Sunday, November 18, 2018

The Social Characteristics of Capitalism


In my last post, I mentioned that intellectuals are most likely to hold a Marxist world view and espouse Socialism as the ideal economic system.  Marx lived and wrote at the time when the dominant economic theory of Mercantilism was being replaced by a new theory that came to be called Capitalism.

In the world of Mercantilist economics, the entire wealth of the world was viewed as fixed.  Therefore, if one person or nation became wealthier, the increase had to come from someone else's becoming poorer.  The size of the economic pie was finite.  Economics was a zero sum game.  

In societies based on rank, status or caste, such as Europe through the mid-19th century, India, and some parts of Africa today, a person’s station in life is fixed.  He or she is born into a certain station and his position in society is rigidly determined by the laws and customs which assign each person either privileges and duties or disabilities.  Exceptionally good luck, such as saving the King’s life, may in rare cases raise someone into a higher rank.  Very bad luck, like getting caught stealing from a prominent person, can result in a person’s losing their status and being assigned to an even lower class.  But, as a rule, the conditions of the individual members of a definite rank or class can only improve or decline with a change in the conditions of the whole class.

In such societies, the individual is, primarily, not a citizen of a nation.  He/she is a member of his or her class or estate.  In coming into contact with a countryman belonging to another rank, there is no sense of community.  There is only the gulf that separates one from the other person’s status.

In Europe during the late Middle Ages, the diversity between classes was reflected not only in language, but also in dress.  The aristocrats spoke French.  The lower classes clung to their own native language, broken into local dialects, which the upper classes couldn’t even understand.  The various ranks also dressed differently.  No one could fail to recognize the rank of a stranger.

The main criticism leveled against the 18th century principle of  equality under the law was that it abolished the privileges of rank and dignity.  It has, said the critics, atomized society, dissolving the natural subdivisions into faceless masses.  These masses are now supreme, and their materialism, their desire for creature comforts, has superseded the respectable standards of days gone by.  Now, money is king.  Quite worthless people enjoy riches, while the meritorious and worthy go empty-handed.

This criticism implies that, under the old ways, the aristocrats were distinguished by their superior virtue and that they owed their rank and their revenues to their moral and cultural superiority.  While the progressive foes of Capitalism disagree with regard to to this evaluation of the old standards, they fully agree with condemning the standards of Capitalistic society.  As they see it, those who acquire wealth and prestige are not those who deserve well from their fellow citizens, but frivolous, unworthy people.  

Now, nobody ever contended that under free-market Capitalism, those who do best are those who ought to be preferred.  What the democracy of the market brings about is not rewarding people according to their true merits, their inherent morality or worth.  What makes a person more or less wealthy is not the evaluation of his contribution from any absolute principle of justice or fairness, but an evaluation on the part of his fellow men, who apply the yardstick of their own personal wants and desires.  This is what the democracy of the market means.  The consumer is king.  The consumer wants to be satisfied.

Millions of people like to drink Pepsi.  Millions like detective stories, mystery movies, tabloid newspapers, football, whiskey, cigarettes, chewing gum, etc.  The entrepreneurs who provide these things in the best and cheapest way succeed in getting rich.  What counts in the frame of the market is not academic or moralistic judgments of value, but the valuation actually manifested by people in buying or not buying.

To the grumbler who complains about the unfairness of the market system only one piece of advice can be given.  If you want to acquire wealth, then try to satisfy the public by offering them something that is cheaper or which they like better.  Try to supersede Pepsi by mixing another beverage.  Equality under the law gives you the power to challenge every millionaire.  In a market not sabotaged by government-imposed restrictions - it is exclusively your fault if you do not outstrip the chocolate king, the movie star, the computer software writer, or whoever.

But if, instead of the riches you might acquire by engaging in providing commercial goods or services, you prefer the personal satisfaction you might get from writing poetry or philosophy or music, you are free to do so.  Of course, you won’t make as much money as those who serve the majority of consumers.  Those who satisfy the wants of a smaller number of people collect fewer votes - dollars - than those who satisfy the wants of many.

