Category Archives: Karl Marx

Occupy Wall Street

Let the ruling classes tremble at a communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Workingmen of all countries, unite!
Karl Marx

Conservatives hate it because it is a large leftist movement. Many New Dealers are still trying to figure it out; in the end, I suspect it will die out like so many movements (Read: Right Wing version is the Tea Party). However, a small part of me would like to see this “rally” promulgate categorical change. We are and have long been a greedy nation. American history has long been predicated on the notion of class conflict. The wealthy continue to exploit the have-nots. And, the have-nots have given in to much of the dreams and crimes of capitalism. The haves cheat, lie, manipulate, and con their way into power. The masses sit and watch in a passive manner.  As I have noted before, we live in a nation that was founded under the dreams and goals of capitalism. Exploitation was established the day Europeans arrived. And, in the end, we are all guilty of this. We buy big houses because our friends have a big house; we buy expensive gas consuming cars because it makes us seem to be elite; we keep a beach house or a country house because that is what the middle class is supposed to do. Though I am not guilty of any of these things, I am guilty of many others. The American dream of capitalism is the downfall of man kind. I like the way Richard Hofstadter defines the American origin.

In his historical intellectual work, Hofstadter brings a more revisionist and realist account of America’s historical figures. Hofstadter, much like historian Howard Zinn, taught and wrote history from the perspective of non elites: blacks, women, immigrants, workers, and the poor, who all had a voice in shaping the hitherto. Moreover, Hofstadter looked to end the romantic notions often used to describe the traditional white male hero of American culture (or WASP). Here is an example from his chapter on the founding fathers:

Democratic ideas are most likely to take root among discontented and oppressed classes, rising middle classes, or perhaps some sections of an old, alienated, and partially disinherited aristocracy, but they do not appeal to a privileged class that is still amplifying its privileges. With a half-dozen exceptions at most, the men who had considerable position and wealth, and as a group they had advanced well beyond their fathers.

One of the things Hofstadter writes about in his many works is that of economic elitism. He described the framers as men who created an oligarchy via the Constitution only as an instrument to protect their wealth and status; he questions the democratic nature of the founders and the Constitution. Moreover, he discusses history as an entity protected by the very men who used it to enhance their status.

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Filed under Class, Education, Karl Marx

Getting Ready for My Next Class Discussion

I am frequently asked, “Carson how do you prepare for class?” I respond by saying, I read. And I read a lot. As you can see, I am still expanding my knowledge and understanding of the classical notion of “class conflict.”

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Filed under Books, Karl Marx, Teaching

Marxist Courses

Below is an exchange between myself and a former student on a Marxist Theory course she is taking at UT Austin. After our exchange, I started thinking about how many schools offer such courses. I know most courses subscribe to a broader topic, such as 19th Century German Philosophy. I get to teach a great deal of this stuff in most of my courses, but especially in my AP European History class. I came across this exchange via a message forum regarding courses on Marxism. Though I have a point of view, and one from being well read, I am a bit suspicious of anyone who might place Marx in the same category as Hitler. I mean, Marx’s ideas were transformative, but in the end, they did not live up to his expectations. And how could they. You are talking about a concept that works against the human will and desire; I will say that his model has been used in an academic setting to promote some discourse, in matters regarding societal inequalities: racism, sexism, jingoism, etc. I suspect Warner Todd Huston has confused Marx’s ideas with that of Marxist-Leninism. It seems that misinformed people do that. You can read his post in its entirety regarding colleges teaching Marx here. Just to be clear, he is not wholly inaccurate in all of his claims. I find the topic too narrow; however, if you throw in how it has impacted post-modernism and religion, then I would be interested.

Warner Todd Huston states that Marxism is problematic in his column Amherst College:Should Marxism be Given Another Look….

Marx has proven an utter failure through every manner of implementation of his ideas on both large and small-scale and does not behoove the time spent on him as a legitimate course of study unless it is as an adjunct to political science or history, and then only as a negative example therein.

Marx deserves nothing but the contempt of everyone. And our universities don’t deserve much better for their slavish love for this murderous, beast at this rate.

Yes, he should be taught. But he deserves to be placed as the worst human being in human history. Worse than Hitler, worse then Stalin, even worse then Torquemada.

Exchange with former student:

From former student:

So I’m taking a class on Marxist philosophical/social theory this semester. It made me think of you and the amazing times that took place sophomore year. I miss you lots, hope everything is going well :)

From Carson:

You need to swing by campus and visit with me about your course on Marxist Theory. I have read so much about him, but little of what he actually wrote. Maybe Houston Christian will let me teach a course on Marxist Theory. And think, folks still think he based his entire theory on the emergence of the Soviet Union. Yes, I laugh at folks everyday. Come see me.

From former student:

Haha yes, my professor said something along the same lines about the lack of anything Russian in this course, whether it be the Revolution or the Soviet Union, so I’m pretty excited to delve into his writings. Next time I’m in Houston I’ll stop by, but seeing as it will probably be on a weekend, we might have to get coffee or lunch somewhere :)

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Filed under communism, Karl Marx, Students

Marx and the Church on Gambling

Karl Marx was not a nationalist nor a spiritual person like that of Georg Hegel, who found the Lutheran faith to be the highest form of religion in a man’s life. If one were to look beyond the exile of the Catholic church, during the early stages of the French Revolution, historical analysis would show a vibrant relationship between religion and nationalism. Marx, unlike Hegel, saw religion as a seductive force; it was an element that, as other Marxists scholars have noted, served as another means of exploiting the means of the masses. As noted in his Opium of the People:

Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of soulless conditions. It is the opium of the people. The abolition of religion as the illusory happiness of the people is the demand for their real happiness. To call on them to give up their illusions about their condition is to call on them to give up a condition that requires illusions. The criticism of religion is, therefore, in embryo, the criticism of that vale of tears of which religion is the halo.

Marx’s thesis, of class consciousness and class conflict, continues to be relevant today. Though Paul Gottfried’s The Strange Death of Marxism addressed the political shift of the left in relation to societal constructs, Marxism continues to be a significant school of thought in a world divided by class, race, gender, and national interest. Academic disciplines continue to focus on conflicts within society as they seek to explain economic interest in a pluralistic society. And yes, I do believe pluralism is a highly ubiquitous ideology that shapes the social and cultural make-up of the American polity.

But, if Marx had his doubts about the seductive force of religion, on the masses, he would contend that exploitation of any type is exploitation. Not only did Marx see forces of economic interest as being dangerous, the church (Catholic and Protestant) also voiced its concerns about agents that exploit. In a recent class discussion on capitalism, I told my macroeconomics class that Marx would be opposed to both a state lottery system, and casinos. As a self-professed liberal, I too do not favor the lottery or casinos. Here is the problem: politicians support legalizing casino gambling and the lottery because they are influenced by special interest. Many claim it will generate revenue for the state and create jobs; in truth, both exploit the poor, lead to more crime, and increase unemployment. The lottery is an indirect tax. I realize that it is a tax one does not have to pay, but if you are low on the socioeconomic scale, it is easy to be seduced by the possibility of cashing in quick for greater earnings.

In addition, education plays a major role in this matter. If you are poor and have a limited education, the seductive forces of the opium of gambling, will be hard to reject. A man works hard all week to earn a pay check, yet that check is not enough to make ends meet. Thus, he seeks to “earn” additional wages by handing that check over to a casino with the hope of getting rich. Casinos represents the bourgeoisie’s efforts at exploiting the poor. Once that hardworking man surrenders that check, he is granted a credit card to buy alcohol, rent a room, have dinner, and gamble with money he does not have. In the end, he leaves the casino in debt.

This is not an unusual predicament of classic exploitation. Spend time in a poor black inner-city neighborhood. You will see pawn shops, liquor stores, and porn shops. All of which are owned by the same class of people who own casinos and lobby politicians to legislate a state lottery. Their justification: lottery dollars will be used to improve the education of blacks in the inner-city. Special interests always look to states like Georgia and Mississippi as a reason for why it works. I am not convinced. The church is not convinced, as noted by John McArthur, who outlines the sins of gambling here. My two favorite points are 1.) it preys on the weak and 2.) it is part of the sin of materialism. Marx would draw this exact conclusion, too.

