Sunday, July 26, 2009

Sociology of Culture Review Sheet for Midterm 1 on Wednesday


The readings you (undergrads) need to know:

William Sewell jr., The Concept(s) of Culture (email)

Philip Smith, Introduction: What is Culture? What is Cultural Theory? (Smith I)

Lynn Spillman, Introduction: Culture and Cultural Sociology (Spillman)

Richard Harvey Brown, Textuality and the Postmodern Turn in Sociological Theory (Smith II)

Philip Smith, 37-57 (Smith I)

Raymond Williams, Base and Superstructure (Spillman)

Max Horkheimer and Theodor Adorno, "The Culture Industry: Enlightenment as Mass Deception" (Spillman)

Habermas, Jurgen, "On Systematically Distorted Communication"

Philip Smith, 13-18 (Smith)

Max Weber, "The Social Psychology of the World Religions" (email)

Max Weber, "The Protestant Sects and the Spirit of Capitalism" (email)

Bryan Turner, Islam, Capitalism and the Weber Theses (email)

Samuel Huntington, Cultures Count and Lawrence Harrison, Why Culture Matters

Ruth Benedict, "The Diversity of Cultures" (Spillman)

Clifford Geertz, Thick Description: Toward an Interpretive Theory of Culture (Spillman)

Richard Shweder, Moral Maps, "First World" Conceits, and the New Evangelists (email)

You should be able to define and discuss all of the following terms:

Karl Marx

George Lukacs

Antonio Gramsci

Horkheimer and Adorno

Jurgen Habermas

Max Weber

Bryan Turner

Ruth Benedict

Clifford Geertz

Richard Shweder

"Prison Notebooks"

"The Dialectic of Enlightenment"

"The Protestant Ethic and the Spirit of Capitalism"

"The Chrysanthemum and the Sword"

"Patterns of Culture"

Newtonian paradigm

Positivism

Hypothesis testing

Cause-and-effect relationshipgs

"linguistic turn"

"cognitive revolution"

Sociology of culture

Cultural sociology

Culture as "cultivation"

Folk culture

Culture as learned behavior

Culture as creativity/agency

Culture as systems of symbols and meanings

Culture as a life-system, way of life

Culture as meaning

Historical materialism

Communist revolution

False consciousness

"Opium of the people"

Commodification

Commodity Fetishism

Class consciousness

Hegemony

"Organic intellectuals"

Culture industry

"lowest common denominator"

Public sphere

Life-world

System-world

Communicative reason

Colonization of the life-world

Verstehen

Value-rationality

Purposive rationality

Salvation

Theodicy

Calvinism

Bryan Turner

Islamic asceticism

Sufi mystics

"Sultanism"

Individualism

Equality

Trust

Social capital

Synchronic cultural analysis

Diachronic cultural analysis

Cultural functionalism

Culture-as-personality school

Culture as text

Thick description

Thin description

Wednesday, July 22, 2009

Sociology of Culture Lecture Notes II

Weber, Neo-Weberians, Cultural Anthropologists
Main ideas: Culture-as-system; Cultural Relativism versus Cultural Developmentalism


