. Resilience The ability to mentally or emotionally cope with a crisis or to return to pre-crisis status quickly. Posttraumatic Growth Positive psychological change experienced as a result of adversity and other challenges in order to rise to a higher level of functioning. Positive Emotions Feelings that engage us, elevate us, and promote growth and well-being. Gratitude A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful. Signature Strengths & Virtues Character strengths and virtues that are personally fulfilling, intrinsic to one's identity, and contribute to the collective well-being. Categories of Virtues Broad categories that encompass character strengths, such as wisdom, courage, humanity, justice, temperance, and transcendence. Abnormal Psychology The study of psychological disorders, including their symptoms, etiology (i.e., their causes), and treatment. Clinical Psychology A branch of psychology that studies, assesses, and treats people with psychological disorders. Psychology Student Syndrome A phenomenon where psychology students begin to believe they have the disorders they are studying. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) The updated manual that describes and categorizes mental disorders in order to improve diagnoses, treatment, and research. International Classification of Mental Disorders (ICD) A standard diagnostic tool for epidemiology, health management, and clinical purposes. It is maintained by the World Health Organization (WHO) and covers a broad range of health conditions, including psychological conditions. Deviation In psychology, typically refers to departing from the norm, which can either be statistical, social, or functional in nature. Distress Negative stress that can lead to anxiety, depression, and potentially to physical problems. Dysfunction Abnormal functioning, as opposed to normal functioning, often used to refer to individual behaviors or the functioning of social systems. Eclectic Approach An approach to clinical practice that involves selecting the best treatment techniques from various disciplines based on the client's unique problems, strengths, and preferences. Behavioral Perspective Focuses on how we learn observable responses and how the environment impacts those responses. Psychodynamic Perspective Emphasizes the influence of the unconscious mind on behavior and the importance of childhood experiences. Humanistic Perspective Focuses on the importance of being your true self in order to lead the most fulfilling life. Cognitive Perspective Focuses on how we encode, process, store, and retrieve information. Evolutionary Perspective How the natural selection of traits promotes the perpetuation of one's genes. Sociocultural Perspective Examines how the social environments and cultural upbringing influence an individual's behavior and thoughts. Biological Perspective Explores the links between brain and mind, and how the body and brain enable emotions, memories, and sensory experiences. Biopsychosocial Model An integrated approach that incorporates biological, psychological, and social-cultural levels of analysis to better understand health and illness. Diathesis-Stress Model Suggests that a person may be predisposed for a psychological disorder that remains unexpressed until triggered by stress. Stigma Disapproval or discrimination against a person based on perceivable social characteristics that serve to distinguish them from other members of society. Anxiety Disorders Mental health disorders characterized by significant feelings of anxiety and fear. Specific Phobia An anxiety disorder characterized by irrational and persistent fear of a specific object, situation, or activity. Acrophobia Fear of heights. Arachnophobia Fear of spiders. Agoraphobia Fear of open or crowded spaces. Panic Disorder An anxiety disorder that consists of sudden, overwhelming attacks of terror. Ataque de nervios A cultural syndrome primarily seen in Latin Americans, involving symptoms of intense emotional upset, acute anxiety, fear, or anger. Social Anxiety Disorder A chronic mental health condition in which social interactions cause irrational anxiety. Taijin Kyofusho A Japanese culture-specific syndrome characterized by an intense fear that one's body, body parts, or bodily functions give others a negative impression. Generalized Anxiety Disorder An anxiety disorder in which a person is continually tense, apprehensive, and in a state of autonomic nervous system arousal. Obsessive-Compulsive Disorders Disorders involving intrusive obsessions and compulsions which impede daily life. Obsessions Persistent ideas, thoughts, or impulses that are unwanted and inappropriate and cause marked distress. Compulsions Repetitive behaviors or mental acts that an individual feels driven to perform in response to an obsession. Hoarding Disorder A disorder characterized by the persistent difficulty discarding or parting with possessions, regardless of their actual value. Trauma and Stressor-Related Disorders Disorders related to the exposure to a traumatic or stressful event. Posttraumatic Stress Disorder A disorder characterized by failure to recover after experiencing or witnessing a terrifying event. Depressive Disorders Disorders that involve the presence of sad, empty, or irritable mood, accompanied by physical and cognitive changes that significantly affect the individual's capacity to function. Major Depressive Disorder A mood disorder causing a persistent feeling of sadness and loss of interest. Persistent Depressive Disorder A form of depression that is less severe than major depressive disorder but more chronic. Bipolar Disorder A disorder associated with episodes of mood swings ranging from depressive lows to manic highs. Bipolar Cycling The process of cycling through episodes of mania and depression in bipolar disorder. Bipolar I Disorder A type of bipolar spectrum disorder characterized by the occurrence of at least one manic episode. Bipolar II Disorder A type of bipolar disorder marked by milder episodes of hypomania that alternate with periods of severe depression. Neurodevelopmental Disorders A group of conditions with onset in the developmental period, often before school age, that are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. Attention-Deficit/Hyperactivity Disorder (ADHD) A chronic condition including attention difficulty, hyperactivity, and impulsiveness. Autism Spectrum Disorder (ASD) A disorder that affects communication and behavior. Feeding and Eating Disorders Disorders characterized by abnormal or disturbed eating habits, which negatively affect a person's health. Anorexia Nervosa An eating disorder characterized by an abnormally low body weight, intense fear of gaining weight, and a distorted perception of body weight. Bulimia Nervosa An eating disorder characterized by binge eating followed by purging. Schizophrenic Spectrum Disorders A range of disorders that involve psychosis, including schizophrenia. Delusions False beliefs, often of persecution or grandeur, that may accompany psychotic disorders. Delusions of Persecution The belief that others are out to get one. Delusions of Grandeur A false belief that one is more important or influential than they really are. Hallucinations False sensory experiences, such as seeing something in the absence of an external visual stimulus. Disorganized Thinking A symptom of psychosis, manifested as illogical or incoherent thought and speech. Disorganized Speech A style of talking involving incoherence and a lack of typical logical patterns. Word Salad A confused or unintelligible mixture of seemingly random words and phrases. Disorganized Motor Behavior Includes a variety of unusual behaviors including problems with goal-directed behavior leading to difficulties performing activities of daily living. Catatonia A state of unresponsiveness to one's outside environment, usually including muscle rigidity, staring, and inability to communicate. Flat Affect A lack of emotional responsiveness. Dopamine Hypothesis The theory that schizophrenia results from an excess of dopamine activity. Positive Symptoms Symptoms of schizophrenia that are excesses of behavior or occur in addition to normal behavior; hallucinations, delusions, and disorganized speech. Negative Symptoms Symptoms of schizophrenia that are marked by deficits in functioning, such as apathy, lack of emotion, and slowed speech and movement. Dissociative Disorders Disorders in which conscious awareness becomes separated (dissociated) from previous memories, thoughts, and feelings. Dissociative Amnesia A disorder characterized by the sudden and extensive inability to recall important personal information, usually of a traumatic or stressful nature. Dissociative Fugue A rare dissociative disorder in which a person loses awareness of their identity or other important autobiographical information and also engages in some form of unexpected travel. Dissociative Identity Disorder A disorder characterized by the presence of two or more distinct personality states. Personality Disorders Psychological disorders characterized by inflexible and enduring behavior patterns that impair social functioning. Cluster A Personality Disorders Odd, eccentric thinking or behavior (including paranoid, schizoid, and schizotypal personality disorders). Paranoid Personality Disorder Type of personality disorder characterized by extreme distrust and suspicion of others. Schizoid Personality Disorder A personality disorder characterized by persistent avoidance of social relationships and little expression of emotion. Schizotypal Personality Disorder A personality disorder characterized by severe social anxiety, thought disorder, paranoid ideation, derealization, transient psychosis, and often unconventional beliefs. Cluster B Personality Disorders Dramatic, overly emotional or unpredictable thinking or behavior (including antisocial, borderline, histrionic, and narcissistic personality disorders). Antisocial Personality Disorder A personality disorder characterized by a lack of conscience for wrongdoing, even toward friends and family. Histrionic Personality Disorder A personality disorder characterized by excessive emotionality and attention seeking. Narcissistic Personality Disorder A disorder in which a person has an inflated sense of self-importance. Borderline Personality Disorder A personality disorder characterized by severe instability in emotions and self-image, along with impulsive and reckless behavior. Cluster C Personality Disorders Anxious, fearful thinking or behavior, including avoidant, dependent, and obsessive-compulsive personality disorders. Avoidant Personality Disorder A personality disorder characterized by social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation. Dependent Personality Disorder A personality disorder characterized by psychological dependence on other people. Obsessive-Compulsive Personality Disorder A personality disorder characterized by preoccupation with orderliness, perfection, and control. Deinstitutionalization The release of institutionalized individuals from institutional care to community-based care. Evidence-Based Interventions Treatments based on scientific evidence. Cultural Humility An approach to engagement across cultures emphasizing openness and self-awareness of one's own cultural identities. Therapeutic Alliance The relationship between a healthcare professional and a client. Conformity Adjusting one's behavior or thinking to coincide with a group standard. Normative Social Influence Influence resulting from a person's desire to gain approval or avoid disapproval. Social Norms Expected standards of conduct, which influence behavior. Social Comparison Evaluating one's abilities and opinions by comparing oneself to others. Relative Deprivation The perception that one is worse off relative to those with whom one compares oneself. Upward Social Comparison Comparing oneself with others who are better off. Downward Social Comparison Comparing oneself with others who are worse off. Informational Social Influence Influence resulting from one's willingness to accept others' opinions about reality. Obedience Following the directives of authority. Social Facilitation Improved performance on simple or well-learned tasks in the presence of others. Group Polarization The enhancement of a group's prevailing inclinations through discussion within the group. Groupthink The mode of thinking that occurs when the desire for harmony in a decision-making group overrides a realistic appraisal of alternatives. Bystander Effect The tendency for any given bystander to be less likely to give aid if other bystanders are present. Diffusion of Responsibility Diminished sense of responsibility among group members to act because others are seen as equally responsible. Social Loafing The tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable. Deindividuation The loss of self-awareness and self-restraint occurring in group situations that foster arousal and anonymity. Attribution Theory The theory that we explain someone's behavior by crediting either the situation or the person's disposition. Dispositional Attributions Attributing behavior to the person's disposition and traits. Situational Attributions Attributing behavior to the environment. Explanatory Style A person's habitual way of explaining events, typically assessed along three dimensions: internal/external, stable/unstable, and global/specific. Optimistic Explanatory Style Explaining bad events as results of temporary, external causes. Pessimistic Explanatory Style Explaining bad events as results of stable, internal causes. Fundamental Attribution Error The tendency for observers, when analyzing others' behavior, to underestimate the impact of the situation and to overestimate the impact of personal disposition. Actor-Observer Bias The tendency to attribute one's own actions to external causes while attributing other people's behaviors to internal causes. Self-Serving Bias A readiness to perceive oneself favorably. Internal Locus of Control The perception that one controls one's own fate. External Locus of Control The perception that chance or outside forces beyond one's personal control determine one's fate. Altruism Unselfish regard for the welfare of others. Social Responsibility Norm An expectation that people will help those needing their help. Stereotype A generalized belief about a group of people. Confirmation Bias The tendency to interpret new evidence as confirmation of one's existing beliefs or theories. Belief Perseverance Clinging to one's initial conceptions after the basis on which they were formed has been discredited. Self-Fulfilling Prophecy A belief that leads to its own fulfillment. Prejudice An unjustifiable and usually negative attitude toward a group and its members. Discrimination Unjustifiable negative behavior toward a group and its members. Implicit Attitudes Attitudes that influence a person's feelings and behavior at an unconscious level. Just-World Phenomenon The tendency for people to believe the world is just and that people therefore get what they deserve. Out-Group Homogeneity Bias Perception of out-group members as more similar to one another than are in-group members. In-Group Bias The tendency to favor one's own group. Mere Exposure Effect The phenomenon that repeated exposure to novel stimuli increases liking of them. Ethnocentrism Evaluating other cultures according to the standards and customs of one's own culture. Collectivism Giving priority to the goals of one's group and defining one's identity accordingly. Multiculturalism The practice of valuing and respecting differences in culture. Superordinate Goals Shared goals that override differences among people and require their cooperation. Social Traps A situation in which conflicting parties, by each rationally pursuing their self-interest, become caught in mutually destructive behavior. Persuasion The process of creating, reinforcing, or changing people's beliefs or actions. Elaboration Likelihood Model A theory of how persuasive messages lead to attitude changes. Central Route of Persuasion Attitude change path in which interested people focus on the arguments and respond with favorable thoughts. Peripheral Route of Persuasion Attitude change path in which people are influenced by incidental cues, such as a speaker's attractiveness. Halo Effect The tendency to draw a general impression about an individual on the basis of a single characteristic. Foot-in-the-Door Technique The tendency for people who have first agreed to a small request to comply later with a larger request. Door-in-the-Face Technique The strategy of getting someone to agree to a modest request by first asking them to agree to a much larger request that they will likely turn down. False Consensus Effect The tendency to overestimate the extent to which others share our beliefs and behaviors. Cognitive Dissonance The theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent. Industrial-Organizational (I/O) Psychologists Psychologists who apply psychology's principles to the workplace. Instincts A complex behavior that is rigidly patterned throughout a species and is unlearned. Drive-Reduction Theory The idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need. Homeostasis The tendency to maintain a balanced or constant internal state; the regulation of any aspect of body chemistry, such as blood glucose, around a particular level. Ghrelin Hormone secreted by an empty stomach; sends 'I'm hungry' signals to the brain. Leptin Hormone secreted by fat cells; when abundant, causes brain to increase metabolism and decrease hunger. Hypothalamus A neural structure lying below the thalamus; directs several maintenance activities (eating, drinking, body temperature), helps govern the endocrine system via the pituitary gland, and is linked to emotion and reward. Pituitary Gland The endocrine system's most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. Belongingness The human emotional need to be an accepted member of a group. Arousal Theory The theory that people are motivated to maintain an optimal level of alertness and physical and mental activation. Yerkes-Dodson Law The principle that performance increases with arousal only up to a point, beyond which performance decreases. Sensation-Seeking Theory The search for experiences and feelings that are varied, novel, complex, and intense. Thrill Seeking Pursuing activities that provide a rush of adrenaline. Adventure Seeking Engaging in unusual and exciting activities. Disinhibition Acting impulsively, without considering the consequences. Boredom Susceptibility Tendency to experience boredom and frustration when not engaged in stimulating activities. Incentive Theory A theory that states that behavior is motivated by a desire for reinforcement or incentives. Extrinsic Motivation A desire to perform a behavior to receive promised rewards or avoid threatened punishment. Self-Determination Theory A theory of motivation that is concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation. Intrinsic Motivation A desire to perform a behavior effectively for its own sake. Lewin's Motivational Conflicts Theory A theory that describes situations in which conflicting motivations produce indecision and difficulty. Approach-Approach Conflicts Conflict that results from having to choose between two attractive alternatives. Avoidance-Avoidance Conflicts Conflict that results from having to choose between two distasteful alternatives. Approach-Avoidance Conflicts Conflict that results when a single action or event has both attractive and unattractive features. Emotion A response of the whole organism, involving (1) physiological arousal, (2) expressive behaviors, and (3) conscious experience. Affect A broad range of feelings that people experience. Facial-Feedback Hypothesis The idea that facial expressions can influence emotions as well as reflect them. Display Rules Culturally determined rules about which nonverbal behaviors are appropriate to display. Elicitors Stimuli that trigger emotional responses. Broaden-and-Build Theory of Emotion Theory proposing that happiness predisposes us to think more openly. Universal Emotions Basic emotions that are expressed by all cultures around the world such as happiness, sadness, fear, disgust, anger, and surprise. Psychodynamic Theory A view that explains personality in terms of conscious and unconscious forces, such as unconscious desires and beliefs. Preconscious Mind The level of consciousness that is not currently in focal awareness. Unconscious Mind A reservoir of mostly unacceptable thoughts, wishes, feelings, and memories. Denial Psychoanalytic defense mechanism by which people refuse to believe or even to perceive painful realities. Displacement Defense mechanism that shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person. Projection Defense mechanism by which people disguise their own threatening impulses by attributing them to others. Rationalization Defense mechanism that offers self-justifying explanations in place of the real, more threatening, unconscious reasons for one's actions. Reaction Formation Defense mechanism by which the ego unconsciously switches unacceptable impulses into their opposites. Regression Defense mechanism in which an individual faced with anxiety retreats to a more infantile psychosexual stage. Repression Defense mechanism by which anxiety-provoking thoughts and feelings are forced to the unconscious. Sublimation Defense mechanism by which people re-channel their unacceptable impulses into socially approved activities. Humanistic Psychology A historically significant perspective that emphasized the growth potential of healthy people. Unconditional Regard An attitude of total acceptance toward another person. Self-Actualizing Tendency The human motive toward realizing our inner potential. Social-Cognitive Theory Views behavior as influenced by the interaction between people's traits (including their thinking) and their social context. Reciprocal Determinism The interacting influences of behavior, internal cognition, and environment. Self-Concept All our thoughts and feelings about ourselves, in answer to the question, 'Who am I?' Self-Efficacy One's sense of competence and effectiveness. Self-Esteem One's feelings of high or low self-worth. Trait Theories Theories that endeavor to describe the characteristics that make up human personality in an effort to predict future behavior. Big Five Theory The theory that there are five basic personality traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism (emotional stability). Personality Inventories A questionnaire (often with true-false or agree-disagree items) on which people respond to items designed to gauge a wide range of feelings and behaviors; used to assess selected personality traits. Factor Analysis A statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one's total score. Openness to Experience One of the five factors; willingness to try new things and be open to new experiences. Conscientiousness One of the five factors; a tendency to show self-discipline, act dutifully, and aim for achievement. Extraversion One of the five factors; energy, positive emotions, and the tendency to seek stimulation and the company of others. Agreeableness One of the five factors; a tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others. Behavioral Perspective Emphasizes learning and behavior in explaining thoughts, feelings, and actions. Associative Learning Making connections between events to learn. Habituation Becoming less responsive to a repeated stimulus. Classical Conditioning Pairing two stimuli to elicit a response. Unconditioned Stimulus (UCS) Naturally triggers a response without learning. Conditioned Stimulus (CS) Initially neutral, triggers a conditioned response. Acquisition Initial learning stage where a response is established. Extinction Diminishing of a conditioned response. Spontaneous Recovery Reappearance of an extinguished response after a pause. Stimulus Discrimination Ability to differentiate between stimuli. Stimulus Generalization Conditioned stimulus evokes similar responses. Higher-Order Conditioning Pairing a conditioned stimulus with a new one. Counterconditioning Uses conditioning to change responses to triggers. Taste Aversion Avoidance of food associated with discomfort. One-Trial Conditioning Learning with only one pairing of stimulus and response. Biological Preparedness Inclination to form associations between stimuli and responses. Operant Conditioning Learning through rewards and punishments. The Law of Effect Behaviors with favorable consequences are repeated. Reinforcement Strengthens behavior it follows. Primary Reinforcers Innately reinforcing stimuli satisfying biological needs. Secondary Reinforcers Gains reinforcing power through association. Punishment Event decreasing behavior it follows. Shaping Positive reinforcement of behavior patterns. Instinctive Drift Tendency to revert to instinctive behaviors. Fine Motor Coordination The ability to make small, precise movements, typically involving the coordination of the hands and fingers with the eyes. Gross Motor Coordination The ability to make large, general movements, such as crawling and walking. Maturation Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. Reflexes Automatic responses to sensory stimuli, like grasping a finger tightly with the hands. Rooting Reflex A baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search for the nipple. Visual Cliff A laboratory device for testing depth perception in infants and young animals. Critical Periods Specific time periods during which an organism must experience stimuli in order to develop normally. Sensitive Periods Times in development when a person is particularly open to certain kinds of experiences. Imprinting The process by which certain animals form strong attachments during early life. Growth Spurt A rapid increase in growth during puberty. Puberty The period of sexual maturation, during which a person becomes capable of reproducing. Primary Sex Characteristics The body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible. Secondary Sex Characteristics Nonreproductive sexual traits, such as female breasts and hips, male voice quality, and body hair. Menarche The first menstrual period. Spermarche The first ejaculation. Menopause The time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines. Sex The biologically influenced characteristics by which people define males and females. Gender The socially influenced characteristics by which people define men and women. Socialization The process by which people learn the norms, rules, and information of a culture or society. Jean Piaget A psychologist known for his study of cognitive development in children. Sensorimotor Stage The first stage in Piaget's theory of cognitive development, from birth to about 2 years of age, during which infants know the world mostly in terms of their sensory impressions and motor activities. Object Permanence The awareness that things continue to exist even when not perceived. Preoperational Stage The second stage in Piaget's theory, from about 2 to 7 years of age, during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. Mental Symbols Internal depictions of information that the mind can manipulate. Chronosystem In Bronfenbrenner's theory, this system encompasses changes over time in child development. Authoritarian Parenting A parenting style characterized by high demands and low responsiveness. Parents with this style have very high expectations of their children, yet provide very little in the way of feedback and nurturance. Authoritative Parenting A parenting style characterized by high demands and high responsiveness. Parents with this style set limits and enforce rules but also listen to their children. Permissive Parenting A parenting style characterized by low demands with high responsiveness. These parents tend to be very loving, yet provide few guidelines and rules. Attachment Styles Patterns of attachment, defined by different ways of interacting and behaving in relationships. Secure Attachment An attachment style characterized by trust, a lack of concern with being abandoned, and the view that one is worthy and well liked. Insecure Attachment Attachment styles characterized by fear of abandonment and the feeling that one's needs might not be met. Avoidant Attachment An attachment style characterized by difficulty in learning to trust others. Anxious Attachment An attachment style where individuals are often anxious about the stability of their relationships. Disorganized Attachment An attachment style characterized by a lack of clear attachment behavior. Temperament A person's characteristic emotional reactivity and intensity. Separation Anxiety Emotional distress seen in many infants when they are separated from people with whom they have formed an attachment. Contact Comfort The physical and emotional comfort that an infant receives from being in physical contact with its mother. Parallel Play Activity in which children play side by side without interacting. Pretend Play Play involving imaginary people and situations; also called fantasy play, dramatic play, or imaginative play. Egocentrism The inability to differentiate between self and other. More specifically, it is the inability to understand that others have different feelings, desires, and perspectives from one's own. Imaginary Audience A concept in adolescent psychology where an individual believes that his or her behavior is the main focus of others' attention and concern. Personal Fable An adolescent's belief that they are unique and protected from harm. Social Clock The culturally preferred timing of social events such as marriage, parenthood, and retirement. Emerging Adulthood A phase of the life span between adolescence and full-fledged adulthood which encompasses late adolescence and early adulthood, generally ages 18 to 25. Stage Theory of Psychosocial Development (Erikson) Erik Erikson's theory that identifies eight stages through which a healthily developing human should pass from infancy to late adulthood. Trust vs. Mistrust The first stage of Erik Erikson's theory of psychosocial development. This stage occurs between birth and approximately 18 months of age. During this stage, the infant learns if they can trust the world to fulfill their needs. Autonomy vs. Shame and Doubt The second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately 3 years. The child learns to be independent and confident or experiences shame and doubt about their abilities. Initiative vs. Guilt The third stage of Erik Erikson's stages of psychosocial development. This stage occurs during the preschool years, between the ages of 3 to 5 years. Children begin to assert control and power over their environment. Industry vs. Inferiority The fourth stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 5 and 12 years. Children learn to cope with new social and academic demands, success leads to a sense of competence, while failure results in feelings of inferiority. Identity vs. Role Confusion The fifth stage of Erik Erikson's stages of psychosocial development. This stage occurs during adolescence, from about 12-18 years. During this stage, adolescents explore their independence and develop a sense of self. Intimacy vs. Isolation The sixth stage of Erik Erikson's theory of psychosocial development. This stage occurs during young adulthood between the ages of approximately 19 and 40 years. Young adults need to form intimate, loving relationships with other people. Generativity vs. Stagnation The seventh stage of Erik Erikson's theory of psychosocial development. This stage takes place during middle adulthood between the ages of approximately 40 and 65. Individuals establish careers, settle down within relationships, begin families, and develop a sense of being a part of the bigger picture. Integrity vs. Despair The eighth and final stage of Erik Erikson's stages of psychosocial development. This stage occurs during old age and is focused on reflecting back on life. Adverse Childhood Experiences (ACEs) Potentially traumatic events that occur in childhood (0-17 years), such as experiencing violence, abuse, or neglect, witnessing violence in the home or community, and having a family member attempt or die by suicide. Achievement (adolescent development) In the context of identity development, this term refers to the successful integration of various aspects of self-concept, based on explorations of roles, values, and beliefs. Diffusion (adolescent development) A status of identity development where an individual has not yet experienced a crisis or made any commitments. They are undecided and uninterested in occupational and ideological choices. Foreclosure (adolescent development) A status of identity development where an individual has made a commitment without experiencing a crisis. This occurs when people commit to roles or values without exploring alternatives. Moratorium (adolescent development) A status of identity development where an individual is in the midst of a crisis but whose commitments are either absent or are only vaguely defined. Racial/Ethnic Identity An individual's awareness and experience of being a member of a racial or ethnic group, including the degree to which one's cultural, historical, and social aspects of identity are embraced. Sexual Orientation An inherent or immutable enduring emotional, romantic, or sexual attraction to other people. Religious Identity An individual's sense of belonging to a religious group, along with the importance of this group membership as it pertains to one's sense of self. Occupational Identity How a person identifies themselves based on their job or career choices and how they feel those roles impact their personal identity. Familial Identity The part of an individual's identity that is formed by the relationships they have with their family members. Possible Selves The aspect of oneself that includes all the ideas of what one might become, what one hopes to become, and what one is afraid of becoming. Evolutionary Perspective A way of looking at human behavior that emphasizes the role of natural selection and survival of the fittest in shaping our actions. Natural Selection A process where organisms better adapted to their environment tend to survive and produce more offspring. Nature Refers to the genetic or hereditary influences on behavior and traits. Nurture Refers to the environmental influences that shape behavior and traits after conception. Twin Studies Research that compares the similarities between identical and fraternal twins to understand the influence of genetics versus environment. Adoption Studies Studies that compare adopted children to their adoptive and biological parents to understand genetic and environmental influences. Family Studies Research that examines behavioral patterns or genetic markers across generations within families. Heredity The passing on of physical or mental traits genetically from one generation to another. Genetic Predisposition The increased likelihood of developing a particular disease or behavior based on a person's genetic makeup. Eugenics A controversial historical movement aimed at improving the genetic composition of the human race. Cerebral Cortex The outermost layer of the brain involved in high-level functions such as thought, language, and memory. Association Areas Parts of the brain that integrate different types of information from the senses and link it with stored memories. Lobes of the Brain Regions of the brain differentiated by their functions, including frontal, parietal, occipital, and temporal lobes. Frontal Lobes Areas of the brain involved in complex processes like reasoning, planning, and emotion. Prefrontal Cortex The part of the frontal lobes directly behind the forehead, involved in decision-making and self-control. Executive Functioning Higher-level cognitive processes including thinking, planning, and problem-solving. Motor Cortex The part of the brain that controls voluntary movements. Parietal Lobes Areas of the brain that process sensory information such as touch, temperature, and pain. Somatosensory Cortex A part of the parietal lobes that processes sensory input from various body areas. Occipital Lobes The part of the brain that processes visual information. Temporal Lobes Areas of the brain involved in processing auditory information and encoding memory. Corpus Callosum A large band of neural fibers that connects the left and right cerebral hemispheres and allows communication between them. Brainstem The central trunk of the brain continuing downward to form the spinal cord. Medulla The base of the brainstem that controls vital life-sustaining functions like heartbeat and breathing. Reticular Activating System A network of neurons in the brainstem that plays a role in waking and sleep. Cerebellum A part of the brain at the back of the skull that coordinates and regulates muscular activity. Limbic System A complex system of nerves and networks in the brain, controlling basic emotions and drives. Reward Center Brain regions that regulate the experience of pleasure, particularly related to survival and reward. Thalamus A structure deep within the brain that relays sensory signals to the cerebral cortex. Hypothalamus A small region at the base of the brain that directs several functions, including temperature regulation and energy maintenance. Pituitary Gland A gland at the base of the brain that controls growth and development. Hippocampus A part of the limbic system involved in learning and memory. Amygdala A structure in the limbic system involved in emotion, particularly fear and aggression. Nervous System The network of nerve cells and fibers that transmits nerve impulses between parts of the body. Central Nervous System The part of the nervous system consisting of the brain and spinal cord. Peripheral Nervous System All the nerves that lie outside the brain and spinal cord. Autonomic Nervous System The part of the nervous system responsible for control of the bodily functions not consciously directed, like breathing and the heartbeat. Sympathetic Nervous System The part of the autonomic nervous system that prepares the body for rapid action in emergencies. Parasympathetic Nervous System The part of the autonomic nervous system that calms the body and conserves energy. Somatic Nervous System The part of the peripheral nervous system associated with voluntary control of body movements via skeletal muscles. Neurons The basic working units of the brain, specialized cells that transmit information to other nerve cells, muscle, or gland cells. Glial Cells Cells in the nervous system that support, nourish, and protect neurons. Motor Neurons Neurons that carry outgoing information from the brain and spinal cord to the muscles and glands. Sensory Neurons Neurons that carry incoming information from the sensory receptors to the brain and spinal cord. Interneurons Neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and motor outputs. Reflex Arc A neural pathway that controls a reflex action. Neural Transmission The process by which neurons communicate with each other by sending electrical or chemical signals. Threshold The level of stimulation required to trigger a neural impulse. Action Potential A neural impulse; a brief electrical charge that travels down an axon. All-or-Nothing Principle The rule that neurons are either on or off. Depolarization A change in a cell's membrane potential, making it more positive. Refractory Period A period immediately following stimulation during which a nerve or muscle is unresponsive to further stimulation. Resting Potential The state of the neuron when not firing a neural impulse. Reuptake A neurotransmitter's reabsorption by the sending neuron. Multiple Sclerosis (MS) A disease in which the immune system eats away at the protective covering of nerves. Myasthenia Gravis A chronic autoimmune disease that affects the neuromuscular junction and produces serious weakness of voluntary muscles. Neurotransmitters Chemicals transmitting information across synapses to dendrites of receiving neurons. Excitatory Neurotransmitters Chemical messengers increasing the likelihood of neuron firing an action potential. Glutamate An excitatory neurotransmitter strengthening synaptic connections between neurons. Inhibitory Neurotransmitters Chemical messengers decreasing the likelihood of neuron firing an action potential. GABA A major inhibitory neurotransmitter in the brain. Dopamine A neurotransmitter influencing movement, learning, attention, and emotion. Serotonin A neurotransmitter affecting mood, hunger, sleep, and arousal. Endorphins Neurotransmitters influencing the perception of pain or pleasure. Substance P A neurotransmitter involved in transmitting pain messages to the brain. Acetylcholine A neurotransmitter enabling learning, memory, and triggering muscle contraction. Hormones Chemicals produced by glands regulating activities of different body cells. Ghrelin A hormone stimulating appetite, increasing food intake, and promoting fat storage. Leptin A hormone helping regulate energy balance by inhibiting hunger. Melatonin A hormone regulating sleep-wake cycles. Oxytocin A hormone acting as a neurotransmitter, influencing social behavior and emotion. Adrenaline A hormone released in response to physical or mental stress. Norepinephrine A hormone and neurotransmitter involved in arousal and fight-or-flight response. Plasticity The brain's ability to change and adapt due to experience. Split Brain Research Studies on patients with severed corpus callosum to understand brain hemisphere functions. Contralateral Hemispheric Organization Arrangement where the brain's right hemisphere controls the left side of the body and vice versa. Hemispheric Specialization Control of distinct functions by the brain's right and left hemispheres. Linguistic Processing Brain functions involved in understanding and producing language. Broca's Area Frontal lobe area directing muscle movements involved in speech. Broca's Aphasia Condition from damage to Broca's area causing impaired speaking and writing. Opioids A class of drugs including heroin and prescription pain relievers. Heroin An opioid drug made from morphine, derived from opium poppy plants. Tolerance Diminishing drug effect with regular use, necessitating larger doses. Addiction Compulsive craving for drugs or behaviors despite adverse consequences. Withdrawal Symptoms post cessation of drug intake in addicted individuals. Sensation Reception and representation of stimulus energies by sensory receptors. Transduction Conversion of stimulus energies into neural impulses in sensation. Perception Organization and interpretation of sensory information for object recognition. Absolute Threshold Minimum stimulus energy to detect a stimulus 50% of the time. Just-noticeable Difference Smallest difference in stimulus intensity detectable by a sense. Sensory Adaptation Decrease in sensitivity to constant stimulation levels. Weber's Law Principle that stimuli must differ by a constant proportion for detection. Synesthesia Condition where one sense is perceived as if by additional senses. Retina Light-sensitive eye surface with rods, cones, and neural processing layers. Blind Spot Point where optic nerve exits the eye, lacking receptor cells. Visual Nerve Nerve transmitting neural impulses from the eye to the brain. Lens Transparent eye structure behind the pupil, aiding image focus. Accommodation Process of lens shape change for focusing on near or far objects. Nearsightedness Clear vision for close objects but blurry for distant ones. Farsightedness Clear vision for distant objects but blurry for close ones. Photoreceptors Rods and cones in the retina converting light into neural signals. Rods Photoreceptors detecting black, white, and gray for peripheral vision. Cones Photoreceptors concentrated for daylight vision, color, and detail. Trichromatic Theory Theory of three color receptors in the retina for color perception. Opponent-process Theory Theory of opposing processes in color vision enabling perception. Psychology the scientific study of mental processes and behavior. Mental Processes Thoughts, feelings, and motives that each of us experiences privately but that cannot be directly observed. Behavior Any action that people can observe or measure Confirmation Bias The tendency to favor information that confirms your existing beliefs. Hindsight Bias The feeling after something happens that you knew it was going to happen. Overconfidence Being more confident than correct; overestimating the accuracy of your beliefs. Empirical Evidence Information from experiments or observations rather than theories. Scientific Method A step-by-step method for conducting research. Hypothesis A prediction that you can test through study and experimentation. Falsifiable Something that can be proven wrong through tests. Peer Review The process of having other experts examine your work to check its validity. Replication Repeating a study to see if the same results are obtained. Reliability The consistency of a research study or measuring test. Validity The accuracy of a test or research to measure what it claims to measure. The American Psychological Association (APA) A major organization for psychologists in the United States. Research Design The plan for a research study, determining how to collect and analyze data. Methodology The specific procedures or techniques used to identify, select, process, and analyze information about a topic. Quantitative Data Data that can be counted or measured and given a numerical value. Qualitative Data Data that describes qualities or characteristics. Likert Scales A scale used to represent people's attitudes or feelings; respondents specify their level of agreement to a statement. Structured Interviews Interviews where everyone is asked the same questions in the same way. Survey Technique A method of gathering information by asking questions to people. Wording Effect How the way a question is phrased can influence the answers given. Social Desirability Bias: The tendency of respondents to answer questions in a manner that will be viewed favorably by others. Naturalistic Observation Watching behaviors occur naturally without interfering. Case Study A detailed examination of a single subject or group. Correlational Research A study that investigates the relationship between two variables to determine if they vary together. Third Variable Problem A situation where an unseen variable affects the results of a study. Scatterplot A graph in which the values of two variables are plotted along two axes, the pattern of the resulting points revealing any correlation present. Correlation Coefficient A number between -1 and 1 that describes the strength and direction of a relationship between variables. Positive Correlation A relationship where if one variable increases, the other does too. Negative Correlation A relationship where if one variable increases, the other decreases. Experimental Method: A method where the researcher manipulates one variable to see if it affects another. Independent Variable The variable that is changed or controlled in a scientific experiment. Dependent Variable The variable that is tested and measured in a scientific experiment. Confounding Variable An extra variable that wasn't accounted for that could affect the results of an experiment. Operational Definitions Clearly defining how you will measure your variables in research. Experimental Group The group in an experiment that receives the variable being tested. Control Group The group in an experiment that does not receive the test variable. Random Assignment Assigning participants to experimental and control groups by chance, which helps ensure that any differences observed after the treatment are due to the treatment and not a preexisting difference. Placebo Effect A change in a participant's illness or behavior that results from a belief that the treatment will have an effect, rather than the actual treatment. Experimenter Bias When a researcher's expectations influence the outcome of a study. Single-Blind Study When the participants do not know whether they are receiving the treatment or not. Double-Blind Study When neither the participants nor the researchers know who is receiving a particular treatment. Placebo Condition A condition in which participants receive a placebo instead of the actual treatment. Sample A group of subjects selected from a larger population for study. Representative Sample: A randomly chosen sample of subjects from a larger population that accurately reflects the characteristics of the larger population. Random Sample A sample that fairly represents a population because each member has an equal chance of being included. Sample Bias A sample that does not accurately represent the population from which it was drawn. Generalizability The extent to which research findings can be applied to larger populations. Statistics The science of collecting, analyzing, presenting, and interpreting data. Descriptive Statistics Statistics that summarize data, such as mean or standard deviation Inferential Statistics: Statistics used to infer the properties of a population, based on a sample of data. Measure of Central Tendency: A statistical measure that describes the center of a data set; includes mean, median, and mode. Mean The average of a set of numbers. Median The middle number in a set of numbers arranged in order. Mode The number that appears most frequently in a data set. Range The difference between the highest and lowest values in a data set. Normal Curve A bell-shaped curve that shows data distribution; most scores fall near the middle. Regression to the Mean The phenomenon that extreme values in data tend to be closer to the average on subsequent measurements. Positive Skew When more scores fall on the low side of the scale and tail on the high side. Negative Skew When more scores fall on the high side of the scale and tail on the low side. Standard Deviation A measure of how spread out numbers are around the mean. Percentile Rank The percentage of scores in a distribution that a specific score is greater than. Bimodal Distribution A distribution of data with two modes or peaks. Statistical Significance The likelihood that a result from data collected by an experiment is not due to chance. Effect Sizes A measure of the strength of the relationship between two variables. Meta Analysis A method of combining data from many different research studies. Institutional Review Boards (IRB) Groups of people responsible for reviewing proposed research to ensure that it is ethical. Informed Consent Permission granted in the knowledge of the possible consequences, typically that which is given by a patient to a doctor for treatment with full knowledge of the possible risks and benefits. Informed Assent Agreement by a minor or other not able to give legal consent to participate in the activity. Confidentiality Keeping information given by participants in a research study private. Deception Misleading participants about the true purpose of a study or the events that will transpire. Confederates Actors who take part in a study pretending to be real participants. Debriefing Explaining to participants at the end of a study the true purpose of the study and exactly what transpired.