I do not think this is an ideological matter; I was a bit shocked that many of my students disagreed with me. They argued that it is a choice. In a society that is made up of freedoms and economic expansion, people have the right to enhance their earnings…be it the casino owner or the uninformed poor person looking to improve his lifestyle. They have the right to hold such a position. It is not my job to change my student’s minds; however, it is my job to present the historical evidence that proves otherwise.

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Filed under Christianity, Class, Cultural Wars, Economics, Ideology, Income, Karl Marx, Religion

May Day

As I have stated with this post before, I am going to celebrate this day with yet a 6th reading of Karl Marx’s Communist Manifesto. This might be the day American businesses stop exploiting the labor of Mexican Americans — legal or not. I guess I can use this day to protest the state of Arizona. Oh, I am already doing that. Hey, labor is labor, as long as you are not asking this student [here]. I am really spending today in Atlanta, Georgia working with the European History committee. So, I might read the short excerpt on the manifesto I ask my AP European History students to read.

According to Democratic Socialist of America (DSA):

May, 1886: several hundred thousand American workers of the Knights of Labor, the American Federation of Labor, and socialist and anarchist groups all demonstrated for the Eight Hour Day. It was the center of a world-wide movement for shorter working hours. Even the song lyrics of the American movement, “Eight hours for work/eight hours for sleep/eight hours for what we will,” argued for a “natural” pace of life in tune with the seasons, rather than the long hours and miserable conditions imposed by the capitalists.

The catastrophe of the day, a police riot in Chicago against anarchists and a subsequent murderous frame-up of their leaders for bomb-throwing, could not entirely overshadow the excitement of the moment. Working people had spoken. For many anarchists but not only for them, the day also retained the special significance of martyrdom, the occasion to mourn the great heroes of Haymarket who had died from the hangman, unrepentant in their revolutionary fervor. This is a major topic I teach in my U.S. History course.

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Filed under Employment, Ideology, Immigrants, Karl Marx

Teaching Global Marxism

I introduced my World history students to the origin of industrialism and the expansion of global Marxism. I do a nice job simplifying this concept. To make it a bit interesting, I show them this creative clip of Karl Marx’s Communist Manifesto.

To get a greater understanding of global industrialism outside of the West, this chart highlights the climate for why Marxism reached certain regions in the 20th century.

Source

In the 19th century a number of social critics in England, continental Europe, and the US came to fix their attention on the nature of industrial work. They “slowly” realized that factories and machines degraded the status of workers, denying them any joy at life. Government’s reaction to this in the US kept strong elements of Marxism out. Marx called for the proletarians to unite. In England and the US, they did by formulating unions. However, due to the historical emphasis on the rugged individual notion, a wave of Calvinistic conservatism dictated the order and operation of society.

Terms such as socialist and Marxist are often used synonymously, much to the bitterness of non-Marxist socialist.  My major aim in teaching such terms is to address matters of racial inequality, as well as political and economic inequality throughout global history. Marxism, in academic circles, has been victorious in helping both students and academicians categorize various social and historical conflicts. Though, the German philosopher Christian Wolff might ask individuals and academics to rethink their teleology. [1]While surfing news show last night, I saw that Sean Hannity was hosting a quasi town hall meeting at the Ronald Reagan Presidential Library; I could not help but note his frequent misuse of terms. Case in point, he equated liberalism and socialism to that of Marxism; in an aforementioned way, he alluded to the fact that liberalism was collectivization.

Currently in my World History classes, we are exploring the concept of global Marxism and the expansion of industrialism. Knowing that said terms mean very little to students, I organized a power point outlining the role of industrialism in promulgating Marxism. Furthermore, I asked students to define terms such as liberalism, socialism, Marxism, and communism. Much of what students know are things heard from misinformed news pundits or bad generalizations. Thus, I saw a need to explain how historians and other social scientist define such measures.

First, I did state that I do not believe communism or anarchy have ever existed in human society. I realize there are communists and anarchists, but not in a true sense seeing that both cannot exist in a world made up of individuals. Moreover, I went on to state that the phrase “liberal socialism” is too synonymous. Again, my case as noted by historian Carlo Rosselli, articulates that liberalism has been used to smuggle so many different kinds of merchandise and has been so much the preserve of the bourgeoisie in the past, that today a socialist has difficulty bringing him or her self to use it.[2]


[1] A look a one’s perspective and sense of self in and of the universe; it has meaning but that meaning is defined by the person creating such meaning.

[2] Carlo Rosselli, an essay on Liberal Socialism, can be found in Twentieth Century Political Theory edited by Stephen Eric Bronner.

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Filed under Ideology, Karl Marx, Teaching

Liberation Theology

It was great talking to a former student who is working on finding an academic teaching position at an independent school; I have no doubt that she will be in high demand as she seeks a history post; she shared with me her teaching philosophy as it relates to historical analysis; it was great talking to a former student that has a similar academic philosophy as I do. Her philosophy relates to mine in that it espouses the notion of social justice vis-a-vis liberation theology. My views reflect the importance of liberation theology as it too, though to a greater extent, promulgates both Christ and Marx. As I have stated here on my web page:

My teaching philosophy is shaped by the tenets of  Pragmatism and Reconstructionism.  It was my reading of Cornel West’s and W.E.B. Du Bois’s works as a high school, undergraduate, and graduate student that shaped my sense of intellectual and practical purpose. West’s synthesis of Christianity and pragmatism promulgated my construction of theodicy that finds its premise in the writings and thought processes of Ralph Waldo Emerson, Henry David Thoreau, and John Dewey. My courses look to inculcate the point of view of the oppressed and alienated class, as it is this class that has traditionally been neglected among the privileged and in the literature of study. I find the teachings of Christ and Marx to be synonymous in that both look to eradicate social vice and poverty, racism and hate, as well as greed and materialism.


The writings of Karl Marx, who focused on human oppression and alienation via the effects of capitalism, attracted the attention of academic theologians that shared similar concerns. Thus, both groups saw a combined relationship between Marxism and Christianity. Liberation theology can be outlined as such:

Liberation theologians base their social action upon the Bible scriptures describing the mission of Jesus Christ, as but bringing a sword (social unrest), e.g. Isaiah 61:1, Matthew 10:34, Luke 22:35-38 Matthew 26:51-52 — and not as bringing peace (social order). This Biblical interpretation is a call to action against poverty, and the sin engendering it, and as a call to arms, to effect Jesus Christ’s mission of justice in this world. In practice, the Theology includes the Marxist concept of perpetual class struggle, thus emphasizing the person’s individual self-actualization as part of God’s divine purpose for mankind.

  • The church should be concerned with poverty.
  • The church should be concerned with political repression.
  • The church should be concerned with economic repression.
  • Priests should become actively involved in trying to solve these problems.
  • Priests should move beyond general activity to: a.) Direct political action b.) and direct involvement in attempts to change political and economic systems, even by actual participation in revolutionary activity.
  • The establishment of a religious community to help guide such political and economic units. (Contemporary Political Ideologies by Lyman Tower Sargent, pg. 212, 7th edition)

My former student and I concluded that if academics and religious “folk” came to term on reaching a conclusion on how to help the poor and the oppressed, there might not be a need for true liberalism, hence, a large government. However, the reality is that in order to achieve social justice, one must depend on the federal government — as seen in the American south circa 1960 during the reign of Jim Crow.



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Filed under Christianity, Democratic Socialists, Ideology, Karl Marx

King, Race, Class, and Marxism

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While on a recent trip, I had to make a connection at the Memphis airport; I came across this large picture in one of the terminals while navigating my way to my next flight. I took a second to read the caption and fully look over this piece; I am a bigger supporter of Malcolm X than Martin Luther King, Jr; however, I have long grown to admire the intellectualism of King that is often lost among many. King’s complexities are at times subject to a mere conversation about his great speeches, but I believe it is his thoughts on the economy and war that are more impressive. King is heavily criticized by the Right for being an advocate for the distribution of wealth; I am not sure why that surprises so many seeing that blacks encompass a large body of the poor. King believes that the plight of  poor whites and poor blacks will create a unified construct that will push society pass the element of race and class and closer to a more egalitarian society.

Like King, Ernest Withers captured the above picture with his eye, while Robert Warsham captured the moment with his pen. unfortunately, as Memphis ministers and political leaders organized to end the janitorial strike, Dr. Martin Luther King Jr. became the target of an unknown shooter. Thus, this pictures shows the impact of both race and class, I feature that King addresses in his writings. But, some can only see the evil and deception of King because his works are critical of wars and the exploitation of capitalism. Hence, the essay below looks at King as a mere Marxist, discounting his true contributions to the intellectual climate of the Academy:

We’re supposed to venerate Martin Luther King, Jr., but that’s not easy for a believer in economic liberty. Time and again, King called on us to “question the capitalistic economy” and “restructure America.”