Max Weber and Religious Values
Max Weber, the early German social thinker, studied everything
Part of his work was his religious sociology, his studies of Calvinism, Islam, ancient Judaism etc.
His aim was Verstehen, sympathetic understanding
Two important ideas of his, for our purposes:
Wertrational – value-rationality
Zweckrational – purposive rationality
Salvation – being saved, living the right kind of life
every religion, and every culture, provides ideas about salvation, about how to live
Theodicy – the question of God’s role in a world of evil, suffering, and injustice
in every religion, intellectuals obsess over the problem of theodicy
different religions solve this tension differently
Culture and Capitalism
The most influential and historically significant book on the interrelations of culture, religion, and capitalism is Max Weber’s The Protestant Ethic and the Spirit of Capitalism.
Weber’s essay is often seen as a response to the growing influence of historical materialism or Marxism in the Germany of his day, with the growth of a large Social Democratic Party.
Historical materialism … Base/Superstructure
persists in varying forms: e.g. environmental or natural resource determinism
The Protestant Ethic and the Spirit of Capitalism was published as a two-part study in 1904-5. It not only pointed the way to Weber’s future work but also became the center of a long-running controversy. Distinguished by passionate writing and bold theorization, the argument has attracted attention far outside the boundaries of sociology. Those who invoke the notion of a ‘Protestant work ethic’ may not have read Weber but they are not wrong to echo his belief that the ‘rationalization of labor’ was a decisive feature of modernity.
Weber’s work was prompted by his concern that the German Empire was still socially backward compared with the United States and Britain, and had failed to develop a sufficiently assertive and public spirited bourgeoisie and middle class during the long rule of Bismarck during the 19th century. He believed that the Anglo-Saxon commitment to economic and social freedom was a source of strength and that it was rooted in secularised impulses stemming from the sectarian versions of Protestantism which had been so influential in their history since the seventeenth century.
Weber stressed that contrary to the materialist reductionism of some Marxists, ideas, beliefs, and psychological states could have a large influence on the course of history. Specifically he argued that sectarian Protestantism promoted a ‘worldly asceticism’ and notion of a ‘calling’ or secular vocation which was conducive to the rationalization of labor.
If early twentieth century Germans recognized this they could improve and strengthen the institutions of the German Empire.
While Weber had different political objectives from Marxists, his understanding of the material practices of capitalism owed a lot to Marx. Like Marx he writes of a distinctive ‘rational capitalist organization of (formally) free labor’; the capitalist enterprise calculates wages and prices in order to make a surplus and is defined by this not the simple lust for profit.
Furthermore the opening pages of the Protestant Ethic spell out a whole sequence of material practices seen as crucial to capitalist development in early modern Europe. These include:
1) the rise of autonomous towns
2)the separation of enterprise and
household
3) double entry book-keeping
But Weber does insist that there must have been social-psychological presuppositions for the emergence of capitalist institutions and that in the European case a rationalizing approach to labor had been the unintended consequence of the Reformation
The core of Weber’s argument is that with Luther’s notion of the ‘calling’ the monk’s ideal of an ascetic life became incumbent on all believers. It was taken out of the monasteries and required all to single-mindedly and methodically dedicate themselves to their work, to shun idleness and luxury regardless of their station in life. Protestant teaching, especially that of Calvin, imbued the individual with a sense of original sin; a sober and industrious life would be the sign or proof of salvation.
Theodicy: Calvinism removes God from reality entirely, and “inhuman” idea
In the ‘Protestant Ethic’ Weber argues that the Calvinist belief in predestination furnished a constant inner guarantee of consistent conduct; in a later text on the Protestant sects he urges that each believer takes care to pursue a restrained, godly life because of concern for the opinion of fellow-believers.
There has been much debate over Weber’s specific interpretation of Protestant theology. There is evidence that Calvinism was sometimes associated with collectivism and restraints on merchants, e.g. in New England. But the core of Weber’s argument is that some strands in Protestantism help to give rise to collective psychological conditions that underpinned early capitalist rationalization and accumulation. Weber himself illustrates his case by quotes from Benjamin Franklin, who was a man of affairs rather than a theologian. Weber does not insist that Protestantism is the only route to preparing mentalities that will help to sustain and reproduce capitalist social relations - simply
that in early modern Europe they did play this role. (of course we should think about the development of Asian capitalism as a comparison case or set of cases)
Islam and Capitalism
Bryan Turner Islam, Capitalism and the Weber Theses
Weber’s treatment of Islam is not nearly as famous as his discussion of Calvinism and capitalism
The usual contrast is between Asian mysticism and Puritan asceticism
Turner argues that Weber was wrong to try to explain the absence of rational capitalism in Islam
instead, the real issue is Islam’s transition from a monetary economy >> agricultural-military regime
Muhammad, after all was a merchant
Weber’s theses on Islam, according to Turner
PE (Protestant Ethic) theses:
1. idealistic theory of values
Calvinist beliefs >> modern capitalism (causal)
2. necessary condition for the emergence of capitalism
no, but Protestant asceticism is necessary for rational capitalism
3. “elective affinity” of ideas and socio-economic contexts
4. Continuity between Marx and Weber: beliefs are shaped by socio-economic contexts
Turner’s analysis of Weber’s analysis of Islam
Meccan Islam was monotheistic and rejected magic
but Islam did not develop into a “salvation religion” because of 1) warrior groups who carried Islam
2) Sufi mystical brotherhoods
individual salvation was reinterpreted through jihad (holy war), suitable for warrior groups on quests for land: Islam becomes a ‘national Arabic warrior religion’
Islamic asceticism became the rigor of the military caste
Sufism provided a salvation path, but it was mystical and other-worldly
together militarism and mysticism produced the “characteristics of a feudal spirit...unquestioned acceptance of slavery, serfdom, and polygamy...simplicity of religious requirements...and ethical requirements”
Islam could thus not lift the Middle East out of feudalism and stagnation, it could not produce capitalism
Islam and Shari’a did not produce a systematic formal law tradition (only fatwa, which are ad hoc judgments)
not because of the content of the early religion, but because of the socio-economic context in which it emerged
Turner argues, however, that Islam was originally urban, commercial, and literate: Mecca
was a trading center
However, Islam provided a culture capable of uniting desert tribesmen (Bedouins) who often attacked caravan routes, with urban merchants. Islam was thus a “triumph of town over desert”
Finally, Weber blames Sultanism for the stagnation of the Middle East, because of the socio-economic conditions it produced
this is because of the “legal insecurity of the taxpaying population” in the presence of foreign troops
the arbitrariness of the tax powers of foreign troops (Selcuks and Mamelukes) could paralyze commerce
towns were merely army camps for patrimonial troops, rather than centers of commerce
patrimonial interference discouraged investments in trade and craft industry, and discouraged a bourgeois lifestyle and bourgeois-commercial utilitarianism, seeing this as sordid greediness