It’s important to realize that the opportunity to compete for the prizes society has to allocate is a social institution.  It can’t remove or even alleviate the innate handicaps that nature has chosen to discriminate against many people.  It cannot change the fact that many are born sick or become disabled later in life. The biological equipment of people rigidly restricts the fields in which they can serve.  Danny Devito won’t ever be able to compete with Michael Jordan in basketball.

In the same manner, the class of those who have the ability to think for themselves is separated by an unbridgeable gulf from the class of those who can’t.  In a society based on caste, the individual can credit fate to the conditions of life beyond his or her control.  He is a slave because the supernatural powers that determine what people will become have assigned him to his rank.  It’s not his doing or a result of any mistakes he made and, therefore, there is no reason for him to be ashamed of his humble station in life.

His wife can’t find fault.  If she were to complain to him: “Why aren’t you a duke?  If you were a duke, I would be a duchess,” he would simply reply: “If I had been born the son of a duke, I wouldn’t have married you, a slave girl, but I would have married the daughter of a another duke.  Your not being a duchess is your own fault; why weren’t you more clever in choosing your parents?”

It’s another thing entirely under Capitalism.  Here everybody’s station in life depends on their own doing, the choices they make.  Everybody whose ambitions have not been gratified knows very well that they have missed chances, or made mistakes, and that they have tried and been found wanting by their fellowman.  If his wife criticizes him:  “Why do you make only $150 dollars a week?  If you were as smart as our next door neighbor, Joe, you’d be a foreman by now and I would enjoy a better life,” he becomes conscious of his own inferiority and feels humiliated.

The much maligned unfairness of Capitalism consists in the fact that it handles everybody according to their contribution to the well-being of their fellowman, as judged by their fellowman.
The dominance of the principle “to each according to his accomplishment” rather than the Marxist principle “to each according to his need”, doesn’t allow any excuse for personal shortcomings.
Everybody knows very well that there are people like herself who succeeded where she herself failed.
Everybody knows that many of those whom she envies are self-made people who started from the same point that she started from.  Worse than that, she knows that everyone else in her circle of friends knows it too.

What makes many feel unhappy under Capitalism is the fact that the economic system grants to each the opportunity to attain the most desirable positions.  Of course, these can only be attained by a few.
Whatever a man may have gained for himself, it is mostly a fraction of what his ambition has motivated him to win.  Right before his eyes, there are people who have succeeded where he has failed.  There are those who have outstripped him and against whom he nurtures, at least subconsciously, a feeling of resentment.

This is the attitude of the tramp against the person with a regular job, the factory hand against the foreman, the middle-manager against the vice-president, the vice-president against the company’s president, the person who makes $50,000 a year against the millionaire and so on.  Everyone’s sense of self-assurance and self-worth is undermined by the sight of those who have given proof of greater ability.  It’s human nature for everyone to overrate their own worth and what they consider their just rewards.

This suffering from frustrated ambition is peculiar to people who live in a free society.  It’s not caused by the freedom everyone has to compete, but by the fact that, in such a society, the inequality of people with regard to intellectual abilities, will power, motivation, and energy become clearly visible.  The gulf between what a person is and achieves, and what they think of their own abilities and achievements, is starkly revealed.  Day-dreams and demands for a fair world which would treat them according to their real worth are the refuge of all those afflicted by their lack of self-knowledge.

Therefore, it’s no wonder that the very success of economic and political freedom under Capitalism in the United States, reduced its appeal to later thinkers.  The narrowly limited government of the late 19th century possessed little concentrated power that endangered the ordinary person.  The other side of that coin was that it also possessed little power that would enable good people to do good.  And, in an imperfect world there were, and are, still many evils.

In fact, the very progress of society made the evils that were left seem worse.  This was the milieu in which Marx lived and wrote.  It was society on the cusp, transitioning from Mercantilism to Capitalism. Marx saw poverty and naturally concluded that it must be the result of ill gotten gains on the part of the bourgeoisie.  But, Marx was nothing but a clerk who came in in the middle of the movie.  He saw the factories of the Industrial Revolution in the hands of private owners, while those who worked in those factories struggled for their very survival.  Never did he consider the risks involved in building the factories, inventing and building the machines, or any of the other a priori
requirements that made the whole thing run.