“You see, my friends,” said King, “you begin to ask the questions, ‘Who owns the oil?’ You begin to ask the question, ‘Who owns the iron ore?’ You begin to ask the question, ‘Why is it that people have to pay water bills in a world that is two-thirds water?

Privately owned oil and iron ore mean rational use, whereas government-owned resources, as in the U. S. S. R., mean chaos and poverty.

Although America’s water systems – municipalized or regulated – are not exactly free enterprise in action, we have to pay for water for the same reason we have to pay for anything valuable. Fresh, clean water is scarce, and the price system ensures that it will not be squandered, while encouraging further production.

When government intervenes in the price system, as it does to sell water to agriculture at below- market rates, the result is waste, and shortages elsewhere.

When the Soviets invaded Afghanistan, they didn’t collectivize agriculture, but they did collectivize agricultural water distribution. Within months, there was no water at all, as centuries-old private distribution channels silted up.

Only a capitalistic water system – with private property rights in water and freely adjusting prices – can ensure that there is enough water for all who want it, instead of allocation through non-price political battles with the most powerful pressure groups winning out.

King had no use for the price system, calling it “violence” responsible for blacks paying “higher consumer prices” than whites. “Do you know,” he asked, “that a can of beans almost always costs a few cents more in grocery chain stores located in the Negro ghetto than in a store of that same chain located in the upper-middle-class suburbs?”

This led, said King, to black “disillusionment and bitterness. ” But why, unless – as a recent New York Times poll tells us is more and more the case – blacks believe their plight is the result of a white conspiracy?

In a free market, prices are set by consumers when they buy, or don’t buy, a particular product. If storeowners set prices too high, even by a few cents, competitors will make a profit by undercutting them.

The ghetto has far too little of the “cutthroat competition” King so often denounced. Non-black businessmen can be greeted with hostility; rampant street crime is a barrier to entry; widespread welfare blunts the desire to work while encouraging a short-term orientation; and government holds sway to a degree found elsewhere in this country only on Indian reservations, which are also poverty stricken.

King, however, believed in government sway, calling capitalism a system “permitting necessities to be taken from the many to give luxuries to the few. ” The “profit motive” has “encouraged smallhearted men to become cold and conscienceless.”

What was his alternative? The loss motive?

The profit motive means that resources are not systematically wasted, as under the political motive, and that innovation, entrepreneurship, and hard work are rewarded. Surely this, rather than the reverse as under socialism, is the moral system.

King claimed that the “good and just society is neither the thesis of capitalism nor the antithesis of communism, but a socially conscious democracy which reconciles the truths of individualism and collectivism.”

In fact, the good society, upon whose back big government sits like a succubus, is composed of cooperative endeavors from the corporation to the church, from the family to the university. Bureaucratic intrusion weakens and destroys these endeavors, whether it’s justified in the name of “socially conscious democracy” or any other high-sounding but low-acting construct.

King favored a “higher synthesis” – part individualism, part collectivism – as in Sweden. But one of the least-known aspects of the anti-socialist revolution has been its effect on Sweden, which has been getting poorer and poorer thanks to decades of redistributionism. Today, the people are demanding lower taxes and less government, much to the consternation of the Swedish establishment. As Ludwig von Mises demonstrated, the mixed economy is inherently unstable. It must tend towards either statism or the free market; there is no economically rational way of reconciling the two.

“When machines and computers, profit motives and property rights are considered more important than people, the giant triplets of racism, materialism, and militarism are incapable of being conquered,” said King.

Aside from the fact that “The Giant Triplets” sounds like a companion film to “Attack of the Killer Tomatoes,” there are enough false dichotomies in that one sentence for a Congressman. Suffice it to say that it is people who build and use machines and computers, which have much im- proved people’s lives; that property rights are the most important people’s right, with their absence leading to economic fiasco; and that there’s nothing wrong with people desiring material improvements in their lives.

Naturally King disliked that engine of capitalism, the entrepreneur, whom he called responsible for “thousands of working people displaced from their jobs with reduced incomes as a result of automation while the profits of the employers remain intact.” Automation, he said, is “skimming off unskilled labor from the industrial force. The displaced are flowing into proliferating service occupations.”

The “individual capitalists of the West” also invest “huge sums of money in Asia, Africa, and South America, only to take the profits out with no concern for the social betterment of the countries. “

But King was advancing a left-wing myth. Foreign investment in the third world has put bread on the tables of millions impoverished by socialist governments. That is real “social betterment.” And automation, i.e., improved technology, raises standards of living.

Electric clothes washers save homemakers much hard labor, and “cost” the jobs of laundry workers, but so what? Homemakers, and society as a whole, are much better off. And so are the laundry workers, who can get better jobs in a more prosperous society.

If automation were evil, we could ban all motorized transportation between New York and Los Angeles, and “create jobs” for drivers of horsedrawn wagons. Does anyone think we’d be better off?

Nor are service jobs less desirable than industrial, although socialists have always been partial to large industrial entities which seem easier to centrally plan, and to unionize.

“The Negroes pressed into these services need union protection, and the union movement needs their membership to maintain its relative strength in the whole society,” said King. Yet unions are organized rip-offs, using their priveleges to enrich themselves at the expense of non-union workers and businessmen. By helping bring about a centralized labor market (through minimum wages and closed shops), unions have deliberately injured unskilled workers, many of them black, by shutting them out of the market.

But King had far more in mind than unionism: “If a city has a 30% Negro population, then it is logical to assume that Negroes should have at least 30% of the jobs in any particular company, and jobs in all categories rather than only in menial areas.”

To bring this about, he wanted “preferential treatment” – a racial test for hiring and firing, promotion and transfer, and all other personnel decisions. How this squared with his dream of a society based on “the content of a person’s character” rather than the “color of their skin,” he didn’t say.

Whether people were working or not, said King, there should be a government-guaranteed “minimum – and livable – income for every American family” as part of a “radical reconstruction of society itself ” Nothing else would cure America’s “interrelated flaws of racism, poverty, militarism, and materialism.”

What good can come of taking the earnings of some families by force, skimming them in D.C., and bestowing the remainder on other families? As we have seen all too clearly, welfare makes the economy less efficient, the recipients less independent, the taxed less productive, and the government bigger.

King also advocated massive federal compensation for blacks because “for two centuries the Negro was enslaved,” although “all of America’s wealth today could not adequately compensate its Negroes for his centuries of exploitation and humiliation.”

He didn’t mention that the people who would be getting the money were not the victims and the people paying it were not the perpetrators.

Race-based public policies create social conflict, and King knew it. But his answer was more government: a “federal program of public works, retraining, and jobs for all.”

The received wisdom on the Right these days is that King would have rejected the excesses of the modern civil rights movement. But that clearly isn’t the case. Indeed, David Garrow in his Pulitzer Prize-winning biography says that in private gatherings King endorsed “democratic socialism,” while making “it clear to close friends that economically speaking he considered himself what he termed a Marxist.” (Source)

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Filed under Black People, Conservatives, Dr. King, Karl Marx

The Historiography Question

By definition…

Marxist historiography has made contributions to the history of the working class, oppressed nationalities, and the methodology of history from below. The chief problematic aspect of Marxist historiography has been an argument on the nature of history as determined or dialectical; this can also be stated as the relative importance of subjective and objective factors in creating outcomes.

Marxist history is generally deterministic, in that it posits a direction of history, towards an end state of history as classless human society. Marxist historiography, that is, the writing of Marxist history in line with the given historiographical principles, is generally seen as a tool. Its aim is to bring those oppressed by history to self-consciousness, and to arm them with tactics and strategies from history: it is both a historical and a liberatory project.

Historians who use Marxist methodology, but disagree with the mainstream of Marxism, often describe themselves as marxist historians (with a lowercase M). Methods from Marxist historiography, such as class analysis, can be divorced from the liberatory intent of Marxist historiography; such practitioners often refer to their work as marxian or Marxian.