“Neo-Weberians”
Samuel Huntington, Cultures Count and Lawrence Harrison, “Why Culture Matters”
Huntington: author of the “Clash of Civilizations”
Culture changes much more slowly than the economy, technology
Economic and tech’l modernization can occur without modern, liberal, Western cultural values
The contemporary scholars most directly influenced by Weber’s book insist that culture, usually national cultures, i.e. “culture as system,” continues to affect the economic growth of modern nations.
To get their point, imagine, if you will, that we are living in the 1950s or early 1960s. Countries across the world are becoming independent, that is they’re rejecting colonialism. Optimism abounded, and serious scholars believed that economic growth would be more or less uniform in most developing countries in Asia, Latin America, Africa, and the Middle East.
N. Africa was predicted by many to grow most quickly, because of its proximity to Europe and its pool of cheap labor.
JFK and other American leaders were openly concerned about Brazil’s economic development, its ability to compete with the US
50 years later, what happened?
There have been some notable economic successes: Germany and Japan rebuilt their shattered economies into world powers, and Spain, Portugal, South Korea, Taiwan, Singapore, and Hong Kong have entered the “first world,” more or less. But what about the rest of the world, especially Latin America, Africa, and the Middle East?
For the most part, low economic growth and its social correlates:
severe economic stratification
Illiteracy, especially among women
Poverty
High birth rates, population growth rates
Corruption is near-universal
Why? Some explanations:
Colonialism had deleterious effects of all sorts, e.g. drawing arbitrary borders around “nations” (as in Africa)
“Neo-colonialism” Post-colonial theory
continuing dependency: countries on the global economic periphery, e.g. Latin American countries, are beholden to core countries such as the U.S., and provide us with raw materials only
Systemic Racism: economic development disproportionately benefits white men; the global economic system is inherently racist and oppressive to minorities and women
These explanations are unsatisfying to lots of people, certainly to H&H. So Neo-Weberians look to cultural values, including
equality
civility
individualism
time orientation
religious outlook
optimism versus pessimism
“trust” and social capital
“rationality”
Later in their book, Harrison and Huntington explore the idea that cultures should be reprogrammed and modernized, that this would be better than simply giving financial aid to poor countries. And they find support among generally western-educated scholars and NGO workers from Africa, Asia and elsewhere.