Listening to Marx and his labor theory of value, people took the favorable developments for granted.  They forgot the danger to freedom from a strong government.  Instead, they were attracted by the good that a stronger government could accomplish—if only the government was in the right people’s hands.

These ideas began to influence government policy in Great Britain by the beginning of the 20th century.  They gained more and more acceptance among intellectuals in the U.S. during what is called the Progressive Era, but they had little effect on government policy until the Great Depression.
Contrary to popular notions, the depression was produced by a failure of the government in one key area - money - where the government had exercised exclusive authority since the ratification of the Constitution.  However, the government’s responsibility for the depression was not - and is still not -recognized.  Instead, the depression is still widely interpreted as a failure of free market Capitalism.
That myth led the public to join the intellectuals in a complete change of view about the relative responsibilities of individuals and government.

Emphasis on the responsibility of the individual for his own fate was replaced by an emphasis on the individual as simply a cog in the great wheel of life, a pawn being thrashed about by forces beyond his control.  The earlier view that government’s role is to serve as an umpire to prevent individuals from coercing one another was replaced by the view that government’s role is to serve as a parent, charged with the duty of coercing some to give aid to others.  The hatred of Capitalism by intellectuals, and their embrace of Marxism, is directly related to the earlier discussion of how Capitalism, as a system, reveals the failure of people to conduct their pursuits with an eye toward meeting the demands of the consumer.

Intellectuals, such as doctors, lawyers, artists and writers, scientists, professors and teachers, etc., resent Capitalism precisely because it assigns to some a position that they themselves would like to have.  The so-called common man, as a rule, doesn’t have the opportunity to associate with people who have succeeded better than he.  He or she moves in the circle of other common people.
He or she never meets his boss socially.  They never learn from personal experience how different an entrepreneur, or an executive, is with regard to those abilities which are required for successfully serving the consumer.  Therefore, their envy and resentment are not directed against another living person, but against abstractions like management, capital, and Wall Street.  One can’t hate such an abstraction with the same bitterness that one may bear against a fellow human that one associates with daily.

It’s different with those in which the special conditions of their occupation or their family ties bring them into personal contact with the winners of the prizes that they believe should have been given to them.  With them, the feelings of frustrated ambition become especially piercing because they engender hatred of concrete human beings.  This is the case with people who are commonly termed intellectuals.  Let’s take, for instance, doctors.

Their daily routine and experience make every doctor cognizant of the fact that there exists a hierarchy in which all medical men are graded according to their merits and achievements.
Those who are more famous and skilled are those that the regular doctor must follow in terms of their methods and innovations.  He must learn and practice those methods to keep up-to-date and these eminent doctors he must follow were his classmates in medical school, they served with him as interns, and they attend the same medical meetings he does.  Some are his friends and they all address him with the utmost cordiality. 

But they tower above him in the appreciation of the public and also in the amount of income they earn.  When he compares himself to them, he feels humiliated.  But, he must be careful not to let anyone notice his resentment and envy.  So he diverts his anger toward another target.  He blames the system and the evils of Capitalism.  If it weren’t for the unfairness of the system, his abilities and talents would have brought him the riches he deserves.

It’s the same with many lawyers and teachers, artists and actors, writers and journalists, engineers and chemists.  People who are commonly called intellectuals.  They are angry, too, by the rise of their more successful colleagues and their former schoolmates.  The anti-capitalistic bias of the intellectuals is a phenomenon that is not limited to the U.S.  But it is more bitter here than it is in the European countries.  To understand why you must understand the basic difference between Society in Europe and society in America.

In Europe, (capital S) Society includes all those who are prominent in any field.  Statesmen and government leaders, the heads of civil service departments, publishers and editors, prominent writers, scientists, artists, actors, lawyers, and doctors, as well as members of the aristocratic families all make up what is considered the good society.  They come into contact with one another at dinners and teas, charity balls.  They go to the same restaurants, hotels and resorts. Access to European society is open to anybody who has distinguished themselves in any field.  It may be easier for people of noble ancestry and great wealth, but neither riches nor titles can give a member of this set the rank and prestige that comes with personal distinction in their field.