I post this at about this time every year; it is an attempt to deflate any questions about this topic, which I find exhausting. People who do not study history tend to show their ignorance when it comes to Karl Marx and Marxism. I have come across a number of Christians who state “how can you teach Marxism — it subscribes to atheism?” At this point I stop then list the number of books, people, and views taught in schools that are from or about atheists; of course, I am never asked about them….I am only asked about Marx — the person everyone seems to know but don’t. I suspect that people cannot ask about works and people they “really” do not know. Better yet, I have found that people only equate Marxism to the former USSR, not realizing that Marx died in 1883 — long before V.I. Lenin transformed Marx’s Utopian concept of equality into an oligarchical dictatorship known as Marxist-Leninism. Moreover, there are many similar errors that distort the meaning of Marx and contemporary communism. The most common view is the encapsulated perspective that Marx and contemporary communism are monolithic. Academic Marxists contend that “contemporary-authoritarian communism lost sight of the human concerns that motivated Marx. Furthermore, academic Marxists believe that a non-authoritarian communism is not only possible in the world, but is manageable with compassion for those who are constantly exploited.” I like to think of the welfare state found in the U.S. and in a number of European states here. The goal is to help those in need via government help. Tax payers have an obligation to end hunger and poverty, regardless of a person’s motives. This is one of the first things I learned in Bible class on Sunday; if we take care of the poor, Christ will take care of us — on earth and in heaven.

Here is the societal problem: According to Marx, “an individual has to work a certain number of hours or days to produce enough to provide a living.” Marx assumed that capitalists would pay workers only enough to keep them alive. His argument matches that of economist David Ricard, (Adam Smith school of thought — Classical Economist) who stated in his “iron law of wages” thesis that people would make just enough to survive since there is always a surplus of workers who will work for less due to the desire to have work. Marx does not support this very conservative economic view, but admits that this is the proletarian plight; unless workers organize to change their social condition, others will always exploit them.

Karl Marx describes as ideological “any set of political illusions produced by the social experience of a class (i.e., a social group defined by its economic role; for example owners or workers).” For Marx a person’s membership in a particular class produced a picture of the world shaped by the experiences of that class. Thus, Marx states that: “it would be almost impossible for an individual class member to form an accurate conception of the world. Marx argued that the socialization process (i.e., the process by which people are shaped by the values of their group) is strongly shaped by one’s place in the class system of that society.” In essence, people of different classes are both directly and indirectly taught to think and behave in ways appropriate for that class. It is this point that historians, political scientists, and other social scientist have addressed the most in writing history from what we call a Marxist’s point of view. Those who “study” analytical history (watching the History Channel does not count nor dose reading Stephen Ambrose) are constantly teaching and writing about class conflict, the premise of classical Marxism.

Marxism derived from the philosophical and ideological construction of Karl Marx, a Prussian born Jew. Marx’s beliefs were brought forth when he concluded that the Industrial Revolution was manifested by the bourgeoisie to subordinate the laboring poor for the good of capitalism. Critical theorists have asserted that critical theory Marxism possesses a “moral vision of a world in which the barriers between human beings and constraints upon cooperation had broken down.” Part of Marx’s thinking was that once cooperation broke down, there would be a class struggle between the bourgeoisie and proletarians that would inevitably ignite a revolution; this revolution, according to Marx, would change society by creating a praxis state. Marxism has gone far beyond its 19th century premise. Marx’s analysis has been used to explain the problem of class conflict. Marxist academics explore the rise and subjugation of oppressed groups by those with the means and resources to exploit their labor. This premise has been used by historians and other academics to write and teach about modern day class conflict vis-a-vis historical analysis.

During the course of the 20th century, the emergence of Marxism as an academic philosophy in education set forth a new wave of examining American culture. It was during the Cold War and its sub conflicts (Vietnam), as well as the Civil Rights movement of the 1960s that promulgated many academics to make an ideological shift to the far left. With social and political instability taking place in the United States, Marxist academics were training young students of history, political science, economics, etc., for an intellectual war; this conflict was set to transform the thought process in classes, lecture halls, professional meetings, and published works.

Because academia was dominated by white males who saw their plight as elite, other minority groups and women were excluded from various forms of higher education. With so many groups being silenced by early modern academics, the process of infiltration of Marx’s racialist ideology was slow to take hold in educational settings. Once white leftists academics bought into the “conflict analysis” idea of absolute political, social, and economic equality, the academy saw a transformation in the writings of history. The historiography became more about the elements of class conflict in society rather than about the story of the conflict. One of the biggest challenges Marxist and New Left academics faced was that of conservative academics, many who believed that the educational curriculum in America should reflect the Protestant tradition of Anglo thought. Of course such a traditionalist curriculum would exclude a number of oppressed voices.

Furthermore, conservative academics argue that academic Marxism and New Left historiography allows for too many minority groups to contribute un-American values to the educational curriculum. Academic conservatives claim that Marxist are only interested in teaching about the plight of oppressed women, blacks, American Indians, and the poor. On the other hand, Marxist academics have claimed that it has only been within the past 15 years that textbooks have reflected the plight of so many oppressed groups. One of my favorite academics, Howard Zinn, wrote his A People’s History of the United States to show another side of the story. In his work, Columbus is no longer a hero; he is a capitalist who stole and persecuted many native people.

I have found that too many Americans like the nice pretty story about American society and culture. We get caught up in the anecdotes that paint George Washington or Andrew Jackson as perfect Americans. Textbooks have taught our parents and their parents to believe the false tales for the good of nationalism. Marxist academics focus their time evaluating the tales so that they can write a history about Washington’s slaves. Marxism is much more complex than a story about Karl Marx who gave rise to a communist state once known as the Soviet Union. Its teachings provides a point of view that allows both students and teachers to engage in a sense of understanding about the social and economic conflict that shape modern day society. It is safe to say that his view has brought about a “sense” of danger to the world, however, so has that of Adam Smith.

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Filed under History, Ideology, Karl Marx, Teaching

Slavery by Another Name

I am currently reading Slavery by Another Name : The Re-Enslavement of Black Americans from the Civil War to World War II. The author, Douglas Blackmon, concludes that slavery really emerged after the Emancipation Proclamation.  I addressed this some before in a piece on democracy and race when I stated this: In Karl Marx’s historical modes of production, he contends that neo-racism did not emerge until the rise of Atlantic labor systems. As the need and desire for more labor increased to help expand the capitalist’s notion of mercantilism, exploitation became the premise of enhancing one’s wealth. Before the rise of this paradigm, slavery had yet to be juxtaposed to racism. Ancient slavery was a product of group defeatism. Furthermore, issues of debt and family pride contributed to this institution. By the early middle ages, slavery in Europe and aspects of Asia took on a more feudal identity. I teach that the term “racism” was transformed at the same point that the term “slavery” was transformed via the 16th century Atlantic market. The Atlantic market gave rise to a newly created North American state that used racial exploitation as a labor base to develop its economic market. I do realize that this attitude was one of region and geography; regardless, it fostered an American identity linked to capitalism, slavery, and racism. Funny, but the very nature of slavery was anti-climatic to the term free-market capitalism.

Today, racism is more covert; it is found in the urban centers of America where the impact of ghettoization due to Jim Crowism have institutionalized a cycle of vice, poverty, and poor education…. This is an element of neo-racism addressed in Blackmon’s book and one that I have stated, too. Much of this institution, just like that of the Atlantic market’s formation of an American democracy, has been derived from exploitation. Thanks to the growth of the federal government, blacks have been able to use devices such as affirmative action to elevate themselves to middle class status.

In this review of the work…

In “Slavery by Another Name” Douglas A. Blackmon eviscerates one of our schoolchildren’s most basic assumptions: that slavery in America ended with the Civil War. Blackmon unearths shocking evidence that the practice persisted well into the 20th century. And he is not simply referring to the virtual bondage of black sharecroppers unable to extricate themselves economically from farming.

He describes free men and women forced into industrial servitude, bound by chains, faced with subhuman living conditions and subject to physical torture. That plight was horrific. But until 1951, it was not outside the law.

See Blackmon’s interview below:

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Rethinking Teaching as Industry

Above: Democratic Model

My Advanced Placement United States History sections recently discussed the transformation of American identity as it related to the concepts of capitalism and democracy; I used my interest in progressive education to showcase how education was used to bring about a transformation in independent school teaching and  the political progressive reforms circa 1900. During the Gilded Age period, the industrial model of education was seen as efficient and pragmatic; however, the traditional machine model as illustrated by a row of desk showcased industry and religion: In the typical classroom model, students’ expectation were to sit and listen to a sage pontificate knowledge; I addressed the religious aspect because the notion of Puritanical beliefs circa 1620 modeled what one found in a church: A minister in front of his followers whose duty was to absorb information rather than engage in a dialogue about the premise of the information.