Cultural Anthropology
Like Weber (at times), cultural anthropologist view culture as a system.
Their analyze “cultures” in synchronic, not diachronic, terms. This is part of what makes cultural anthropology unique.
Their approach and methods are interpretive; they see cultures as texts that are open to interpretation, and contain recurring themes and symbolism
Cultural anthropology can tend to be functionalist in its thinking.
Everything in a culture serves a function
Everything in a culture is part of an integrated whole
Society is a system of mutual interdependence that must be kept in equilibrium
Cultures are necessary for human life, serve concrete needs:
For rearing and socializing children
For creating social solidarity and harmony
An implication of these functionalist views is that indigenous cultures should be protected or preserved
i.e. if Westerners tamper with one part of an indigenous culture, they may destroy the whole thing
This view was crucial for anthropology during its early years in the 20th century, when Western powers still operated systems of colonial control in “3rd world” countries.
Ruth Benedict, “The Diversity of Cultures” (Spillman)
From her undergraduate work, she had a background in literature, and in the various ways of studying a text to grasp its various levels of meaning.
She did not concern herself as much with history as did her peers. Rather, she was looking for repeated themes, for the importance given various values and beliefs, and for how all of this fit together (or didn’t).
Benedict's Patterns of Culture (1934) was translated into fourteen languages and was published in many editions as standard reading for anthropology courses in American universities for years.
Culture-and-personality:
The essential idea in Patterns of Culture is “her view of human cultures as “personality writ large.’”
Each culture, Benedict explains, chooses from "the great arc of human potentialities" only a few characteristics which become the leading personality traits of the persons living in that culture. These traits comprise an interdependent constellation of aesthetics and values in each culture which together add up to a unique gestalt. For example she described the emphasis on restraint in Pueblo cultures of the American southwest, and the emphasis on abandon in the Native American cultures of the Great Plains. She used the Nietzschean opposites of "Apollonian" and "Dionysian" as the stimulus for her thought about these Native American cultures. She describes how in ancient Greece, the worshipers of Apollo emphasized order and calm in their celebrations. In contrast, the worshipers ofDionysus, the god of wine, emphasized wildness, abandon, letting go. And so it was among Native Americans. She described in detail the contrasts between rituals, beliefs, personal preferences amongst people of diverse cultures to show how each culture had a "personality" that was encouraged in each individual.
Other anthropologists of the culture and personality school also developed these ideas—notably Margaret Mead in her Coming of Age in Samoa (published before "Patterns of Culture") and Sex and Temperament in Three Primitive Societies (published just after Benedict's book came out).
“modal personality”—cluster of traits most common to a traditional culture/social group
In Patterns of Culture she expresses her belief in cultural relativism. She desired to show that each culture has its own moral imperatives that can be understood only if one studies that culture as a whole.
Morality, she argued, was relative to the values of the culture in which one operated.
Critics have objected to the degree of abstraction and generalization inherent in the “culture and personality” approach.
The Chrysanthemum and the Sword
This book is an instance of Anthropology at a Distance. Study of a culture through its literature, through newspaper clippings, through films and recordings, etc., was necessary when anthropologists aided the United States and its allies in World War II. Unable to visit Nazi Germany or Japan under Hirohito, anthropologists made use of the cultural materials produced studies at a distance. They were attempting to understand the cultural patterns that might be driving their aggression, and hoped to find possible weaknesses, or means of persuasion that had been missed.