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Chronological development A method of organization that describes events in the order in which they occurred Lifespan development the field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire life span Nature and nurture the debate of weather you are shaped by your environment or genes Continuous development view that development is a cumulative process: gradually improving on existing skills Discontinuous development view that development takes place in unique stages, which happen at specific times or ages teratogens agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm Fine motor coordination - involves small muscle groups - usually includes finger dexterity and/or skilled manipulation of objects with the hands Gross motor coordination -- Ability to coordinate large muscle movements as in running, walking, skipping, and throwing. Maturation biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience Reflexes specific patterns of motor response that are triggered by specific patterns of sensory stimulation Rooting reflex a baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search for the nipple Visual cliff a laboratory device for testing depth perception in infants and young animals Critical periods Periods in the developmental sequence during which an organism must experience certain kinds of social or sensory experiences in order for normal development to take place Sensitive periods time periods when specific skills develop most easily Imprinting the process by which certain animals form strong attachments during an early-life critical period Growth spurt The relatively sudden and rapid physical growth that occurs during puberty. Each body part increases in size on a schedule: Weight usually precedes height, and growth of the limbs precedes growth of the torso. Puberty the period of sexual maturation, during which a person becomes capable of reproducing Primary sex characteristics the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible Secondary sex characteristics nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair Menarche the first menstrual period Spermarche first ejaculation Menopause the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines Schemas Concepts or mental frameworks that organize and interpret information. assimilation interpreting our new experiences in terms of our existing schemas accommodation adapting our current understandings (schemas) to incorporate new information sensorimotor stage in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities object permanence the awareness that things continue to exist even when not perceived Preoperational stage in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic Mental symbols represent objects in the real world Pretend play make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one Conservation the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects Reversibility the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point Animism Belief that objects, such as plants and stones, or natural events, like thunderstorms and earthquakes, have a discrete spirit and conscious life. Egocentrism in Piaget's theory, the preoperational child's difficulty taking another's point of view Theory of mind an awareness that other people's behavior may be influenced by beliefs, desires, and emotions that differ from one's own Concrete operational stage in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events Systematic thinking approaches problems in a rational, step-by-step, and analytical fashion Formal operational stage in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts Abstract thinking capacity to understand hypothetical concepts Scaffolding Adjusting the support offered during a teaching session to fit the child's current level of performance Zone of proximal development (ZPD) Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher Crystallized intelligence our accumulated knowledge and verbal skills; tends to increase with age Fluid intelligence our ability to reason speedily and abstractly; tends to decrease during late adulthood Dementia a slowly progressive decline in mental abilities, including memory, thinking, and judgment, that is often accompanied by personality changes Phonemes in language, the smallest distinctive sound unit Morphemes The smallest units of meaning in a language. Semantics the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning Grammar in a language, a system of rules that enables us to communicate with and understand others Syntax Sentence structure Cooing early vowel-like sounds that babies produce Babbling stage of language development at about 4 months when an infant spontaneously utters nonsense sounds One-word stage the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words Telegraphic speech early speech stage in which a child speaks like a telegram—"go car"—using mostly nouns and verbs. Overgeneralization of language rules Applying a regular grammatical rule in an irregular situation. Example: "I runned", "he hitted", "you buyed" Ecological systems theory views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment Microsystem the people and objects in an individual's immediate environment Mesosystem connections between microsystems Exosystem social settings that a person may not experience firsthand but that still influence development Macrosystem consists of cultural values, laws, customs, and resources Chronosystem historical changes that influence the other systems Authoritarian parenting style of parenting in which parent is rigid and overly strict, showing little warmth to the child Authoritative parenting parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, and inclusion of children in decision making Permissive parenting A parenting style characterized by the placement of few limits on the child's behavior. Attachment styles The expectations people develop about relationships with others, based on the relationship they had with their primary caregiver when they were infants Secure attachment a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver Insecure attachment demonstrated by infants who display either a clinging, anxious attachment or an avoidant attachment that resists closeness Avoidant attachment attachments marked by discomfort over, or resistance to, being close to others Anxious attachment attachments marked by anxiety or ambivalence. an insecure attachment style disorganized attachment characterized by the child's odd behavior when faced with the parent; type of attachment seen most often with kids that are abused Temperment a person's characteristic emotional reactivity and intensity Separation anxiety the distress displayed by infants when a customary care provider departs Parallel play activity in which children play side by side without interacting Pretend play make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one Imaginary Audience adolescents' belief that they are the focus of everyone else's attention and concern Personal fable type of thought common to adolescents in which young people believe themselves to be unique and protected from harm Social clock the culturally preferred timing of social events such as marriage, parenthood, and retirement Emerging adulthood a period from about age 18 to the mid-twenties, when many in Western cultures are no longer adolescents but have not yet achieved full independence as adults Stage theory of psychosocial development Erikson's theory; 8 stages with distinct conflicts between two opposing states that shape personality Trust vs. mistrust Refers to a stage of development from birth to approximately 18 months of age, during which infants gain trust of their parents or caregivers if their world is planned, organized, and routine. Autonomy vs. Shame and Doubt Erikson's stage in which a toddler learns to exercise will and to do things independently; failure to do so causes shame and doubt Initiative v. guilt 3rd stage in Erikson's model; preschoolers must learn to start and direct creative tasks, or they may feel guilty about asserting themselves Industry v. Inferiority 4th stage in Erikson's model; children must master the skills valued by their society or feel inferior Identity v. role confusion 5th stage in Erikson's model; adolescents must develop a sense of identity or suffer lack of direction Intimacy v. isolation 6th stage in Erikson's model; young adults must form close, satisfying relationships or suffer loneliness Generativity vs. Stagnation Erikson's 7th stage of social development in which middle-aged people begin to devote themselves more to fulfilling one's potential and doing public service Integrity v. despair 8th stage in Erikson's model; when reflecting at the end of life, an older adult must feel a sense of satisfaction or experience despair (feelings of having wasted one's life) Adverse Childhood Experiences (ACEs) Stressful or traumatic experiences, including abuse, neglect, and a range of household dysfunction, such as witnessing domestic violence or growing up with substance abuse, mental disorders, parental discord, or crime in the home. Achievement (adolescent development) Stage of adolescent identity development that occurs when identity commitments are made after a period of exploration. Diffusion (adolescent development) Stage of adolescent identity development where no commitments are made to identity Foreclosure (adolescent development) Stage of adolescent identity development where commitments are made to identity without first an exploration Moratorium (adolescent development) Stage of adolescent identity development where they are actively engaged in identity exploration racial and ethnic identity the sense of membership in a racial or ethnic group and the feelings that are associated with that membership Sexual orientation an enduring sexual attraction toward members of either one's own sex (homosexual orientation) or the other sex (heterosexual orientation) Religious identity a sense of belonging to a religious group Occupational identity Occupations that we engage in define who we are Familial identity the sense of self as always connected to family and others Possible selves images of what we dream of or dread becoming in the future Behavioral perspective An approach to the study of psychology that focuses on the role of learning in explaining observable behavior. Classical conditioning a type of learning in which one learns to link two or more stimuli and anticipate events Association any connection between thoughts, feelings, or experiences that leads one to recall another Acquisition In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response. Associative learning learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). Unconditioned stimulus (US) in classical conditioning, a stimulus that naturally and automatically triggers a response. Unconditioned response (UR) In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth. Conditioned response (CR) in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS) Conditioned Stimulus (CS) in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response Extinction the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. Spontaneous recovery the reappearance, after a pause, of an extinguished conditioned response Stimulus discrimination a differentiation between two similar stimuli when only one of them is consistently associated with the unconditioned stimulus stimulus generalization learning that occurs when stimuli that are similar but not identical to the conditioned stimulus produce the conditioned response Higher-order conditioning a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning.) Counterconditioning a behavior therapy procedure that uses classical conditioning to evoke new responses to stimuli that are triggering unwanted behaviors; includes exposure therapies and aversive conditioning Taste aversion a type of classical conditioning in which a previously desirable or neutral food comes to be perceived as repugnant because it is associated with negative stimulation One-trial conditioning when one pairing of CS and a US produces considerable learning Habituation decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner. Operant conditioning a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher Reinforcement in operant conditioning, any event that strengthens the behavior it follows Punishment an event that decreases the behavior that it follows Law of effect Thorndike's principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely Positive reinforcement Increasing behaviors by presenting positive stimuli, such as food.Any stimulus that, when presented after a response, strengthens the response. Negative reinforcement Increasing behaviors by stopping or reducing negative stimuli, such as shock. Any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) Primary reinforcers Events that are inherently reinforcing because they satisfy biological needs Secondary reinforcers learned reinforcers, such as money, that develop their reinforcing properties because of their association with primary reinforcers Shaping an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior Instinctive drift the tendency of learned behavior to gradually revert to biologically predisposed patterns Superstitious behavior a behavior repeated because it seems to produce reinforcement, even though it is actually unnecessary Learned helplessness the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events Reinforcement schedule a pattern that defines how often a desired response will be reinforced fixed interval reinforcement A form of partial reinforcement where rewards are provided after a specific time interval has passed after a response Fixed ratio reinforcement reinforces a response only after a specified number of responses Variable ratio reinforcement A form of partial reinforcement where rewards are provided after an unpredictable number of responses Scalloped graph The graphed pattern of a fixed interval reinforcement schedule Social learning theory the theory that we learn social behavior by observing and imitating and by being rewarded or punished Vicarious conditioning classical conditioning of a reflex response or emotion by watching the reaction of another person Modeling learning by imitating others; copying behavior Insight learning The process of learning how to solve a problem or do something new by applying what is already known Latent learning learning that occurs but is not apparent until there is an incentive to demonstrate it Cognitive maps An internal representation of the spatial relationships between objects in an animal's surroundings.
Updated 198d ago
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Chronological development A method of organization that describes events in the order in which they occurred Lifespan development the field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire life span Nature and nurture the debate of weather you are shaped by your environment or genes Continuous development view that development is a cumulative process: gradually improving on existing skills Discontinuous development view that development takes place in unique stages, which happen at specific times or ages teratogens agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm Fine motor coordination - involves small muscle groups - usually includes finger dexterity and/or skilled manipulation of objects with the hands Gross motor coordination -- Ability to coordinate large muscle movements as in running, walking, skipping, and throwing. Maturation biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience Reflexes specific patterns of motor response that are triggered by specific patterns of sensory stimulation Rooting reflex a baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search for the nipple Visual cliff a laboratory device for testing depth perception in infants and young animals Critical periods Periods in the developmental sequence during which an organism must experience certain kinds of social or sensory experiences in order for normal development to take place Sensitive periods time periods when specific skills develop most easily Imprinting the process by which certain animals form strong attachments during an early-life critical period Growth spurt The relatively sudden and rapid physical growth that occurs during puberty. Each body part increases in size on a schedule: Weight usually precedes height, and growth of the limbs precedes growth of the torso. Puberty the period of sexual maturation, during which a person becomes capable of reproducing Primary sex characteristics the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible Secondary sex characteristics nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair Menarche the first menstrual period Spermarche first ejaculation Menopause the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines Schemas Concepts or mental frameworks that organize and interpret information. assimilation interpreting our new experiences in terms of our existing schemas accommodation adapting our current understandings (schemas) to incorporate new information sensorimotor stage in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities object permanence the awareness that things continue to exist even when not perceived Preoperational stage in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic Mental symbols represent objects in the real world Pretend play make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one Conservation the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects Reversibility the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point Animism Belief that objects, such as plants and stones, or natural events, like thunderstorms and earthquakes, have a discrete spirit and conscious life. Egocentrism in Piaget's theory, the preoperational child's difficulty taking another's point of view Theory of mind an awareness that other people's behavior may be influenced by beliefs, desires, and emotions that differ from one's own Concrete operational stage in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events Systematic thinking approaches problems in a rational, step-by-step, and analytical fashion Formal operational stage in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts Abstract thinking capacity to understand hypothetical concepts Scaffolding Adjusting the support offered during a teaching session to fit the child's current level of performance Zone of proximal development (ZPD) Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher Crystallized intelligence our accumulated knowledge and verbal skills; tends to increase with age Fluid intelligence our ability to reason speedily and abstractly; tends to decrease during late adulthood Dementia a slowly progressive decline in mental abilities, including memory, thinking, and judgment, that is often accompanied by personality changes Phonemes in language, the smallest distinctive sound unit Morphemes The smallest units of meaning in a language. Semantics the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning Grammar in a language, a system of rules that enables us to communicate with and understand others Syntax Sentence structure Cooing early vowel-like sounds that babies produce Babbling stage of language development at about 4 months when an infant spontaneously utters nonsense sounds One-word stage the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words Telegraphic speech early speech stage in which a child speaks like a telegram—"go car"—using mostly nouns and verbs. Overgeneralization of language rules Applying a regular grammatical rule in an irregular situation. Example: "I runned", "he hitted", "you buyed" Ecological systems theory views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment Microsystem the people and objects in an individual's immediate environment Mesosystem connections between microsystems Exosystem social settings that a person may not experience firsthand but that still influence development Macrosystem consists of cultural values, laws, customs, and resources Chronosystem historical changes that influence the other systems Authoritarian parenting style of parenting in which parent is rigid and overly strict, showing little warmth to the child Authoritative parenting parenting style characterized by emotional warmth, high standards for behavior, explanation and consistent enforcement of rules, and inclusion of children in decision making Permissive parenting A parenting style characterized by the placement of few limits on the child's behavior. Attachment styles The expectations people develop about relationships with others, based on the relationship they had with their primary caregiver when they were infants Secure attachment a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver Insecure attachment demonstrated by infants who display either a clinging, anxious attachment or an avoidant attachment that resists closeness Avoidant attachment attachments marked by discomfort over, or resistance to, being close to others Anxious attachment attachments marked by anxiety or ambivalence. an insecure attachment style disorganized attachment characterized by the child's odd behavior when faced with the parent; type of attachment seen most often with kids that are abused Temperment a person's characteristic emotional reactivity and intensity Separation anxiety the distress displayed by infants when a customary care provider departs Parallel play activity in which children play side by side without interacting Pretend play make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one Imaginary Audience adolescents' belief that they are the focus of everyone else's attention and concern Personal fable type of thought common to adolescents in which young people believe themselves to be unique and protected from harm Social clock the culturally preferred timing of social events such as marriage, parenthood, and retirement Emerging adulthood a period from about age 18 to the mid-twenties, when many in Western cultures are no longer adolescents but have not yet achieved full independence as adults Stage theory of psychosocial development Erikson's theory; 8 stages with distinct conflicts between two opposing states that shape personality Trust vs. mistrust Refers to a stage of development from birth to approximately 18 months of age, during which infants gain trust of their parents or caregivers if their world is planned, organized, and routine. Autonomy vs. Shame and Doubt Erikson's stage in which a toddler learns to exercise will and to do things independently; failure to do so causes shame and doubt Initiative v. guilt 3rd stage in Erikson's model; preschoolers must learn to start and direct creative tasks, or they may feel guilty about asserting themselves Industry v. Inferiority 4th stage in Erikson's model; children must master the skills valued by their society or feel inferior Identity v. role confusion 5th stage in Erikson's model; adolescents must develop a sense of identity or suffer lack of direction Intimacy v. isolation 6th stage in Erikson's model; young adults must form close, satisfying relationships or suffer loneliness Generativity vs. Stagnation Erikson's 7th stage of social development in which middle-aged people begin to devote themselves more to fulfilling one's potential and doing public service Integrity v. despair 8th stage in Erikson's model; when reflecting at the end of life, an older adult must feel a sense of satisfaction or experience despair (feelings of having wasted one's life) Adverse Childhood Experiences (ACEs) Stressful or traumatic experiences, including abuse, neglect, and a range of household dysfunction, such as witnessing domestic violence or growing up with substance abuse, mental disorders, parental discord, or crime in the home. Achievement (adolescent development) Stage of adolescent identity development that occurs when identity commitments are made after a period of exploration. Diffusion (adolescent development) Stage of adolescent identity development where no commitments are made to identity Foreclosure (adolescent development) Stage of adolescent identity development where commitments are made to identity without first an exploration Moratorium (adolescent development) Stage of adolescent identity development where they are actively engaged in identity exploration racial and ethnic identity the sense of membership in a racial or ethnic group and the feelings that are associated with that membership Sexual orientation an enduring sexual attraction toward members of either one's own sex (homosexual orientation) or the other sex (heterosexual orientation) Religious identity a sense of belonging to a religious group Occupational identity Occupations that we engage in define who we are Familial identity the sense of self as always connected to family and others Possible selves images of what we dream of or dread becoming in the future Behavioral perspective An approach to the study of psychology that focuses on the role of learning in explaining observable behavior. Classical conditioning a type of learning in which one learns to link two or more stimuli and anticipate events Association any connection between thoughts, feelings, or experiences that leads one to recall another Acquisition In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response. Associative learning learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). Unconditioned stimulus (US) in classical conditioning, a stimulus that naturally and automatically triggers a response. Unconditioned response (UR) In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth. Conditioned response (CR) in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS) Conditioned Stimulus (CS) in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response Extinction the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. Spontaneous recovery the reappearance, after a pause, of an extinguished conditioned response Stimulus discrimination a differentiation between two similar stimuli when only one of them is consistently associated with the unconditioned stimulus stimulus generalization learning that occurs when stimuli that are similar but not identical to the conditioned stimulus produce the conditioned response Higher-order conditioning a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning.) Counterconditioning a behavior therapy procedure that uses classical conditioning to evoke new responses to stimuli that are triggering unwanted behaviors; includes exposure therapies and aversive conditioning Taste aversion a type of classical conditioning in which a previously desirable or neutral food comes to be perceived as repugnant because it is associated with negative stimulation One-trial conditioning when one pairing of CS and a US produces considerable learning Habituation decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner. Operant conditioning a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher Reinforcement in operant conditioning, any event that strengthens the behavior it follows Punishment an event that decreases the behavior that it follows Law of effect Thorndike's principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely Positive reinforcement Increasing behaviors by presenting positive stimuli, such as food.Any stimulus that, when presented after a response, strengthens the response. Negative reinforcement Increasing behaviors by stopping or reducing negative stimuli, such as shock. Any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) Primary reinforcers Events that are inherently reinforcing because they satisfy biological needs Secondary reinforcers learned reinforcers, such as money, that develop their reinforcing properties because of their association with primary reinforcers Shaping an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior Instinctive drift the tendency of learned behavior to gradually revert to biologically predisposed patterns Superstitious behavior a behavior repeated because it seems to produce reinforcement, even though it is actually unnecessary Learned helplessness the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events Reinforcement schedule a pattern that defines how often a desired response will be reinforced fixed interval reinforcement A form of partial reinforcement where rewards are provided after a specific time interval has passed after a response Fixed ratio reinforcement reinforces a response only after a specified number of responses Variable ratio reinforcement A form of partial reinforcement where rewards are provided after an unpredictable number of responses Scalloped graph The graphed pattern of a fixed interval reinforcement schedule Social learning theory the theory that we learn social behavior by observing and imitating and by being rewarded or punished Vicarious conditioning classical conditioning of a reflex response or emotion by watching the reaction of another person Modeling learning by imitating others; copying behavior Insight learning The process of learning how to solve a problem or do something new by applying what is already known Latent learning learning that occurs but is not apparent until there is an incentive to demonstrate it Cognitive maps An internal representation of the spatial relationships between objects in an animal's surroundings.