Why do schools continue to be industrial? If you recall, it is not unusual for a school day to operate much like a factory: Eager students await the day by gathering in lines to enter the hall of their particular factory/school. They make their way from period to period at the beat of a bell; students take on the identity of robots as they appear to have conformed to a systematic process of clock watching. As the bell rings, they escape one shift for the next. They work as endless droids until the whistle blows (or bell rings) denoting lunch; they attend session after session to watch a “manager” play authority over their ability to think freely and/or independently. Some schools operate like prisons and less like learning communities: Windows exist to be boxed up and doors shut to showcase work zones; the manager instructs his/her workers to conform much like Aldous Huxley’s Brave New World’s operatives do. A warden polices the hall modeling a lack of distrust for his/her factory workers. Such workers are told to think independently, but they are chained by conformity.

In a classical sense, a great manager by the name of Mr. Keeting (Dead Poets Society) taught his workers to break from the Taylor model of industrial efficiency; however, when they did so, they were met by a factory full of managers who feared true independence of thought; in the end, Oh Captain my Captain was dismissed due to his Socratic formula of teaching . A decade later,  his workers took on the revolution espoused by Karl Marx’s Communist Manifesto and brought about an educational system that empowered the young workers. Those young progressives used Marx’s literature to remove the industrial constructs interfering with their education which ultimately gave birth to the civil rights era of the 1960s.

Above: Industrial model

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Filed under Diversity, Education, History, Karl Marx, Students, Teaching, Technology

Communist Obama Display

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Above: Pictures of communists associated with Obama in a negative way by right wingers. Karl Marx, Frank Marshall Davis, Obama, Bill Ayers, and Che Guevara

Two days ago a few students approached me wondering if I saw the VERY large anti-Obama banner displayed down the road from campus; I really thought they were joking until I and a group of my students took a field trip off campus to take pictures — and to mock the sign; as a liberal, I support the rights of people to protest and showcase their political and ideological leanings; if I did not I would be the biggest hypocrite and agent of anti-intellectualism on campus. Still, I find it interesting that Americans want to associate Obama with communism. Better yet, I find it most interesting that people who protest him and the others on that banner — but have not read nor discussed their work. I have blogged before on the topic of Marxism as an academic method of study here and here. Thus, most people really do not understand this topic nor have they read about it; I realize I sound like a snob, but I do suspect I am right.

As noted before ,Obama is not a communist…. Though I am sure his race and academic training influenced him. It was during the course of the 20th century in which the emergence of Marxism as an academic philosophy in higher education set forth a new wave of examining American culture. It was during the Cold War and its sub conflicts (Vietnam), as well as the Civil Rights movement of the 1960s that promulgated many academics to make an ideological shift to the far left. With social and political instability taking place in the United States, Marxist academics were training young students of history, political science, economics, etc., for an intellectual war; this conflict was set to transform the thought process in classes, lecture halls, professional meetings, and published works.

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Above: Carson in front of Houston’s firewood business anti-Obama display.

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Above: HCHS students who visited the conservative shrine located off of Beltway 8 next to Baseball USA.

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Filed under Conservatives, Cultural Wars, Democratic Socialists, Democrats, Karl Marx, Obama

Repost of the Marx Question II (Academic Marxism)

This is the second part of a blog piece I wrote earlier entitled The Marx Question Part I. Marxism derived from the philosophical and ideological construction of Karl Marx, a Prussian born Jew. Marx’s beliefs were brought forth when he concluded that the Industrial Revolution was manifested by the bourgeoisie to subordinate the laboring poor for the good of capitalism. Critical theorists have asserted that critical theory Marxism possesses a “moral vision of a world in which the barriers between human beings and constraints upon cooperation had broken down.” Part of Marx’s thinking was that once cooperation broke down, there would be a class struggle between the bourgeoisie and proletarians that would inevitably ignite a revolution; this revolution, according to Marx, would change society by creating a praxis state. Marxism has gone far beyond its 19th century communist premise. Marx’s analysis has been used to explain the problem of class conflict. Marxist academics explore the rise and subjugation of oppressed groups by those with the means and resources to exploit their labor. This premise has been used by historians and other academics to write and teach about modern day class conflict vis-a-vis historical analysis.

During the course of the 20th century, the emergence of Marxism as an academic philosophy in higher education set forth a new wave of examining American culture. It was during the Cold War and its sub conflicts (Vietnam), as well as the Civil Rights movement of the 1960s that promulgated many academics to make an ideological shift to the far left. With social and political instability taking place in the United States, Marxist academics were training young students of history, political science, economics, etc., for an intellectual war; this conflict was set to transform the thought process in classes, lecture halls, professional meetings, and published works.

Because academia was dominated by white males who saw their plight as elite, other minority groups and women were excluded from various forms of higher education. With so many groups being silenced by early modern academics, the process of infiltration of Marx’s racialist ideology was slow to take hold in educational settings. Once white leftists academics bought into Marxist’s ideas of absolute political, social, and economic equality, the academy saw a transformation in the writings of history. The historiography became more about the elements of class conflict in society rather than about the story of the conflict. One of the biggest challenges Marxist and New Left academics faced was that of conservative academics, many who believed that the educational curriculum in America should reflect the Protestant tradition of Anglo thought. Of course such a traditionalist curriculum would exclude a number of oppressed voices.

Furthermore, conservative academics argue that academic Marxism and New Left historiography allows for too many minority groups to contribute un-American values to the educational curriculum. Academic conservatives claim that Marxist are only interested in teaching about the plight of oppressed women, blacks, American Indians, and the poor. On the other hand, Marxist academics have claimed that it has only been within the past 15 years that textbooks have reflected the plight of so many oppressed groups. One of my favorite academics, Howard Zinn, wrote his A People’s History of the United States to show another side of the story. In his work, Columbus is no longer a hero; he is a capitalist who stole and persecuted many native people.

I have found that too many Americans like the nice pretty story about American society and culture. We get caught up in the anecdotes that paint George Washington or Andrew Jackson as perfect Americans. Textbooks have taught our parents and their parents to believe the false tales for the good of nationalism. Marxist academics focus their time evaluating the tales so that they can write a history about Washington’s slaves. Marxism is much more complex than a story about Karl Marx who gave rise to a communist state once known as the Soviet Union. Its teachings provides a point of view that allows both students and teachers to engage in a sense of understanding about the social and economic conflict that shape modern day America.

Here is a great blog post I found entitled Marxist for Conservatives.

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The Marx Question

Above is a picture I keep on the wall of Marx in the room I teach in.

I get questions from a few it would seem every academic year. I thought my academic reputation as well as my leftist views would have been well established on campus by now, but I guess I am wrong — again. I have joined a group of Obama supporters that have elected to insert Hussein into our middle name as a show of solidarity for him. But it is always the questions I get about Karl Marx that drive me crazy. So, as the normal drill goes, here is my annual “you know nothing” blog on academic Marxism.

People who do not study history tend to always show their ignorance when it comes to Karl Marx and Marxism. I have come across a number of Christians who state “how can you teach Marxism — it subscribes to atheism.” At this point I stop then list the number of books, people, and views taught in schools that are from or about atheists; of course, I am never asked about them….I am only asked about Marx — the person everyone seems to know but don’t. I suspect that people cannot ask about other works and people if they “really” do not know. Better yet, I have found that people only equate Marxism to the former USSR, not realizing that Marx died in 1883 — long before V.I. Lenin transformed Marx’s Utopian concept of equality into an oligarchical dictatorship known as Marxist-Leninism. Moreover, there are many similar errors that distort the meaning of Marx and contemporary communism. The most common view is the encapsulated perspective that Marx and contemporary communism are monolithic. Academic Marxists contend that “contemporary-authoritarian communism lost sight of the human concerns that motivated Marx. Furthermore, academic Marxists believe that a non-authoritarian communism is not only possible in the world, but is manageable with compassion for those who are constantly exploited.” I like to think of the welfare state found in the U.S. and in a number of European states here. The goal is to help those in need via government help. Tax payers have an obligation to end hunger and poverty, regardless of a person’s motives. This is one of the first things I learned in Bible class on Sunday; if we take care of the poor, Christ will take care of us — on earth and in heaven.