Benedict's war work included a major study, largely completed in 1944, aimed at understanding Japanese culture. Americans found themselves unable to comprehend matters in Japanese culture. For instance, Americans considered it quite natural for American prisoner of wars to want their families to know they were alive, and to keep quiet when asked for information about troop movements, etc., while Japanese POWs, apparently, gave information freely and did not try to contact their families.
In more recent years however, Benedict's "national character" approach has been criticized as being subjective, and at times even demeaning -- she characterized Dobu people, for example, as mean-spirited and paranoid.
Anthropologists were now eager to get away from imposing their own culturally created value judgments on other societies. And Benedict appeared to have gotten caught up the mentality of her era, a mentality that wanted to see people of different nationalities in stereotyped ways. Additionally, her approach has always been criticized for not putting greater emphasis on class differences.
Clifford Geertz
Thick Description: Toward an Interpretive Theory of Culture (Spillman)
In the 1970s, Geertz becomes the public “ambassador” of anthropology, much as Ruth Benedict and Margaret Mead had been before him. However, while Benedict was read by the educated public, Geertz is read mostly by graduate students and academics.
Like Benedict, Geertz conceptualizes culture as a text that can be read and interpreted in terms of recurring themes and symbolism. This is in stark contrast to Marxist and neo-Marxist (materialist) approaches.
Like Neo-Weberians, Geertz takes on the mantle of Max Weber. Geertz is one of the most famous and influential anthropologists ever, and as we will see, Richard Shweder, another anthropologist and a critic of the neo-Weberians Huntington and Harrison, takes on the mantle of Geertz.
Geertz’s famous phrase, quoting Weber: “Man is an animal suspended in webs of significance he himself has spun. I take culture to be those webs…”
The analysis of culture is therefore not an experimental science in search of law, but an interpretive one in search of meaning.
Studying culture for Geertz thus involves doing ethnography, living with people in their communities, interviewing them, taking notes, and doing “thick description”
Thick description involves thinking about culture, that is thinking about what things mean in a social setting
Thin description, by contrast, involves simple physical description of what is happening
Interpretive understanding is as important as causal understanding
Geertz’s most famous study is of cockfighting on the Indonesian island of Bali
He argues that the system of betting reflects the status hierarchy and macho culture of the Balinese men.
The cultural practice of cockfighting “reflects” deeper truths about Balinese society.
Balinese men wager irrationally high stakes because of the social meaning of the cockfight and its outcome. People don’t remember the money they won or lost, so much as the status order of the winners and losers.
“The culture of a people is an ensemble of texts, themselves ensembles, which the anthropologist strains to read over the shoulders of those to whom they properly belong”
Richard Shweder, Moral Maps, "First World" Conceits, and the New Evangelists
Shweder writes in the tradition of Clifford Geertz, and so also of Max Weber, but his position is quite different from that of the neo-Weberians we discussed above.
He is, to put it bluntly, a strong relativist and he refutes notions of cultural superiority, certainly of western cultural superiority, or as he puts it the culture of northwestern Europe.
Nonwestern cultures are not something to be denigrated or reprogrammed, rather westerners have much to learn from nonwestern cultures and societies.
Harrison and Huntington are wrong because theories of “national culture” have long been discredited, because different cultures place different relative importance on different values, and because people from nonwestern societies who want to change their own cultures’ values do not reflect their own cultures, but rather certain western values.
We can all learn from all different kinds of cultures, from experiencing life in different cultures, so we ought to respect and preserve different cultures, which have lasted for thousands of years.
For example, Shweder applauds the rejection of the United Nations Declaration of Human Rights by the American Anthropological Association in the 1940s. They argued that it was an ethnocentric document.