Updated 198d ago
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● Unique Corporate Culture: Zappos integrates happiness and motivation into its core principles, providing exceptional benefits and maintaining a flat organizational structure to enhance employee motivation and satisfaction. Motivational Strategies: The company emphasizes personal connections in customer interactions, offers substantial training with an option to quit, and focuses on creating a fulfilling work environment, reflecting a deep commitment to employee happiness and motivation. —--------------------------------------- Overview of Early Motivation Studies: ● Early motivation studies focused on understanding how individual needs drive employees to demonstrate goal-oriented behavior in order to satisfy these needs. For instance, an employee seeking companionship might frequently engage in conversations around the office to fulfill this need. Key Theories of Motivation: 1. Maslow’s Hierarchy of Needs: ○ Developed by Abraham Maslow, this theory posits that human needs are organized hierarchically from the most basic to higher-level needs. ○ Levels of Needs: ■ Physiological Needs: Basic survival needs like food and water. ■ Safety Needs: Protection from danger and stability. ■ Social Needs: Desire for relationships and belonging. ■ Esteem Needs: Need for respect, recognition, and self-esteem. ■ Self-Actualization: The pursuit of realizing one’s full potential and engaging in activities that lead to growth and fulfillment. ○ Maslow’s theory suggests that once a lower-level need is satisfied, it ceases to be a motivator, and the individual moves to satisfy higher-level needs. 2. ERG Theory (Clayton Alderfer): ○ This theory modifies Maslow’s hierarchy by categorizing needs into three groups: ■ Existence Needs: Corresponds to Maslow’s physiological and safety needs. ■ Relatedness Needs: Links to social needs. ■ Growth Needs: Encompasses esteem and self-actualization needs. ○ ERG theory does not maintain a strict hierarchy and acknowledges that multiple needs can be motivational at the same time. It introduces the concept of “frustration-regression, ” where individuals revert to satisfying lower-level needs if they cannot satisfy higher-level ones. 3. Herzberg’s Two-Factor Theory: ○ Frederick Herzberg identified two sets of factors that impact motivation: ■ Hygiene Factors: Elements like company policies, salary, and working conditions, which can cause dissatisfaction if not addressed. ■ Motivators: Factors intrinsic to the job such as achievement, recognition, and growth opportunities, which truly motivate employees to perform better. ○ Herzberg argued that improving hygiene factors alone does not increase job satisfaction; instead, motivators are crucial for enhancing employee motivation. 4. McClelland’s Acquired-Needs Theory: ○ David McClelland proposed that individuals develop certain needs based on their life experiences, which are: ■ Need for Achievement: Desire to excel and achieve in relation to a set of standards. ■ Need for Affiliation: Desire for friendly and close interpersonal relationships. ■ Need for Power: Desire to make an impact, influence others, and have authority. ○ The dominant need influences an individual’s behavior at work and their suitability for certain roles. For example, high achievement needs are effective in roles with clear performance metrics, while high affiliation needs are beneficial in cooperative roles. Applications and Implications: ● ● Understanding these needs and theories helps managers create work environments that satisfy employee needs, thus motivating them effectively. The theories emphasize the importance of recognizing the diversity of employee needs and tailoring motivational approaches accordingly. Critiques and Limitations: ● ● While these theories have been influential, they also face criticisms such as the rigidity of need hierarchy (Maslow) and the oversimplification of motivational factors (Herzberg). Despite criticisms, these theories provide valuable frameworks for understanding employee motivation and designing effective management practices. Here’s a detailed summary of the process-based theories of motivation, as outlined in your text: Overview of Process-Based Theories of Motivation: ● Process-based theories view motivation as a rational process where individuals analyze their environment, develop thoughts and feelings, and react accordingly. This perspective focuses on understanding the cognitive processes that underpin motivated behavior. Equity Theory (Adams, 1965): ● ● ● ● ● Core Concept: People are motivated by fairness, which they assess through social comparisons of input-outcome ratios with others (referents). Inputs and Outcomes: Inputs are contributions (e.g., effort, skill), while outcomes are what people receive in return (e.g., pay, recognition). Perceptions of Equity: Fairness is perceived when one’s ratio of input to outcome matches that of their referent. Responses to Inequity: Responses can include altering perceptions, changing the input level, adjusting outcomes, or even leaving the situation. Overpayment and Underpayment: Reactions differ based on whether individuals feel over-rewarded or under-rewarded, influencing their motivation and actions. Expectancy Theory (Vroom, 1964; Porter & Lawler, 1968): ● ● Core Concept: Motivation is determined by an individual’s rational calculation of expectancy (effort will lead to performance), instrumentality (performance will lead to outcomes), and valence (value of the outcomes). Application: This theory is useful for understanding how beliefs about the relationships between effort, performance, and rewards motivate people to act in certain ways. Reinforcement Theory: ● ● ● Core Concept: Behavior is shaped by its consequences, either reinforcing desired behaviors or discouraging undesired ones. Types of Reinforcement: ○ Positive Reinforcement: Increases desirable behavior by offering positive outcomes. ○ Negative Reinforcement: Increases behavior by removing negative conditions. ○ Punishment: Decreases undesired behavior through negative consequences. ○ Extinction: Reduces behavior by removing rewards. Reinforcement Schedules: Different schedules (continuous, fixed-ratio, variable-ratio) affect the durability and quality of behavior changes. Procedural and Interactional Justice: ● Beyond distributive justice (fairness of outcomes), procedural (fairness of processes used to determine outcomes) and interactional justice (treatment of individuals in the enactment of procedures) are crucial in shaping perceptions of fairness and, consequently, motivation. OB Toolbox for Fairness: ● Recommendations include recognizing diverse contributions, ensuring fairness in decision-making, treating people with respect, and maintaining transparency in rules and decisions. Organizational Behavior Modification (OB Mod): ● A systematic application of reinforcement theory in organizations to modify employee behaviors. It involves identifying behaviors, measuring baseline levels, analyzing antecedents and consequences, implementing interventions, and evaluating outcomes. Key Success Factors: 1. 2. 3. Employee Empowerment: Employees at Nucor are treated as company owners, empowered to make decisions and take actions that affect their work and the company’s operations directly. Decentralized Structure: Authority and responsibility are pushed down to lower levels, allowing line workers to undertake tasks typically reserved for management. Innovative Reward System: Nucor’s compensation strategy includes high base wages, significant annual bonuses, and profit sharing, with a strong link to company and individual performance. Modern Approaches to Job Design: ● ● ● Job Rotation: This involves periodically shifting employees to different tasks to alleviate monotony and enhance skills. Job Enlargement: Expands job tasks to add variety and increase employee engagement and satisfaction. Job Enrichment: Provides more autonomy over how tasks are performed, increasing responsibility and potentially improving job satisfaction and productivity. Job Characteristics Model (Hackman & Oldham, 1975): Identifies five core job dimensions that impact three critical psychological states, influencing job outcomes: 1. Skill Variety 2. Task Identity 3. Task Significance 4. Autonomy 5. Feedback These dimensions contribute to feelings of meaningfulness, responsibility, and understanding of results, leading to high internal work motivation, job satisfaction, and reduced absenteeism. Empowerment: ● Extends the concept of autonomy by removing barriers that limit the potential of ● ● employees. Structurally empowered employees, who are provided with information, resources, and support to make decisions, tend to have higher job satisfaction and performance. Effective empowerment also requires a supportive management and organizational culture that genuinely delegates decision-making power to employees. Summary: Motivating Employees Through Goal Setting Goal-Setting Theory: Goal-setting is a powerful method of motivation, supported by extensive research showing that effectively set goals can enhance employee performance significantly. This approach has been broadly adopted across various sectors, including major corporations globally. SMART Goals: Effective goals are SMART—Specific, Measurable, Aggressive, Realistic, and Time-bound: ● ● ● Specific and Measurable: Goals should be clear and quantifiable to ensure performance can be evaluated accurately. Aggressive: Goals should be challenging to stimulate higher performance. Realistic: While goals should be ambitious, they must also be achievable to maintain motivation. ● Time-Bound: A clear timeline increases urgency and helps focus efforts. Why SMART Goals Motivate: Goals clarify the direction and energize employees towards achieving specific outcomes. They also encourage innovative thinking to meet challenging targets and create a sense of accomplishment upon achieving these goals. Conditions for Effective Goals: ● ● ● Feedback: Regular feedback helps align employee's efforts with their goals. Ability: Employees need the requisite skills and knowledge to achieve their goals. Goal Commitment: Commitment to goals is crucial for their effectiveness, which can be enhanced by involving employees in the goal-setting process and ensuring the goals align with their values and capabilities. Potential Downsides of Goal Setting: ● ● Goals can reduce adaptability to changing circumstances if too rigid. Overemphasis on specific goals can lead to neglect of other important duties or unethical behavior to achieve targets. Summary: Motivating Employees Through Performance Appraisals Overview: Performance appraisals are a formal process used by organizations to assess and provide feedback on employee performance. These appraisals are crucial for employee motivation, informing decisions on rewards, promotions, and terminations. Key Features of Effective Appraisals: Effective appraisals are characterized by: ● ● ● Adequate Notice: Employees are informed about the criteria ahead of time. Fair Hearing: Appraisals include two-way communication. Evidence-Based Judgment: Decisions are based on documented performance evidence. When properly managed, performance appraisals are valuable tools for motivating employees, enhancing their development, and aligning their goals with organizational objectives. Effective appraisals require clear criteria, fair processes, and regular feedback to truly benefit both employees and the organization. Summary: Motivating Employees Through Performance Incentives Incentive Systems Overview: Incentive systems link employee pay to performance, either on an individual or company-wide basis. Common in many organizations, these systems are designed to implement motivation theories practically, aiming to boost productivity, profits, and employee commitment through various forms of financial rewards. Types of Incentives: 1. 2. 3. 4. 5. 6. 7. 8. Piece Rate Systems: Compensation is based on the quantity of output produced. Effective in environments where output is easily measurable. Individual Bonuses: One-time rewards for achieving specific goals, enhancing motivation by providing clear, achievable targets. Merit Pay: Ongoing pay raises based on past performance, typically determined through performance appraisals. Can lead to a sense of entitlement if not carefully managed. Sales Commissions: Compensation linked to the volume or profitability of sales. Needs careful structuring to align with company goals and encourage desirable behaviors. Team Bonuses: Rewards based on team performance, suitable in environments where teamwork and collective performance are critical. Gainsharing: Rewards employees for performance improvements over previous periods, typically through cost savings or efficiency gains, fostering a culture of continuous improvement. Profit Sharing: Distributes a portion of company profits among employees, fostering loyalty and a sense of ownership among staff. Stock Options: Provides employees the option to buy company stock at a future date at a predetermined price, aligning employee interests with those of the company. Effectiveness and Challenges: While financial incentives can be powerful motivators, they also have potential downsides such as promoting risk-averse behavior and diminishing creativity. Incentives may also lead employees to focus narrowly on rewarded behaviors, potentially at the expense of other important duties or organizational citizenship behaviors. Key Considerations for Effective Incentives: ● ● ● Incentives should be clearly aligned with organizational goals and strategies. The structure of incentives should balance between encouraging desired behaviors and allowing flexibility to adapt to changing circumstances. Companies should be aware of the potential for incentives to encourage unethical behavior or excessive risk-taking. Conclusion: Properly designed and implemented, performance incentives can significantly enhance motivation and performance. However, they require careful management to ensure they support broader organizational objectives and promote a healthy, collaborative, and innovative work culture. Overview of Trait Approaches: Early leadership studies focused on identifying traits that distinguish leaders from non-leaders, exploring various personality characteristics and physical attributes. Although initially deemed inconclusive, modern research, particularly with the advent of the Big Five personality framework, has successfully linked certain traits with leadership capabilities. Key Leadership Traits: 1. Intelligence: Both general mental ability (IQ) and emotional intelligence (EQ) are associated with leadership emergence and effectiveness. EQ's role becomes critical in managing oneself and interpersonal relationships effectively. 2. Big Five Personality Traits: ○ Extraversion: Strongly correlated with leadership emergence and effectiveness; extraverts' sociability and assertiveness make them visible leader candidates. ○ Conscientiousness: Organized and persistent traits contribute to leadership emergence and effectiveness. ○ Openness to Experience: Creativity and openness to new experiences are linked to innovative leadership. 3. Self-Esteem: High self-esteem enhances an individual's self-confidence and leadership perception. 4. Integrity: Honesty and moral integrity are crucial for leaders to maintain trustworthiness and ethical standards. Limitations of Trait Approaches: Trait approaches initially failed to consider situational contexts which can significantly influence leadership effectiveness. The recognition of this limitation led to a more nuanced understanding that the effectiveness of certain traits may depend heavily on specific organizational contexts or scenarios. Application in Modern Leadership: Understanding the impact of these traits helps in selecting and developing effective leaders. It’s recognized that the relevance of specific traits can vary, depending on the organizational context and the specific demands of the leadership role. Conclusion: Trait theories have evolved to highlight the importance of both identifying essential leadership traits and understanding the situational factors that influence the effectiveness of these traits in various leadership contexts. This dual focus aids in the more targeted development and placement of leaders within organizations. Leader Decision Making: Leaders use various decision-making styles, which include: 1. 2. Authoritarian: The leader makes decisions unilaterally. Democratic: Employees participate in the decision-making process. 3. Laissez-Faire: The leader provides minimal guidance and allows employees to make decisions independently. The effectiveness of these styles varies based on the organizational context and the specific situation, with democratic styles generally increasing employee satisfaction but not necessarily impacting productivity significantly. Laissez-faire leadership is often negatively associated with employee satisfaction and effectiveness. Leadership Assumptions about Human Nature: Douglas McGregor’s Theory X and Theory Y outline two opposing perceptions of employee motivation: ● Theory X: Assumes employees are inherently lazy and require strict supervision and ● control. Theory Y: Views employees as self-motivated and responsive to tasks that are satisfying and fulfilling. Leaders' assumptions about human nature can influence their management style, with Theory Y leaders tending to be more supportive and empowering. Limitations of Behavioral Approaches: Behavioral approaches to leadership are criticized for their failure to consider the context in which leadership occurs. What works in one organizational setting might not work in another, indicating the necessity for leaders to adapt their behaviors to the specific demands and culture of their organization. Key Takeaway: Behavioral approaches highlight the importance of leaders’ actions and their decision-making styles in influencing their effectiveness and the satisfaction of their teams. These approaches also underscore the need for adaptability in leadership practices, reflecting the varying needs of different organizational environments. ● ● ● ● ● Contingency Leadership Context: Leadership effectiveness varies with the situation; no single style is universally effective. Fiedler’s Contingency Theory: Categorizes leaders as task-oriented or relationship-oriented. Effectiveness depends on the match between a leader's style and situational favorableness, influenced by leader-member relations, task structure, and leader's power. Situational Leadership Theory (SLT): Proposes adjusting leadership style based on follower readiness, combining directive and supportive behaviors to meet follower development needs. Path-Goal Theory: Based on expectancy theory of motivation, leaders facilitate employee paths to goals by adjusting their behaviors (directive, supportive, participative, achievement-oriented) to fit employee and task characteristics. Vroom and Yetton’s Normative Decision Model: Guides leaders on the level of employee involvement in decision-making based on several situational variables, offering a range from autocratic to delegative styles. ● Overall Insight: Contingency theories emphasize adapting leadership styles to the context, follower characteristics, and specific organizational circumstances for optimal leadership effectiveness. Here’s a summarized version in bullet points: ● ● ● ● ● ● ● ● ● Transformational vs. Transactional Leadership: ○ Transformational leaders align employee goals with their own, focusing on the company's well-being. ○ Transactional leaders manage through clear structures and rewards for performance. Tools of Transformational Leaders: ○ Charisma: Inspire and garner admiration from followers. ○ Inspirational Motivation: Provide a compelling vision of the future. ○ Intellectual Stimulation: Encourage innovation and creativity. ○ Individualized Consideration: Offer personal attention and mentorship. Transactional Leadership Methods: ○ Contingent Rewards: Provide tangible rewards for tasks completed. ○ Active Management by Exception: Proactively prevent problems. ○ Passive Management by Exception: Intervene only when standards are not met. Effectiveness: ○ Transformational leadership is often more effective, enhancing motivation, performance, and satisfaction. ○ Transactional styles also show effectiveness, particularly when excluding passive management by exception. Trust and Leadership: ○ Transformational leaders are likely to be trusted more because they show concern for followers and communicate values effectively. Can Charisma Be Trained?: ○ Charisma isn't solely innate; it can be developed despite being somewhat influenced by personality traits like extraversion and neuroticism. Dark Side of Charisma: ○ Charisma can lead to blind allegiance, potentially harming organizations if not accompanied by other solid leadership qualities. Leader-Member Exchange (LMX) Theory: ○ Focuses on the type of relationship leaders form with individual members. ○ High-quality LMX relationships result in mutual trust, respect, and obligation. ○ Benefits include greater job satisfaction, performance, and organizational commitment. Developing High-Quality LMX: ○ Leaders can foster high-quality exchanges by being fair, dignified, and trusting. ○ Employees can enhance relationships through seeking feedback, being open to learning, and showing initiative. These points outline the core elements of contemporary approaches to leadership, emphasizing the situational effectiveness of different leadership styles and the importance of leader-member relationships. Week 5: Motivation Instructor: Dr. Kevin Leung Key Concepts: 1. What is Motivation? ○ Definition: A set of energetic forces that originates both within and outside an individual, initiates work-related effort, and determines its direction, intensity, and persistence. 2. Components of Motivation: ○ Direction: Focuses on the goals towards which effort is directed. ○ Intensity: Measures how hard a person tries. ○ Persistence: Examines how long a person can maintain effort. 3. Theoretical Perspectives in Studying Motivation: ○ Need Theories: What motivates people through understanding their needs. ○ Process Theories: How motivation occurs through interactions within the environment. 4. Need Theories: ○ Maslow’s Hierarchy of Needs: Sequential needs from physiological to self-actualization. ○ Alderfer’s ERG Theory: Simplifies Maslow’s into three core needs: Existence, Relatedness, and Growth. ○ Herzberg’s Two-Factor Theory: Distinguishes between Motivators (satisfaction) and Hygiene factors (dissatisfaction). ○ McClelland’s Theory of Social Motives: Focuses on Achievement, Power, and Affiliation. 5. Process Theories: ○ Behavioral Theories: Emphasizes the role of reinforcement. ○ Cognitive Choice Theories: Centers on decision-making processes like Expectancy Theory. ○ Self-Regulation Theories: Includes Goal Setting Theory advocating for SMART goals. Need Theories: ● ● Understand the basic needs outlined in Maslow’s Hierarchy (from physiological needs at the base to self-actualization at the top) and how each level motivates behavior. Recognize that only unsatisfied needs motivate. Alderfer’s ERG Theory condenses Maslow’s into three groups: Existence, Relatedness, and Growth, which can be pursued simultaneously and can regress based on frustration. ● ● Herzberg’s Two-Factor Theory differentiates between Hygiene factors (which prevent dissatisfaction but don't motivate) and Motivators (which truly drive employees to perform better). McClelland’s Theory focuses on the needs for Achievement, Affiliation, and Power. Unlike Maslow’s, these needs are not in any order and can vary in intensity between individuals. Process Theories: ● Expectancy Theory: Effort leads to performance (Expectancy), performance leads to outcomes (Instrumentality), and outcomes are valued (Valence). Understanding the connections between these elements helps predict employee motivation to engage in a behavior. Goal Setting Theory: ● Goals must be SMART—specific enough to clarify what is expected, measurable to gauge progress, achievable yet challenging, relevant to the individual’s role, and time-bound with a deadline. Goals effectively direct attention, mobilize effort, enhance persistence, and promote the development of strategies and action plans. Week 6: Leadership Instructor: Dr. Kevin Leung Key Concepts: 1. Introduction to Leadership: ○ Definition: The process of influencing others towards the achievement of goals. 2. Theoretical Perspectives on Leadership: ○ Trait Approach: Identifies personality traits that distinguish leaders. ○ Behavioral Approach: Observes behaviors that are effective for leadership. 3. Contingency Theories: ○ Fiedler’s Contingency Model: Matches leader’s style with the situation to optimize effectiveness. ○ House’s Path-Goal Theory: Adjusts leadership behavior to employee and environmental needs. 4. Contemporary Approaches to Leadership: ○ Transformational Leadership: Focuses on visionary, inspiring, and change-inducing behaviors. ○ Transactional Leadership: Relies on exchanges and rewards to influence employee behaviors. 5. Charismatic and Servant Leadership: ○ ○ Charismatic Leadership: Relies on the leader’s magnetic personality to influence and inspire followers. Servant Leadership: Prioritizes the needs of others and aims to serve rather than lead in the traditional sense. Info for Quiz Preparation: ● ● ● ● Motivation Lecture: Understand the specific components of each theory, particularly how they explain the direction, intensity, and persistence of motivation. Leadership Lecture: Be able to distinguish between different leadership styles and theories, especially noting how transformational leaders differ from transactional ones and the specific conditions under which each leadership style might be most effective according to contingency theories. Expectancy Theory in Process Theories: Focus on how expectancy (effort leads to performance), instrumentality (performance leads to outcomes), and valence (value of the outcomes) interact to motivate behavior. Goal Setting Theory: Understand how setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals can directly influence motivation and performance, supporting with examples if possible. These notes are organized to aid in understanding complex psychological theories by breaking them down into their core components, crucial for preparing for quizzes that may test comprehension and application of these concepts. ● ● ● Differences between Transformational and Transactional Leadership: ○ Transformational Leaders: Inspire and motivate employees to exceed normal levels of performance through charismatic leadership styles, visionary, and stimulating approaches. They focus on changing existing perceptions and motivating followers to put group or organizational interests first. ○ Transactional Leaders: Focus on maintaining the normal flow of operations using a system of rewards and penalties. They are practical and traditional, ensuring that staff follow procedures and perform their designated tasks. ○ Effective Conditions: Transformational leadership is effective in dynamic and competitive environments that require innovation and change. Transactional leadership works well in stable environments where tasks are routine, and the primary goal is efficiency. Expectancy Theory in Process Theories: ○ Dive deeper into how employees weigh the perceived costs and benefits of making an effort. An employee's motivation to perform is increased if they believe that their effort will lead to good performance (Expectancy), that good performance will be rewarded (Instrumentality), and that they will find the reward satisfactory (Valence). Goal Setting Theory: ● ● ○ Specific goals increase performance; difficult goals, when accepted, result in higher performance than easy goals; feedback enhances the effect of specific and difficult goals. This is because specific and challenging goals focus attention and foster a persistent effort, leading to the development of effective strategies. Additional Insights For Expectancy Theory, prepare to apply scenarios where employees might perceive high or low expectancy, instrumentality, and valence, and predict their motivation outcomes
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Cours magistral qui prend la forme d’une dissertation La Vérité : 3 domaines possibles pour poser des questions (3 types de sujets possibles au bac) I/ LA MORALE : FAUT-IL TOUJOURS DIRE LA VÉRITÉ ? La vérité est la qualité d’une proposition conforme à la réalité. Le contraire de la vérité est l'erreur mais cette erreur, lorsqu’elle est intentionnelle donc dans le but de tromper autrui devient le mensonge qui dans notre monde la morale est considéré comme un vice. Face à ce vice, nos mythes et notre éducation font l’éloge d’une vertu. 1) Le domaine de pertinence de la question Dans la Genèse (1er de l'ancien testament) un dieu qui se présente comme le dieu des hébreux et qui se nomme IHVH convoque MoÏse en haut du Mont SinaÏ. C’est l’épisode très fer du buisson ardent. Dieu énonce 10 lois pour son peuple (les hommes) et l’un de ses commandements interdit expressément le mensonge ou plus exactement le mensonge sous sa forme juridique “tu ne portera pas le faux témoignage”. C’est donc un type de mensonge qui est prohibé : celui qui porte tort à autrui par une accusation mensongère. Mais par la suite, le mensonge dans la civilisation Judéo-chrétienne est devenu synonyme de l’acte pervers et méchant par nature. Le mensonge est doublement fautif : face à celui à qui l’on ment et qu’on veut tromper et face à Dieu, qui a créé le monde : le menteur remplace le monde par un autre (forcément diabolique). On comprend donc que c’est dans ce contexte moral et religieux que notre question fait sens. D'autres cultures éminentes ne se la sont jamais posée. Par exemple, celle de la Grèce Antique. Les Grecques sont fascinés par l’intelligence ( ils ont plus de 20 mots pour la désigner) la forme la plus noble se dit “Logas” ou “Nous” ou “Dianoia” == la raison. Mais il y a une autre forme d'intelligence très valorisée qui se nomme “Métis” == ruse ou expédient. Les Grecques admirent les animaux capables de ruses (renard, poulpe) et les grands humains qui ont triomphé par la ruse sont l’objet d’une densification de leur part. Dans l’épopée, chaque personnage incarne une ou plusieurs vertus. Le Héro suprême est Ulysse or il est super menteur, il ment à tout le monde (homme, femme et dieu) et est toujours vainqueur. Il trompe même les morts. C’est dans ce climat favorable au mensonge qu’une école comme celle des Sophistes a pu se développer. Les sophistes s’occupent de la paideia de l'éducation; ils le font de manière scandaleuse puisqu’ils font payer la sagesse et très cher. Certains Sophistes sont très célèbres (Protagoras et Gorgias) leur point commun : Ils vivent dans un monde où il n’y a pas de vérité et où ce qui compte c’est le discours. Le langage est plus fort que la force. Logos dans le langage : est un grand tirant qui rend grand ce qui est petit et petit ce qui est grand. Le maître du monde c’est le maître des autres et le maître des autres c’est celui qui parle le mieux. Pour les Sophistes, parler c’est soumettre. Celui qui gagne, c’est celui qui produit l’assentiment qu’il dise que ce soit vrai ou faux. Pour cela, il y a une méthode (chemin) qui est la rhétorique. Parménide dit << l’être est, le non-être n’est pas >> G: le non-être n’est pas = le non-être est non-être = le non-être est quelque chose (existe) = Le non être est -> L'être n’est pas Pour les Sophistes, ce qui compte c’est la victoire, pour l’obtenir tous les moyens sont bons (mensonge, fourberie…) Ainsi, la question de savoir s' il faut toujours dire la vérité est une question qui n’est pas intemporelle, elle prend sens dans un contexte monothéiste c’est-à-dire, sous le contrôle d’une transcendance : ce qui possède le double caractère d’être supérieur et extérieur. Seul un dieu transcendant peut exiger des hommes de ne pas mentir et il est capable d’établir la distinction entre discours et intention. C’est dans ce contexte que notre question doit se poser: voyons s’il nous est possible de la résoudre. 2) Le dilemme La morale est l’origine de la question “faut-il ?” Autrement dit, elle est l’origine du contexte 2 voix. Dire la vérité est-il un devoir ? Dès qu’on pose cette question, on voit s’affronter 2 thèses inconciliables qui dans l’histoire de la philosophie sont portées par deux auteurs “Kant” “Constant”. Pour Kant, le devoir prend forme d’un impératif C'est-à-dire quelque chose de désagréable. Les langues germaniques ont une souplesse que n’ont pas les langues Latines; c'est-à-dire qu’elle exprime l’impératif de manière plus subtile que nous le faisons en Allemand et en Anglais. L’allemand “Müssen”, l’Aglais “Must” expriment des ordres,ils me contraignent, je n'ai pas le choix. Au contraire, “Sollen” et “Shall”impliquent l’idée d’un choix c’est à dire, d’une obligation que j’accepte librement d’effectuer. contrainte = force intérieure par laquelle j’accepte librement d’être lié et je peux aisément me soustraire. Lorsque Kant parle de devoir moral, c’est toujours en termes d’obligations qu’il réfléchit et pas en termes de contrainte, pour lui, le problème de la véracité est un problème moral. A quoi reconnaît-on qu’une action est morale ? Selon Kant il y a deux critères. Le premier est celui du désintéressement. un acte moral est un acte gratuit. -Le premier, Kant doute qu’il puisse exister des actions désintéressées mais en tous cas, l’acte de mentir ne peut jamais être désintéressé. -le deuxième, il faut qu’une action soit universalisable (commun à tous, universel). Pour qu’une action soit morale, il faut que tout homme en tout lieu et en tout temps puisse la faire (sans détruire le genre humain ou la nature). Le mensonge n’est pas universalisable Kant ne peut pas imaginer une société de menteurs. Conséquence : il n'y a pas de mensonge moral Face à cette position il y a le bon sens et celui de Benjamin Constant qui répond à Kant qu’il y a une morale plus haute que la morale et c'est la morale qu’il appelle par humanité; au nom de cette dernière il faut parfois mentir. Ex: J’abrite chez moi quelqu’un qui se cache de la police et dont je sais qu’il est innocent; je sais aussi qu'on le mettra à mort si on le trouve. C’est un devoir de mentir à la police. Constant oppose un principe à Kant: “il faut toujours dire la vérité… à celui qui ne s’en servira pas pour nuire”. Le problème est qu’on ne peut pas connaître les intentions de quelqu'un. Ainsi nous sommes dans un débat stérile et nous ne pouvons pas décider de qui à raison. Cela peut vouloir dire deux choses: soit la question relève de la métaphysique et elle n’est pas décidable. Soit deuxième alternative, cette question a du sens mais elle est mal posée donc il faut la reformuler pour la résoudre 3) De la morale à l'éthique (reflection sur les valeurs qui orientent et motivent nos actions) Le verbe falloir qui a donné “faut-il” appartient à un registre de la mort. C'est la connaissance de ce qui est juste et injuste et plus généralement du bien et du mal. Pour ceux qui y croient sont des absolus = sans aucune relation à quoi que ce soit(dont le contraire est relatif). dire que le mal est absolu c’est dire qu’une action de cette nature est toujours mauvaise, qu’importent les auteurs et les circonstances. Il est facile de comprendre que ces notions qui viennent de la religion sont fragiles; on va le voir avec Spinoza, mais pour introduire sa pensée, on peut se souvenir d’une planche géniale de Reiser dans “la vie des Bêtes”. Quatres dessins lui suffisent: -dessin numéro un homme subit la question -deuxième dessin, on le laisse pour mort dans le désert -troisième dessin, une moine arrive sur son cheval très touché par la scène -Quatrième dessin, il donne à boire au pauvre homme et le tue. Ses intentions sont moralement bonnes et ses actions aussi. Il fait le pire; que pouvons-nous en conclure ? Que le bien et le mal sont des inventions et des simplification et que ce qui existe c'est le bon et le mauvais. plus exactement pour reprendre les mots de Spinoza dans l'éthique le bien et le mal sont des fictions d’imagination qui nous font prendre nos désirs pour la réalité. Par exemple, l'Homme rêverait d’être maître de sa vie et de ses désirs et ce rêve porte le nom de libre arbitre. Les Homme se croient libres parce qu'ils connaissent leur désirs mais qu’ils en ignorent les causes. Bien et mal sont comme le libre arbitre, ou encore comme le beau et le laid, ce sont des mots qui ne veulent rien dire. En va -t -il de même du bon et du mauvais ? pas du tout; est bon ce qui augmente ma puissance d’agir et d'exister directement, ce qui me fait penser à une perfection plus grande; est mauvais, ce qui diminue ma puissance d’agir et d’exister et me fait penser à une perfection moindre. Avant toute chose, il faut s’entendre sur cette notion de perfection. Pour nous, la perfection désigne un optimum. Mais ce n’est pas du tout le sens de ce mot, en Latin, <<perfectum>> signifie fini, achevé ou encore refermé. Or, chez Spinoza toute chose est toujours aussi parfaite qu’elle peut être. Autrement dit, lorsqu’on regarde une chose a un moment donné elle est complète au sens d'achèver. Par exemple, la vue ne manque pas plus à un aveugle qu’à la pierre. La pierre ne peut pas voir,ce n’est pas dans sa nature; la vue ne lui manque donc pas. L’aveugle ne peut pas voir non plus, ce n’est pas dans sa nature (c’est à dire dans ses possibilités) si on le plaint ou s' il se plaint, c’est toujours par comparaison avec sa vie d'avant ou avec les autres qui eux voient. Comparer est toujours une erreur car il n’existe que des individus singuliers. Nous pouvons changer de perfection à divers moments de notre existence selon que nous sommes affectés de joie ou de tristesse. C’est dans ce contexte que Spinoza va penser le problème de la véracité, c'est-à- dire de la parole. Il y a deux grandes façons de vivre une vie d'Homme, la plus commune c’est la vie conduite par l’imagination. la plus rare mais beaucoup plus joyeuse et beaucoup plus souhaitable c’est la vie sous la conduite de la raison. Imaginer c’est vivre au milieu d’images; les images sont des imitations de la réalité, elles ne me donnent aucunes informations sur la nature de ce qui est. Prenons l’image corporelle du soleil; je le vois et il me touche. Le soleil ressemble a un disque de taille, de couleur, de luminosité variable plus ou moins chaud et de distance indéterminable. Quand j'ai dis ca je n’ai rien dit sur le soleil en revanche, je suis prompt à croire toutes les sornettes qu’on me racontera. L’Homme d’imagination est crédule, ignorant, facile à contrôler, aisément superstitieux; il vit dans le monde du faux. Le mensonge est pour lui une ressource parce qu’il n’a pas confiance en les autres ni d'ailleurs en lui-même. Sa vie se situe donc dans une zone de tristesse dans laquelle il trompe et s’attend à être trompé. Il en va tout autrement de l’Homme qui vit sous la conduite de la raison, C'est-à- dire qui cherche les causes des choses. Cet homme-là sait que la meilleure chose pour lui c’est la concorde avec les autres Hommes. Son souci c’est donc de ne pas avoir d’ennemis; pour éviter les ennemis mieux vaut éviter le mensonge et la ruse.L’homme de raison ne ment pas. “l’Homme qui vit sous la conduite de la raison n’agit jamais en trompeur mais toujours de bonne foi” et pourquoi ? Parce que plus ma raison est développée et moins grande est la part de la peur est plus grande que moi. Or c’est toujours sous l'effet de la peur qu’il y a le mensonge. Si on ôte il n’y a plus aucune raison de mentir or le sage, n’a peur de rien puisqu’il a enlevé de vie la mère de toutes les peurs qui est la peur de la mort. C’est exactement ce que faisait Socrate qui lui non plus ne craint pas la mort et n’a eu le cesse de la prouver, le principe qui commande la vie de Socrate, c'est le concept de Parrêsia qu’on ne peut pas traduire. Il faut une périphrase pour traduire ce mot quelque chose comme le courage, le courage de dire la vérité; ce courage implique: 1 de dire ce qu'on pense 2 de penser ce qu’on dit 3 de dire ce qu’on fait 4 de faire ce qu’on dit On pourrait penser que chez Socrate ce ne sont que des mots, des belles paroles, mais sa vie prouve qu’il a toujours appliqué ce principe de véracité, sa vie et sa mort. En effet dans le livre apologie de socrate, on voit Socrate devant ses juges qui l’accusent à tort de corrompre la jeunesse et de manquer de pieter. Socrate, dès le début du procès, explique à ses juges qu’il ne se défendra pas et qu’il ne s'excusera pas, parce qu'il n’a rien à échanger et n’a pas peur de mourir. Sa destinée n’est pas à vendre même au prix de sa vie et le procès devient celui des juges par Socrate. Il sera condamné à mort et refusera de se soustraire à la sentence. Socrate pensait qu’il fallait obéir aux lois fusent elles iniques (injuste) (contraire inique = équitable : proportionnel dans nos récompenses et dans nos châtiments) Conclusion: Ainsi, il ne faut pas toujours dire la vérité parce que la véracité n’est pas affaire de morale ou de devoirs. Dire la vérité est un acte éthique et non moral. Cet acte engage l'intégrité, l'intelligence et la dignité du sujet. Celui qui dit la vérité, qui la dit toujours le fait parce qu’il n’a peur de rien, de personnes qu'il a la plus haute estime de lui-même. II/L’ART A-T-IL AFFAIRE À LA VÉRITÉ ? Une oeuvre d'art est une production humaine inutile à visée esthétique Le mot esthétique dérive du grec aisthesis qui signifie indifféremment sensation et sentiment. Ce que vise donc l'œuvre d’art c’est de produire un sentiment de plaisir ou de déplaisir ou même un plaisir déplaisant. Ce qui culturellement produit le plaisir esthétique c’est le beau. Ce qui produit le déplaisir c’est l'expérience de laideur. L'œuvre d’art a donc un rapport direct avec le beau et laid mais certainement pas avec le vrai et le faux. On ne voit pas du tout de prime abord quel rapport pourrait avoir l’art avec la vérité; Mais peut être négligeons nous qu’il n’y a pas une forme de vérité mais deux. La première, nomme la de son nom latin Veritas: Elle désigne la conformité entre ce qui est dit et la réalité. De ce point de vue l’oeuvre d’art qui déforme la réalité n’a rien de vrai mais dans la langue grecque la vérité se dit et se pense tout autrement; on l'écrit Aletheia qui veut dire absence d’oubli, c’est à dire souvenir ou mémoire; la mémoire chez les grecques était une déesse Mnémosyne qui est la mère des 9 Muses qui sont inspiratrissent des artistes. Cela veut dire que dans l'œuvre d’art, il y a quelque chose qui relève d’une forme de vérité mémoire; l'œuvre nous rappelle quelque chose que nous avons oublié. Pour cela elle fait œuvre de révélation, elle est un apocalypse. C’est cette piste que nous devrons explorer, celle de la vérité comme Aléthéia pour établir dans quelle mesure l’art a affaire à la vérité 1) L’artiste, ce faussaire l’art peut imiter la nature, il peut aussi imiter l’art, mais dans tous les cas, ce qui définit l’art semble être l’imitation. Dans une imitation, il y a l’original et il y a la copie: la copie est toujours un faux, et celui qui produit la copie est un faussaire. Cette thèse de l’artiste faussaire, on la trouve développée dans toute l'œuvre de Platon et surtout dans La République. Au Xème livre, on vient de construire la cité idéale et dans cette cité, il n’y a pas de place pour les artistes: pas de poètes, pas de peintre et on peut garder quelques musiciens mais à des conditions très précises. Pour comprendre la violence de ce geste, il faut passer par le livre VII de La République et par le texte le plus célèbre de l’histoire de la philosophie “Allégorie de la caverne”. Socrate dans ce texte, cherche à nous faire comprendre quelle est notre position. Imaginons une caverne très profonde: si profonde que les rayons du soleil à l’entrée n’éclairent pas le fond de la caverne. Au fond, tourné vers la paroie, il y a des Hommes enchaîné; ils ont toujours vécu là. Assis sur un siège sur lequel ils sont ligotés, forcés de regarder devant eux. Que voient-ils ? pas du tout la pénombre. ils assistent à un spectacle: en effet, derrière eux, il y a un grand feu, devant ce feu un muret et sur ce muret on fait jouer des marionnettes, spectacle son et lumière. L’ombre des marionnettes est projetée sur la paroie du fond. La lumière est une fausse lumière; les marionnettes sont des imitations. Les prisonniers ne voient que des images des marionnettes, même pas que des copies mais des copies de copies. L’interlocuteur de Socrate s’écrit “quel triste sort ils ont ces pauvres prisonniers” et Socrate lui répond “c’est nous” Ce que le texte ne dit pas, c’est qui sont les marionnettistes. L'œuvre de Platon ne laisse aucun doute pourtant ici, il y a deux coupables possibles: d’abord le sophiste mais il y a aussi l’artiste. Quand Platon parle de l’artiste, il a un ennemi en tête Aède et spécialement Homère (si il a existé; 8ème siècle av. J.C). Ce que reproche Platon à Homère, ce sont deux choses essentielles. La première, c’est de vendre du rêve et de l'héroïsme pour des choses qui n’ont jamais été grandes. La deuxième, C’est qu'Homère donne une image misérable est scandaleuse des Hommes et des dieux. Regarde les Hommes: les obsédés sexuels Pâris mais aussi Achille ou encore Agamemnon, des imbéciles; souvenons nous d'Ulysse le super menteur . Quant aux dieux, ils complotent, multiplient les coups bas, se moquent de la mort de leur protégés: tout sauf des dieux. L’artiste n’est donc pas seulement un faussaire, c’est un menteur qu’il faut empêcher de nuire. Ce jugement sur l’art, lorsque l’Europe sera devenue Platonicienne, C’est-à-dire catholique, ce jugement sera répété très souvent. Ex: la haine des idéologues chrétiens pour le théâtre. En effet, au théâtre, on rit des puissants, des faux dévots , de tout le monde et aussi des mari cocus. Et même sans aller jusque là, l'artiste dans nos sociétés est suspect, et son travail est souvent considéré comme inutile. Qu’on se souvienne par exemple du jugement sans appel que Pascal fait de la peinture “quelle vanité que la peinture qui attire l'admiration par la ressemblance des choses dont on admire point les origines” quant à Spinoza il ne