(Little S) society, in this sense, is foreign to Americans.  What is called society in America almost exclusively consists of the richest families.  There is little, if any, social interaction between the successful businessmen and the authors, actors, artists and scientists, no matter how famous the latter may be in their field.  Most of the socialites are not interested in books and ideas.  When they get together, they usually gossip about other people and talk about sports like polo and tennis.  But even those who do like to read consider writers, scientists, and artists as people with whom they do not want to associate.  There is almost an insurmountable gulf which separates society from the intellectuals.  Consequently, American authors, scientists, and professors are prone to consider the wealthy businessman as a barbarian, someone exclusively intent on making money.

The professor despises the alumni who are more interested in the college's football team than in its scholastic achievement.  He is insulted if he learns that the coach gets a higher salary than a professor of philosophy.  Those whose research has given rise to new methods of production hate the businessman who they view as simply interested in the cash value of the research, rather than its intellectual value.  Therefore, it’s significant that a large number of American professors sympathize with socialism.

If a group of people secludes itself from the rest of the nation in the way American socialites do, they naturally become the target of the hostile criticism from those they keep out.  What they fail to see is that their self-chosen segregation isolates them and kindles animosities which make the intellectuals even more inclined to favor anti-Capitalistic policies.

Friday, November 16, 2018

Further Absurdity in Texas Education

Previously, I related how the Texas State Board of Education (SBOE) regards History as a laundry list of facts, dates, people, and events that must be taught.  This list goes by the name Texas Essential Knowledge and Skills (TEKS).  Further advancing the absurdity is the effort ongoing to "streamline" the TEKS.  As this article just published in the Texas Tribune reports, the streamlining was brought about by teachers complaining that there simply isn't enough time in the school year to teach all those facts.

https://www.texastribune.org/2018/11/13/hillary-clinton-helen-keller-state-board-education-texas/?fbclid=IwAR18yj4y3y7uV2qGBjT_lawJMLcP_xGUKez_ysjUlbX4NOe4xjKw7AO1dFc

Take a look at the makeup of the workgroups.  "Work groups made up of teachers, historians and curriculum experts were tasked with cutting repetitive and unnecessary requirements out of the social studies standards."   What's missing are business owners to provide insight into exactly what the marketplace is seeking in terms of "knowledge and skills".  They could tell the Board that knowledge of Hillary Clinton, Helen Keller, and Moses is NOT what they're looking for.  The global marketplace of the 21st century needs people who can THINK, not simply regurgitate facts from the past.

Another absurd, if not downright pernicious, aspect of the entire education system in Texas is the standardized test that students must pass in order to graduate.  This is the State of Texas Assessment of Academic Readiness (STAAR).  The salient question is readiness for WHAT?  Isn't education intended to prepare one for life as a productive member of society?  In researching the STAAR test, I found that "High school students must pass Algebra I, English I, English II, Biology and U.S. History end-of-course exams to graduate."  

If a young person intends pursuing a career in law enforcement, of what practical use is Algebra, or Biology?  And, one can live a happy, productive life, contributing to society without ever thinking twice about William Shakespeare.  The basis of such a test reflects the arrogance of those who still subscribe to the 19th century attitude of what constitutes an "educated" person.  Of course, those who advocate for continuation of such a curriculum must do so in order to protect their jobs.  If Algebra ceased to be a required subject, there wouldn't be a need for so many Math teachers.

"Individual graduation committees must be established for students in 11th or 12th grade who have failed up to two of the EOCs. The committee determines whether a student can graduate despite failing the exams. The committee is composed of the principal/designee, the teacher of each course for which the student failed the EOC, the department chair or lead teacher supervising the course teacher and the student’s parent (or the student if at least age 18)."  So, here you have a young person's entire future in the hands of education bureaucrats.  Although the parent is included, practical experience with public education officials for the last 35 years has demonstrated that the parent is considered the LEAST important person in the entire process, even though it is the parents, as taxpayers, who make the entire system run.