Wednesday, July 15, 2009

Sociology of Culture Lecture Notes Through Habermas

Introduction

The “cultural turn” in the social sciences and humanities

Immediately after WWII, the human sciences took the natural sciences as their model—especially in America.

Search was for “laws” of human society

e.g. classical economics, Marxism

Newtonian paradigm: search for cause-and-effect relationships

Positivism hypothesis testing, independent and dependent variables, statistical tests

This model is now mostly, but not entirely, out of fashion

Generally, this search has not yielded the kinds of results once hoped for

also, Marxism fails in practice

civil rights, women’s rights, antiwar movements in the 60s and 70s couldn’t be understood or predicted in terms of scientific laws. More a matter of history and agency.

modernization projects are seen to disappoint

The contemporaneous “linguistic turn” (initiated by Noam Chomsky’s critique of B.F. Skinner)

The linguistic turn in philosophy: Wittgenstein, Heidegger, Searle, Putnam, Rorty

The “cognitive revolution” in the human sciences, in which researchers found ways to study thought and meaning. Previously, the human mind had been treated as a kind of “black box” into which no one could see

The cognitive revolution motivates the growth of cognitive psychology, cognitive science, cognitive linguistics, cognitive anthropology, and even cognitive sociology (so far very small, as we will see later in the course)

This course is, broadly, in line with the cultural turn in the human sciences

economic and technological changes:

global media, cable and satellite television, internet à media studies

Locating this course more specifically: cultural studies in sociology

Sociology of culture

The study of sociological processes at work in the creation and reception of cultural materials

This includes, primarily, art, music, theater, literature, museums, and so on

Cultural studies/media studies

The study of the role of mass media in modern societies, how the media creates and promotes particular views, tastes, and attitudes

How the media and the advertising industry responds to and shapes patterns of consumption

The role of media and entertainment in shaping people’s identities and worldviews

Globalization and Westernization

Cultural sociology

The study of symbols, language, rituals, and meaning in all of social life

i.e. in all areas of social life: work, leisure, politics, religion, technology, organizations…

Studying cultural patterns as collective representations or constructions

Studying the role of ideas in social life

Philip Smith, What is Culture? What is Cultural Theory?

Culture is “one of the two or three most complicated words in the English language”

Its early meanings referred to cult-ivation of land and crops, then to religious cults

1500s-1800s: “cultivation” of the individual’s mind

we still say some people are “cultured” while others are “uncultured”

we still sometimes talk about societies, communities, nations and other groups in terms of their level of culture, their civilization

during the industrial revolution, people began to discuss folk culture, as in folk culture and national culture vs. industry and capitalism; this was tied to romanticism in art and literature

In sociology and social theory today, culture usually refers to

not material, technological, social structural processes

realm of the ideal, spiritual, non-material, beliefs, values, symbols, signs, discourses

culture is everywhere in social life

scholars should try to be value-neutral when studying culture (ie. not think in terms of better and worse, higher and lower)

William H. Sewell, jr. The Concepts(s) of Culture

and

Lynn Spillman, Culture and Cultural Sociology

Sewell is a sociologist at the University of Wisconsin, Lynn Spillman teaches at Notre Dame University. Their two chapters provide good overviews of cultural theory and cultural sociology.

Please don’t worry if you don’t know some of the names they mention.

Let’s start with Sewell’s chapter.

In order to present the various conceptions of culture that have cropped up over the years, Sewell does a lot of splitting and categorizing of ideas. The first split is a major one, and it’s between 2 understandings of culture:

1. Culture as the symbolic and expressive side of social life. Here culture is set apart from others facets of social life, such as biology (e.g. nature vs. nurture), politics, and economics. Durkheim’s Elementary Forms fits in here.

A. Culture as all learned behavior, that which makes us human

B. Culture as learned behavior concerned with meaning

C. Culture as an institutional sphere devoted to the making of meaning

i.e. art, music, theater, fashion, literature, religion, the media, education

Research in this area is usually considered sociology of culture, or cultural studies, and is focused on the production and reception of cultural products. In the sociology of the occupations, and in class theories, people working in these areas are considered “cultural specialists,” by the way, and contrasted to, basically, business people.