Here is the societal problem: According to Marx, “an individual has to work a certain number of hours or days to produce enough to provide a living.” Marx assumed that capitalists would pay workers only enough to keep them alive. His argument matches that of economist David Ricard, (Adam Smith school of thought — Classical Economist) who stated in his “iron law of wages” thesis that people would make just enough to survive since there is always a surplus of workers who will work for less due to the desire to have work. Marx does not support this very conservative economic view, but admits that this is the proletarian plight; unless workers organize to change their social condition, others will always exploit them.

Karl Marx describes as ideological “any set of political illusions produced by the social experience of a class (i.e., a social group defined by its economic role; for example owners or workers).” For Marx a person’s membership in a particular class produced a picture of the world shaped by the experiences of that class. Thus, Marx states that: “it would be almost impossible for an individual class member to form an accurate conception of the world. Marx argued that the socialization process (i.e., the process by which people are shaped by the values of their group) is strongly shaped by one’s place in the class system of that society.” In essence, people of different classes are both directly and indirectly taught to think and behave in ways appropriate for that class. It is this point that historians, political scientists, and other social scientist have addressed the most in writing history from what we call a Marxist’s point of view. Those who “study” analytical history (watching the History Channel does not count nor dose reading Stephen Ambrose) are constantly teaching and writing about class conflict, the premise of classical Marxism.

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It is May Day ’08

I am going to celebrate this day with yet a 5th reading of Karl Marx’s Communist Manifesto. This might be the day American businesses stop exploiting the labor of Mexican Americans — legal or not. To me labor is labor, as long as you are not asking this student [here].

According to Democratic Socialist of America (DSA):

May, 1886: several hundred thousand American workers of the Knights of Labor, the American Federation of Labor, and socialist and anarchist groups all demonstrated for the Eight Hour Day. It was the center of a world-wide movement for shorter working hours. Even the song lyrics of the American movement, “Eight hours for work/eight hours for sleep/eight hours for what we will,” argued for a “natural” pace of life in tune with the seasons, rather than the long hours and miserable conditions imposed by the capitalists.

The catastrophe of the day, a police riot in Chicago against anarchists and a subsequent murderous frame-up of their leaders for bomb-throwing, could not entirely overshadow the excitement of the moment. Working people had spoken. For many anarchists but not only for them, the day also retained the special significance of martyrdom, the occasion to mourn the great heroes of Haymarket who had died from the hangman, unrepentant in their revolutionary fervor.

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Marx in the Classroom

The next two weeks of my AP European History syllabus and AP US History syllabus are filled with discussion sets and readings about class conflict. Next week both sections of European History are presenting seminar papers on Jacques Barzun’s book Darwin, Marx, and Wagner. Today in US History we are addressing the plight of the working class and their insecurities. Without strong unions to worry about at the end of the 19th and start of the 20th century, an employer could let any worker go for joining a union or speaking against his/her employer. Essentially, Gilded Age corporations worked hard to inculcate a process of class subordination. Furthermore, the government’s marriage to corporations only furthered a model of class conflict and animosity.marx-bio.jpg (9551 bytes)

As part of US History’s reading syllabus this term, students are required to read The Communist Manifesto (cartoon version link here). Karl Marx’s Four Modes of Production marks a shift in human behavior. Once humans reach stage three, they empower a strong government to regulate their lives and create a sense of social and economic equality. Then, according to Marx, humans naturally progress to stage four: Communism; it is at this point Marx’s model fades into a state of disillusionment. Here he contends that after a proletariat revolution brings about a socialistic/ communistic change, government will wither away. Marxism failed to find a place in the United States and for the most part England due to the late activity of the government. 1900 to 1920 was a “progressive” period when the US government adopted many of the socialist ideas of the Populist Party. Fearing Communism after the Bolshevik Revolution, the US government clamped down on un-American perspectives as early as 1920.

In the 19th century a number of social critics in England, continental Europe, and the US came to fix their attention on the nature of work. They “slowly” realized that factories and machines degraded the status of workers, denying them any joy at life. Government’s reaction to this in the US kept strong elements of Marxism out. Marx called for the proletarians to unite. In England and the US they did by formulating unions.

Terms such as socialist and Marxist are often used synonymously, much to the bitterness of non-Marxist socialist. As a member of Democratic Socialist of America, my major aim is to address matters of racial inequality, as well as political and economic. Marxism in academic circles has been victorious; however, not on the political stage. It will be interesting to see how students feel about terms they have only heard used incorrectly by the misinformed.

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The Proletariat

As I prepare to guide my advanced courses through a discussion on race, class, and gender, I often without effort think about the important contribution of Marx and Marxist’s literature. I will admit that at times, even for me, it is difficult to determine who truly belongs to the proletariat or with the bourgeoisie. W.E.B. Du Bois called for a vanguard of black intellectuals to serve as the talented tenth; it was his hope that this academic elite group would educate the masses and transform the racial plight of society. However, when I think I am confused about the importance of looking at historical forces that have shaped modern day conflicts, I am reminded by conservative economist Thomas Sowell that the true bourgeois elite, not the academic elite fighting and teaching for and about social justice, are still exploiting an existing proletariat. Regardless of education and income, I will always be a proletarian. Note what Sowell said about class below:
The almost universal disdain toward the middle class — the bourgeoisie — by those with cosmic visions can be more readily understood in light of the role of such visions as personal gratification and personal license. The middle classes have been classically people of rules, traditions, and self-discipline, to a far greater extent than the underclass below them or the wealthy and aristocratic classes above them. While the underclass pay the price of not having the self-discipline of the bourgeoisie — in many ways, ranging from poverty to imprisonment — the truly wealthy and powerful can often disregard the rules, including laws, without paying the consequences. Those with cosmic visions that seek escape from social constraints regarded as arbitrary, rather than inherent, tend to romanticize the unruliness of the underclass and the sense of being above the rules found among the elite.
Thomas Sowell, The Quest for Cosmic Justice [The Free Press, 1999], pp. 139-140
As an intellectual construct, Capital was a masterpiece; but, like some other intellectual masterpieces, it was an elaborately sophisticated structure erected on the foundation of a primitive misconception. …In the realm of ideas in general, the Marxian vision — including his theory of history — has not only dominated various fields at various times, it has survived both the continuing prosperity of capitalism and the economic debacles of socialism. It has become axiomatic among sections of the intelligentsia, impervious to the corrosive effects of evidence or logic. But what did Marx contribute to economics? Contributions depend not only on what was offered but also on what was accepted, and there is no major premise, doctrine, or tool of analysis in economics today that derived from the writings of Karl Marx. There is no need to deny that Marx was in many ways a major historic figure of the nineteenth century, whose long shadow still falls across the world of the twenty-first century. Yet, jarring as the phrase may be, from the standpoint of the economics profession Marx was, as Professor Paul Samuelson called him, “a minor post-Ricardian.”
Thomas Sowell, On Classical Economics [Yale, 2006] p.184-186

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Darwinism and American Religion

I have taken a targeted approach toward integrating more intellectual historical literature into both my advanced United States History course as well as my advanced European History course. Two works that students will read a great deal from this upcoming academic year are Social Darwinism in American Thought by Richard Hofstadter and Darwin, Marx, Wagner by Jacques Barzun. Over the years the AP national exam for both courses have asked conceptual questions in which a student must juxtapose Marixism and Darwinism to universal historical forces. While putting together my supplemental reading pack, which contains a number of secondary and primary readings, I came across the article below published in the Journal of International Socialist Review entitled “Why evolutionary biology creates a problem for the Right?” by Phil Gasper. This article is presented from only one point of view. I will balance it with the other side as well. This piece does not reflect Carson’s view. This article is an example of the debates taking place in various communities regarding politics, faith, and science. It would have been nice if the author would have balanced this piece with a debate from the other side. Because he did not, I will do so in the future. For now, we should debate this. Here is the article:

DO YOU believe in evolution? That was one of the questions posed to the ten white men currently seeking the Republican presidential nomination during their first debate, held at the Ronald Reagan Library in Simi Valley on May 3, 2007. Three of the candidates—Senator Sam Brownback of Kansas, former Arkansas governor Mike Huckabee, and Representative Tom Tancredo of Colorado—raised their hands to indicate that they do not.