consacre dans toute son œuvre que trois lignes à l’art. “La musique, pour le mélancolique, est bonne. Pour l'affliger en revanche elle est mauvaise. Pour le sourd enfin elle n'est ni bonne ni mauvaise”. Le corollaire de ce texte, c’est l’idée chez Spinoza que la beauté n’est pas une qualité subjective. La beauté n’est pas dans les choses mais dans les jugements que nous portons sur elle. Ainsi, Platon semble avoir ouvert la voie à une forme de détestation par le philosophe de l’art et de l’artiste. Pourtant, lorsqu'on y regarde de plus près, on constate que pour Platon il peut exister une utilité de l’art s' il est mis au service de la vérité. Le grand éducateur de la Grèce, c’est Homère le menteur. Le projet de Platon est de remplacer Homère (et y est parvenu). Il va donc comme ce dernier proposer une nouvelle poésie fondée sur des allégories, des métaphores et des mythes; un très grand nombre de mythes qui sont encore les notre sont en faite de Platon: Le mythe de Prométhés est de Platon ainsi que l'Atlantide ou encore celui de l’âme-soeur et l’anneau qui rend invincible (gygèse=gollum). Cette nouvelle mythologie a installé notre monde, et prouve que Platon est bien plus qu’un vulgaire contempteur (quelqu’un qui méprise) de l’art. Et d'ailleurs, Socrate lui-même a une position très ambiguë sur la musique qui est le plus puissant des arts. La musique est un art magique capable de provoquer la trance. Le problème est que cette transe peut être dangereuse, si la musique est violente, stridente et si elle nous appelle à l'excès, à la démesure. Il y a des textes surprenants où Socrate évoque certains instruments à corde ou certaines flûtes qui produisent des sons nous faisant aller vers la mauvaise trance; celle que réclame Dieu Dionysos. Face À Dionysos, il y a Apollon; une musique qui élève l’âme et qui la calme. La lire mais mieux encore les simples voix, les chants à capella si possible plusieurs voix masculines graves (chant grégorien). Dans le Phédon où on assiste à la mort de Socrate après qu’il a bu la Ciguë, il tient un discours à ses disciples et leur parle des oiseaux magnifiques que sont les cygnes. Il prétend lui aussi jouer sa dernière musique, son chef d'œuvre à lui pour rendre hommage à Apollon. On voit donc lorsque l’on sort des images d’épinal, on s'aperçoit que la position de Platon sur l'art est en fait très nuancée. L'art peut être un chemin vers la vérité au moins à titre Propédeutique (entraînement à l’éducation). Pour Platon, l’art peut être une préparation mentale à la philosophie. La voie est donc ouverte par Platon à une autre lecture de l'art cette fois du point de vue de la vérité: à quelle vérité l’art nous donne-t-il accès ? Ainsi l’artiste, hormis quelques privilégiés, fait l’objet d’une condamnation d’une part de Platon qui les place à l'extérieur du système de la vérité. On peut Pourtant se de demander s' ils n’existe pas une autre forme de vérité à laquelle ont peut accéder II/L’ART COMME L’APOCALYPSE Le spectacle de l’art ne produira pas en moi des connaissances positives de contenu d’ordre théorique : pas d'équation, pas de de théorème de vérité philosophique non plus dans une œuvre d’art à l'exception peut être de certains Romans écrits par des philosophes, pourtant l’oeuvre d'art m'apprend quelque chose de tout aussi profond mais très différent. Dans Mulholland Drive, on voit par deux fois un personnage énigmatique à l'arrière cours d’un dîner sordide, ce personnage est à la frontière entre l’animal et l’homme dégradé. Dans la dernière scène, il tient dans sa main une mystérieuse boîte qui s’ouvre avec une clef bleu objet essentiel du film. Cet homme a l'arrière cours d’un dîner est donc clairement un symbole de plusieurs choses comme toujours. Premier symbole: il est le vrai Hollywood, le vrai Los Angeles Le deuxième symbole qu’il incarne est celui de la lisière entre l’homme et l’animal, entre la santé mentale et la folie. Pour Lynch la frontière n'est pas du tout claire, tous ces personnages ont un pied dans la folie et ils font chanceler nos certitudes. Il y donc dans l'art une vérité de type symbolique et il n'est pas inutile de rappeler ce qu’est un symbole. En grecque symbolon désigne un objet témoin auquel on a donné un sens arbitraire et artificiel. Pour comprendre ce sens il faut posséder le code quelle est la nature de la vérité qui séjourné dans les oeuvre d’art et qui est à la fois évidente et Une oeuvre d’art est donc un ensemble de codes qui fonctionne comme un PALIMPSESTE sous tout oeuvre d’art,il y d’autres oeuvres d’art et un ensemble de codes qu’ils faut décrypter.On peut remarquer que le chemin vers certaines œuvres nous est pour toujours impossible parce que les codes et leurs auteurs on disparu c’est le cas des oeuvres pariétal du PALÉOLITHIQUE SUPÉRIEUR (-40 000/-15 000).Pendant plus de 20 000 ans ,des hommes ont orné des cavernes ,d’une manière très semblable et sur un espace de +10 000 kilomètres. Dans les motifs peint,on retrouve des constantes = Pas de représentations humaines De grands animaux avec des couples (bison/cheval ; aurochs/cheval) Mains négatives mais positives : empreinte de mains Que signifie tout cela on n'en sais rien ,et il faut se méfier des interprétations SYNCRÉTIQUES (confusent,mélangés) Il faudra ici faire preuve d’une attitude que LEROI-GOURHAN attitude qu’il préconise dans la RELIGION DANS LA PRÉHISTOIRE.Il conscidaire que les grottes ornées sont des sanctuaires dans sortes de lieux de pèlerinage.La nature des cultes qu’y si tené nous est inconnu on peut néanmoins exclure le TOTEM DE CHASSE (les hommes ne représentent pas leur butins ,chasse il mange pas ça)Les hommes ne chassent pas les grosses bêtes (nourriture usuelle) devant ces grottes nous sommes comme des extraterrestres qui entrerait dans une église après l’extinction du genre humain ils en déduiront qu’il y a une la une religion sadomasochiste et en effet il est beaucoup plus facile de peindre la souffrance que l'amour .Donc nous devons renoncer à comprendre ces vieilles peintures même si quelques pistes peuvent être décelé. Plus on a de culture plus on peut comprendre une oeuvre et sortir du stérile j’aime/je n’aime pas ,mais on peut aller plus loins dans l’interprétation et atteindre le fameux sens essentiel ou intrinsèque.Il s,agit d’un sens profond de l’oeuvre qui échappe à son propre auteur ou qui le dépasse une oeuvre d’art n'appartient à celui qui l’a faite et elle exprime parfois des choses qu’il ne sait pas lui même. On peut prendre comme exemple de signification intrinsèque la théorie FREUDIENNE DE LA SUBLIMATION pour Freud une oeuvre d'art est le résultat d’une sublimation,ce mot il l’empreinte au vocabulaire de la chimie processus passe d’un état solide à gazeux sans passer par la phase liquide.En chimie c’est un processus du purification.Il en va de même dit Freud dans la psyché humaine qui est capable elle aussi de sublimer un contenu ce contenu c’est ce que Freud appel la pulsion .Une pulsion est un contenu psychique inconscient naturel, mais lors de l’éducation,elle est interdite dans certaines de ces manifestations. Elle va être refoulé. Le lieu du refoulement des pulsions c’est ce que Freud appelle l’inconscient dont il donne le nom le ÇA. Pour comprendre ce sens il faut posséder le code qu'elle est la nature de la vérité qui séjourne dans les œuvres d’art et qui est à la fois évidente et cachée comme dans la lettre volée. Pour répondre à cette question on peut consulter ce que nous dit Panofsky dans son livre Meaning in visual arts. Ce dernier, considère que tout oeuvres d’art est porteuse de trois degrés de signification qu’il nomme - sens primaire nou naturel Sens secondaire ou culturel Sens essentiel ou intrinsèque Le premier c’est ce qui se dévoile à nos simples sens. par exemple devant une peinture c’est ce que mes yeux voient. Devant une œuvre picturale, mes yeux voient des formes, des couleurs, des mouvements. Bien sûr, on ne s'arrête jamais à ce niveau et on cherche à interpréter l'œuvre comme contenu culturel en fonction d’un contexte et d'une symbolique cela évite les contre sens sur l'œuvre. Ex: dans un tableau tres celebre de l’ecole de Fontainebleau date du seixieme siecle intitule Gabrielle d’Estrées et sa cousine, on voit une tres belle jeune femme tournee vers nous se faisant peincer le seins par l’autre femme. Ici, l’histoire des symboles est essentielle: la poitrine féminine est devenue un objet sexuel qu'à la fin du 18e siècle. Avant il était lié à la maternité. Le sein pincé servira bientôt autrement dit elle est enceinte. L’enfant né avec des pulsions qui sont l’expression de sa nature la plus profonde, elles sont instinctuelles (de nature instinctive) et donc universelles. Ces pulsions s’orientent autour de deux grands pôles que Freud nomme Eros et Thanatos. Eros est l’ensemble des pulsions de vie: joie, plaisir, domination, liberté mais au sens de la licence (le laisser aller, prendre plaisir à n’importe quoi). Ça, ce sont les pulsions au sens érotique et pui il y a Thanatos qui sont les pulsions de mort, de destruction, l’attirance vers le néant, pour les autres et pour soi même. Ces deux polarités se complètent, elles ne sont pas opposées l’une à l’autre. Elles peuvent donc toutes les deux coloré les mêmes pulsions.Lors de l’éducation de l’enfant, certaines pulsions vont être d’abord prohibée (interdire) et dans un deuxième temps inhibées (intériorisées et devenues impossibles dans sa manifestation. Ce processus, conforme à ce que veut dire le mot éduquer, conduit l’enfant hors d’eux) il prend la forme d’une loi qui dans nos sociétés est annoncée par le père, le père énonce le grand “non!” aux pulsions de l’enfant et son rôle consiste à séparer : d’abord l’enfant de ses désirs, ensuite l’enfant de sa mère c'est-à- dire qu’il s’oppose à la fusion. Devant l’interdit, l’enfant éprouve le désir de transgression qu’il va opérer soit réellement soit symboliquement. Lorsqu’il sera découvert dans son désir il éprouvera d'abord de la honte, c'est-à- dire un sentiment social qui suppose un tier “la vraie honte est honte devant le père. Mais cette honte va s'intérioriser et devenir culpabilité c’est à dire que le tier est maintenant à l’intérieur toujours vigilant, toujours menaçant -Freud” par ce processus viennent de se former deux instances psychiques que toutes deux inconscient la première c’est le “ça” (système des pulsions refoulées) et la deuxième est le “surmoi” Ça n’obéit que par le principe de plaisir Eros et Thanatos il est amoral. Il ignore l'existence du bien et du mal comme d'ailleurs celle du beau et du vrai. Il vit dans un éternel présent, ce qui veut dire que pour lui il n’y a pas de passé et d’avenir. Pour le ça dit freud ce qu’il s’est passé se passe toujours immer->wieder Toujours->déjà Face à ce Ça, le Surmoi joue le rôle de censure. Il empêche les pulsions du Ça de devenir consciente, il les punit lorsqu'elles l’ont fait et il le fait au moyen de la culpabilité. Le surmoi bloque donc le mécanisme des pulsions ou plutôt leur manifestation. Au milieu de ce conflit il y a ce que Freud appelle le Moi c’est-à-dire la minuscule partie de mon être qui est consciente d'elle-même et qui cherche à satisfaire les exigences contradictoires de deux maîtres le Ça et le Surmoi.
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The Silk Road: A network of ancient trade routes connecting Europe, China and the Mediterranean Sea, facilitating cultural and economic exchange. Mercantilism: An economic system where the government controls trade and accumulates wealth through a favorable balance of trade, often through colonies. Capitalism: An economic system where private individuals or corporations own the means of production and operate for profit in competitive markets. Columbian Exchange (Grand Exchange): The widespread exchange of plants, animals, goods, diseases, and ideas between the Old World (Europe, Africa, Asia) and the New World (Americas) after Christopher Columbus's voyages. European motivations for imperialism & neo-imperialism: Desire for resources, new markets, political power, cultural superiority, and strategic dominance. European motivations for exploration: Seeking new trade routes to Asia, spreading Christianity, gaining glory, and acquiring wealth through discovery. European motivations for colonialism: Establishing settlements abroad to exploit resources, assert dominance, and spread European culture and governance. Eurocentrism: Viewing the world from a European or Western perspective, often interpreting other cultures and histories in relation to Europe. Ethnocentrism: Evaluating other cultures according to the standards and values of one's own culture, often leading to a biased perspective. Economic imperialism: Economic dominance and control over regions or countries by powerful nations or corporations, often through indirect means like trade agreements or debt. Slave trade: The buying, selling, and transporting of human beings, especially Africans, as forced laborers to the Americas between the 16th and 19th centuries. Indentured labor: Contractual labor where a person agrees to work for a specified period (often several years) in exchange for transportation, food, housing, and other benefits. Child labor: The employment of children in any work that deprives them of their childhood, potential, dignity, and is harmful to physical and mental development. Depopulation: Significant reduction in the population of a region or country, often due to disease, war, or forced migration. Colonization of India: British control and exploitation of India from the 18th to 20th centuries, resulting in political, economic, and cultural dominance. Mahatma Gandhi: Leader of the Indian independence movement against British rule, known for his philosophy of nonviolent resistance (Satyagraha). Apartheid: System of institutionalized racial segregation and discrimination in South Africa enforced by the government from 1948 to 1994. Rwanda: A country in East Africa known for the 1994 genocide where Hutu extremists killed an estimated 800,000 Tutsis and moderate Hutus. Colonization in Canada: European settlement and control over indigenous lands in what is now Canada, leading to displacement, cultural suppression, and conflict. Treatment of indigenous peoples in Canada: Historic and ongoing issues including land dispossession, forced assimilation, and social marginalization of indigenous populations. African Scramble: The rapid colonization and division of Africa by European powers during the late 19th century, motivated by resource extraction and strategic control. Forces Driving Colonization: Economic motives (resources, trade), political competition (power and influence), religious zeal (spreading Christianity), and cultural superiority (ethnocentrism).
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Readings: Martinelli A. & N.J.Smelser “Economic Sociology: Historical Threads and Analytical Issues” in Martinelli & Smelser eds. Economy and Society, Sage,1992, p.1-49. Martinelli A., Global Modernization. Rethinking the Project of Modernity,,137 pages. Martinelli A., When Populism meets Nationalism, Ispi, 2019, p.13-45. Martinelli A. “The Global Financial Crisis”, ch.14 of A. Martinelli & A.Cavalli, The European Society, Brill, forthcoming (17 pages). For students who do not attend the lectures, one at your choice among: Polanyi K. The Great Transformation, Beacon Press,1944. Rajan R. The Third Pillar: how markets and state leave the community behind, Egea, 2019. Economics and society - Lecture 2 Prof. Martinelli Introduction Bachelor at Bocconi in economics, phd was from Berkeley (california), professor of economy and sociology, after political science. Dean of social political economic sciences. Teaching for short periods like at Berkeley and Stanford. Also thought at Bocconi and San Rafaele. President of Economic sociological Organisation. And president in Unesco council that coordinates activities of all international organisations of social sciences. Collaborated with life sciences to merge. Now called ‘ International science council’. Research predominantly in modernity and modernization, studies on global governance, history of sociological thought, other fields like organisation, entrepreneurship. He is also been active in ‘ the third mission’ = way in which knowledge can contribute to know better, or provide solution to certain key problems. Foundation AEM (energy group) in this capacity he manages social and cultural system programs. Fight against poverty and inequality. The wealth of nations (more often quoted then actually read) by Adam Smith. Urge to read. Full of interesting stories and examples. It lays the ground for modern economics. Adam Smith went through Switserland to meet important figures, and Grrece. Upon his return he started life, study and work. 1776 he published his book, which was immediately well received and praised by political leaders, such as Edward Gibben, Ferguson (historian). William Peter. Adam Smith Greatest effect on economy is labour, and the division of labour. Trifling example, pin maker. Adam Smith starts before the industrialization. It already got the basic idea. First thesis: Centrality of division of labour. Second one: What drives economic activity is the pursuit of individual self interest. This is also an important point because it means that ‘It is not from the benevolence of the butcher, baker that we expect our dinner, but for their regard for their own interest. We address ourselves, not to their humanity but to their self-love, and never talk to them of our own necessities, but of their advantages. ’ There is also a 3rd famous. Outcome of multitude by several individuals is collective wealth. The individual is led by ‘ invisible hand’ to promote a goal that was not included in his intentions. This is a major turning point, because until that time the individual that wanted to enrich themselves, was more the object of suspicion and decadence both in Christianity and in other world religion, like Islam. Lending money against an interest was prohibited. Effort to enrich oneself was considered manifestation of greed, not something to be legitimized. Center of economics was on rational individual that did a analysis of costs and benefits. Arrow, said ironically that there is a perfect statistician. There is this idea of economic actor as rational, self-interested actor. Outcome of this multitude self interest is a common welfare. Although this is not the purpose of the individuals, this is how wealth of nations is produced. How? The product was distributed. Here, Smith had to go with complicated question of how income is distributed is distributed in wages, interest and grants, and how wages relate to prices in the market. THere was a paradox in this relation of price and cost, related to value. We know that there are very useful (use value) water, and diamonds that are of no or low use value, they’re appreciated but people can survive without. There is a difference between use value and exchange value. Smith saw a problem and set aside use value, and focussed on exchange value. (Not original but very important). The range of goods is grounded on productive labour incorporated. Chapter 5. Every man is rich or poor in the sense he can afford the joys of life. There is a very small group of services and goods that man can supply to himself. He must rely on other men. The value of any commodity to the person to possess it, without intending to consume it himself is responsible fo the choice. Value of all goods produced is equal cost of production, profit does not exist. Iron law of wages. Workers would be paid minimal surviving rate, but if amount of workers outweighs demand, workers might not be paid survival rate. Represented by ‘ bronze law of labours’. Adam smith is not main character in this course. Important to keep in mind that his thought (and other major representatives) has been a foundation for modern economic science. Their thought was dominant paradigm in economics for a century. End of 19th century with neo classical economics, marginalist school. Problem of value between exchange r use value. The value of goods is related to their scarcity. The price where demand and supply meet is the marginal point. Notion of scarcity is intriguing. Marginal point is where supply and demand curve meet. Volta to Weber from homo economics, to werd (als in normen en waarden). Karl Marx Marx is the first scholar who is discussed here, because he gave fundamental contribution to analysis of economics and society. Marx theory is radically different from the classical economics. His aim is to generate a new theory of society and historical change. Considered as foundation for praxis, revolutionary action. Theory can be the ground for action. He incorporated many of David di Ricardo’s insights, but he historizes them by regarding the natural law as applicable only to a specific phase of capitalism. Classical economics presented their findings as natural laws, like laws of physics. Marx considered them as laws of specific historical frame. Political economy is the anatomy of political society, because in capitalism social relations depend on dominant mode of production. First, let’s look at his life experience and intellectual influence. Marx is very interesting person. We can not just attach a level or discipline to marx (the sociologist, economist, historian, he would deny the label). Interpreters of marx are different from him (schumpete distinguishes between sociologist, economist, profeet). If you have a chance to go on the web, look for movie ‘ Young Marx’. The communist manifesto is mandatory reading. Social and cultural context of marx thought We can divide marx life into 3 main periods, which take place in 3 different places. Time, space, action. First period: German Period. The son of Jewish parents who were living with napoleon laws which abolished the limits for activity of jews in christian society. He studied in Berlin. Shortly after Hegels death, he was part of the Hegelian left. He had a solid philosophical ambition. Berlin was the philosophical capital at the time. His dissertation was on (inaudible). Member of the Doctor Club. He was a radical in the liberal tradition, part of the radical left. His stance on the Prussian prevented him from following an academic life or career. For this reason, 2nd period: He moved to Paris with Jenny van Westfallen (daughter of aristocratic family). He was there in 1848. Intuition was on point. He had to leave Paris because of his radical stance. He went to Brussels where he was also sent away, then went back to Paris, and he was expelled. Then he went to London, because London was interested in him, it was the lavatory of capitalism. He went to study. It was also the most democratic country (as in tolerating descend), he could live there. Similar to todays world. You can be expelled if you are a dissident to dominant power. Third phase is the longest 1848 to 1883, the year he died. Could be divided in 3 sub-periods. First subperiod is 15 years, most difficult. Life of very hard work, poverty, Marx can survive by writing articles for news papers (Daily Tribune, major events of the day) and through help of Friedrich Engels, son of successful german entrepreneur with factories in England. Second period of most intensive political work, becomes president of workers international. In the first subperiod is the period in which the work of Marx makes major improvements. He has a very rigid schedule. He goes to the British Library everyday. He was sure that the research work is as revolutionary as revolutionary action. Then he moves to become a political organizer. Final phase, again difficult, he has to suffer family members deaths, but he is renowed as a great figure of the revolutionary left. Pretty intense life with very strong will power. In terms of experience, the direct knowledge of the events of his time. He was an participant observer. His presence in various capitals of Europe (philosophical, economical, revolutionairy). He was very curious and followed events. Verification of his own ideas and theoretical schemes. Compare to August Compte (founding father of sociology) his old age said ‘i don’t read anything because it brings me away from my own thinking’. Marx was opposite and read everything. Constant condition of marginality and deviance. He always lived in the margins of society (not so much in childhood, but jews were almost normal citizens. He got secular education). Then he was left radical which was at the margins of the Prussian political system. As leader of first international, he had solidarity of uniting workers around the world, but a lot of opponents of his work in de Bourgeoisie camp and conservative milieu, but also in the left, where he had conflicts with sociolists like Lassalle and anarchists). He lived like proletarian. He symphatized with them and developed a strong sense of justice and inequality. Third element was his specific linkage between scientific work and political engagement. Marx was not a scholar (advancing knowledge for knowledge, rather an instrumental view of knowledge). Evolution of other causes if it can contribute to his own causes, not being to rigorous about the interpretation of certain scholars. He was an intellectual. Serious intellect and collective political struggle are both important. Laws of movement of capitalist accumulation is as important as a strike or political battle. As intelectual he was influenced by others. Three major currents in his own intellectual formation. German philosophy and Hegel. Considered by marx as the final stage of western philosophy. Then there is contribution of French proto socialists (saint simone, follier) and also the French historians, and off course there were political economists such as Ricardo. We must also consider Rousseau. Mostly his contribution to the Volunte. Most important relationship is with Hegel and Ricardo and other british. From Hegel Marx derived a few main concepts. Transformative, change, modify, subverted into his own theoretical system, of which there are many examples. Concept of dialectical totality and historical determinism. Historical proces is necessary sequence of stages, in which the absolute spirit realizes itself. Humanity moves towards self-consciousness. FE Subordnate in universities. Interests are sacrificed and conducted to the general design of reason (canning of reason). Opposite to self interest and individual. The state entirely provades over citizens lives. In classic economic society prevails on the state. From Hegel the idea arrives of society that every storical society is a dialectical totality in which components (war, technology, etc) can not be seen seperate from eachother but have a dialectical relation to eachother. Opposition of civil society (burgerlijke gezelschaff). (in german civil and bourgeouisie its burgelijk, it is the same). Civil society is made by laws, working conditions, the individual is closed in his particalrity The state is the expression of the universality of the citizen. Distinguish between Burgelijke gezelschaff and Staat. Ficticious liberty of citizens and the real exploitation of the worker. Formal vs real democracy in the capitalist society. Other examples: Aufhebung means to more or less manage something. If something is heavier then the other, i can balance it out, and then they are equal. In philosophy its a philosophical concept that bypasses a certain category, but at the same time elevates and maintains it in a further moment. It moves it away but recooperates in a further moment. You bypass and elevate at the same time. Bypassing and making true, bypass it but don’t lose it. What has been bypassed is incorporated. The spirit (Geist) manifests itself in humanity, nations and history. The spirit will be conscious master over all works and historical past. Alienation is the alienation of men from his own worth or means. Work is separated from the instance of work and product that is made. Capitalist is also alienated, he is subordinated to the uncheckable competition of market. Key takeaways: Hegel is most important figure, but also Kant. The notion of antagonistic cooperation of individuals on collective history. Make people conscious of their experiences in life. The problem now is not to study but to change the world. Not only interpreter the world but to change the world. Critical theory. Next thursday: Read first part of communist manifesto. Lecture 3 Manifesto Central point is class struggle and prediction of globalization. Materialistic base is clear, the naturalism of classical economy is replaced by a political perspective. Other elements are missing as explaining factors; the theory of labour as a commodity as the driving force for economic reality. Revolutionary document. The revolution in France fails under Napoléon, but Marx and Engels already predict a development. “A spector is haunting Europe. The spector is communism”. “The history of all struggles in society, is the history of class struggle.” “Modern bourgeousie that sprouted from feudal society has not ended this class struggle. It has been replaced by new class class struggle” “This simple feature has amplified class antagonism. Bourgeoisie and proletariat.” Class antagonism has simplified. Also hints at rising world market, opens ground for bourgeousie. Feudal system has been monopolized. No longer suffice for the growing wants for the new market. Another important change, the Industrial Revolution. Steam and machinery revolutionized production. Production and industrial middle class replaced by industrial millionaires- centralization of capital by the few. Modern industry has established the world market and world market foster modern industry. Again, we can not see this as a ‘new’ phenomen. It is the product of a long chain of events, it is just a phase. Result of series of revolutions. Mode of production has changed and coming to the forth. Each step is advancement of a given class and is accompanied by growing political power of that class. Bourgeousie excerts power through the bourgeois state. Executive of modern state is government, is committed to manage common affairs for the bourgeois. We have class state. State is not result of competing of different political parties but represents the interests of the ruling class. Bourgoisie has played historically a most important part. Ended idyllic relations of partiarchal relations. Pitlessly severed ties that bound men to master. It has drawn exodus of religious fervor and chivalry for egoistic self interest. Specific feature of bourgoisie (dominant class of mode of production). Bourgoisie is compelled to revolutionize political system. Usually dominant class tries to maintain structure. Bourgoisie can not help changing instruments of production, and the instruments of production and with them the relations of society. Uninterrupted disturbance of social production, distinguish this ruling class from historical ones. Pace of change is extremely rapid; brings sense of uncertainty. What is produced and changed (economic relations) have impact on all other relations. Picture is exaggerated (it is a political manifesto) but sketches the economic and with it political change. Implies global interdependence in economic relation but also in intellectual life. Intellect of nations become common property. National onesideness and narrow mindedness become more improbable. Urbanisation increases. Prejudice also arrived. Bourgeoisie created enormous cities. Greatly increased urban population and rescued them from idleness from countryside. There is a hit to ‘ nation building’ . Countries are lumped together as one nation state. (Germany and italy form nations’ not yet the case in marx time). There is also a sketch of a theory of economic crises. In das capital marx will work out at least two theories of capitalist crises. Here one of them is sketched. Epidemic of overproduction. Because crises erupts; there is too much indutstralization and industry. No longer furthers condition for bourgoisie. They bring disorder. How does the bourgoisie get over this crises? By destruction of productive forces and also by entering new markets. Capital accumulation implies concentration of capital, increasing exploitation of working class and increased poverty of the large mass. Underwritten also is the Bronze Law of wages; cost of production of workman is restricted entirely to subsistence. (sustaining life and nothing more). He also highlights increasing role of women and children because machinery and the need to lower labour costs. Organization of factories; workers are just managed like soldiers. Industrial army. Intermittent strata tend to fall into proletariat as they can no longer compete with industrial production. Final part is more on fact on concentration on proletariat causes them to become aware of common condition and gives way to political instruments such as trade unions. Brings some ‘ improvements’ but marx predicts revolution. Proletariat is growing. Also bourgeoisie changes side. Portion of bourgeoisie that aligns themselves (engels and marx are sons of industrialists). Propose political course that destruct bourgoisie; they are idealogists that understand the process. To this struggle (between two camps) even more and more restricted bourgoisie excludes a section of society which was despised by marx and engels. Passively rotting mass thrown off by lowest strata of society might be sucked into revolution. (Criminal choices that can lead to corrupt or be used against working class struggle). Condition of capital is wage labours. We can trace key aspects of Marx theory. Move away from natural law. History of mankind is seen a sequence of stages, characterized by specific mode of production. Two pairs of concepts. Dialectical relationship between structure (forces of production vs social relations of productions). Structure vs superstructure. The most synthetic description of this pair of concepts can be found in very important short writing by marx (1859 Preface to a contribution to the critique of political economy) - preface of Das Capital. Marx tries to give synthetic account of what is his theory: “In the social production of their existence (makes clear the materialism of marx, not result of ideas but of material action. What people do to satisfy their wants. Reproduce mankind.) many inevitable enter into relations independent of their wills. Appropiate to given state of mode of production, fe technology. Totality of relations of production prodcue structure of society, which arrives with a political and societal superstructure.” Specific concpetion of relation between economy - economic structure of society and the superstructure, which is all the rest, all other aspects of society such as politics, law, conditions. Accusation arrives at deterministic view. Contested; not determination but setting conditions. Not the consciousness of men that dictate society, but society dictating consciousness of men. Static. It becomes dynamic with: “At certain stage of development the economic structure conflict with relations of production, or property relations”. Within structure at certain point there is a contradiction. (conflict) between material force of production and social relations. From force of development these relations turn into their fetters. Social revolution transforms whole immense superstructure. In studying such transformation its necessary to distinguish material because these changes have the same nature of laws in studying natural phenomena. Ideological form where men become conscious of this structure and fight it out. Just as one does not judge individual by what he thinks of himself, you don.t judge a stage on itself. No social order is ever destroyed before conditions are fulfilled in material conditions for transformation. Debate after marx death rises in political streams. The ‘real’ interpretation. Not yet the moment to start revolution, because material stage has not arrived yet. Lenin thought there was no reason to wait for conditions to be mature, it was important to cease the moment. This explains why he commences revolution. Not developed yet as capitalist country but serfdom. German idealogists were reformist. In any case there are two major spheres of concept. Forces of production + social relations. Play role of anatomy in human body. Immense superstructure that is produced by material mode of production. They are not just aspects of same reality, they are components of totality. In dialectical relationships. In contradiction with eachother. The first historical action is the creation of means (of production) for satisfying their needs. Human beings are always living in groups. What human beings are depends on what and how they produce. Satisfaction of basic needs created new needs, and so the need for new instruments, and then the reproduction of daily life (food, shelter, etc) and is necessary for the reproduction for the species. The need for what we call family, which regulates sexual and intergenerational relations. But both the creation of production means and the reproduction of species requires type of division of labour. Any mode of production is also a mode of (antagonistic) cooperation. At the start, division of labour is simple and spontaneously, division of roles in sexual activity. Roles in terms of natural disposition, f.e. Natural force (men are stronger). Division of labour tends to crystalize into roles with different power. Distribution of power comes with it. Increase in manual and intellectual labour. More and more spiritual activity is distinguished from material activity, production and consumption. Simple family and larger social organisation to the state. Finally, at top of superstructure there is the sphere of ideas. Ideas are produced in the context of structure. Ideas of dominant class, and dominant class disposes the means of intellectual production. There is no doubt that this model creates problems, along the lines of being dialectical, but at the same time it is difficult to underplay the role of aspects of the superstructure on the structure itself. (fe, language, and the role of science and technology). So, on one hand we can reject deterministic view of marx theory, because of condition rather then determinant. Mostly underlied by Engels, even after death of Marx. On the other, we have to say that this dominant role of structure and superstructure is open to criticism. In Marx intention, his theoretical construction should have been much more complicated then what he was actually capable to produce and or fulfill in his life, despite his discipline and hard work. I examine system bourgeois in following order, capital, property and wage labor, assembly (post mortem by Engels). Capital is first part of first book. In mind he had a full theme of scholars and series comprises following chapters. Key topics of classes and the state. Chapter on social classes is last interrupted chapter. Marx is ready to move on to class antagonism and the state, some other chapters are not present and derived from other works. The ideas of the dominant class in any epoch are the dominant ideas. Social relations of production are at the basis of ideas, although a dominant class, at least in the phase in which productive forces and social relations work together, the ideas of the dominant class must have a kind of universal character. But then, more and more, they tend to legitimize and foster the specific interests of that class. (For example; libertarian ideas in silicon valley). Lecture 4 Marx is a master for dialectical historicism, a theory of historical change and a thorough analysis of the functioning of capitalism. To him, this system was contradictory. This is the most distinctive character. In capitalism, there is inherent cotnradiction. It is doomed to pass from one crisis from the next, until a total collapse. Why? Any other mode of production which we can find in history, there is an inherent contradiction between productive forces and social relations of production. Class who owns / controls production methods and who produces. It is most evident in capitalism because it is the most developed mechanism. If you understand how it functions, the more complex form of society and economically. It is inherently contradictory because the mechanism of contradiction and of exploitation. Capitalists are compelled to compete with one another in a market that is anarchic. Competition becomes more harsh and severe, because profits tend to diminish. Because of law of capitalist accumulation, according to which the value of goods produced is made by quantity of productive labour to produce it. There is a difference between value of a good, and the value of the wage given to the worker. In the value of the worker is absorbed into profit of capitalist, which is necessary for investing and competing with other capitalists. In order to increase productivity, capitalists uses more and more technology. The fixed capital (portion of capital invested in machinery) is greater and greater to the variable value and value given to the worker. Amount of surplus value is diminished. Then monopolizing and concentration in capitalism. These dominate the market and continue to compete in the market. Most cpaitalists are victims because they are subordinated to the law of competition. To survive they have to compete, to compete they have to increase the value of labour. From workers perspective, workers tend to be more and more exploited. COncentration of capital into giant firms means more and more workers are dismissed. Huge industrial reserve army. They are a basic factor that keep wages low. The mass of exploited / unemployed workers increases, and with it its misery. Workers in factory are grouped together, this enables them to recognize the misery and form a union. They compete in market for a job, but they can see they have common interests. One hand increasing concentration of capital, and increase in poverty and of the poor. Context: Industrial capitalism in times of marx. First prediction (larger firms and monopolies) came true. Some middle shops remain. Second prediction (poverty under capitalism) was not true. Capitalism as a system with inherent contradiction. Series of crises. Correct is that capitalism becomes global. Mode of production of entire world, even with other political idealogies. These two basic aspects (global, contradiction and passing through series of crises) of Marx thought are absolutely validated by historical development after marx. Relation between economy and society is not peaceful, because mechanism of capitalism creates class antagonism. Capitalism breeds inequality. Not proved; Inevitable collapse, inevitable revolution of class struggle, inevitable poverty. Difficult to prove that profit must fall because of increased machinery, probably not true. Theory of labour value is full of mistakes. (Universal impoverishment mechanism of entire population is not a true prediction. You can say there is inequality, and poverty within capitalism, but not that everyone is increasingly pulled into povery ). Critique by Martinelli himself: Thesis and arguments very relevant. Notion of industrial reserve army (labour supply exceeds demand, wages tend to be low). In the wrong prediction of marx (most important quick collapse of capitalism) is the fact that he did not take seriously enough some of the basic changes introduced by revolution of modernity, political revolution of modernity. In french revolution (liberte, fraternity, solidarite) is our values, and Benthem (utilitarianism). He did not take serious the cultural revolution of modernity. Let’s take freedom. In communist manifesto refer to small victories (less hours to work etc). Little adjustments that don’t make a difference, but they do. The rights, although limited for working class for long time, and political rights, and political organisation carried results. It made workers lives better but less likely their revolutionary action. By making powerful parties and unions in liberal society liberals were able to satisfy class needs throughout other means then revolution. Labour party finally comes to power or leftist liberals develop welfare state, which is outcome of union struggles. On one hand (bismark) we give something to the labourer, the structure produces the superstructure. You can say that this is still acknowledged. Marx must be read. The writings of marx have long history, it took decades to know the writings of the young marx. The interpretation of marx thought changed over time. As any important theory it was object of many disputes among factions and scholars to claim the real marx. Blessing and curse of marxism, it is widely read intellectual but became a kind of frozen ideology. In sovjet union, leninism was certain interpretation but didn’t do marxism any favors. Marx and Nietschze influence Weber. Schumpeter. List marx as the great. Marx has gone through phases of high popularity and phases of neglect. Depends of intesity of social conflict. In conflict, marx is an important voice. Less popular after fall of USSR. Capitalism as a process of creative destruction. From that, other capitalist forces come out. After all, process of capital concentration is true. In traditional industries you have new firms, small, that take advantage of third technological revolution The new class - leaders of communist party (later inspired by Cech thinker). Max Weber Both widened the boundaries of economic or political ocenomy instead of classical economy. Historiczed capitalism Relation between economic and social forces and capitalism as contradictionary (Weber sees it as mutual conditioning). Marx understood capitalism under modes of production and capitalism in most advanced form. The laws of functioning are ontdekt. He wanted to see the laws so he could collapse the capitalism. He believed he served the class struggle by sort of providing it with solid base. Weber has strong scientific base contrary to anarchists. He only identified certain factors in capitalism. Weber drove comparisons with non capitalist societies and forms of civilisation, without developing model of explanation of historical evolution or encompassing theory as capitalist society in a whole. He tried to understand how capitalism was possible or born. For marx it was instrumentalist. For