Another trend prevalent in Texas has been the hiring of Curriculum Coordinators or Assistant Superintendents for Curriculum by school districts.  When one looks at the prerequisites in a job listing, you find a requirement for a Masters degree in Education Administration.  No regard is given to the discipline in which someone received their undergraduate degree and taught.  So, you end up with someone who majored in and taught Biology being given full authority to tell a History teacher how to teach the discipline.  It is only in the field of public education that this occurs.  At the college level, a Biology professor wouldn't dream of trying to tell a History professor how to teach his class.  If he did, the History professor would promptly say LEAVE.

As I've related before, the fundamental underpinning for the introduction of compulsory schooling in America in 1852 was considering the child the property of the State.  In 1853, the Boston School Committee stated:


“The parent is not the absolute owner of the child.  
The child is a member of the community, has certain 
rights, and is bound  to perform certain duties, and so 
far as these relate to the public, Government has the 
same right of control over the child that it has over the 
parent…Those children should be brought within the
jurisdiction of the Public Schools, from whom, through 
their vagrant habits, our property is most in danger, 
and who, of all others, most need the protecting power 
of the State.”  

This insidious attitude continues to the present day in the actions of the SBOE and, in fact, by the entire system of public education.  History is supposed to be written in as unbiased a manner as possible.  Although every historian brings his/her own personal views to their interpretation, those who are honest will strive to control for such biases.  As David Hackett Fischer wrote almost 50 years ago, “A historian is essentially trained to be objective in his selection, analysis and interpretation of evidence. Unless he tries as much as possible to be objective, his person and work would hardly be respected.”

History should be taught the same way.  What the SBOE is doing is fighting over "whose" facts should be taught, based on ideology.  None of this prepares young people for real life.

Through the Scholarship of Teaching and Learning in History, we have 100 years of data showing that the "facts first" approach to teaching History doesn't work.  Unless they are professional historians, humans don't walk around with a bunch of facts about the past just waiting for a propitious moment to use them.  But, even historians cannot know everything about everything.  Someone who wrote their PhD dissertation on Medieval Europe will likely not remember many of the "facts" learned in their freshman American History survey course.  

People first think of questions to be answered, such as "Why are things the way they are?  How did they get this way?"  Teaching them that History is just "what happened in the past", without giving them the tools to research the past and find the answers hampers them in meeting the demands of the 21st century.


Sunday, November 11, 2018

When Did Privileges Become "Rights" and "Responsibilities"?

As Dr. Thomas Sowell of the Hoover Institution has stated, "Many things are believed because they are demonstrably true, but many are believed simply because they have been asserted over and over again."  For at least 100 years now, school children have been indoctrinated to believe that the rights granted in the U.S. Constitution are somehow "gifts" of a benevolent government and that enjoying those rights requires action, stated as responsibilities.  A random search using the phrase "rights and responsibilities of citizens in a democracy" yields a multitude of "hits", all saying pretty much the same things. 

The website of the Department of Homeland Security provides a chart:

In reading the left-hand column above, it becomes clear that someone, somehow, at some time, juxtaposed Freedoms with Rights, intermingling the two as if they are the same.  Although it's impossible to pin the blame on any individual, it is pretty clear that this conflation of freedoms, or privileges, with rights and responsibilities began in the Progressive Era.  It was during this period The Americanization Movement determined to "Americanize" the millions of immigrants who came.  The Progressives also viewed government as a force to be used to bring about social change.  This went counter to how Americans had viewed government before.  In order to change attitudes, it became necessary to change expectations.  In order to ensure allegiance to the nation state, people must be convinced that living in a free country isn't really free.  Because that freedom is granted by the government, citizens owe a debt of gratitude, in the form of certain responsibilities, to that government.