Did this public display of scientific ignorance illustrate the continuing influence of Christian fundamentalism on American politics, or does the fact that seven of the candidates kept their hands down, show that the religious Right is in decline? Your guess is as good as mine, but a few days later, the New York Times ran an article detailing the sharp debate that has emerged in conservative circles in recent years about what to say about Charles Darwin.

According to the Times report, “For some conservatives, accepting Darwin undercuts religious faith and produces an amoral, materialistic worldview that easily embraces abortion, embryonic stem cell research and other practices they abhor.” Driven largely by religious motivations, members of this group advocate old-fashioned Biblical creationism or new-fashioned intelligent design (which posits a designer for at least some components of living things without explicitly using the label “God”).

For the past thirty years or so, the Republican Party has depended on an alliance with the religious Right to win elections. The latter were given the opportunity to promote their reactionary social agenda, while the party bigwigs and their corporate sponsors pushed through economic policies that sharply increased inequality and benefited the wealthy at the expense of everyone else. But the alliance has always included contradictory elements and the squabble over evolution reported by the Times exposes one of them.

Simply put, the religious fundamentalist attack on Darwin’s ideas amounts, in effect, to an attack on the scientific method itself. Rejecting evolutionary biology means rejecting along with it large portions of physics, astronomy, cosmology, geology, and other sciences, which provide evidence for evolution or employ similar methods. But capitalism depends on the accumulation and exploitation of new scientific knowledge. In the short term if religious anti-evolutionists are successful in a particular locality, they can do serious damage to science education, deter researchers from accepting university positions, and create a climate hostile to high-tech industry and investment. In the longer term they can pose a threat to scientific reason itself. Because of this, opposition to creationism and intelligent design has emerged within the conservative movement itself.

Science aside, some conservatives also think that social Darwinism—the idea that the “fittest” rise to the top in human societies—is a useful ideological tool. As the Times notes, “Some of these thinkers have gone one step further, arguing that Darwin’s scientific theories about the evolution of species can be applied to today’s patterns of human behavior, and that natural selection can provide support for many bedrock conservative ideas, like traditional social roles for men and women, free-market capitalism and governmental checks and balances.”

The split among conservatives, and the claims by some of them that evolutionary thought offers support to the status quo, is simply the latest recapitulation of a debate that started 150 years ago and should long since have been put to rest. When Darwin first published The Origin of Species in 1859, he correctly expected that there would be fierce opposition from defenders of traditional religious ideas, who saw evolution as an attack on both religion and morality, and thus a threat to the established order. But within a few years, some bourgeois ideologists had embraced evolutionary theory.

The so-called social Darwinists, for example, attempted to defend nineteenth-century laissez-faire capitalism on the grounds that the misery, poverty, and death that it caused would result in the survival of the fittest and thus, ultimately, the general improvement of the human race. Social Darwinism is utter nonsense since, among other things, success in a competitive social and economic system has nothing to do with the notion of biological fitness, and the workings of such a system—as is becoming more and more apparent—may produce an ecological catastrophe that would threaten our species’ very survival.

Social Darwinism is only one way in which conservatives have attempted to use (or, rather, abuse) Darwin’s ideas for their own purposes. The argument that capitalism is in some sense natural because of the way that evolution has shaped human psychology has been another popular gambit for almost as long. Political science professor Larry Arnhart offers a recent version of this argument in his 2005 book Darwinian Conservatism. Among other things, Arnhart claims that evolutionary theory shows that humans instinctively seek power and the accumulation of wealth, and offers support for organizing human societies as male-dominated hierarchies based on the supposedly traditional nuclear family. On this basis he argues not just to keep gays but also women out of the military. He narrowly avoids making the argument that women should also be denied the right to vote.

It is almost embarrassing to have to engage with claims of this kind, which are based not on real evidence, but on speculative hypotheses and a highly selective misreading of the historical record. The speculative hypotheses consist of attempts to show that it may have been advantageous for our early human ancestors to have developed certain psychological characteristics (such as an instinct for power), which may then have become hard-wired into our brains. But speculative hypotheses need evidence to be taken seriously, so here enters the selective misreading of history. Find historical examples of the characteristic in question being exhibited, ignore all counter-examples in which the characteristic is apparently missing, and then argue that the characteristic is genetically programmed into our psyches. It’s certainly easy to find examples of humans ruthlessly seeking power or dominating and humiliating others, for instance, and if you ignore all examples of cooperation and solidarity, you can then conclude that human beings are naturally power-hungry and domineering.

But, in fact, examples of cooperation and solidarity abound, and the best available archaeological and anthropological evidence strongly supports the view that the earliest human societies were not based on competition, inequality, and hierarchy. According to the anthropologist Richard Lee, for example,

Before the rise of the state and the entrenchment of social inequality [about 5,000 years ago], people lived for millennia in small-scale kin-based social groups, in which the core institutions of economic life included collective or common ownership of land and resources, generalized reciprocity in the distribution of food, and relatively egalitarian political relations.

Similar examination of the historical record shows that male domination and the nuclear family are not part of human nature.
The general strategy of drawing political conclusions from an account of human nature is a sound one. But the most striking feature of human behavior is not that the same patterns remain unchanged throughout history, but that it is so variable. This suggests a very different account of human evolution to the one proposed by conservatives like Arnhart. As the evolutionary biologist Stephen Jay Gould once put it:

Human uniqueness lies in the flexibility of what our brain can do. What is intelligence, if not the ability to face problems in an unprogrammed (or, as we often say, creative) manner? If intelligence sets us apart among organisms, then I think it probable that natural selection acted to maximize the flexibility of our behavior. What would be more adaptive for a learning and thinking animal: genes selected for aggression, spite, and xenophobia; or selection for learning rules that can generate aggression in appropriate circumstances and peacefulness in others?

Gould’s model of human evolution is also consistent with the remarkable findings of recent neuroscientific research, which has revealed the amazing plasticity of the human brain. As another recent New York Times article noted, “the human brain is as malleable as a lump of wet clay not only in infancy, as scientists have long known, but well into hoary old age…. [I]t is apparently able to respond to injury with striking functional reorganization, and can at times actually think itself into a new anatomic configuration.” The idea that human beings will be frustrated unless they live in competitive capitalist societies has no scientific basis—indeed, simple observation reveals that just the opposite is true.

The problem for conservatives is that Darwin’s ideas are genuinely revolutionary. Darwin argued in great detail not only that evolution has taken place (a conclusion that was very rapidly embraced by the vast majority of the scientific establishment, because of the mass of evidence that Darwin provided in its support), but also that evolutionary change was largely the result of the random, ultimately purposeless process of natural selection (an idea that took much longer to be vindicated and accepted). The theory of evolution by natural selection suggests a thoroughly materialist picture of the world that banishes vital forces and preordained purposes from nature, and which implies that mental phenomena emerge when matter is arranged in complex ways. Such ideas undermine not only traditional religious views of divine creation but also more sophisticated versions of theism, which claim that God works through evolution.

Darwin was well aware of the materialist consequences of his views, and was both elated and (as a respectable bourgeois gentleman) made extremely nervous by them. In a notebook written in the 1830s, when he was first developing his ideas, he wrote:

Love of the deity effect of organization [of the brain], oh you materialist!… Why is thought being a secretion of brain, more wonderful than gravity a property of matter? It is our arrogance, our admiration of ourselves.

Later in his notes, he resolved not to state this implication of his views explicitly:

To avoid stating how far I believe in Materialism, say only that emotions, instincts, degrees of talent, which are hereditary are so because brain of child resembles parent stock.

Darwin’s nervousness probably explains why he took so long to publish his ideas, finally doing so only when he became aware that the young Welsh naturalist Alfred Wallace had reached similar conclusions that he was about to make public. But despite his best efforts, they were seen as a direct challenge to the dominant ideology of Victorian England in the mid-nineteenth century. One early reviewer of Darwin’s book, the great geologist Adam Sedgwick, spoke for many: “I cannot conclude without expressing my detestation of the theory, because of its unflinching materialism.”

It was precisely Darwin’s materialism that explains why his contemporaries Karl Marx and Frederick Engels were so enthusiastic about the new theory. Less than a month after the Origin was published, Engels remarked in a letter to Marx: “Darwin, whom I am just now reading, is splendid.” Marx himself read the Origin the following year and commented to Engels, “Although it is developed in the crude English style, this is the book which contains the basis in natural history for our own view.” Marx’s point was presumably not that evolution by natural selection automatically implies the truth of his own historical materialist approach to society—there is no contradiction in accepting Darwin and rejecting Marx. But Darwin’s views, by supporting a general materialist perspective and by demonstrating the centrality of historical change in the biological world, certainly enhance the general plausibility of a materialist approach to human society as well.