weber, purpose of science is knowledge which is a goal in itself. For marx moral necessity for downfall of system was as clear as historical necessity. Weber was aware that scientific findings had moral insinuations, but he separated values and convictions vs fact finding. A third difference is: Marx was concerned with capitalism, weber with the genesis of capitalism. (there is chapter 25 of das capital, after the summary of general law of capitalist accumulation. After this, it is on primitive accumulation. It is well analysed how capital through labour and competition grows). But where it starts_ early capitalists, where did it start? Interesting chapter on feudal system and rent). Weber focuses precisely on historical genesis , the generation of capitalism. He is looking for other then economic factors. Important like fe religious. Then, final one, for marx has a more monolithic formulation. Structure is basis (economic aspect is predominant). Weber consider economic interest, but as only one factor, class antagonism over production is superseded by the struggle for political dimension. Both were prolific writers on a lot, like commercial law, agrarian relations, pyshcophyics of work, comperative studies of religion, to late lectures of economic history. Wide ranging intellectual interest and production. Most important threat is link between economic religious ethics, economic mentality and economic action you discover importance of rationalism which is seen as major aspect of modern capitalism. Including market, public credit, stock exchange. Each institution has own history and relations with other institutions. Is tied and gets tied together by common mentality. Related to religious ethics. Calvinism. Webers life had 5 years of mental illness, made recovery (wrote most important books afterwards). Formation (bildung) at uni of Berlin and in his family. Professional experience as lawyer and docent at uni. Economic history and sociology. Precautious academic ideas. Became young professor at heidenberg. After the mental break, is the period of ever greater intellectual influence in german culture, (Sociology of religion and wissenschap en gezelschaft). First period, weber was descendant of family of textile entrepreneurs. Well to-do. Father did not follow father because he wanted to become a politician. Started political career, elected into city council of berlin, in prussia, en after member of parliament. His home was attended by important figures. Liberal bourgeois family. In 1895 in uni of preburg ‘nation state and economic policy’ weber states he is member of bourgeoisie and that he has been raised by its ideal. It was coherent. He behaved according to liberal values. Individual freedom but also responsibility, right to develop his own personality, defend private sphere from state. Moral imperative of responsibility and commitment to work (berouff). Set of bourgeoisie values (positive). Bourgeoisie culture contains liberal values but also some lifestyles or cultural moments which are diverse, idealistic. Notion of individual freedom can be understood as responsibility, as member of community, or inclination to satisfy ones own drives and or material wishes. There is a fragmentation in his family circle. Webers mother has uncle who was more in line with responsibility liberal. Father was more authoritarian and selfish person who wanted to impose his own will. He had a double model. Identify with mother for work, but material success of father. With age, max became intolerant of father. Dramatic confrontation when webers parents were visiting him, and there was a big fight. Soon after, father died. This fostered guilt complex which was at the source of his methods. He was cured an capable of going back with renewed vigor. Last 17 years (1903, died 1920). In 17 years he made an amazing amount of work. Institution builder, he made a lot for developing sociological research in germany. He founded institutions and fostering that research. Active in politics (after the war) and pubic debate. Was member of german representatives for peace of versailles. Published in news papers. One of most important social scientists. Not elected into politics. We may understand this results. In two of his most important essays (one as science as a vocation vs politics as vocation). (Beruff - calling). Here weber outlines the major distinctive features of both vocations. He had of the politicians passionate dedication of a cause. But not the availability to compromise or to take the opportunity in a pragmatic way. The scientist instead he had rigorous search for truth. Moral tension. Independence of judgement. Made it difficult for him to accept party discipline. He had to dispute with the conservatives and with the social democrats. He was not a party man but had ability to analyse different phenomenon. Political writings are intersting. This two different personalities and scholars, but both important because they provide brilliant interpretations of capitalism. And relation between economy and society. Protestants ethics and spirit of capitalism. Lecture 5 Max Weber made a lecture on politics as a ‘calling’ / vocation. Not written by himself but by his students lecture notes. His students requested just his ideas and views in a less complex way as a background on his work on economics and society. Every day wants (accounting for everyday wants, rational capital accounting. Manifestation of rationalism as a core value of capitalist culture and system). Such rational capital accounting involves a game; first appropriation of all physical elements of production as disposable everyday enterprises. (Marx would say: control over means of production). This is unique for our time, in the past only army had this position. Freedom of the market, absence of irrational limitations in the market. Free market is basic picture. Third capitalistic accounting supposes rational technology, which implies mechanismalion. Rational knowledge applied to work. Fourth element is calculable law. Capitalist form of indutstrianizeld relies on rational rule of law. Fifth: free labour, legal in the position and economically compelled to send labour to market without restriction. Sixth is commercializiation of social life. Speculation only happens when property takes form of finance. Simplified account of what max weber accounts for. His most famous little book, Protestant work ethic and capitalism. Discusses basic thesis, famous and controversial. States that event of aesthatic protantasism provided fruitful foundation for capitalism. Strong correlation between given religious ethic and given economic ethic and behaviour. For rational economic behaviour and values and action. Rational action becomes possible when human beings postulate natural reality free from magical or ritual elements, on absolute transcendence of God. Calvinism and protestanism. Why many elements are found in jewish monism and early christian tradition, we found many elements of this aesthetic in the bible, and early christian traditions such as monestries. THese elements came to fruition. In this branch humanity stands alone before god, without ceremony or rights or repentance. The sacred is not immediately apparent like in primitive religions. Human beings behave and there is for example spirit in tree, mountain or sun. Salvation is not reachable through sacrament, rather catholicism believes in pre-determination, determined out of time by God. By Gods inexorable choice. Defined in these terms, the problem of salvation is a source of anxiety and anguish. You don’t know if you are among those saved or not. It is painful. One can draw from that the idea that if I don’t know, it makes no sense to act morally. This is not the case in protestant religion. Each person must see themselves as chosen, and reject idea that they are not chosen, as doubt is rejected, it’s a convention by the devil. You must have good faith, lack of confidence is a sign of insufficient faith. You must have faith on the fact that you have been chosen by God. At the same time; human beings are desperately looking for signs. You are effectively among the chosen. The persuade themselves that the rational organization of life, an methodological work towards a goal is a sign you are among the saved. There is this sequence of consideration which bring to the persuasion that if you are capable of obtaining results by following your college or calling, professional succes is a sign you are among the chosen. It’s important to have in mind the German word ‘ beruff’ or calling. To realize your potentiality. Foster your self confidence that you are among the chosen. Complex formula but arrives at final iron; material succes is a sign of aesthetic salvation. Re-invest profits into betterment into a aesthatic life. Different from material class of the past who chose to show it. In development of this claim he shunned deterministic claims. THis is not necessarily the cause of rational behaviour, but it is a factor. It is the outcome of very many different processes. Formation of medieval cities with middle class, universal ethical trade, have also influenced movements of reformation. Reformation was also outcome of other processes. Weber is aware that values and ethics can play a function of legitimization for the power of the entrepreneur. But there is a correlation, one of the many manifestations of what we call ‘western rationalism’. Also seen in fe science, rational legal state, in many other ways. Distinctive element of this civilisation. In order to clarify this approach, which is not confused with a general theory in which there is a relation-cause effect of religion and behaviour, we must spend a few words on webers methodology. We can state that a great achievement of Weber methodology, maybe the greatest, was integration of interpretive approach and the explanatory approach in the cultural and social sciences. Interpretative approach is the approach of history or student of culture, which tries to understand and interpret phenomena, and cover the meanings of collective and individual action. Behaviour with intentions and believes. Texts are interrelated meanings that can be elucidated on their own terms. Social sciences rely on explanatory approach trying to formulate empirical, constant conjunctions. Neo-positivist approach, to explain event we have to explain conditions and try to specify what occurred or why. Weber interprets and explains. Weber influenced not so much by Hegel but by Kant. Two crucial formulations: 1. Reformulation, and developing a flexible scheme of singular causal analysis. Historical changes and outcomes are traced to their casaluity, placed in a sequence. Based on counterfactual comparison between what could happen and what happened, we think what could happened if those conditions have not been present. Not dedication from causal laws, but on fact that a happened, because there was a correlation with b, c or d to the point that a would not have happened if b was not there. This method takes seriously what we can do as a form of intellectual play. The thesis of correlation between religious ethics and culture of capitalism, like rationalism. Two great works published after, as single part chapters Wirschaft und Gesellschaft (Economy and society) and wissenschaft + Sociology of religion in 1920 (after his death). In these works Webers thesis is developed. It dealt with directly comparable to his studies in the modern. Ancient palestine, judaism, chinese religion and the economic structure of that area. In order to demonstrate is an ac of trial, it is not directly present. Can explain late or non development in those countries. Although there are very different. In the second major work economy and society he dealt with the problem more indirectly, as systematic reality of relations of social life and most social organization (ethinic, political, family). Presented of two relations: gemeinschaft (community) gesellschaft (society). This systematic exploration of multiple relationships. This supplies larger theoretical base for sociological understanding of unique historical phenomenon of bourgeois capitalism. Placed in larger economic and social frame. One has directly an organisation. In sociology of religion there are different ways in which a religious ethic correlates with economic life. There are religions which are indifferent to economic life (Confucianism) which states norms for appropriate conduct within the family, for example authority of elders, and in political community, affirming legitimate authority of the emperor. In classical historical society, artisans and traders were at the bottom of the hierarchy, lower then the peasants. There is not a remarkable influence by Confucianism ethic, but shapes ethic of bureaucrats, the members of the imperial administration. Other religions play negative role for development of economic society. Buddhism or even christianity in the most original message (Jezus Christ) praise the poor as a virtue. Creates mistrust towards the rich or too concerned with material or mondaine concerns. They are taking people away from what is really valuable, the spiritual aspect of life. Other religious ethics foster capitalist accumulation. The element ‘ aspect of rationalism’ is crucial for this understanding. Weber did not study Islam. Notion of rationalism is central in his analysis of the way in which first early religious forms were abandoned. The main element of the book is rational prophecies; element of redemption in jewish christian tradition in mysticism, then the dualism between the morality. For Weber these prophecies allows bypass of magical linkage between charisma and observable reality. Brotherhood that develops with this prophetism get more and more in conflict with the development of the worldly activity, which become more intertwined in each others spheres. In the aestacism of gymnastic orders, there is a kind of linkage between religious values and economic reality. St Benedict is one of the most important orders in christianity. Lavora est … . More emphasis on economic aspect of your life. Most favourable rel. Ethic is protestantism. THis attitude makes religious ethics compatible with a material goal. Life of a monk is well organised for achieving a goal. It is reached with reformation, because no longer the attitude of minorities like monks, but generalised for society. Among innovations brought by my reformation is the formation of monastic orders. Believer and God have direct relationships not fostered or mediated by monks. gemeinschaft (community) gesellschaft (society) syntax of social relations. First part main sociological concepts are rigorously defined. Precise definition of concept is major requirement for proper analysis. Here we find the definition of economic action. Specific exercise of pacific exercise economically oriented towards cause. Rational economic action as typical type of action in capitalism which is the kind of economic action that is rationalised by goal pursuing. Community and association. A social relation can be community if and to the degree to which the deposition to act relies on a common sense of belonging. Effective or traditional. Whereas in social relation can be defined, association in the deposition relies on an identity of interest which is rationally motivated. Various forms of association are those of a group whose members act together because they pursuit the same interests. Gemeinschaft is based on a sense of belonging to the same group. Therefore the form of social relation (association) is more related to capitalism. Both communities and associations can be conditioned by economic, or relevant to economic action. THere is a twoway correlation. Through empirical research we can classify different types of relation to work out a typology that can be defined through economic communities stricto senso, economically active communities where action is defined economically because it is defined as the means of economic objectives. Economically relevant communities or economy regulating communities where actions can not be defined in economic means-terms, but significantly determines economy. FE the relation of the state. For instance, the family or the neighbourhood, or ethnic community, community belong to economic community that are conditioned by economic goals but at the same time regulate the economy. What is power and the basic distinction between what is or not is power. It can be exercised on someone, someone has to accept because they have no other choice, but legitimate power is exercised with acceptance of the subject. MACHT - power - potere or potenza (traditional + charismatic ) HERSCHAFT - ruling or authority - potere or autorita There are forms of power that are to some extend considered legitimate by the subject. MW distinguishes between traditional power (accepted bc force of tradition). No need or possibility to change. Patriarchy, King is King bc of Gods. Another form of authority is charismatic. Charismatic power is power exercised by specific individuals who are believed to possess supernatural power. The perception or belief is enough (don't have to be superman). In early religion there was a link between charisma and object. For example, a totem. For example prophets that speak the word of god. This authority relies on the fact that there are believers. For this reason, a major problem for charismatic leadership is succession. The routinization of charisma. The church as some kind of religious organisation. Lecture 6 Joseph Schrumpeter Background story A generation after Weber, they share some traits. Both were born in the Austrian-Hungarian empire in the last year of the nineteenth century. Although economists have a priority in claiming his work, historians and sociologists can include him in their greatest figures. He was an economist maverick; he can’t be considered the pupil of established schools in economy, he stands alone but as a giant he contributed to history and sociology. His greatest achievement was attempt to integrate concept theories into sociology. Second, he created a complementarity between economy and history. We summarise his contributions in three major ways: He specified and made more complex some analytical categories in his economic model, like the main concept of the entrepreneur. He made the concept more sociological and historically complex. He considered some questions like that of rationality, spontaneous equilibrium of the economic system. When he could not just explain a phenomenon in economic turns, he looked to other disciplines, like the crisis of capitalism. He could not just explain that strictly economic. Social and intellectual milieu of Schumpeter. Born in 1883 in Moravia (Chech Republic). The son of a small entrepreneur who died when he was a baby. His mother was ambitious and beautiful and remarried the Marshall, commander in chief in the Hungarian army. He had affection for Joseph and attended the Theresianum. The school of Austrian aristocracy. Humanistic education. The elite was formed in universities with humanistic education. This experience was important because Schumpter had to prove his value by being an excellent student, gaining respect through his merits rather then birth. He was influenced by the lifestyle of the aristocracy. He went to university of Vienna where he studied law. He had a chance to start studying economics. He had exceptional intellectual quality. After the degree he was 24, he started an interesting life, full of travel and experiences. He spent two years in London and he entered the English aristocracy. He met famous economists like Marshall and Hensworth. He married for the first time. After he spent two years in Egypt and became the treasurer of a local princess. His vocation was teaching and science. He made his first work, Wezen und Haubtingheit (main substance). . On the basis of the recognition of his work he got invited to teach in VIenna, and after he became a professor, first in a small and later in a bigger university. He went to Japan and Colombia University. After the war the Austrian Hungarian empire collapsed, Austria became a interesting place. Social government at the time, Otto Bauer was fellow student of Schumpeter. He suggested Schumpeter to become the finance minister. He was liberal, he was against nationalisation. Only lasted a few months as minister as he wanted austerity rather then social spending. He also disagreed with the establishment of close ties with the Weimar republic. He said we should strengthen ties with Western countries like England. He left and became president of a bank in a very tumultuous time. This bank went bankrupt. It was admirable that he took on the debts of the bank as personal debt. He spent many years paying of in full all the creditors of the bank. Unusual behaviour of the banker. These unsuccessful experiences in politics and banking and finance, combined with personal dramas (loss of his mother, loss of his wife) determined his decision to remain in Vienna. The university chair in Bonn that he held, and he was invited to Harvard. It was 1932, he spent the last 18 years of his life there, it was quiet. He resumed his research in a positive atmosphere, he married for a third time and he gained respect from his colleagues. He was able to write two of his four major works, which are ‘business cycles’, ‘history of economic analysis’, ‘history, sociology and economy’. There were no important intellectual influences; not an orthodox member of the marginalist Austrian economist school. German historicist school and Austrian school. Was influenced by Capitalist school. He was indebted to Valars (French economist of general economic theory) from whom he got the idea of the economic system as an interdependent system, and Marx, with the inherent contradiction of the capitalist system. The economy as a system in aesthetic perspective, unlike Marx, which was more dynamic. Intrinsic vitality and inherent contradiction. The ability to apply abstract logical schemes to concrete phenomena. He stripped the ideological components; they might be useful to raise relevant questions, but then adopt a scientific method to erase any prejudices. As mentioned, in his history of economic analysis, Marx is deeply analysed. Economic theory At the center of Schumpter is the entrepreneur. Economic development is precisely an analysis of the dynamic role played by entrepreneurship in the economic system. ‘The entrepentaruial function is defined as innovation. The introduction of a combo of productive factors such as labour and land (and access to capital, by owning or persuasion). There is normal working of econ system which is called circular flow, where aesthetic equilibrium exists. This equilibrium is broken by the dynamic factor of entrepreneurship. This changes conditions of supply, thereby sets up new production feature. This innovation can be related in various ways. It can be a new production method, a new marketing strategy, the conquering of new markets, but it has an element of rupture. Colourful metaphor is: You can add stagecoach to a stagecoach, but you will never get a railway. ’ At more abstract level, entrepreneurship is a function. Function performed by human beings, so can also be viewed as psychological type. Elements brought from sociology and psychology used to explain economics. In order to have economic development, you must have something qualitatively different and deeply disturbing the existing order. Endogenous, inherent character of capitalism. In a sense, Schumpter brings in the entrepreneur as the new ‘proletarian’ as in he is a revolutionary. There is ambiguity as entrepreneur as function vs as social conduct. As a function it means innovation. This function does not imply requisite ownership, can also be credit. The 4th introduced a productive force (entrepreneurship). The function is not linked to willingness to accept economic risk nor does it require being a member of a firm. Entrepreneurs can come from other corners of society. With this difference, Schumpteter distinguishes manager (routine) and entrepreneur (innovation). If this is the case, entrepreneurship implies a new type of social conduct and behaviour, which differs from rational conduct of economic actor. Entrepreneurship calls for personality type and conduct which is different from a common man; he is a bold leader. We need to break through ordinary constraints. This sets him off from being a routine manager. And what is leadership? Leadership involves the capacity to think the new and to grasp the essential. To set the incidental aside. (to be focussed). To act quickly. To understand by intuition. Here, with some sociological considerations, the entrepreneur acts through its will and personal authority (charisma). He must be willing to forego the criticism when new behaviour is deemed dangerous. (Think about Machiavelli's innovator in politics). Many people stand to lose from new things or changed ideas. In this sense, the fact of being a leader brings the entrepreneur in some way close to the religious leaders of the past, but with great difference. The entrepreneur is a leader in a rational and anti-heroic civilization. As a result, it does not incite the charismatic feelings of those who make whole civilizations. The entrepreneur operates in a more limited sphere. Theory must be historically determined. In previous epochs the entrepreneurial function was fused with other, with religious or aristocratic. In modern capitalist society, entrepreneurship is the form of leadership that appears in capitalism. Essential element of capitalist dynamism. In this sense, entrepreneurship involves a mix of emotional and rational elements. It causes a great measure of planning. Rationalism according to Weber it is planning adjusting your conduct in light of a goal. It is rational but it rests on an autonomous drive to achieve and to create in its own sense. It requires a kind of creative and artistic character. It rests on a dream to ultimately establish a family dynasty. The entrepreneur takes advantage of the elements in his milieu, but he has an advantage because he exists in rational society, but he has something more. E. innovation is a creative act, goes over one owns short term advantage. Based on desire to think on the new and act on those thoughts. Not utilitarian rationalism, but dynamic. A type of person, function or personality which can not be considered rational in the limited sense. Two additional influential sociological essays that were source of popularity and academic prestige. One on social class, the other on imperialism. In these two essays Joseph developed view of social stratification. The class structure is the hierarchical order of families. Individuals belong to class independently of their own wills and the class structure is the order, in this order there are continuous and intense processes of social mobility, upward and downward. The fundamental factor which explains the rise of one of the mobility of families within classes, is the same which explains the one from one to the other. It is the ability /capacity to adapt to the basic needs of a given historical society and to demonstrate the abilities to perform the function, satisfying the needs by exerting a leadership role. Family are the basic units of the social structure. Classes as undifferentiated whole are less concrete. Social classes change slowly over time, like hotels occupied by different populations. Examples include f.e. German aristocratic families. He engages in historical analyses. The performance of socially relevant functions is the core element of families because it divides society into ranks. Once established, the social prestige of a class gets a life of its own. Often, prestiges survive long after the functions have eroded. (Again, aristocracy no longer vital for society, but aristocratic families still enjoy prestige). Also, the status of the elite or upper classes is consolidated between solidarity ties between families, f.e. Through marriage. In capitalist society, leading class is the bourgeoisie. Members of bourgiosie have performed leadership functions in economy, they have provided power, wealth etc to future generations, but also explains decline, as ownership etc also come from other social strata. Any element which reduces the importance of entrepreneurship has resonance in the bourgeoisie. The development of monopoly capitalism doesn't impede directly on capitalist system, but does erode role of private property and the role of entrepreneurship. For instance, in present digital economy and society, if the transformation of these entrepreneurs into giant corporations does not allow for new entrepreneurs coming up, this would weaken capitalism. Because it makes entrepreneurship less and less likely. No direct relation between bourgeoisie as a whole and monopolistic capitalism, but does weaken the class. This is the first way in which monopoly capitalism (late capitalism) weakens capitalist system as such, not directly but indirectly. Late capitalism generates social crisis, the decline of institution like families, the decline of protective of social strate, and worsening to cultural climate. Corrosion critique of economic institutions. It is due on hìone hand by monopolies, as they leave less space for entrepreneurial activity. It also weakens social institutions like bourgeois family, persistence of protective of social strata, and decline of favourable social climate. He writes very clearly ‘The thesisI endeavour to establish is the performance of the capitalist system is such to negatively engage, break down under the weight of capitalist system. Inevitably creates conditions for rise of socialism, which weakens social institutions that protect capitalism. The main elements for crisis of capitalism are the destruction of protective strata, or first the crisis of the bourgeois family (Thomas Mann - Gudenbrock) , and the changing social climate, which becomes less favorable to bourgeois lifestyles. Due to the fact that capitalism breeds social unrest. At the same time it holds out hope for betterment and improvement for everyone, for growth and development, but also generates high level of personal insecurity. Besides, this creates a lot of frustration among many people, mostly young people who are dissatisfied. They can express their uneasiness, they can protest. In capitalist societies there is a wider and larger space for dissent. More political freedom and tolerance for dissent then in other systems. ‘ Differs from Marx, he sees creative destruction. He thinks capitalism can survive by coping with the negative effects of capitalism. You can also the trait of conservatism. He is astonished that so much room is given to corrosive critique of the system. His argument overestimates employment of capital. It looks like he is not happy with the tolerance for political dissent, but tolerence is more effective coping strategy then authoritarian way. Last major work is written in the late 1940’s. It appeared that in 1942, a breaking point, the start of the decline. It was not easy to be pessimistic about contemporary society in that time. Reflected in the book (can capitalism survive, can society survive, crumbling walls). It is not the succes of capitalism that brings it directly to a crumble by making innovation impossible, it is indirect. The rise of new entrepreneurs is less likely, and by fostering social changes in society that will weaken the capitalist system. Note from Martinelli: ‘ Why does he not consider that instead of economic entrepreneurs, we will get new political leaders or political institutions_ They can help in destroying capitalism, or facilitate the continuation of capitalism?’ Lecture 7 Polany Karl Paul Polanyi (/poʊˈlænji/; Hungarian: Polányi Károly [ˈpolaːɲi ˈkaːroj]; 25 October 1886 – 23 April 1964),[1] was an Austro-Hungarian economic anthropologist, economic sociologist, and politician,[2] best known for his book The Great Transformation, which questions the conceptual validity of self-regulating markets. Founded galilea club. He chose London because of his affinity with the British Labour. In 1940 he started the writing of what is his measurebook. The great Transformation. The opportunity to do this was a fellowship granted by the Rockefeller Foundation. He was quiet and it was the right place for him to study, work and write for three years. The book was a success; not a bestseller but well accepted. He went back to London in the last years. In 1947 he went to New York to become a professor. He had some family problems as his wife was a communist so she did not get a visa. She lived on the border of Canada. He was old (47) so he only thought for six years. It was enough to form around him a group of researchers which was multidisciplinary, sociologist, anthropologists and historians of ancient history. He directed a interdisciplinary research group. There was a collective volume titled trades and markets in the early empires. Then, no longer teaching at Colombia, he continued research. He published other books, Dahomey and the slave trade. Some of his essays were published by Walton posthumously. In the last phase of his life he became a passionate proponent of peaceful co-existence. It is not a life full of events, but of a coherent man who was capable of combining serious scholarly work with political passions. Why is he important for this course? He has a specific and original view of the relation of economy and society about what market capitalism means in the history of mankind. Polanys conception of relation of E&S can be syntactically presented as: In most of modern history the economy is embedded in social relations and institutions. Economic agents do not act to maximise economic interests, but to maintain their social status. Market capitalism is the exception: the economy has freed itself from societal controls, now society is embedded in the economy. THis conception implies a radical critique of neo-classical and classical economy. Classical economists have mistaken this exceptionalism as a historical accident. Classical economics have mistaken this as manifesting universal economic laws. THey consider laws of capitalism as economic laws to any time in any historical context. This occurs because of the economist fallacy. They have mistaken the substantive aspect they distinguished between substantive aspect of economic life and the formal aspect of economic life. Substantive is the satisfaction of human needs. Economics studies the ways in which human satisfy their needs. FOrmal aspect is the logical relationship between means and ends. The link market, money, price, private property, free contracts which were absent in most of human history have become traits always present. In this way Polany develops a critique of classical economies that is not a critique of the internal logic of the theory, or hypothesis, but the underlying assumptions and postulates. That is; utilitarian individualism and the rationality of homo economicus. Critique to Polony: Formal and substantive, he actually distinguishes the model that studies the object and the object, the object of studying econ is certainly the way humans satisfy their needs, and the other is a model for interpreting this. One can not critique a model just by proposing it to the object, because scientific reasoning always works with assumptions, postulates, which dont have to be demonstrated. A theory is more acceptable if assumptions are realistics. But theories in physics work with basic unrealistic assumptions, which does not prevent it from creating interesting theories. This has to do with one of the three major research questions of Polany: The limitations of the claims to universal validity of the paradigm of classical economic theory. The most important contribution of Polamy has to do with the origins of market capitalism, self regulating market capitalism. This question is fully analysed in his greatest book, which has origin in the great depression of the 1930’s. This is considered by Polany as the failure of free-market (liberal) capitalism. Polany calls this as the 19th century civilization. It has collapsed in the following century followed by a great crisis. It is sometimes misunderstood, does not have to do with the industrialism. It is about the crisis of the free market. ‘19th century civilization has collapsed. This book is concerned with the origins of this event and the great transformation it has ushered in. 19th century rested on four institutions: The balance of powers system (for century prevented long and devastating wars) between Napoleon's defeat at Waterloo and Sarajevo without generalised war.’ Balanced by the UK which was the strongest power, which acted as a guarantor of the balance of power. International gold standard which symbolized a unique organization of world economy. There is the pound, which can be converted to gold. Converted to a very specific exchange rate. All other currencies are rated with regard to the power. This provided stability but had some negative consequences too. The self-regulation market which produced an unheard amount of weel-fare. THe liberal state or liberal democracy. Classifying between economic and state, international and national. The fall of the golden standard was crucial was a proximate source of the fall. These 4 institutions are not on equal footing but they are not. The fault of the system was the Self-regulation market. It fostered international exchange. The balance of power system was a superstructure eractd on the gold standard. The key to the is the laws for self-regulating market. After this became in a synthetic way the thesis of his book. Our thesis is that the idea of self-regulating implied a stark utopia. Such institutions couldnt exist for length of time without regulating the human related substance in the market. But rather new is the fact of reference to the ‘natural’ self regulating market. It would have destroyed men and turned its surroundings into a wilderness. Society this took matters to protect itself. Whatever measures took impaired the self-regulating market. This dilemma which forced the existence of the market, and thus raptured the ..?. The crisis of 1930-s must appear all to simple, but he disagrees. He will explain his thesis. In the book there is a part that concerns about the causes of srm and another part with the consequences. Causes: Technological revolution. The role played by technology, use of decline of technology to production, which increases productivity and then goes on by showing how a longer process than the IR freed labour and land form many constraints that existed in previous epochs. The role of gilded, the role of relationship between lord and peasants, and many constraints set by power of the king and church. Consequences: Here Polany makes a detailed analysis based on historical material, mostly early 20th century stability in which he shows how the srm can not help threatening human labour and the national environment which stimulates a response. (Defence of society). Governments and or unions tend to approve laws which attempt to weaken the consequences of the srm, they set constraints to the free working market. This has the effect of making the mechanics of the srm less efficient. It creates a problem from another POV. Also in regard to capital market, labour and land. Critique He critiques universalism of classical economy, but treats srm as exception of other universal laws. Polany thinks that capitalism will survive but foresees the end of srm capitalism. Market economy but with more prominent role for the state. Polany thought he could find different version of this type of market capitalism; in the US it was different in nazi germany. Attempts to surpass the conflict of srm. This role is compatible with free market economy, or liberalism? In his view yes. THere is no reason why a market economy should not be controlled in a better market. He was not against state intervention as long as it could benefit individual freedoms. There are many instances, varieties of capitalism which have proved to combine a market economy with the state. Another major question addressed by Polany was a comparative affirmation are forms of regulation of forms of production, distribution of economic integration. Regulation of economic activities. One is the SRM. The other are reciprocity and redistribution. Why did he do that? He had a physical view of planning his economic activity. Each 3 of types entails different forms of distribution in space. Reciprocity is between symmetrical groups. This type is based mostly on anthropological studies on fe the aganotes of the western pacific. Complicated set of relationships, for instance, a male was not responsible for his own family, but provided necessities for the life of his wife's brother. This was reciprocal .The husband of the sister was responsible for his own family. This set would inform the relationships between tribes on other islands. Value of gifts was to reinforce alliances and confirm peaceful relations; status related, not to economic interests. It is an idea type, which is present to more or less degrees in various historic relations. Predominant in for example in family ties. Second major type is redistribution. Here, it indicates approximate transactions from and to a centre. (From periphery to centre and vice versa). This was a mode which tends to predominate in the empire. In an empire (multi-ethnic) the emperor collects taxes by territories and also redistributes them. Again, it is a mode predominant in certain contexts, but which also exists in contemporary society. The state collects money from the @tax payers and uses them to redistribute; allocate capital to institutions, targeted groups. Thirdly exchange; transaction between hands through the medium of money. This is a catology, a heuristic value applied to certain situations. Useful contribution to understand that all three modes survive, even though exchange is predominant. Here, there is space open to criticism. The first is that the typology is incomplete. Political organisation (mobilisation) of goods and services for collective action. Second and more important critique: the typology is static, not dynamic. How does the shift from one to another predominant mode happen? Later on, there have been attempts to dynamise the ecstatic model. (North who tried to dynamise the model with the notion. Any time transaction costs exceed the benefit of the transaction, the allocation of goods and services can take place other than market, price or exchange. For example, public goods. It is not possible to exclude those who do not bear the cost. It is not possible to distribute the cost of the use of the goods that are made. In this case a better form of regulation is redistribution). The third criticism is that Polany has overestimated the disruptive and disintegrative implications of the market principle, and underestimated the influence of the others. The repository system is exposed to one sided exploitation. There might be symmetry, but this relation, which can be seen as an example of the reciprocity mode, sees one party not giving and only receiving. In a relation of reciprocity can be dangerous, like in a maffia type of way. You gain favour, and you will have to do something back. It is not necessarily better. For redistribution, centralism. This central power can be despotism in the autocracy. Any typology can be used, but with some caution and wisdom. Lecture 8 Conception between economy and society by Parsons and Smelser . Titan of famous book. Parsons has been prominent american sociologist. He was the most important sociologist in the world, from a generation after generation of Weber and Workheim. Parsons himself was teaching for a few years at the same uni where Schumpeter taught, after WWII. Polany and Parsons were contemporaries of different generations. Smelser. When the book economy and society was published, Parsons was mature and smelser just 26, brilliant young scholar. He had a succesful career in American higher education. He was a professor for Berkeley and universities. In that quality Martinelli met him, he was the chair of martinelli’s phd. He has more important place in contemporary sociology. Parsons is most famous of the so-called functionalist / structural school. Hegemonic paradigm in economics and influenced other disciplines as well. In the words of David Easton is an American political scientist.Major influences in formation of parsons thinking were the family background (he was the son of a pastor. He was protestant. Reform oriented type of protestant. Also president of small college in Ohio. Atmosphere was academic and oriented towards social reform to improve the condition of the poor. Then, since he had academic aptitude, he won a fellowship for a much higher quality college then his fathers in Massachutests. He went to Harvard. He attended prominent scholars' lectures. Clarence Heirs. Institutionalist economists. Economic institutionalism give importance to wider context in which economic action takes place, with a more broad focus, among other sociology. (Veblen). Then he continued studying American social science, getting acquainted with the most important sociologists. In the other grander theories, American students can choose a major and minor. He chose social sciences and biology. From the study of biology, he also studied economic institutionalism, he gained the idea to study economy from a larger and broader context. From biology he got acquainted with main functions and structures of human body. A second group of influences came from other fellowship, to study in Europe. Many American intellectuals went to Europe to refine their cultural apprehension. Parsons went to study at the London School of Economics and political science. LSE. In 1925 was the place where there were historians like Tawney and political scientists and philosophers like Lashki, Hobhause, sociologists like Ginsburgh, anthropologists like Malinowski. Then, Parson decided to spend the second year in Heidelberg, were Webers influence was still very strong. There was a very active Wberian circle, like Zimmel (sociologists). Roberto Michels. Historians like Zombert and Trosch, like Krikke (neo kantian). In Heidelberg, Parson was fascinated by Weber, but developed key interest in other major social scientists of Wbers generation, like Dukheim and Parecchi. Whereas in the LSE he had been more acquainted with neo classical economists like Alfred Marshall. He developed good knowledge of Kant under lectures of Jaspers. These years were very fruitful. For different generations, migration over the Atlantic takes different directions. When Parsons returned he had written a dissertation with theories on capitalism. When he returned to Harvard and started teaching, he concentrated on the concept of capitalism in recent German literature. He worked on his first major book entitled ‘The structure of social action’ which had its foundation in European thinking. In 1935 he was above all things a major institution builder. He spent a lot of time and passion to the building of institutions of higher learning where it was possible for scholars of different discipline to teach and research together. The outcome of this was the department of social relations of harvard, where a rather important groups were formed and became the protagonist of this discipline in the last few years. The third type of influence was psychology and anthropology. First Freud, psychoanalysis, specifically the concept of personality as a dynamic functional system, and the idea that in the superego are internalised various values and norms from society. Also, important other psychological schools such as the american society of tolman. Finance behaviourism. Empirical observation of human behaviour. Also the so called Gestahlt … . Other influence is anthropologists, of structural functionalism. Kreuber, Malinowski. Populistic idea of culture with emphasis on values. All these influences were important to shape his thoughts. Reelobarated a lot of different systems and bringing his own theoretical system. Three + 1 phases: Starting point: Economic theory, the rational relation between means and ends. The sources and .. . From the study of Paretto, Eber, Workheim he saw it different. Parson got the notion of a vountaristic theory of action. Any action must be conceived as having meaning and an act of will. As an act of a will, which does not take place in a void but in a social-cultural context. In ths view, there are 4 elements. 