D. Culture as creativity or agency. We’ll spend some time on agency later in the course, but this basically refers to research on how political groups create and manipulate ideological material.

E. Culture as a system of symbols and meanings. This is the late-Durkheimian tradition, basically, and this is what we’ll spend most of the course on.

F. Culture as practice. This is a lot like culture as creativity or agency. The emphasis here is on the ways in which culture is not collective, but fragmented and open to individual interpretation and reinterpretation.

2. Culture as a life-system, a “concrete and bounded body of beliefs and practices.” E.g. American culture, Middle-class culture, American middle-class culture, Samoan culture. This is culture as everything, more or less: a whole way of life encompassing beliefs, practices, ideas, ideals, values, tastes, and styles characteristic of some specific group. Next week’s readings look at culture in this way, as does quite a lot of anthropological and sociological research. This is also, by the way, an older concept of culture, and one that is not too fashionable anymore. Which is not to say that it’s all bad.

From page 46 on, Sewell elaborates his understanding of culture. It’s one which I happen to like a lot, but it’s less important for our puposes than his presentation of the different concepts of culture. The basic division is between culture as facet of social life, and culture as system. The next few readings look at culture as a system, while the bulk of the course treats it as an aspect of life that is always present.

Lynn Spillman

Argues that culture usually refers to

1. intellectual, spiritual, aesthetic development of an individual, group, or society

2. intellectual and artistic activities

3. way of life of a community or society

Culture is about meaning, while much of sociology, and the social sciences generally, ignores meaning


Marx on Religion à Critical Theory

Marx on Religion

religion serves ruling elites

religion legitimizes the status quo

religion reinforces social stratification

most religion is other-worldy, and it encourages people not to think about their problems here and now

one of Marx’s most famous lines: religion is “the sigh of the oppressed creature, the sentiment of a heartless world, and the soul of soulless conditions. It is the opium of the people”

e.g. Hinduism supports the caste system in India

in the Middle Ages in England, the Church of England crowned the King or Queen

more recently, Saddam Hussein turned to Islam during his last years in power

Culture and 20th-century Marxist Thought

We’re finished now with Weber and recent Weberian scholarship, and Durkheim and recent Durkheimian scholarship. The last line of thought from classical sociology to contemporary cultural studies is the Marx line.

Even more than Weber and Durkheim, Marxist thought dominated much of sociology and the social sciences in the 20th century, especially in Europe. i.e. Marx’s influence was and is far weaker in America, which never experienced feudalism and never came close to Communism.

If we recall that Marx was the quintessential materialist social thinker, who saw culture, along with government, the family, and education, as part of a societal “superstructure” ultimately controlled by whomever controlled society’s material “base,” i.e. the “means of production,” the factories and farms.

Marx’s vision wouldn’t seem to leave much room for culture. In fact it doesn’t, and this has put Marx at odds with at least 30 years of increasing cultural explanation in the social sciences.

Philip Smith gives us a good overview of the interplay of Marxist thought and ideas about culture in his chapter. He makes three main points

1. “There has been an attempt to assimilate cultural explanation within a Marxian framework.” Culture is given more autonomy, although its role is generally to regulate social life to maintain the capitalist economic order.

2. Culture, especially ideology, is used to explain the non-arrival of the revolution that Marx predicted was inevitable. Why so little working-class radicalism?

3. Movement toward humanism and away from the “science” of historical materialism, the search for laws of human history and development (we talked about this general trend at the start of the course)

I should note that in many courses, the Marxian tradition would receive much more attention than it does in this one. This week will just give an overview of some main thinkers and ideas, and we will focus on a few.

Also, one question we might ask of this intellectual tradition is how much Marx is left over once we’ve made these moves?