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Filed under Conservatives, Courses, Darwinism, History, Karl Marx, Religion

Debating the “N” Word

I am spending the week at the University of Denver where I am presenting the second of four European history conferences. It is my goal to get some writing done every night while here in Denver. While editing and adding a few additional pages to my paper on Atlantic history, my mind conflated recent news about the death of the “N” word and Peter Gay’s depiction of the period known in the Atlantic world as the Enlightenment. Although this paper deals very little with the nature of race in North America, it would be very difficult to write about European mercantilism and colonization without touching some on the birth of neo-racism and the institution of slavery. After reading a few of my notes on capitalism and race, I thought more about the transformation of the European term niger — which was Latin for black. However, the occupants of British North America quickly realized the profit margin of free black labor as an institution designed though not intended by some scholars to replace indentured servitude.

As I stated in an earlier blog piece: In Karl Marx’s historical modes of production, he contends that neo-racism did not emerge until the rise of Atlantic market labor systems. As the need and desire for more labor increased to help expand capitalists’ notion of mercantilism, exploitation became the premise of enhancing one’s wealth. Before the rise of this paradigm, slavery had yet to be juxtaposed to racism. Ancient slavery was a product of group defeatism. Furthermore, issues of debt and family pride contributed to this institution. By the early middle ages, slavery in Europe and aspects of Asia took on a more feudal identity. I teach that the term “racism” was transformed at the same point that the term “slavery” was transformed via the 16th century Atlantic market. This market gave rise to a newly created North American state that used racial exploitation as a labor base to develop its economic market. I do realize that this attitude was one of region and geography; regardless, it fostered an American identity linked to capitalism, slavery, and racism.

By 1750 a Southern culture emerged that saw the importance of slave labor. With the enlightenment having an impact on the political, cultural, and economic direction of Europe and northern North American colonies, Southerners thanks in part to dislocation and isolation, were not impacted by the dissemination of ideas. When leaders of the United States met to address the Articles of the Confederation, the meeting continued to come to an impass over the issue of slavery. Southerners won round one as the “enlightened” document known as the U.S. Constitution failed to address the negro quetion. Furthermore, white Southerners by 1800 enhanced the notion of white supremacy by mispronouncing the term niger and deriving at what became an instrument of control: the use of nigger as a noun.

Enlightened 19th century Christians would further the justification of racism by teaching God’s curse on Adam and Eve’s son Cain, also known as the mark of Cain. Academics have affirmed this was a curse on Cain’s labor and harvest, while Christians taught this curse as the establishment of an inferior race — the nigger race. 18th century academics used reason to categorize and discuss race. Immanuel Kant in his “On the Different Races of Man (1775), aligned peoples’ characters with their physical appearance. Now, behavior and appearance ran together; one could assess peoples’ potential solely by looking at them. For the most part, however, Kant, like others at this time, used the term race loosely, without any real concern for scientific precision or exactness. Such systems provided a vocabulary for distinguishing between people based on (supposedly) natural differences that determined people’s abilities and justified differing applications of rights and liberties. Yet, the rise of natural sciences and the modern nation-state gave racism its modern, more violent and dangerous character.” The birth of the United States clearly proved Kant’s premise as absolute and correct.

Black intellectuals such as Michael Dyson looks at the history of race and the term nigger as a process of arguing against killing the “N” word. He contends that white folks have used it as an instrument of fear and inferiority for years while blacks have taken the term and transformed it into a cultural construction that should be used only by blacks. I think back to the rise of a young comedian named Richard Pryor, who inculcated the term nigger into his comedy act. Dyson argues that killing the term nigger only empowers white supremacy. I do not agree with him on this, but from a historical perspective, the term has always been used by whites to look down on blacks as seen here with these examples:

Niggerish: Acting in a lazy and irresponsible manner. Niggerlipping: wetting the end of a cigarette while smoking it.
Niggerlover: Derogatory term aimed at whites lacking in the necessary loathing of blacks.
Nigger luck: Exceptionally good luck, emphasis on undeserved.
Nigger-flicker: A small knife or razor with one side heavily taped to preserve the user’s fingers.
Nigger heaven: Designated places, usually the balcony, where blacks were forced to sit, for example, in an integrated movie theater or church.
Nigger knocker: Axe handle or weapon made from an axe handle.
Nigger rich: Deeply in debt but flamboyant.
Nigger shooter: A slingshot.
Nigger steak: A slice of liver or a cheap piece of meat.
Nigger stick: Police officer’s baton.
Nigger tip: Leaving a small tip or no tip in a restaurant. Nigger in the woodpile: A concealed motive or unknown factor affecting a situation in an adverse way.
Nigger work: Demeaning, menial tasks.

Dyson and other black folks who defend the use of the “N” word argue that black folks like Pryor and rappers like 50 cent are only defeating the power of white supremacy when they profit from its usage. A Marxist would argue that black folks are being exploited by the very white supremist that own the record albums. Oh well, some food for thought.

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Filed under History, Karl Marx, N-Word

Academic Marxism Part II

This is the second part of a blog piece I wrote earlier entitled Academic Marxism I. Marxism derived from the philosophical and ideological construction of Karl Marx, a Prussian born Jew. Marx’s beliefs were brought forth when he concluded that the Industrial Revolution was manifested by the bourgeoisie to subordinate the laboring poor for the good of capitalism. Critical theorists have asserted that critical theory Marxism possesses a “moral vision of a world in which the barriers between human beings and constraints upon cooperation had broken down.” Part of Marx’s thinking was that once cooperation broke down, there would be a class struggle between the bourgeoisie and proletarians that would inevitably ignite a revolution; this revolution, according to Marx, would change society by creating a praxis state. Marxism has gone far beyond its 19th century communist premise. Marx’s analysis has been used to explain the problem of class conflict. Marxists academics explore the rise and subjugation of oppressed groups by those with the means and resources to exploit their labor. This premise has been used by historians and other academics to write and teach about modern day class conflict vis-a-vis historical analysis.

During the course of the 20th century, the emergence of Marxism as an academic philosophy in higher education set forth a new wave of examining American culture. It was during the Cold War and its sub conflicts (Vietnam), as well as the Civil Rights movement of the 1960s that promulgated many academics to make an ideological shift to the far left. With social and political instability taking place in the United States, Marxists academics were training young students of history, political science, economics, etc., for an intellectual war; this conflict was set to transform the thought process in classes, lecture halls, professional meetings, and published works.

Because academia was dominated by white males who saw their plight as elite, other minority groups and women were excluded from various forms of higher education. With so many groups being silenced by early modern academics, the process of infiltration of Marx’s racialist ideology was slow to take hold in educational settings. Once white leftists academics bought into Marxist’s ideas of absolute political, social, and economic equality, the academy saw a transformation in the writings of history. The historiography became more about the elements of class conflict in society rather than about the story of the conflict. One of the biggest challenges Marxists and New Left academics faced was that of conservative academics,  many who believed that the educational curriculum in America should reflect the Protestant tradition of Anglo thought. Of course such a traditionalist curriculum would exclude a number of oppressed voices.

Furthermore, conservative academics argue that academic Marxism and New Left historiography allows for too many minority groups to contribute un-American values to the educational curriculum. Academic conservatives claim that Marxists are only interested in teaching about the plight of oppressed women, blacks, American Indians, and the poor. On the other hand, Marxists academics have claimed that it has only been within the past 15 years that textbooks have reflected the plight of so many oppressed groups. One of my favorite academics, Howard Zinn, wrote his A People’s History of the United States to show another side of the story. In his work, Columbus is no longer a hero; he is a capitalist who stole and persecuted many native people.

I have found that too many Americans like the nice pretty story about American society and culture. We get caught up in the anecdotes that paint George Washington or Andrew Jackson as perfect Americans. Textbooks have taught our parents and their parents to believe the false tales for the good of nationalism. Marxists academics focus their time evaluating the tales so that they can write a history about Washington’s slaves. Marxism is much more complex than a story about Karl Marx who gave rise to a communist state once known as the Soviet Union. Marxist’s teachings provides a point of view that allows both students and teachers to engage in a sense of understanding about the social and economic conflict that shape modern day America.

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Filed under Cultural Wars, History, Karl Marx