1: The agent 2. The purpose of the voluntary action 3. The situation including choice of means, all factors which favour or abstract the action chosen 4. Set of norms Not only an abstract theory of work, but also empirical research in which he changes his scheme. He researched the medical profession. On the basis of this and cultural influences, he made his scheme much more complex. In which ways? First, in a way that human behaviour is analysed within scheme of organised scheme of actions. Interested in building a general theory of action, but working on key concepts like that of ‘’system’. Study of system 1. The personality is studied as system 2. The social is the society 3. The culture. Parson examines major aspects of motivation to act. We act motivated by a certain element. In order to act we have to look at 3 major aspects. 1. Cognitive aspect. A clear definition of the situation has to be made. 2. Then there is an aspect which is cathartic. We take into consideration how actions can be gratified (satisfaction) or sanctioned (punishment). We can be rewarded or punished by our actions. 3. Evaluative, we can consider other elements. We might not want to buy shares from weapon production because of moral convictions, nothing to do with means-ends. Role is a key element. We play different roles when we act. Theory of action or system of action. Theory is ‘people play the role they play in different situations.’ We use the words to talk about the single member of society we can say individual or person. It is different in democracy. Individuals are what can not be cut in different parts. Persona comes from the Latin word mask. We can show different masks. Or in other ways, a famous French writer from the 16th century, Montaigne, thought about many different I’s. Many roles played by the same person. In was one phase in Parsons' ambitious program to create a theory of society. They did not expose a general philosophical theory or a theory of history. They did not partake in a study of different societies or a general theory of capitalism. They tried to lay out, in abstract forms, major needs that confront societies. Try to identify exhibances of needs. Societies must satisfy some basic requirements. Differentiate subsystems that can meet one of those basic needs. The human body is specialised, it has to meet basic needs, in order to do so for survival, it has specialised functions. Similarly, society does something similar. The special relation between econ and society were to be spelled in the context of this major work, a general theory of social systems, within a general theory of action. This implies developing a special view between relations in disciplines of subsystems. Parsons was working in explicitly functionalist framework. Interdependence of different roles and institutions has a certain equilibrium of a system. All factors that put into question this system, and mechanisms that restore an equilibrium. They work with a causal measure of functional interdependence. Third, in contrast with many of their predecessors (not weber) they accepted many factors of formal economic theory as a legitimate framework. However, they view economic theory as a special case of a more general theory of action. They came to this by accepting the notion of Paretto. There is the idea that the economy is just one of more societal sub systems. The social systems (in order to meet basic needs), the survival of the system requires meeting basic needs. AGIL. (1) Adaptation (A). The legitimized and institutionalized goals - for example, warfare, maximization of the aesthetic, economic productivity - are not realized automatically, and the society has to devote some of its energies to providing generalized facilities - a reservoir of societal means. It is this adaptive function around which the economy is structured. (b) Goal-attainment (G). This function refers to the ways in which the society establishes specific goals - legitimized by the dominant values — and mobilizes the population to attain these goals. Parsons and Smelser identified this subsystem as society's 'polity', which was constituted mainly but not exclusively by the institution of government, the main mobilizing agency in society. (d) Integration (I). While the L function deals mainly with the function of legitimation, all social life entails a great deal of individual and group conflict, and a certain level of its institutionalised arrangements are devoted to handling this and promoting social solidarity. The main institutional complexes involved here are the legal system, the 'peacekeeping' aspects of the state, and the differential allocation of facilities and rewards and the maintenance of a system of stratification. (Peace keeping, fe legal and social system) (a) Latent pattern-maintenance and system-management (L). Every society has a system of values and beliefs that operate as legitimising and sustaining arrangements for its major institutions and as structured motivational patterns for its members. Part of the institutionalised energy of society goes towards the maintenance of the consistency and integrity of these values and to providing outlets for the 'tensions' that arise in connection with conformity with them. Institutions that specialise in this "latency' function are religion, science, the family and education. For any subsystem, the other subsystems are responsible for providing major resources. For economy, for example motivated labour (from family) is exchanged for goods and services. Mediated by medium, in this case money. But there is catalogue of these mediums, social media: (money or wealth, power, influence, value commitments). A specific concept of economic theory we are given new meaning as values of system selection. This type of theorising received major criticism at the time. It grew to the point that, starting in the 70’s in the last century, this was no longer the hegemonic paradigm. Major critique was that being a theoritcal paradigm that explains static functins of system in a point in time, but not for change. How a system changes, social change. It was attacked by sociologists of the conflict school in sociology. Another major critique was Mills, who put a very synthetic criticism in a phrase ‘the parson general theory is drunk iwht syntax (linguistics) but is very poor in semantics.’ He is good in drawing a theoretical architecture of exchanges and subsystems, but it is not useful in understanding concrete phenomena. Not very generous but it gets the point. Lecture 10 Wallerstein Published over a few decades. Followed a school of scholars of economic development. Based on a reappraisal of two theoretical approaches: Theories of imperialism, mostly by marxists but not exclusively. Evolved a theory which specified three ideal types that characterise the relation between economy and society: 1. Empire 2. World system economy 3. Socialism (undefined) Egypt, China, Russia, Ottoman empire were studied. Multiplicity of social and cultural incorporated into dominion under single government. Ensure economic corporation by military domination, centralised administration and taxation. Cappalri’s mode of distribution. Main factor of their decline is difficult to pinpoint, but vast territories require huge bureaucracy which makes it difficult to rule such an empire. War system is the war economy. Multipilicty of multiple entities are integrated by common economy. Coincides with what others define as modern civilisation and capitalism. Wallerstein is critical of modernization, but has something similar with different claims. The state is regulating the market. Predominance of the market instead of the empirical state. The EUropean world economy was established, not as an empire but shares features with empire. It was social system that the world hadnt known before .It was an economic but not a civil system. (page 72). It is a world system, not becaus eit encompasses the whole world. It is a world economy, because factor is economic, reinforced by cultural link and federal structures. Focus on dynamics of system. Core countries, peripheral and semi peripheral countries. Capitalist market requires competition. In empire it is difficult but within empire is conductive if it is constituted of different nation states competing to an extent. Modernity and its future The question of modernity and modernization as a process toward and through modernity of a society was coming forth again towards the end of last century. Focus was on advanced modern countries, instead of developing countries. The reason why is probably related to the implosion of the USSR and the end of the cold war. Risk of mutual destruction. After collapse of USSR 1991, first reaction was kind of western euphoria (the idea that the west won - liberal democracy won). The most known expression of this attitude was ‘The end of history’. (did not mean it but said it for selling reasons). What was over was the great historical confrontation between two different systems. These had basic differences. State planning vs market economy. Liberal democracy vs peoples democracy (one party democracy). It was political and economic liberalism. The euphoria was short lived- basic confrontations between people and countries with different cultures and interests, and the conflict of hegemony with different actors. The link between new modernisation and post modern studies said that it is not true that this winning civilization is so strong and coherent in it’s part, without major contradictions. What does modernity mean? THey questioned modern society, culture and economy. Post modernity had the merit of fostering a reassessment of what modernity means. THe contribution to understanding modern society is limited- Martinelli is sceptical about choosing a post-something. It is clear what is ending, but they are confused about what is coming. The roots of pm is found in architecture. Las vegas is seen as prototype for future; kitsch, melting of cultures, function of city is games. At the same time there was also a stream in French philosophy. There post modernism is more soundly based, tied to Lyotard. The Grand Narratives - the great accounts. The great historical schemes of progress, and meta theories which claim to discover universal truths. The abandonment of this great narrative translates to petits recits. Roots can be recognized in Nietschze; Foucault (antropologization of reality); elements in Weber (iron cage of rational organisation) ; Adorno and Horkheimer (Frankfort school). What is disappointing in PM theory is the fact that they make the same mistake that theories of early modernization make. It is opposing two types of reality. The second major critique is the fact that in oder to define modern and postmodern as different societies they have to ignore the aspects of continuity in the time before that. 130 years before PM society we find a famous essays by Baudelairre (1863) the painter of modern life where he argue that modern society had made a radical rapture with the past. He argued that modernity is the theatre of the transient. One half of art, the other being eternal and immutable. Alternative to PM are those authors that argue we still live in modern age, but in an age of radical, unaccomplished modernity. Popularised by exhibition in Berlin. It was entitled. The whole century needed to be embedded. Third and final critique of PM approach is that they have a week epistemifal position. They reject science. . PM are not concerned with empirical proof, but with illustrating societies. Berman Sociologist of culture - major critics of PM. (Derrida, Baudrilliard). His vision of modernity: ‘To be modern is to live a life of paradox and contradiction. To be overpowered by immense bureaucratic organization that the immense bureaucratic organizations that have the power to control and often destroy communities, values, lives; and yet to be undeterred in our determination to face these forces, to fight to change their world and make it our own. It is both revolutionary and conservative: alive to new possibilities for experience and adventure.’ There is tension between bureaucracy and free will- it is unsolved. In modern society it is possible to pursuit their own goals, even in a context that is ruled by the bureaucratic organisation. Similar to Habermas has transformed the Weberian concept of modernity into an abstraction full of consequences – it is separated from its modern European ori-gins and is outlined in a model of general social processes that disregards its temporal and spatial determinations. This, in Habermas view, has implied the interruption between modernity and the historical european concept of rationalism. This involved the interruption of connections between modernity and the historical context of Western rationalism, impeding the self-comprehension of the modernization process, which appears functionally autonomous, self-sufficient and crystallized. This induced postmodernists to talk about the end of modernity as the end of the capacity of rational comprehension of the processes, as the conclusion of the history of ideas. Habermas doe snot agree, it is to early to abandon modernity as a cultural project. It is marked by enlightened rationality. He recognises it involves many risks, seeking to understand reality from the pov of the individual, can lead to purely instrumental and utilitarian notion of rationlity, which encourages dominion and exploitation of nature and society. This is just instrumental rationality. There is another form of rationality, which is that of communicative rationality or reason. Extremely synthesized, Habermas’s theory is that the ‘omniscient’ 94 Modernity and its Future individual subject is subordinated to the consensual accord that is reached in the communicative interaction between equal and conscious subjects People can act as a rational individual, only because they exist in a community. Subjects are socialised rooted in their own societal context. There is a deficit in communicative rationality to utilitarian rationality. Their exchange is within the context of social norms, legal institutions (property, contract, enforcement rules). It is in this context that the act of exchange can take place. The problem arises wherever the utilitarian version of rationality is too strong. Economic liberalism without cultural liberalism will cause problems. Modern revolution of 18th century is interpreted by stressing very much the economic dimension (industrial revolution, technology, market revolution) but underplaying the other basic revolutionary elements (like the affirmation of individual rights, the liberal democratic part). Touraine Dual establishment between reason and subject. Rationalism and subjectivism or individualism are two core values. So, on one hand, you have this idea that everything needs to be super logical and efficient. (rationality) On the other hand, because people felt suffocated by this, they started clinging really tightly to their own identities and ideas, which made things even more chaotic. Touraine disagrees with postmodernists arguing that everything is subjective because it leaves room for fundamentalists, and creates a lack of common shared reality. Wagner Basically says the same as Touraine, but uses liberty and discipline. They are interconnected. Ulrich Beck and the risk society Hazardous use of nuclear, global warming, produciton of food products are all risks created by us. Beck compares two stages in the modernization. We have indulstrialisation and modernization. The nature of social conflict has con- sequently changed: the distributional conflicts over ‘goods’ (such as property, income, and jobs) that characterized industrial society have given way to distributional conflicts over ‘bads’, such as the risks of nuclear technology, genetic research, and the threat to the environment. Classic model was over output (the goods), now over the ‘ bads’ : THe bads effect different types of people. Lecture 11 Modernization & modernity Globalization Catch-all’s which cover large quantity of phenomena that they don’t explain much, but they are necessary as a basic feature of our present. People in various parts of the world leave. Two concepts of globalisation & modernization are tightly linked to eachother. The process of formation of societies that we can interpreter in the ideal type of modernity. We can place this process over the last 500 years. Any process towards modernity takes place in a global context. Not all societies become the same. Global condition with different societies with different features, that share common problems but have different responses. Increasing financial, technological interdependence and increasing social connectedness. Persisting cultural and political fragmentation that increases. System of international relations is higher then a few decades ago. This explains many conflict that are difficult to manage and solve. International organizations are weaker and the fragmentations are higher. THe degree of interconnectedness is increasing. We have a basic contradiction. Globalization has been defined as: Time- space compression (Harvey - 1989) . Global media allows us to follow and attend in real time events. Space also because of transformation. Advancement in non material communications. (Tony Giddens - 1990): Action at a distance. Ohmae (1990): Accelerating interdependence. Castells (author of huge publications on network society).: Networking. Synthetically: The growth of networks of interdependence. Extensively: We can define it as a set of related processes that involve a stretching of economic, social, cultural and political activity and interconnect the individuals, groups, communities, states, societies, markets, corporations, international governmental and non-governmental organisations in complex webs of social relations, intensifying their interdependence and increasing the conscious- ness of what is happening. Increase in the consciousness of what global networks are. Factors driving: Technological (ICT), economic and financial (restructuring of capitalist economy through growth of multinational corporations, consolidation of world financial market). Social and cultural (global village, mass media, international migrations) Political: USSR collapse, protectionist economies). Van Marrewijk: Nation-state vs multinational firms. Hyperglobalizers: Think of it as an irreversible process that changes every aspect of life. Usually scholars with a focus on economic and financial globalisation. Something unique. Sceptics: Nothing new. If we confront and compare present globalisation with the turn of last century, we find the percentage of foreign investment is almost the same. The second dimension which overlaps with the first is the opposition between those that say the goods are greater then the bads. (Neo-liberal) or against neo-marxists. The negative impact is greater then the positive one. They argue that globalisation is an expression of the hegemonic power of the west or US. Third dimension: Homogenising culture and economics, and heterogenization of culture. Also sometimes referred to as We can define it as a set of related processes that involve a stretching of economic, social, cultural and political activity and interconnect the individuals, groups, communities, states, societies, markets, corporations, international governmental and non-governmental organizations in complex webs of social relations, intensifying their interdependence and increasing the conscious- ness of what is happening. This is an interesting opposition. ‘The world is flat’ or Fukuyama ‘ end of history’. Reaction was to revitalise local identities and cultures. Hybridization. This dimension focuses on cultural dimension of globalisation. Increasing interdependence of some aspects of social life and decreasing … in others. We live in a world system, but not in a world society. A system is made of interdependent elements. We are interdependent. (Think of covid 19 or Huthi’s in middle east- we are vulnerable to the interruption or difficulties in global supply chains.) but at the same time we don’t live it in our society. Society is defacto network with social relations with mutual expectations. One of the arguments of hyberglobalists has been ‘the notion of the demise of the nation state’. This is also a thesis that has been falsified in many ways; what has happened, and still happening, is an erosion of national sovereignty. This does not mean that the nation state seized to be the core actor in international politics. Tony Negri (nation states vs multinational corporations) - it is a view but not the case. Nation states are very strong. One has to ask- which nation states. There are more and less powerful nation states. Less powerful nation states might be influenced more by corporations than more powerful nation states. We do not have empirical verification of the declining nation state in general. We do have evidence for erosion of national sovereignty. The constraints set by monetary institutions (IMF, NYSE can set regulations). This can also be positive; f.e. Labour regulations more strict in their base countries force them to better the conditions in producing countries. Permeability of national frontiers to illegal immigrants is also an example of loss of sovereignty. International law prescribes everyone can leave their country, but no international law except (asylum seeking Genova) promises entry into other country). Possible developments and futures of this globalised world? Key contradiction between growing interdependence and fragmentation. What is globalisation today? What happened in the almost 80 years since the end of WOII? This period can be divided into two sub periods. They do not coincide entirely. We consider the economic and political dimension. Economic: End of WOII to the seventies. This was the period L’entrante glorieuze. GLorious for the west, but also for the soviet world. Decades of high rates of growth and basic transformations. In the seventies, there was a majr crisis. There was a rapture / crisis of stagflation. Unusual combination of stagnation and inflation. Usually, inflation is more frequent in periods of economic growth. Low rate of growth with high rates of inflation. Rising costs of all major factors of production; land (including minerals, energy, agricultural). There was a very increase of price of oil whi9ch created a situation in which development economies could no longer profit from low energy prices. The OPEC was formed (cartel of oil producing countries). Then, more or less in the same period, there was a season of wage increases in almost all developed economies. Even faster then productivity. The other, labour, was creating tensions in the labour market. Capital; capital had a problem because it was the time of the end of the gold standard for the dollar. The cost of money increased. What happened was that in economic theory there was a shift from a paradigm focusing on aggregate demand to supply side economic theory. The problem was in the factors of production cost. What was more important, a change of paradigm in economic policy. Demand side problems included mainting demand side would guarantee growth and entrepreneurial attitude. In the declining phase of economic cycle, government should intervene with public investment. Keynes. Rising wages implies rising purchasing power. The economic theory focuses on demand side. Rising prices of factors of production made supply side more important. Reagonomics, Thatcher. Liberalisation of financial markets. A second subperiod started: contemporary globalisation. Increasing power for multinationals and global finance. This second subperiod ends with the 2008 global financial crisis. Form then on, we enter a period which is not very clear. One hand, neo liberal global economy goes on and continues. Major economic powers have implemented exit strategies from the crisis. We have not entered another phase of economic growth. If we look at the last 80 years of history from politics, we see something else. The critical juncture takes place ten to 15 years later with regard to economic development. We first have the phase of cold war (bipolarism), both USSR + USA compete. The ‘third world’ was not very powerful in world politics, but was a heterogeneous group of countries that did not want to identify with one or two contenders, like India, Yugoslavia, etc. The bipolar order was an order at work. It implied a stable equilibrium or balance of power. This ends with the collapse of the USSR. At this point there was a short period that was ‘unipolar’. USA as the winner. Very brief, more illusion than reality. After, we get a multipolar world. Form political pov, the world is increasingly multipolar. Adding a declining and weaker American hegemony. THere are several great powers which have the basic resources of power. These are diverse; economic, financial, technological, soft power, cultural, land, population, territory. Many different things. If you compare, select criteria, chose indicators and calculate power. Multipolar world with the declining American hegemony and rising Chinese power in confrontation with hegemony. We have entered a phase of multi polarisation with american hegemony and a main challenger. Only local specific factors have to be interpreted in this basic confrontation. Now, there is a kind of distorting effect; it seems like USA vs Russia but is the facto between USA and CHina. There are still new versions of the third world countries that try to be independent, but they are more rallying with China, which seems less threatening than the USA. THese powers can follow an independent course, but the higher the tension between them, countries are forced to declare a side. At this moment we don’t see that. Even elements that regard various wars as one; the world war in fragments. These wars are vaguely related but separate. In any case, the situation is more complicated to manage and to predict for two other reasons. The two main contenders are both in trouble in domestic policies. USA is extremely polarised. Power requires stability of political institutions and domestic consensus. The fact that there are also some of the constituent elements of the American institution architecture. The relation between precedent of the union and a strong congress is showing functional problems. When the congress in its entirety is the same as the president, there is no big problem, but otherwise it leads to stalemate. Foreign politics were in the same line; democrats and republicans have very different views on foreign politics. This creates a problem, because the president has to find a way to collaborate with the national security system which is very powerful. The deep state. Not only strong because of the military industrial complex, but also because they are powerful in a bureaucratic sense. If Trump is elected and goes haywire, and if he dismantles it, that harms the hegemony. China, to some, is moving to a great future, but is full of contradictions. They are at development stage with economic growth leads to higher wage demands. Single party is challenged by worker protests which get repressed. Communist party is managing contradictions to go to modernization, but they will run into major contradictions and conflict. When a union or nation state is played by contradiction and conflict, foreign relations are getting more aggressive and more repression internally. Martinelli is not optimistic about developments in USA (it is deteriorating). Xi Jinping's power has become more suppressive. Can other great powers in the world do something? Can they be more assertive, or will they create other problems? What can be argued is that until now, the Chinese political system is capable of controlling tensions. Issues with global agenda Various countries reached agreements; encouraging signs. Not sufficient, but important steps are being made. We live in world system; paris agreement as example. Howeer it is unstable. Lecture 12 Outline of major interpretations of what kind of political entity the EU is. Secondly, the basic aspects of the political institutional architecture & policy and decisionmaking will be explained. How the EU became what it is today. More then 70 year sin the making; can be considered one of the most relevant political innovations of the seocnd half of the 20th century. It was born out of the will to end the century long wars among European nations. The first expression of this european integration was the community for coal and steel. Why? Because the steel industry was the major war industries of the 20th century. European Union After Maastricht treaty, the EU was established. It had to set stringent criteria for new members to be accepted. Not only economic requirements but also political. Member candidates must demonstrate that they respect civil and human rights as well as pluralist democracies. The criteria is strict and the process for new members is rigorous and detailed. Once you are in, there are no provisions to expel countries. Participation can be sterilised or countries can be sanctioned. They can be excluded from decision making processes. This requires the consent of all the other countries; the country under scrutiny will usually have one or two allies. Success Story, but certainly a story full of contradiction and conflict. Nowadays, the EU is living in a complicated phase. THe problems stem from it’s very succes, for example the enlargement. This has created problems because the new members, that were under Soviet area of influence, are countries that have had different economic and political systems. They conceive European Integration in a different way from the original manner. Think of Poland, Romania, Bulgaria, Hungary. THey have had limited sovereignty during the soviet era and are reluctant now to renounce portions of their national sovereignty. The total sovereignty is moved to a higher level, supranational. They have a different idea of what it should be because of their different histories. In cultural terms, there were different lives; different institutions; different books and films. So in the EU today there is a major clash between central western europe and that of the east. There are others; any process of enlargement has consequences. Enlargement due to the fact that a kind of counter common market association emerged, EFTA, which was another area of free market, among countries that are not members of the EU, like the UK, Scandinavia and Austria, When EFTA was dismissed (unable to compete) the new members entered with a conception of EUropean Integration which was more like a free market then a political union. UK pushed for greater free market, and did not want to transfer sovereignty to the supranational level. Even after Brexit, there is this east/west, North/south difference. Also, countries like Germany are more concerned with budget control, fiscal rigor and other countries like French and Spain, that want growth, even taking on more debt. Supporters of this view sign treaties on the basis of national interest. International organisation that doesn’t strip members of sovereignty. Resource sharing rather then delegation of power. The policies that substitute for the members is very minimal. Supranational union or community; here we have prominent scholars, like Ernst Haas, who sees European Integration as outcome of 3 factors. Actors with transnational goals, supranational actors to set norms, and normative structure that gives shape to the European polity. This supranational union has been growing through specific process called spillover. Spontaneous incremental feedback stemming from economic interdependence. Implies the need to integrate other industries from different countries. Political spillover; transferring power to supergroups to act on country. Evidence for one or the other approach are plenty. Some scholars argue for a third approach which sees EU as multilevel and multi agency system of governance. Multilevel constitutionalism. Decision making processes takes place at different levels. Actually, this last approach could integrate other two, but is more of a subtype of the second; a supranational multilevel union. Within this approach, like Majone, argue that the specifics of the EU is that it is a regulatory state. Dependent and quasi independent agencies and institutions. Create a space open to normative integration. What we can draw from this is, that in Martinelli’s view, is not an international organisation. It is much more. It can not be compared to for example the World Trade Organization. At the same time it is not a full fledged union. What is the best approach to study the EU? We have to outline the architecture of the institutions and the basic institutions. The interdevelopmental approach applies better to the Maastricht treaty with the second and third pillars. Second is common foreign defence policy and judicial cooperation. Whereas supranational communicatiarian approach is applied to 1st pillar, the one of the common European space. Two treaties are at the base, signed in 2007 in Lisbon and enforced in 2009. THe treaty on the EU & treaty on functioning of the EU. THese treaties have put in order systematised and organised all the different treaties, norms and laws passed by European institutions in the last decades. What has been acquired in terms of community norms. (ce qui a été acquis). The verdicts, laws, treaties, directives. All those were complicated, and these norms were all deemed relevant. This explains why EU decision making is so complicated. SOmetimes long, fatiguing. On many issues and policy matters it is required to get unanimous approval which requires painful compromises. Five major institutions: THe European Council / THe council of ministers THe commission The parlement The ECJ For eurozone member states, the ECB. (19 out of 27). Council: Formed by members heads of state and governments. It’s necessary to add heads of state (French & Finnish republic presidents have governmental role). THis is according to the TFEU ‘Defines directions and priorities of unions. Applies goals and strategies, even in areas where there are no covering treaties. International crises, coordination and so-on. A collective presidency. One of the specific features of the union as an accomplished union is that there is no president. (in federal union) which is elected by the people. There are 27 heads of government. This is the most important institution. Without the consent of the council, only very limited decisions can be taken. As a different expression as a different institution. The Council, council of the union. Functional configuration of members states governments together with the general affairs council. Different councils composed by ministries that have competence over subject matters. The Ecofin, the council of economic and financial ministries of the states that handle issues of concern to member states. These include the permanent representatives of embassies. The ministries of member states have a lot of things to do. They must be assisted by permanent members. The role of this character is ambivalent, they have two heads. One is intergovernmental, where they express or pursue national interests. They also have the other hat; communitarian. They prepare council meetings. You can imagine the tendency for national interests. The functioning of the European Council is strongly characterised by national interests. THe members of this council are there because they have a mandate from the national constituency. Of course because they are members of a union council, they also try to make the defence of national interest compatible with wider common interests. It could be, if we push a bit further, a comparison with the full fledged union like the USA. The European council resembles the US Senate. There, each member state has the same representatives. Lisbon treaty has the role of council by permanent political head. European Council President elected by other members for 2,5 years, renewable once. Commission: Mainly executive. Sort of secretariat of the council, and acting as federal government embryo. It is composed of commissioners. In charge of commission of area of common European affairs. In the Lisbon treaty there is no provision that the number of commissioners equals member states. It is not coherent with a well organised government. To complicate matters the commission also starts the legislative process. This is strange because they are the executive branch. Again, another complication. The president of the commission is acting as a primus interpares. Not a real chancellor. Assisted by an administrative body. Both the president and the other commission members, including the high representative of union affairs and security policy (vague expression of foreign minister kind of). All these roles are appointed by the European Council, by a qualified majority. In the last parliamentary elections, five years ago, for the first time there was this proposal (accepted) to present their candidate. (Lijsttrekker). It was an agreement by most groups was immediately unattended, because the consent is that the party that lead in the elections can present it’s candidate. 5 years ago, this did not happen. It should have been a candidate of the people’s party but the PPE spitzenkandidat was substituted by Ursela von der Leyen. She will represent herself for a second term. The commission can decide by a simple majority vote. It has an administrative apparatus with a certain number of director generals. The commission bureaucracy is too big and too small at once. Too small bc average number (between 200 and 800) must manage complicated issues. Functional conflicts, overlapping consensus etc. Not for reasons from europhobics, but the whole of the European parliament has less officials then the city of Rome. High Representative for CFSP Parliament: Increased its own powers but differs from state parliaments. It is peculiar because it does not have the single power which is inherent in historically parliament. Parliaments were supposed to control the use of public funds, fiscal oversight. No taxation without representation. Parliament despite lacking traditional powers, but most laws approved on supranational level must be approved both by council and by parliament. SIngle European Act of 1986 (first treaty integrating different communities in one union) gave power to directly create legislation. Veto access of new states. The Amsterdam treaty consolidates the equal status of the European Council, and the right to approve or veto commission president if they do not meet the requirements. Italian person fe was rejected because of his view of LGBT members, French rejected because of potential conflict of interest. European Court of Justice is fully supranational. 1957 treaty of Rome: Task interpreting community laws and treaties. It has greatly increased over time. A second court has been established. The ECJ has made a fundamental contribution to the constitutionalisation of community law. It has established the superiority of EU law over member state law. Member states have limited (except for free market) sum of rights. Created a set of rights that is binding for citizens. Verdicts of the Court of Justice prevail over the law of member states. In the seventies contributed to the common market. Product made in one member state will be accepted in other member states. Authentic interpretation, law practises compatibility, enforces the law, whenever national government fails to comply. Legal acts (EU act) violates any rights or treaties, ECJ comes into action. Interesting thing is that each European Citizen have a double citizenship. Polish and European citizenship. They can bring their case to the ECJ if they think that they have been subjected to a norm which is in contrast with higher EU law. THe existence of the ECJ responses to the idea of separation of powers. Not like all EU member states. ECB is not an institution of the whole EU but only for the zone, established by Maastricht treaty. Affirms institutional and financial independence. After an explicit request by German government. Germany accepted the idea of a central bank if it was fully independent. This request was matched by the French request to keep control on policies on the national level. European Central Bank performs 1 of 2 roles. The implementation of monetary and currency policy. The other major role played by central banks (surveillance of banking system) is stil performed by member state central banks. Institution of ECB did not end national central banks. THey are in charge of surveilling banking and financial system. Lecture 13 Parties & movements in EU member states define themselves as souvereignists. Sovereignism is a different way to say ‘nationalism’. Nationalism is a more conflictual concept, delegitimized by the world wars, they prefer another word for the same concept. Globalization & Reaction to globalisation Broad concept with consequences including the uprooting people from their local context. Globalization has steered countermovements and attitudes that affirm the importance of local identity, or a search for it. National identity is the strongest. In the contemporary world, moreso then in the past, we have multiple identities. We can identify with the family, family network, circle of friends, professional colleagues, gender. A very strong identity is the national one; a sense of belonging to a community of those who share my culture, language, ways of life, rights and duties of citizenship. Nations are in a sense a modern phenomena. The development as nationalism as an ideology is linked to nation building and the nation state. Nationalism can be defined as the ideology as the nation state. It can be defined in various ways; ANthony SMith - 5 different uses 1. The whole process of forming and maintaining nation 2. Consciousness of belong to the nation 3. a language and symbolism of the nation 4. an ideology (including a cultural doctrine) of nations 5. a social and political movement to achieve the goals of nations and realize the national will. Institution of political sovereignty , entity with supreme jurisdiction with territory and population. Enjoys legitimacy because of support of the community (civil). Community is imagined based on citizen rights or founded of tights of blood, language, shared tradition and collective memory. Modern product because nationalism developed as a substitute of previous identity (decline of family, village community, secular religion). Strongest ideology on eve of WOI to prevail over the most widespread and strong ideologies and cultures of the time. Prevailed over socialist internationalism. Imagined community because you can not meet all your fellow country men. Three dimension of same nationalistic principle 1. Geneological dimension (constructed around origin of the people). Volknation. Rather worrying saying in Serbian: ‘Serbia is wherever there is a grave of a Serbian’. Blutboden. Ancestry and a given territory. Marks of a specific culture. 2. Cultural dimension: Symbolic heritage provided by language, custom and tradition is constructed as the essence of the nation. In german it is Kulturnation. 