George Lukacs

advocates a more humanistic, more cultural Marxism

like Weber, Marx, and Durkheim, he saw history unfolding unilinearly, with motivation from several fundamental processes; a specific capitalist logic was driving history

Commodification – capitalism “colonizes” more and more dimensions of private life: our bodies, love, beauty

Reification – assumption that they way things are is how they must be

Commodity fetishism – mania for consumer products, which are imbued with almost magical qualities

Class consciousness – people’s identification in terms of their socioeconomic class, Lukacs thought it was necessary for a modern society but required reflective thinking and self-awareness about the ideological effects of capitalism

Antonio Gramsci

Marxistische Bibliothek
Startseite Autoren Verweise Impressum Kontakt



Antonio Gramsci (1891-1937), Revolutionär und Internationalist. Geistiger Vater und Führer der Kommunistischen Partei Italiens.

Prison Notebooks written while in jail in Italy

wants to explain why a communist revolution had not occurred in Italy, despite economic crises and a large proletariat

focuses on the interrelations of the state, intellectuals, and ideas

the state is not simply a rationalizing instrument, a rational, efficient bureaucracy, but is rather a tool for class domination

the state represents the interests of dominant economic actors, i.e. capitalists and the bourgeoisie

the state acts not only through violence, because violence, while useful, is costly

the state controls society through hegemony, through the propagation of hegemonic beliefs

e.g. common sense, nationalism

hegemonic beliefs are spread by organic intellectuals who, like priests, translate complex ideas into simple language so as to be easily understood

for cultural theory, Gramsci pointed out connections between ideas and concrete social and economic arrangements

he influenced the British Cultural Studies school, and has had an impact in many disciplines

he was especially popular in the 1960s and 1970s, but began to lose steam in the 90s

The Frankfurt School

a group of intellectuals who were associated with a research institute in Frankfurt in the 1920s, but were dispersed with the rise of Nazi Germany

I will focus on Max Horkheimer and Theodor Adorno

They were members of the German cultural elite, and Adorno moved to Los Angeles in the 1940s

saw Nazi populist propaganda, then in America television commercials, popular newspapers and films

A and H, in The Dialectic of Enlightenment, argued that the project of the European Enlightenment had reached an end, and had led to a world of narrow pragmatic rationality and a mass society of passive, uniform consumers

Popular media produced by the culture industry appeals to the lowest common denominator, simple likes and dislikes, in the interest of maximum profits

“No independent thinking must be expected from the audience”

Audiences are zombie-like and amused, but unthinking and gullible

Classical and avante-garde art, however, is much better

Jurgen Habermas

A generation younger than other members of the Frankfurt School, Habermas is alive today and is generally considered the thinker of postwar Germany

His popularity increased after the democratic revolutions in Eastern Europe

He is deeply concerned with democracy and especially with free, democratic civil life, and with rationality

His one main idea, perhaps, is the public sphere, an open space where ordinary people can meet to discuss fundamental questions of social life, where they can exchange ideas freely and rationally

these public conversations are understood, or hoped, to be empowering and rational

they are rational because they are built on communicative reason, undistorted, clear mutual understanding that can be achieved through language

they are part of the lifeworld, independent of the system world of capitalism, bureaucracy, and the state

in the lifeworld, solidarity and face-to-face contact, family relations, and communities create value commitments that are the basis of rational collective action

the lifeworld is increasingly colonized or invaded by modernity

Habermas argued that the public sphere was vibrant in 18th century Europe, but has since been transformed and even destroyed, first by bourgeois society, then by industrialization, division of labor and mass media, who talk to people rather than with them

His writings have been criticized for idealizing the public sphere of 18th century Europe, ignoring who was excluded from it (women, minorities, uneducated people)

Habermas argued for rationality and enlightenment, and for democracy, which for Habermas are harmonious in the absence of invasions by modern economic and political institutions

Monday, July 13, 2009

Special report on Texas

http://www.economist.com/specialreports/displaystory.cfm?story_id=13938917

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