3. Civil dimension. Members of nation are those who share the rights and duties of a nation. Staatnation. Understanding the Force of Nationalist Ideology Anderson's Imagined Community: Anderson's concept underscores the nation as an imagined political community, fostering deep comradeship and overcoming individual fears through identification with an immortal nation. Albertini's Political Linkage: Albertini emphasizes nationalism's alignment with the nation-state, placing loyalty to the state at the forefront of group values. Brass's Sociopolitical Appeal: Brass highlights nationalism's ability to merge culture and politics, mobilizing elites and masses through a shared historical destiny, utilizing ethnic identities as tools for elite competition and mass support. Claim: Foreign policies (negative - deny the same rights to others that are claimed for themselves) but positive: for independence. The European project was born with the basic aim of putting an end to European wars. Implosion of soviet union. SU had reconducted various nationalities in the union into one single union. Tied together by one vcentralized power. The nations continued to exist as well as national conflicts. First constitution of SU recognized the independent existence of nations. Aspirations to greater independence of nations were brutally crashed by Stalin through strong authoritarian force. Another reason for all those ethnic, religious clashes were in some extend sterialised in the great competition between two superpowers, because there was competition for world hegemony. All other conflicts were downgraded to less competition. After Cold War, many of these exploded. Not only from SU but also from Juguslavia. Velvet divorce. For all these reasons nationalism is back. Nationalism has never disappeared completely from the countries of the European union- various communities were constructed by nation states. Project was to get rid of them over time but the founders or actors were nation states. Intergovernmental approach in decision making is important. Communities were constructed through intergovernmental agreements (treaties). If nation states stay, nationalism status too. The European project still has the aim of bypassing nationalism by the nation states by developing a European identity and civilianship, by supplementing the nation identity. Stereotypes and prejudice will last. What is important is that people of different member states also consider themselves members of the same community with shared goals, to do that they must enjoy rights and duties of EU. Problem is that the growth of the EU has moved ahead through a set of functional processes or ‘spillover’. A Growing transfer of portions of sovereignty to the supranational level in different policy levels. Anonymous transfer of loyalty of supranational institutions by citizens of various states; even the election for the European Parliament have been a bit less as real elections for supranational body and more as a test of strength for the national parties. Nationalist ideaology (sovereign partisan movements) are one of, or even the, main obstacle to further national integration into the union. In summer of 2022 a manifesto was written to contribute to the debate within the conference of future of europe, signed by EU right wing parties and movements, written by LePen (lega, PVV). In this manifesto it was clear what the target was ‘ The European Super State’ which would impose its will on the free European citizens. There is strong opposition to any change on the unanimous vote (veto) as well as the request to transfer back some policy areas to the national level. In a sense the election for the European Parliament has cleavage not jsut between left and right, but between pro-european and euro sceptics. In line with what 3 Italian supporters of fascism (Spinelli, Rossi) (The ventotene manifesto). Lecture 14 Next week Friday: Global financial crisis European response to two crisis: Pandemic (2019) and Russia Ukrainian war (chapter 13 + 14) Proces of European integration has been on the whole succesful in 80 years of life of the European Community (EU). In relative terms what the European economy vs the other major economies in the world it is well. How comprenhensive is the spectrum of economic activity? EU financial strength and strength of the Euro? Role played in most advanced technological chapters? Barry Eichengreen (2007) compared future European vs American model. The ‘lost ten years’ although GDP and productivity grew less in EU then in USA, he predict that if radical changes continue with same pace and scope, the European Economy will continue to grow slowly and outperformed by uS. In spite of that, in the mid-long term there is no serious competitive cris because the fundamentals are still there. Numerous, well educated and trained labour force, competition rules (legislation / law & order), good corporate governance, efficient and careful state regulations, stable macroeconomic policies. Negative factors: Protectionism, uncertainty in trade tensions and investment, Brexit). After sequence of crisises in the last 50 years (financial, economic, wars, pandemic) can we make the same evaluation? We can answer this question by assessing the effectiveness and nature of the response to these crisises. Nowadays, the EU economy is still the second or third largest economy. The judgement depends on the type of statistical criteria we employ. Statistical measurement we employ; if we compare economic data we can compare monetary value, or various economic performance in terms of PPP. Purchasing Power Parity. If we use the second type of measurement, the economies of China and India are bigger. Already now, the CHinese economy would be the first, USA second and European third. In a few decades, India is expected to become second. This was a major performance. The first part of this post war, 80 years period. Thirty glorious years in between WOII en crisis in the seventies. THe Eruopean economy grew faster then USA. Second period is globalisation, hegemony os USA, AMerica grew faster. There was the very successful rise of China and emerging economies. (Now, they have been well emerged. Non western economies might be a better term). This growth is difficult to compare because there is a difficulty in the method used. The growth of the European Economy we have to compare a political entity that changes quite a lot. In its formation it is very different- do we compare it as it is now? Entry into the European Community was always hand in hand with growth rates because of the benefits of single market and aid and FDI. Cohesion policy. Aims at reducing differences between regions and nations in member states. WHy cohesion? Underlying idea is that political entities where there are major inequalities, more serious problems of social and political problems and tensions exist. Four engines (France, Germany, Italy, North Eastern region of Romania, or central Bulgaria). Indicator Top 3 Bottom 3 GDP per capita (PPS) Luxembourg (261%), Ireland (138%), Netherlands (129%) Bulgaria (51%), Romania (65%), Greece (68%) Actual Individual Consumption (AIC) per capita Luxembourg (134%), Germany (120%), Austria (117%) Bulgaria (56%), Croatia (64%), Hungary (71%) Unemployment Rate Increase (2008-2012) Germany (-1.285 million decrease) Spain (4 million increase), Greece (large increase, not quantified) The past and point of entry (historical) to the union. Latecomers started from a much lower level and are now catching up. There are also consequences of the exit strategy. The economic growth in the post war period can be divided in three sub periods: he EU economy’s pace slowed down especially in the so-called ‘difficult’ ten years between 1995 and 2005, then experienced a short recovery that was ended and reversed by the global crisis. Smith abroad and Keynes at home > Liberalisation of free trade (smith) + intervention to sustain demand and employment. Demand side economics which is substituted to supply side economics. No longer focussed on demand, but trying to control prices of factors of production. Facilitated because of historical compromise (Italian lexicon): free trade and state intervention was made possible between capital and labour organisation. Organised labour through unions with business interest organisations (bourgeois parties). Alliance among producers. It was a time when a specific variety of capitalism was implemented. Major western european countries (France, Germany, Benelux). Social Market Economy. Economic policy that was followed not just by social democrats, but also by people’s parties. Rheinischen Kapitalismus. It is not only market driven. Major differences between two models ? 1) Social capital. In Anglo saxon capitalism, the role of the stock exchange is greater, and credit to firms. In terms of labour negotiation and organisation; unions in the states tend to be strong in certain sectors, but negotiation of wages takes place at the firm level. In the social market variety, these are centralized. Signed at the national level and superseded by corporations. Labour force training: In anglosexon, general education is provided by schools, training takes place within firm. In social capitalist markets there are general school intended to educate for the labour market in the private sphere. They can explain to some extent the effectiveness of the response of the European Union to the various crisises. Response of EU was slower, but it came. The community effectiveness multiplier; we must maintain certain demand side policy, but the most effective way to restart growth is further integration; at community and regional level. This implies a better way for greater political integration. Further economic integration runs into serious limits if greater political integration does not occur. It starts the process of (Maastricht process) of further economic and political integration. Slow reaction to crisis of the seventies. At Union level integration was for example research, energy, pharmaceutical industry. (later: defence). In front of the cartel of energy producers, the EU as single customer has much greater PP then individual states. Regional examples of regional coordination can include complementarity of certain industry. The EU enters as an active participant in the global economy of the next decade, but did this also importing some aspects of the market driven economy to its own model. The impression was that it was more successful; now we have altered that view, after the global financial crisis. The lost decade (process of change was too slow, Euro took a lot of time to take of. Productivity grew. There were problems related to newcomers.) When this period of slow growth was coming to an end, the situation changed quickly and the global financial crisis came. Europe took a lil’ longer then other countries to respond to the crisis. Crisis Starts as crisis in credit default swaps, spreads to largest investment banks in USA, then spread globally. There is a boom in the real estate because mortgages are granted to a wider group of people, including people who are unemployed. (Ninja - no income, no job, no assets). The problem was that incentives for getting new clients was too high, oversight too little. It was clear to the lenders that it was a risky type of financing, they wanted to write insurance. They made constructions with other financial institutions that sold insurances that were actually credits. These products were highly risky and offered high interests. In order to make them attractive, these products were included in investment packages. These problems entered into a lot of banks and financial institutions. Sometimes the institutions included these products without being aware of the nature of the products; they only looked at the interests. These products spread like a fire. It affected the very core of international finance (US Financial System, five of them, one went bankrupt, Lehman Brothers). Two others were incorporated into other banks. Certain countries were more affected then others. It was a structural crisis, not conjunctioal. It had to do with elements of the very structure of the system. It was not a crisis which was going to collapse the world capitalism because the history of capitalism has shown that it goes through series of structural and systemic crisis. Marxian Schumpeterian version. Creative Destruction. It wasn’t changed much because governments of the major economic and political power intervened in order to compensate the market failure. The first great investment bank was left to fall, but then governments intervened with significant aid. Some of the most coherent supporters of free market economics argued that the crisis should go on and the weakest players would persevere. Governments could not do that because of the great social implications that would threaten the stability and political power of those countries. A major demonstration of the fact that we have to consider the strict interdependence of society (politics) and economics. After all this (crisis, painful consequences of recession). Changes made are not drastic; it made more room for a greater role of the state. The systemic capitalist crisis was less severe then the one in the 1930’s because it was stopped. Unemployment and stagnation happened but in a lesser extent. Liberal democracies of western crisis are more fragile, because the costs of the crisis were distributed unevenly. There are several movements and parties (national populists) and discontent of people who have been affected the most, lead to more populist movements. The governments decided and implemented exit strategies; different, more or less successful. In martinelli’s book he compares strategies ebtween usa and europe. Major comparative reality is North America, not China or Brazil. The USA responded quicker. The crisis entered its effects in the second term of George Bush. It was Obama’s task to cope with it. Obama in the short period of 2 years in which he could be an effective president (congress was of his own party), and implemented a successful strategy. Solving or putting an end to the crisis, which consisted in a pro-grow policies at the cost of increasing the national debt. The US could follow this strategy because of the status of the dollar. The Euro could not do the same, and it also did not have the exact same policy. Obama also passed greater regulation of new financial products and financial institutions. New policies imply a intolerable economic level. A level of own means vs indebtedness. 1-100 or 1 to 80, which is too much. If you have debt of 80 million and have 1 million at your reserves. SEC which was previously more for traditional products, were also involved in more exotic products. For the exit strategy of EU, the EU was in quite a different position. An overtly pro-growth strategy was not possible. The Euro was nor is a hegemonic currency. The monetary union is not yet a full fledged economic union. There are 19 different monetary policies, otgether with one monetary strategy. The exit strategy of the EU was concerned with Fiscal Austerity and monetary austerity. The major risk was inflation and monetary instability. The first reaction, which goes front he effects of the crisis to 2010, was marked by an attempt to rescrict (budgetary measures). The reaction of countries that suffered more (more to suffer from austerity) brought a weakening to this attitude, or at least the application of more flexible regulation, in order to suffer less consequences for growth and employment. The major instrument used for this exit strategies were aimed at preventing crisis, like the European Celeste, in which the European economies must submit their budget laws for evaluation to the commission. They have to adopt and change their laws, and every half year face new scrutiny. Second, we have coping with the crisis when it exists. Fiscal austerity, basic requirements which members must satisfy to be a member of the European Union. Fiscal deficit may not be higher then 3%, a fiscal budget not exceeding 60% of the state debt and not exceeding 60% of the GDP. Aiming at avoiding major systemic crisis. THese rules were made more and more flexible. The procedure to put things in order when broken, but they were delayed and applied in more flexible way. Instruments were created both as the results of communitarian decision making style or through signing new treaties. The communitarian method is prevailing. If new instruments are introduced trough treaties, mechanism is on state level. Mechanisms introduced that help those countries that face state debt crisis. The detailed story of all the negotiation bringing on the signing of new treaties and introducing these mechanisms are extended on in the book. The ECB: The European Central Bank played a key role. The impact is strictly on European Union states (but also on the others of course). The ECB has mostly during Draghi’s presidency (july 2012) in the time of heavy speculation on the bonds of those countries that were in the Euro, but had weak economies. THey had to face their belief that being into the monetary union would prevent speculation against public debt, was an illusion. THe famous spread (difference between interest rates in ten years in german and weak economies) was increasing and growing. Apparently it was difficult to counteract these speculations. Draghi declared in their mandate to do whatever it takes to preserve the euro- and believe me- it will be enough. Major funds speculating against the Euro. The policy was quantitative easing. Increasing the amount of money invested in asset backed security programmes and bonds. This strategy was effective because the speculation declined rapidly. The strategy was successful and the EU solved the crisis, at a price: It achieved this with low growth rates and greater unemployment. Quantitative easing continued during pandemic. Cleavage is back: two different strategies which have different aims and outcomes. They have to be arranged into a compromise which takes into consideration both aims. The way the major social consequences of this crisis play out is discussed tomorrow. Changes in the European welfare state etc. The cleavage between the different economic policies. Lecture 15 International women's day - strike, which enables European welfare and the European social model Differentiated autonomy. Italy is a state with regional decentralisiation. The law, which is discussed next month, is a law which calls for differentiated autonomy. Services can be provided in a cheaper or more efficient way. Supporters say this is good because it can favor a kind of useful competition amongst regions. Opponents say that not all regions have the same conditions and there will be not a level playground, and worry it will lead to greater inequality among reasons. 7% of population, and 22% of global GDP (17% of PPP). 50% of social welfare expenditure. European Social model is a distinct feature of the European Union. One is more general and includes the specific European capitalism + social welfare. In the second definition it includes the welfare system. European Welfare is one of the most important institutional innovations of the 20th century. European welfare can refer to three different (overlapping) models. 1. SOmetimes the concept is used to define the national welfare regimes of the EU member states. 2. Second meaning refers to set of EU norms and policies coordinate, supersede, integrate policies. The harmonisation of different policies. Adding new supranatural layer to existing regimes. 3. Third, not existing, is a single EUropean welfare state. We do have a set of welfare state regimes * common norms, regulations and policies. All those regimes have a lot in common, and can be distinguished form other welfare states in the world, because in general, because the European Welfare State rejects the concept of self-regulating market and has a purpose of social cohesion and welfare. It is an institutional device for remedying market failures and ensuring protection. Ensuring a non-violent way of negotiating conflict. In liberal democracies, citizenship rights are related to dialectics. The rise of cost of welfare threatens the existence of the system, but it has been resilient. It has managed to survive increasing competition, as well as consequences of global financial crisis. The model is ingrained in the founding values of the EU. This principle is considered a key principle. In order to analyse whether the model is really implemented, and to which extent, both in national and supranational, we start from typology of welfare. Liberal anglo-saxion: benefits only for basic needs. Policies for well-defined social groups (elderly, veterans, absolute poverty). Labour market is unregulated; unemployment is low and temporary. Provision of health and social services are mostly private. Education (great universities, if you are rich). Private foundations. It is harder to be poor in America then in Europe, because the responsibility is laid on a personal level. You are placed on a mental social map. However, society does not function well sometimes and there is little social mobility. Exploitation can happen more easily. Backed by belief of free market & state intervention threatens freedom. Nordic social democratic: The second type, Nordic, social democratic, is a universalistic model of so- cial citizenship with high standard government services provided to all, ex- tended public employment, active labour policies, gender equality measures, unemployment benefits directly managed by trade unions, strong decommodification effects, and high taxes to finance all this. Its ideological assumptions are social democracy and Lutheranism with their principles of equality of op- portunities and rewards, full employment, and the centrality of work as the core source of identity (Kautto et al., 2001). The Scandinavian countries are those that come closest to this second ideal type. Competition of Nordic countries Top manager of international cooperation. Consider cultural, political and social. You may value political stability, efficiency of public administration, effectiveness of judiciary. Cooperation has less costs. If you have trials that go on for years, or high corruption, it creates unpredictable costs. High level of labour conflicts are unattractive. Stability is an asset. The third, the communitarian, continental European model (sometimes also defined corporatist or conservative) relies on employment-based, status- related, social insurance schemes. High employment levels are needed to subsidize services. It was first implemented in Germany at the end of the 19th century by Bismarck’s reforms and concerned only male breadwinners, but was later gradually extended (keeping its professional base, instead of mov- ing toward universal social security). Its ideological assumptions are rooted in Socialist trade unionism and Christian social thinking (communitarian in the Catholic variant, hybridized with some notion of individual responsibility in the Protestant variant), which support communitarian solidarity, autonomy from government of family, Church, and professional organizations, and subsidiarity. Active labour policy included which sees work as dignity. The welfare systems of Germany, Austria, France, the Netherlands, Belgium, Italy, and Spain show various elements of this ideal type, but their differences are so great that it is preferable to distinguish two variants or sub- types: Central European and Mediterranean. Communitarian - Central European Status based, employment related welfare. Not as a citizen, but as a worker. Part of cost of labour implies the cost of services. Requires high employment levels (bc if it’s limited, the system has budget problems). This is a first ideal type, which had the first application in the Bismarck. One is top-down, from the government, is also more conservative. The other is bottom-up, coming from unions and from the left. This ideal type was congenial for a labour market with a predominance of male workers in a patriarchy. Other members of the family are entitled because they are members of the family or dependants. Inspired by communitarian Christian thinking. Implies active role of intermediate bodies between government and citizens. Professional and religious associations and unions. Communitarian - Mediterranean Strong dependence is characterised by strong dependence on reliance of family, compensating for scarcity of social services. Implies lower participation in labour market. Universal health system, generous pension schemes (foster intergenerational inequality), leaves less for younger, or women who have to console working career and family duties. Advantage is that retired parents provide services to other members of the family. We have to add a fifth system. Eastern members of the European Union Poland, Slovakia, Latvia, Lithuania, Romania, Croatia, Bulgaria. Hybridization of elements of four previous types. Under communist rule low labour productivity created poor standards of living. From planned to liberal democracy, a strong demand for better policies, but public spending is low. Some citizens think that certain social services were better in communist soviet time. Three phases of European Welfare First phase Coincides with usual thirty glorious years after WOII. In that period, European Union Membre states were slowly developing their national welfare systems and there were intends to move to the supranational level in a harmonisation of the different systems. Goes on to somewhere in the mid eighties Second phase Mid eighties until mid nineties. Period in which major changes take place (Maastricht Treaty). Pillars are added; economic cooperation (single market) and in this period welfare changes; norms and policies at supranational level become more important, but there is also increasing competition in global market. With increasing competition (organisation of production in global supply chains) governments compete amongst themselves to attract foreign investment. Reducing extent of welfare policies. Welfare system is challenged and is forced to move into greater integration. THere is a shift from harmonisation to developing the social dimension of the single market. In the Maastricht treaty (1992) a social chapter is attached. It was not necessary; the aim of the Maastricht treaty was to define the free circulation of goods, capital and people. A social chapter was added, precisely to not to forget the dimension of social integration. Privileged role for organised business and labour. From this, little came out. Directive on parental leave, part time work, fixed time work, and allowing members to make social (labour relation regimes) policies applicable to foreign firms as well. Most important because labour standards can not be lowered. Issue work and welfare became more central, but still far from common welfare system. We also had an important element which was taken up again in the Amsterdam Treaty with the European Social Charter and Chapter, as well as the Treaty of Nice (declaration of social rights for EU Members). European Global Adjustment Fund, and in the nineties also norms to protect status of the worker. Third phase. Current. Post Global Financial Crisis. The implications of the GFM and the exit strategies from this was not totally negative for European welfare. Made social investments an integral part of Lisbon strategy. The whole discussion on knowledge economy to retain competitiveness. The social and economic component are both important for competitiveness. Social norms are not compatible with fiscal austerity and lower debt commitment. Approach that Martinelli agrees with is social investment. Fiscal austerity creates constraints. In the debate, as usual, there were those criticising the European Welfare System from both sides. ‘Too expensive, an obstacle to market functioning and growth’ and the others ‘New proposals of reform of social welfare were undermining European welfare.’ There is common ground; European welfare needs to be reformed in order to survive. Hemerijck’s (Dutch influential scholar). Innovation in welfare policy: More rigorous fiscal and monetary policies to combat inflation and reduce public debt. Public debt is not to be neglected because it will leave a huge burden to future generations. Collective bargaining aimed at moderating the demands for wage in- creases, often achieved in tripartite negotiations between unions, employers associations, and governments. Active labour market policies based on the principle of employment priority. Saving employment rate by creating new jobs (compensating for technological job loss). Flexicurity. Flexibility for the firm, security for workers. COnsolidate unemployment relief with social assistance & less generous unemployment benefits with conditions of attending courses of professional retraining. Reform on social security, pay as you go pension systems, rising pension age, integrating three pillars of social security (state, firm, individual). Active labour policies (child care, parental leave). Ways to manage finance and manage social policies. Redefinition of relation between state, market, civil society. Problem of societies (ageing societies), ageing societies, relies on family. Supported with money and aid; assistants for administrative practice. Choosing the right professional caregivers. Giving aid to buy technological devices. For education social investment seems evident, but health and old age it also is, indirectly, by utilising labour potential more optimally. As European studies they enjoy common rights. Studying where you want, spending pensions where you want, receiving medical assistance. There are still differences. What should be avoided: the adoption of minimum standards at a lower level; it should increase the standards on a higher level. Granting minimal standards for all, and allowing member states to add. In any case this is a major testing ground in the process of greater European integration because welfare is a distinctive feature of the European social model. One of the area’s that other countries have more to learn from us. EU Welfare State: Conclusions Diverse and Unique: EU welfare combines common principles with national specificities. Key Areas: Member countries' social protection systems (coordinated but path-dependent). EU social policy (funded by EU budget, applies to all EU citizens). Intra-European mobility space (social services based on residence). Subnational and trans-border social spaces (regional cooperation, professional organizations). Challenges: Integrating these social spaces into a coherent whole. Developing a European Social Union (ESU) to complement Economic and Monetary Union (EMU). Reconciling National & Pan-European Levels: Open method of coordination: EU sets goals/standards, countries define policies. European Semester recommendations & flexible budget monitoring. European Pillar of Social Rights (20 principles): Aims for fair labor markets & welfare systems. Upward convergence & modernization of existing EU legal framework. Three areas: work-life balance, social protection, transparent working conditions. Implementation: Specific directives based on the principles (e.g., work-life balance). Recommendations and non-binding communications. National policy evaluation against the principles. EU structural funds for social infrastructure (education, health, housing). Successful program example: European Youth Guarantee. Social Investment Paradigm: Effective but challenged by the 2008 financial crisis. Needs focus on sustainable growth, jobs, and quality welfare. EU's Basic Choice: Continue prioritizing fiscal stability over social policy (risks fragmentation and populism). Invest in the social dimension and gradually move towards a single federal welfare state (more desirable but challenging). Lecture 16 (final lecture) Covid Solidarity within same nation with immediate response: First decided to cope with severe cultural and economic effects with national policies or actions, such as stopping drug and equipment exports, ready medical staff. This first reaction did not last long. Rather soon, there were two complimentary processes taking place. One was a growing sentiment of solidarity across national borders. In this respect, videos like the one showing long queues of trucks taking coffins outside bergamo were shocking to members of other member space, enlarged solidarity and a growing awareness that within the EU we are national, but also European citizens. We enjoy the rights and obligations of both. This provided the necessary consensus for various governments to agree to to measures that were EU-wide. The institutions of European Governance reacted rather fast, after the immediate reaction. The ECB decided to buy further 700 million bonds for health and to prevent economic recessions. The ECB bought a total of 1 trillion of bonds, beyond the maturing of debt refinancing, assuming that liquidity to the market was necessary to fight against recession and to prevent bonds between member states. The commission reacted fast with its decision to suspend the growth pack. Granting member state governments by relaxing state aid rules. If state aid was aimed at compensating citizens and companies affected by the Corona Virus. THis implied a major cultural change. The abandoning the ‘German Dogma’ of zero budget deficit. However, foregoing enforcement of fiscal and state aid rules is different then communal action and pulling resources together. It just allows member states to be more free. The second wave was the common EU response to the epidemic by pulling resources together. At first; a wider use of the EUropean stability mechanism and the reversal of the veto against Euro bonds. (Coronabonds). In order to come to this agreement, a conflict had to be solved in some way, so that one of the cleavages (northern member states that love fiscal austerity vs south that loves growth and employment). The cleavage was bypassed because of the emergency in an exceptional situation. The German government in a sense change sides and supported the view of Southern states because of the extraordinary character of the crisis. THe first round of intervention included a rescue package which included an increase in the European Financing Mechanism with the only condition that these were employed to fund healthcare systems. After, 100 billion euro of the Commission to national plans aimed at helping individuals and firms to redundancy funds. (Prevent dismissal of workers). Also, a 200 billion loan garantuees of the European Investment Bank for small and medium sized companies. The most important decision was to create the Recovery and Resillience Fund, charging the Commission to work out the proposal. Composed of both grants and loans. Less then 50% is a grant. Loans were at a low interest rate which must be paid back. What is interesting is that this is an example of EU wide solidarity. THe key event (few months later) in july 2020, when the European COuncil met and after a long negotiation decided to create a EU ‘NEXT Generation EU’. Portion granted based on GDP, labour force, population but also based on the degree to which a national economy was affected by the virus. Italy received the largest portion. Investment program of 750 billion euro which could integrate the Eu Budget (7 years budget) is slightly above 1 trillion. Seven years budget of three quarters. (2021 - 2027) 1073 billion (7% of EU budget). Less then 1 euro a day per citizen. Approval was not easy in the EU; it took 6-7 months. Hungary did not approve; most EU member states wanted to link the distribution of the Next Generation EU Funds to the respect of the Rule of Law. (main criteria for membership; Hungary was not respecting it. Reducing independence of judiciary, granting freedom of religion etc). With negotiation of Mutti a compromise was reached. THis requirement is there, but given the fact that the possibility exists to recur to the ECJ. The Hungarian government was persuaded that there was enough time to receive the first grant before measures were implemented. Starting in the spring of 2021, the funds started to be distributed according to be redistributed according to national resilience and recovery plans; strictly under rules; specifying where it would be invested; expected outcomes; according to criteria: In the final version of the Next Generation EU, 6 area’s of priority intervention are defined: 1. Green transition. Including biodiversity. 2. Digital transformation. 3. Smart, sustainable important growth. (pretty free; including employment, research and development, etc). 4. Social and territorial provisions. 5. Health and economic and social resilience. Coping with pandemias. 6. Policies focussing on the next generation. Childhood, youth and also includes education. Fight against demographic decline. Not only aimed at coping with negative effects of Covid 19, but also to foster a new development model for the Economy and European society. It is a major improvement and innovation in that aspect. Very novice is also the way chosen to finance this program. Could not be increased by increasing the EU Budget by nation states; 2 ways to go about it: Go on the world financial market and get financing there by issuing Euro-Bonds. Bonds guaranteed by the EU as such. Given the strength of the EU, these bonds can be placed in the market at lower interest rates. The second major way, more difficult but growing, is imposing new taxes. They can not be added to their national governments (cause it is against clemicide), like for example the border carbon tax. Taxes imports of goods and services from countries which do not have the same legislation on the environment and protection that the EU has. This way, the price of imports is no longer competitive by the same type of goods that have to abide by the EU which have higher costs. Forces other countries to have stricter criteria for environmental rules. These tariffs are considered to be extended to other areas, like work safety legislation, respect to basic workers rights. Another, not yet implemented, but proposal for taxation for the world giants. Implemented by some member states; rationale is that this corporations do ‘tax optimization’. The countries that receive the highest percentages are Luxembourg, Netherlands, etc. The EU had to intervene against the Irish government to oblige them to raise the corporate tax. There is a huge area of EU wide fiscal revenues. It is a major point, because a federal union is a political system where at least some of the fiscal entries go directly to the centre. If this is not the case, it means that the centre is subject to the good will of the member states. The third was: A certain degree of rebalancing power between council and commission. In process of controlling the use made by member state governments of the different tranch of the next generation EU, the commission has a key role. Not in the process of deciding whether a country can receive the recovery fnd, but on the following process of monetary process; deciding if a second or third round can be granted. The communitarian method is more important then the aggregated member states. To conclude this part, as it happens (often) a crisis can also be an opportunity. The response has been rather successful. Response to the war in Ukraine THe EU has to be more autonomous related to factors of production which are mostly imported as well as military autonomy. The supply chains underwent a series of straints (transportation etc) and some phases of the gloval production process came to a stand still. Basic goods were not coming or halted. Awareness about higher level of strategic autonomy. THis awareness was reinforced by the other crisis; the war in Ukraine. What can be the consequences for the EU, and more specifically, for the process of European integration. Contrary to what happened to the corona virus, the answer is much more uncertain. On one hand the Russian invasion prompted a unified reaction, most of all are also in NATO, in terms of helping Ukraine. In aid which was providing asylum to Ukrainian refugees, to send economic aid (damages and losses of war) and sending weapons. It was a major break with the European Union history, which had not sent weapons to any belligerent country in the past. On the other hand, as any war, this war fosters and enhances nationalism. Russian nationalism, Ukrainian nationalism and the nationalism of other EUropean states and a strengethed neo-nationalism that runs against a construction of a community. An effect of the war, which has affected not in the same degree different member states. A devisive aspect is that the costs have not been distributed evenly. Neighbouring states (Poland) get a lot more refugees. The German economy (largest) has been most affected because the German economy could draw benefit from the low price of energy from Russia and a good quote of exports into the CHinese market wth drastic reduction of economic relations with Russia. China sided with Russia which has created problems for the German economy, more then other member states. There are also general negative consequences. THe increase of oil and gas prices were a major source of inflation. The recovery was halted because of the consequences of the war. THe very effect of NEXT Generation EU was less positive because of the difficulties of the war. It is difficult to say whether at the end the effects of the war in general will be more in favour or against further integration of the EU. One effect which can be positive or negative, deeper integration or lower or lessened integration is the fact that now the problems (common foreign defence policy) has to be a priority. It is, unfortunately for the first time is at the border of the EU, not only the neighbouring regions (middle east) but truly at the border. A common foreign policy is considered a priority. THere are different views; countries and member states in the EU that think that NATO is enough; others think that NATO is not enough for the very reason that we do not know the presidential election of the US. FOr this reason, a process that was simmering in the background was accelerated. THere was this decision to create a first response military structure. THis is called the Strategic compact is an instrument of defence of security that supplies the capacity to deploy a rapid multinational military force. Not very big, but a few thousand soldiers and well equiped. No member state has the capacity to deploy such an infrastructure and we relied on the US. Even this force, limited to a few thousand, which is necessary to be a global actor, to be used in a crisis situation. ALways with the hope that it is just a deterrent force. Needed, because otherwise we will be unheard. At the same time, a force like this needs to be based on a common foreign policy. There exists a united force. Even in the next European Parliament election of June, it says a lot that Ursula von der Leyen (president of commission) five years ago put at the centre of her political program the green transition and digital transformation; now has put common defence at the top of her presidential program. Of course not all EU member states have the same view. Few qualifications: countries closer (geographically) and those who were part SOviet Union or in the Sphere of influence (Hungary exception) are more militant. THey also do not trust too much EU common defence, but put more trust in NATO. They have to face the possible policy change in NATO if Trump is reelected. France always thinks the EU must have a common Foreign Defence policy, which explains recent declarations by Marcon of increasing support for Ukraine and so on. The very unexpected shift in LePenns position (in favour of Ukraine; she was financed by the Russian Government before). During the last two decades Russia put obstacles in the integration of the EU; against a strong EU. SHe has taken this turn as an element of French Nationalism. Germany is much more cautious; because of their historical heritage. Germany has a major responsibility in the WOII and suffered a lot in that, but all countries, disregarding the left or rightness of their government, want more strategic EUropean autonomy for providing certain components in key industries, like conductors, energy, and accelerating the green transition. This implies spending more on defence policy and trying to develop a EU-based defence industry. The problem for European Member states agree to move to common defence policy; the EU people in the majority are against the idea of increasing defence expenduraties. This is a major obstacle for an EU employment. National defence provides good employment; cost of personnel is the largest expenditure item in EU defence. All together this expenditure is higher then Russia’s. The problem is not how to get out of this conundrum; the need to develop a strategic compact and at the other EU pubic opinion is against. What they spend now is enough; the pledge of Germany to come to 2% is enough; they have to spend better. THedegree of fragmentation is crazy. Most money is on salaries and pensions. In Italy amount of generals is enormous- this is not the exception. The American army and Russian army have one type of battletank. They change it often (improvements), but the 27 member states have 17 different tanks. Imagine when they have to coordinate that; takes time and training. This creates maintenance problems, furniture, supply. The navy and airforce have similar problems; they have 180 different platforms vs the 30 of the Uited States. Try to simplify. This however, requires political will and a higher leel of consensus than currently exists. Martinelli predicts that the strategic compact will bring this about; contrary to equipment, the degree of integration of sections of various armies of member states is rather high. There is increased integration. Furthering the growth of defence industry in various member states, some of them are the biggest. Official aim was peace orientated, European member states were exporters of weapons (Sweden, France). The greatest strategic economy would be in sub sectors of advanced industries. Much more difficult will be to achieve a real coordination of foreign policies; but a greater coordination have been taken. Scandinavian countries joined nato which is a step in the right direction. However, differences maintain between Germany and France, two most important member states. Consequences of this war, hoping on the premise that we come as soon as possible to a ceasefire. From the POV of the EU and the peripheral countries the protection and prolonging the war is bad. The negative consequences outnumber the positive effects. On the positive effects, there is an objective self awareness that a political union must develop some coordiantion of foreign policy and defense, at least for one portion of common defence.
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(Draft) Ancient Roman Geography Greek civilization declined, Roman civilization emerged in the Italian Peninsula Roman civilization preserved Greek culture and became one of the greatest civilizations in history Geography of Italy helped the Romans: Mountains not as steep as in Greece More favorable for travel and trade More cultivable land Access to Mediterranean Sea and Tiber River for trade and transportation. Ancient rome Ancient rome had 3 ancient communities that were established in their land which were the Etruscans, Greeks, Latins The latins were considered the first romans because they were the first to build on one of rome's seven hills which is called the palatine hill The greeks later arrived and started communities in the south of italy and sicily And then the etruscans migrated to greece and they settled at the northern part of italy and later attacked the latins in latium Etruscan Rule The latium communities were under the etruscans for over a century and the Tarquin Family the most powerful etruscan clan rome became one of the richest cities on the the italian peninsula The forum was established by the etruscans it was the center of political, social, and commercial life for the romans The Republic Of Rome Roman society divided into two classes: patricians (nobles and land owners) and plebeians (common laborers, farmers, and traders) Both patricians and plebeians had the right to vote, pay taxes and serve in the army At first, plebeians did not have the right to serve in the government Only males who reached a certain age and freemen were considered citizens Government structure: transitioned from monarchy led by a king to republic headed by two consuls. Consuls were the leaders in charge of governing all aspects of Roman society They had limited powers and served for one year, with a ten year restriction on serving another term A consul had the power to veto the decisions of his co-consul Consuls were elected by the Senate, a group of 300 patrician leaders who served for life and were responsible for creating laws In times of crisis and war, the Senate appointed a dictator who had absolute power and controlled the army, but served for only six months. Roman Army All Roman citizens who owned land were obligated to serve in the army The army was divided into large groups called legions, each consisting of 6000 legionaries or soldiers. These legions were further divided into smaller units called centuries, made up of 60 to 120 legionaries Because of their limited rights in government, plebeians protested in 494 B.C.E. by refusing to pay taxes and join the army and threatening to leave Rome and build an independent city. To address their concerns, an assembly made up of ten members called tribunes was formed, with the power to make laws for the plebeians. Over time, they also gained the power to make laws for the Republic. In 451 B.C.E., plebeians achieved victory with the creation of the Twelve Tables, laws listed in 12 tablets that were posted in the Forum. These laws ended arbitrary interpretation of laws and promoted the rights of plebeians in areas such as marriage, slavery, and punishment. Expansion of Rome Under the Republic, Romans gradually conquered neighboring territories. In 265 B.C.E., Romans successfully conquered the entire Italian Peninsula, except for Po Valley. The Romans aimed to be the most powerful in the Mediterranean and sought control over maritime trade in the region. To achieve this, they targeted Sicily as an important step in their imperialistic aims, but faced strong competition from the Carthaginian Empire. Enrichment: "Veto" means "I forbid." The conflict between Rome and Carthage for control of Sicily and the west Mediterranean led to the First Punic War in 264 B.C.E. The war lasted for 23 years and in 241 B.C.E. Rome defeated Carthage and took Sicily as the Republic's first province outside of the peninsula. Carthage (present-day Tunisia) was a colony of Phoenicia around 800 B.C.E. and developed a strong empire in the Mediterranean region. In 219 B.C.E., Carthaginian general Hannibal led an army to attack Rome in an attempt to avenge the defeat of Carthage from Rome. The Carthaginians achieved their greatest triumph in Cannae in 216 B.C.E. Scipio, a Roman general and consul, defeated Hannibal and ended the Second Punic War in 202 B.C.E. The Romans burned Carthage and sold its 5000 inhabitants to slavery, turning it into a Roman province in the Third Punic War in 143 B.C.E. At peak of its power, around 70 B.C.E., the Republic extended its influence by conquering Macedonia, Greece, and Pergamum in Anatolia, and referred to the Mediterranean Sea as "our sea". Decline of the Republic As Roman territory expanded, so did problems that threatened the stability of the Republic. Gap between the rich and poor grew wider, with the poor comprising a quarter of the population due to corruption in government. Huge landholdings (latifundia) of rich landowners expanded through confiscation of conquered lands and farms left by soldiers at war. Many prisoners of war became slaves on these lands. Many soldiers and farmers lost their farms, houses, and livelihoods, leading to tension between the rich and poor in Roman society. The Reformists Two tribunes, the Gracchus brothers (Tiberius and Gaius), attempted to solve the problem of poverty. Tiberius proposed reducing the size of latifundias and distributing excess lands to the poor, while Gaius supported returning lands to peasants and lowering the price of grain. The reformists were not successful and both met violent deaths; Tiberius in 133 B.C.E. and Gaius in 121 B.C.E. The fall of the Republic Rome was plagued by civil wars. Generals gained power by promising land and money to soldiers. Two prominent generals were Gaius Marius and Lucius Cornelius Sulla. Their armies engaged in war from 88 to 82 B.C.E. which ended in Sulla's victory. Sulla declared himself dictator afterwards. The First Triumvirate Civil wars continue to plague the Republic due to power struggles. Julius Caesar, Marcus Licinius Crassus and Gnaeus Pompeius Magnus formed a temporary alliance known as the first triumvirate. Caesar appointed governor of Gaul and conquered it, gaining admiration from his army and citizens. Pompey worried over Caesar's growing influence and urged the Senate to order him to disband his legion and return to Rome, but Caesar refused and led his army across the Rubicon River, starting a new civil war. Caesar defeated Pompey's armies and was appointed dictator by the Senate in 46 B.C.E. and "dictator in perpetuity" in 44 B.C.E. Caesar issued reforms such as granting citizenship, creating jobs, establishing colonies, and augmenting soldiers' wages. Many officials were threatened by Caesar's rising power and conspired to kill him on March 15, 44 B.C.E. The second Triumvirate After Caesar's death, Rome was in another civil war and the Republic collapsed. Octavian, Mark Antony, and Lepidus formed the second triumvirate. This triumvirate also ended in a power struggle between Octavian and Mark Antony, with Octavian accusing Mark Antony of conspiring with Cleopatra to conquer Rome. Octavian won against Mark Antony and Cleopatra in the Battle of Actium in 31 B.C.E. Octavian returned to Rome and declared himself imperator and Augustus, meaning "the great". Under his rule from 27 B.C.E. to 14 C.E., he made Rome the most powerful empire in the Mediterranean region. The Roman Empire Under Augustus Caesar, Rome achieved peace and prosperity. This period was known as Pax Romana or "Roman Peace" which lasted for 200 years. Pax Romana - The Pax Romana saw economic prosperity and progressive trade in the empire as well as improvement in the standards of living of the common people. Other things during the roman empire Traveling both by land and sea became safe and easy due to the improved systems of transportation and communication in the empire. The swift spread of christianity resulted in this and latin became the language of the empire Women could own properties and work but were never given the right to vote The colosseum was built for gladiator fights and the circus maximus for chariot races The pantheon was built as a temple by harian The aqueducts were structures for transporting water to the city The appian way was the main road which connected rome to places in southeast italy Literature Cicero: Roman senator, known for writing speeches and books on rhetoric, political and philosophical treatises, important source of information about political state during his period Ovid: Author of Metamorphoses, a collection of verses based on Greek mythology Virgil: Author of Aeneid, an epic comparable to the works of Homer Livy: Wrote the history of Rome, glorifying ancient Romans Tacitus: Historian, known for criticizing the oppression of Julian emperors. Beliefs The Romans believed in gods and goddesses that were similar to the Greeks but had different names Jupiter is the god of the sky and his wife is Juno Neptune is the god of the sea, Minerva is the goddess of wisdom, Venus is the goddess of love and Mercury is the god of war To prevent social unrest, the government organized festivals and amusements to entertain the population In 160 C.E., there were 130 festivals celebrated each year. Emperors after Augustus Caesar From 14 to 68 C.E., the Roman Empire was ruled by four emperors known as the Julian Emperors (Tiberius, Caligula, Claudius, and Nero) who were abusive and weak leaders. From 69 to 96 C.E., the Flavian family (Vespasian, Titus, and Domitian) seized control of the empire and implemented monetary reform and infrastructure projects. From 96 to 180 C.E., the Five Good Emperors (Nerva, Trajan, Hadrian, Antoninus Pius, and Marcus Aurelius) maintained prosperity and peace in the empire. Nerva introduced hereditary succession and Trajan expanded the empire's borders. Antoninus Pius and Marcus Aurelius were known for their peaceful and just rule. Pax Romana ended with the death of Marcus Aurelius in 180 C.E. and the Roman Empire began to weaken. Decline and fall of the roman empire Roman Empire faced decline and fall due to weak and extravagant leaders Civil wars and attacks by Germanic tribes weakened the empire Government spending to protect the empire led to spread of poverty and hunger Brief revival under the rule of Diocletian and Constantine. Diocletian and constantine In 284 C.E., Diocletian was appointed emperor. To improve governance of the empire, Diocletian divided it into two parts: the eastern Roman Empire, which he governed, and the western Roman Empire, which was ruled by his co-emperor, Maximian. Diocletian implemented reforms to bring back the glory and stability of the empire, including raising the number and wages of legionaries, issuing the Edict of Prices to fix maximum prices, and forbidding citizens from changing professions or leaving their farmlands. Constantine, who became emperor in 312 C.E., reunited the two empires and continued Diocletian's reforms. Constantine moved the capital of the eastern Roman Empire to Byzantium (present-day Istanbul, Turkey) in 330 C.E. and renamed it Constantinople in his honor. Invasion of the barbarians The Roman Empire completely declined when Germanic tribes attacked from the north in 300 C.E. The Germanic tribes belonged to different groups but shared the same language. The Romans referred to them as "barbarians," meaning "uncivilized." The westward movement of the barbarians was driven by factors such as good climate in the empire, pursuit of wealth, and escape from the cruelty of the Huns. The Visigoths, under Alaric, attacked Rome in 410 C.E. and established their kingdom in Gaul and Spain. The Ostrogoths headed to Italy in 488 C.E. and built their kingdom under Theodoric the Great. The Huns, under Attila, attempted to attack Rome in 452 C.E. but failed due to Attila's death. The Vandals went on to conquer Spain and Africa, and under Genseric, invaded Rome in 455 C.E. Groups of Jutes and Anglo-Saxons also invaded Roman Britain during the fifth century C.E. The Franks built their kingdom in Gaul. The invasions of these barbarian groups led to the loss of power and influence of the Roman emperors in much of the empire and Rome itself. The western Roman Empire fell in 476 C.E. when Odoacer, a German warrior, invaded the city and ousted the last Roman emperor, Romulus Augustus.
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Soto y su grupo de reformadores suponía que la panacea a los males socio estructurales y económicos del país radicaba en la oferta de facilidades al capital foráneo, pues según ellos, así se traía la civilización y el desarrollo a estos países feudalizados hasta la médula. En ese sentido, la inversión extranjera llegó al país primeramente mediante las compañías mineras y posteriormente a través de las compañías bananeras. La Reforma Liberal, entonces, significaba abrir las puertas de par en par al capital transnacional. A fin de fomentar una opinión favorable a sus medidas los artífices de este proyecto expusieron toda una doctrina. Sobre este particular, uno de ellos –Adolfo Zúñiga– escribía en 1878: Conocida la tendencia de los Estados Unidos de América para ensanchar sus relaciones comerciales con estos países (…) y siendo un hecho evidente, notorio por todo el mundo conocido, que todos esos feracísimos terrenos de la Costa Atlántica y de las Islas de la Bahía, son apropiados para el cultivo de las frutas tropicales; y que estas frutas tienen extraordinaria demanda en los Estados Unidos, precisamente en los mismos momentos en que aquella gran nación quiere dominar y reemplazar en nuestro comercio a Inglaterra, Francia y Alemania ¿Será lícito dudar siquiera, que es tan grande como seguro el porvenir que nos aguarda? También Ramón Rosa, decía: “necesitamos que vengan a nuestro suelo grandes corrientes de emigración que traigan, con nuevos pobladores, el espíritu de empresa y el espíritu de libertad que han formado ese pueblo prodigio que se llama Estados Unidos de América”. Con base en tales criterios, el gobierno de Marco Aurelio Soto no vaciló en entregarle las llaves de nuestra economía al capital monopolista, a través de “liberales concesiones”, como él mismo escribió en 1883: Con el fin de asegurar y favorecer el desarrollo de la industria minera, el gobierno ha acordado liberales concesiones a los hondureños y extranjeros que se ocupen de la explotación de minas (...) Juzgo que las concesiones hechas darán aliento a los trabajadores de minería y traerán del exterior beneficiosas empresas Y es que no dejaba de ser una urgencia para Soto alentar la explotación minera cuando él era dueño, juntamente con su primo Enrique Gutiérrez, de una mina en el pueblo de San Juancito. Al llegar a la Presidencia de la República había contactado algunos banqueros de Nueva York a fin de explotarla en gran escala y con métodos modernos. De este modo, surgió el 18 de noviembre de 1880 la Compañía “The New York and Honduras Rosario Mining Company”, con un capital de un millón 500 mil dólares, divididos en ciento 50 mil acciones. Soto pasó a ser uno de los principales propietarios de la empresa. No es de extrañarse entonces que las prerrogativas otorgadas a la empresa comprendieran entre otras canonjías y privilegios la exención sobre impuestos por importación de maquinaria, equipo o materiales propios para la explotación de un campo; sobre impuesto de exportación de los minerales extraídos; y todos los impuestos municipales y nacionales de cualquier tipo. En otras palabras, la empresa sólo tenía que extraer el mineral y llevárselo al extranjero, sin objeción de nadie, alejada de cualquier preocupación o amenaza estatal y sin preocuparse de pagar un solo lempira por ello. Claro está, una concesión como ésta, terriblemente lesiva a los intereses del país, no podía ser ventilada fuera de las oficinas en donde se firmaban los acuerdos. En caso contrario, la opinión pública tendría, naturalmente, una reacción desfavorable a estos convenios acomodados al interés de unos pocos. Con el objetivo de evitar contrariedades, Soto no publicó en la Gaceta el decreto relacionado con las exenciones. Esta omisión voluntaria fue desenmascarada hasta 1897, por el Secretario de Hacienda de ese momento. Como era de esperarse, Soto arguyó que esta compañía minera había sido la primera en organizarse en Honduras y que el desarrollo económico nacional como consecuencia de la buena cantidad de empleos que generaría compensaba cualquier obsequio estatal; se mostraba, asimismo, bastante positivo al declarar que el éxito de esta compañía en la actividad minera sería el imán que atraería mayor inversión extranjera y con ella vendría el conocimiento y la tecnología tan necesaria para el país. En virtud de ello, declaraba que era una obligación del Estado hondureño prestarle todas las facilidades posibles al capital foráneo con el fin de que este último no encontrase obstáculos que le impidieran la organización de su trabajo. Amparado en tales concepciones entreguistas, en 1882 Soto estableció de manera general las exenciones para todas las empresas mineras que se formaran en el país o el extranjero. De este modo, trataba de maquillar los acuerdos respecto a su propia empresa. Como consecuencia de este libertinaje concesionario, para 1915 ya se había otorgado más de 276 concesiones en el país, mientras la Rosario Mining Company exportaba “cerca del 90% del total del mineral embarcado” (Arancibia, p.35). En contraste con la ternura estatal, las compañías mineras no retribuyeron al Estado las bondadosas concesiones que éste les dio. Muy poco de la riqueza producida se quedó en el país. El mejor recuerdo que dejaron fue el empleo de algunos centenares de obreros a cambio de sueldos magros y de pequeñas obras en su beneficio. Sin embargo, la minería no dejaba casi nada. d. Soto: ¿fundador de instituciones? Soto fue en buena medida, –en palabras de Morán– un “fundador de lo infundado”. Es decir, un considerable número de las instituciones que la historiografía –que él mismo patrocinó– le adjudica a su creación ya existían anteriormente a su mandato como presidente de la república. Por ejemplo, el referido presidente no fundó ningún Archivo Nacional. De acuerdo con (Morán, 2002, p.5): Lo que hizo fue poner la palabra “Nacional” a una entidad gubernamental que siempre había existido en Honduras. Favor de decirme dónde fue cuidada toda la documentación desde la época colonial y desde la independencia hasta 1880 […]. Favor de mencionarme que en las administraciones anteriores a la de Soto no hubo en el presupuesto oficial del Supremo Gobierno el puesto de Archivero Oficial. Favor de decirme que por casi veinte años en las décadas de 1840 y 1850 el Archivero Oficial no se llamaba Antonio Camuci, quien a veces fue también un magistrado en Comayagua. El Correo Nacional también corrió igual suerte. A la Administración de Correos, Soto sencillamente agregó su palabra favorita: “Nacional”. El Correo: Anterior a Soto fue establecido y para el cual el primer reglamento muy sistemático fue decretado por el gobierno del Presidente y General Santos Guardiola […] unas pocas semanas después de su inauguración – el Primero de Agosto de 1856. Este reglamento consiste en ocho capítulos y setenta artículos. Fue enmendado en 1866, durante la presidencia del General José María Medina (Morán, 2002, p.5). Otra tergiversación histórica es la de considerar a Soto como el fundador de la policía en Honduras. Según el ya citado Morán (2002, p. 6): No es apropiado ni históricamente justificado, que un individuo que nunca portó un fusil en defensa de su patria ni se expuso a ningún peligro de su persona para asumir la presidencia de Honduras (y quien abandonó ese puesto ignominiosamente ante las amenazas de su amo J. R. Barrios en 1883) deba ser considerado como el fundador de la policía en Honduras. Hay que rectificar eso. Y no es que se pretenda restarle méritos a algunas de sus buenas intenciones. Pero hay que reconocer que durante la Administración de Francisco Zelaya y Ayes (1839-1940) ya había sido editada la ley de policía entonces en vigencia: Reglamento de Milicias Activas del Estado de Honduras. El antedicho autor Morán es del criterio que: Atribuir a su mano [la de Soto] la creación de entidades gubernamentales tan fundamentales y esenciales para un país, en vez de considerarlas como una reorganización, es en efecto una obra antipatriótica… [Por lo tanto], llamar “Nacional” a algo ya existente no es fundarlo (2002, p.7). En síntesis, el problema de Soto no era su deseo de crear instituciones al servicio del Estado sino agenciarse la exclusividad de sus fundaciones aún y cuando éstas ya existieran. e. Soto y su billete El l4 de enero de 1978 el Directorio del Banco Central de Honduras autorizó por primera vez la emisión del billete de dos lempiras, en conmemoración del centenario del establecimiento del gobierno de Marco Aurelio Soto. Durante ese año se imprimió treinta millones de piezas a cargo de la casa Inglesa Thomas De la Rue & Co. Limited. Este billete lleva en el anverso el retrato de Soto y en el reverso una vista panorámica de la Isla del Tigre, en el Golfo de Fonseca. La fecha de edición del billete es 23 de septiembre de 1976. Durante el mandato presidencial Soto obtuvo su billete a costa del erario; pero ya no se hace referencia a la emisión del billete de dos lempiras con su retrato, sino a la fortuna personal que acumuló con la conducción del proceso de medidas de corte liberal. Las exoneraciones que otorgó a ciertas compañías extranjeras y los consecuentes obsequios recibidos de ellas, por ejemplo, demuestra la manera en que el reformador drenó fondos públicos hacia sus cuentas particulares. f. Las plumas sotistas Los intelectuales de la Reforma Liberal desempeñaron un papel determinante en muchos aspectos. A ellos se debe, en buena medida, el conocimiento que de la historia nacional se tiene hoy en día, debido a que fueron estos personajes ilustrados quienes se encargaron de retratar el escenario que se imponía en ese momento. Su legado histórico-cultural es valioso. En ese sentido, hay un agradecimiento pendiente hacia ellos por la titánica labor de describir una considerable parte de los hechos históricos acaecidos hace algunos siglos atrás, especialmente durante el siglo XIX. Pero también es necesario aclarar que los encargados de escribir la historia no siempre lo hacen de manera objetiva. Acaso, ¿no cabe la probabilidad de que la narración de los hechos pueda estar ocultando ciertos intereses materiales tras la discusión y el debate ideológico, sobre todo si la labor del historiador es patrocinada desde el poder? ¿Es imposible la existencia de historiadores apátridas que fuercen interpretaciones históricas de manera tal que el brillo de los personajes o las acciones que describen nunca disminuya? Es importante señalar que la historia siempre ha sido escrita desde el bando de los poderosos. A través del tiempo la tinta del poder se ha impuesto en detrimento de las visiones históricas de los pueblos, los verdaderos protagonistas de los hechos relatados. Las personalidades, cuyos títulos de respetabilidad son respaldados por el poder que ostentan y no por mérito alguno han sido, tradicionalmente, ensalzadas por la historia; sus desatinos jamás han sido cuestionados. En el caso específico de la Reforma Liberal la manipulación histórica fue un hecho concreto. La conjunta versión de este proceso, heredada a generaciones posteriores, fue elaborada por intelectuales apologistas al sotismo. Sin embargo, para comprender mejor el proceso de amancillamiento histórico que Marco Aurelio Soto financió hay que dilucidar, en primera instancia, su miseria política. En 1902 fueron desarrollados los comicios en los que Soto fue humillado por el electorado que recordaba muy bien su primera administración. Desde el año 1876 hasta 1883 hubo un escandaloso ascenso en la fortuna personal de Soto, al haberse enriquecido con fondos públicos. Tal recuerdo popular fue lo que determinó su derrota. No cabía duda que el pueblo lo rechazaba y lo condenaba al sepulcro político. Sin embargo, Soto quería resucitar políticamente. Era necesario, para él, retomar el tema de las reformas pues con ello vendrían importantes modificaciones a su patrimonio personal. La política entreguista que caracterizó su gobierno no sólo lo había consagrado como el principal impulsor de la Reforma Liberal sino que le generó importantes ingresos personales. Para conseguir nuevamente la aceptación popular, Soto patrocinó intelectuales que teóricamente hicieran más exitosa la Reforma Liberal de lo que realmente fue. De esa desleal tarea histórica surgió la versión acomodada y mítica de un Marco Aurelio Soto fundador del Archivo y el Correo Nacional. Otra de las labores de estas plumas vendidas y bandidas consistió en destruir la figura política del General José María Medina, presidente antecesor de Soto durante varios períodos. ¿Por qué lo hicieron? Ya es sabido que Soto fue impuesto, desde Guatemala y El Salvador, como presidente de Honduras y que, por lo tanto, el entremetimiento extranjero fue visto con buenos ojos durante el período 1876-1880 en que él detentó el poder. Como el General Medina nunca estuvo de acuerdo con la deliberada injerencia extranjera que la Reforma Liberal suponía para Honduras éste tampoco dudó en tomar las armas cuando su discurso persuasivo no hacía mella en sus adversarios políticos. Tal oposición al oficialismo fue motivo suficiente para que los redactores de la historia hondureña, pagados por Soto, lo tildaran de conservador y a la vez de anarquista. De manera tal que Medina llegó a ser retratado por algunos intelectuales de su época como el: Protagonista del drama reaccionario, obcecado enemigo, agente de la reacción centroamericana, autócrata sin ejemplo, opresor, hombre desleal, amenaza formidable contra la existencia de nuestros gobiernos democráticos, obstáculo permanente de la estabilidad institucional, sistemático transformador de estas comarcas, engendro político de Carrera, conculcador de los derechos inviolables. (Ramón Rosa, citado por Zelaya 2001, p. 21). Ante esta cadena de calumnias hacia Medina, históricamente manipuladas, Morán, (2002. p xiv) plantea que: Nuestros connotados escritores, nuestros hombres de investigación y aquellos que nunca faltan para volver por los fueros de la justicia y de la verdad, no aparecieron para quitarle a Medina el lodo de una gran injusticia […] Tócanos a los nuevos escarceadores en papeles viejos, llevar las cosas a su puesto y correr el velo que por tantos años, un siglo justamente, cubrió la realidad que vivieron aquellos hombres singulares, que, como Medina y Guardiola, Lindo y Ferrera, fueron el blanco de las leyendas negras tejidas bajo la euforia de la Reforma Liberal de 1876. Los intelectuales de la historia y al servicio del poder se encargaron de repetir hasta la saciedad tales mentiras de modo que parecieran verdad y que la historia las registrara como esto último. Ahora bien; ¿quiénes eran estos ilustrados hombres cuya doble moral, con el paso del tiempo, resultó evidente? Figuran en la lista: Ramón Rosa, Adolfo Zúñiga, Félix Salgado, Rómulo Ernesto Durón, los salvadoreños –azuzados por Zúñiga– Domingo Vásquez, Rafael Meza y José María Aguirre, entre otros. ¿Qué ocurrió con estos personajes que asumieron posturas intransigentes frente al derecho a la vida al que en su momento consideraron como inviolable, pero que luego aplaudieron el fusilamiento de sus opositores –como en el caso del General José María Medina– por considerarlos la encarnación del mal, del desorden, de la anarquía? ¿Qué pasó con sus concepciones existencialistas? ¿Por qué, como reformadores que se preciaron de serlo, y como abanderados de la modernidad, mientras sostenían en una mano las leyes del Orden y el Progreso en la otra blandían el arma para ejecutar a sus opositores? El mismo Ramón Rosa (1985, citado por Oquelí,) reconocía que: No todos los que hemos escrito o escribimos en Centroamérica podemos vernos libres de compromisos contraídos talvez irreflexivamente y de cadenas que nos atan por el instinto de conservación o por la dignidad personal casi siempre comprometida, cadenas que llegan a rozarse hasta con la libertad de espíritu y del pensamiento, produciendo el fenómeno de reconcentrar en el fuego interno de las ideas que tímidas se esconden en las profundidades de la conciencia para huir de las tinieblas del despotismo que hacen caer a los hombres generosos en los precipicios de las humillaciones, de las afrentas del salvajismo. Tales son los frutos de nuestro modo monstruoso de ser social y político: las ideas reflejándose en la conciencia cuando pudieran iluminar a pueblos y gobiernos, y las palabras de la hipocresía en los labios envileciendo el carácter del hombre. (pp. 17-18). En definitiva, las plumas sotistas lograron su cometido; su visión histórica hoy día sigue vigente. Y ese es el núcleo del problema de nuestra historia, que fue financiada desde el poder y luego masificada a través del sistema educativo nacional. Amaya (2012) declara que “desde 1876, esta visión histórica fue también la que se empezó a desplegar en las escuelas, colegios y universidades del país, convirtiéndose entonces en la que es denominada por algunos historiadores como ‘Historia didáctica’, nombrada también por el historiador
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