The best way to begin the indoctrination and to impart that message was in the schools.  Having begun in Massachusetts in 1852, by the turn of the 20th century, compulsory schooling had spread to almost every state.  Until that time, there was no written "American History" as we think of it now, a discreet "subject" to be learned in school.  A captive audience, children would be taught a particular version of that history, designed to inculcate Patriotism.  This was also a period when there was great debate over the appropriate military policy to provide for the common defense.  Those who opposed a large professional, standing army took the position that America should rely on a "citizen army", ready to defend the country if called upon.  In order to ensure that young men would fight, it was believed they must be inculcated with patriotic fervor. 

However, when carried too far, Patriotism becomes extreme Nationalism, which, in turn, can become Nativism.  In fact, it was Nativism that led to the creation of compulsory schooling in the first place.  This becomes a bludgeon to be used against those who don't agree.

To those of the founding generation, rights derived from natural law.  The "unalienable Rights" Jefferson wrote of in the Declaration of Independence were endowments from the "Creator", however one chose to define such an entity.  And, then, "That to secure these rights, Governments are instituted among Men."  It was clear, at least to such men as Washington, Adams, Hamilton, Franklin, and Madison, that the government was to protect those rights.  It did not bestow them.  While we can't sit down with them and have a conversation to determine exactly what they were thinking at the time, we do have their writings.  And, at least in terms of the Constitution, it's pretty clear that what they said is what they meant.

Perhaps the best source on the Constitution and Bill of Rights is the man who wrote them both, James Madison.  Although the principle advocate for passing the Bill of Rights in the House of Representatives, Madison personally believed it was wholly unnecessary.  A listing of rights could be dangerous, leading to the erroneous conclusion that only those rights specifically listed were actually protected. Furthermore, most states already had bills of rights; a federal list would be redundant. 

That argument was sufficient to ratify the Constitution, but many states ratified the document with the recommendation that a bill of rights be added immediately.  Those who opposed the Constitution, the Anti-Federalists, hoped that they could leverage these recommendations to achieve more than just a bill of rights. Many hoped that they could use this wedge to force a new constitutional convention that would make changes to the new government’s taxation and commerce clauses.  Madison then decided to co-opt the Anti-Federalists' arguments and propose a federal Bill of Rights himself.

But, when reading the first 10 amendments, it is clear that those "rights" are actually "freedoms", either a freedom TO, or freedom FROM. There is no "right to vote in elections of public officials" or "right to run for public office" in the Bill of Rights.  While voting and running for office are essential features of democracy, such ideas, as we think of them today, would have never entered the Founders' minds.  After all, only those who owned property were allowed to vote at the time.  If voting were a right, every citizen would have enjoyed that right from the beginning.

To those who maintain that voting is a right which carries a concomitant responsibility, one must ask why black citizens were denied that right well into the 20th century.  The  15th Amendment was ratified in 1870.  But, as I've written before, the thousands of African American men who fought in the World Wars considered themselves good citizens.  When they came home, they found that wasn't necessarily the case, at least in the states of the former Confederacy.  It took the Voting Rights Act of 1965 to rectify this injustice.  As for the right of running for public office, don't forget the "white primaries" the Democratic Party used in the 20th century to ensure blacks could not run.

As to "responsibilities", the Founders wrote in terms of people's responsibilities toward one another, not to the government.  They repeatedly talked about government being a necessary evil because of human nature.   As Alexander Hamilton explained in The Federalist Papers, No. 15: “Why has government been instituted at all?  Because the passions of men will not conform to the dictates of reason and justice, without constraint.”  In Federalist No. 55, Madison wrote, “As there is a degree of depravity in mankind which requires a certain degree of circumspection and distrust, so also there are other qualities in human nature which justify a certain portion of esteem and confidence.”  In order to control those passions, they repeatedly spoke of the need for Civic Virtue, which they viewed as necessary for the Constitution to operate successfully and endure.  Without virtue "nothing less than the chains of despotism can restrain them from destroying and devouring one another."

In a recent article in EdWeek (Vol. 38, Issue 10, Pages 1, 12-15), entitled "How History Class Divides Us", Stephen Sawchuk puts forth the argument that the extreme polarization we're experiencing today is due to History and Civics being removed from the curriculum as required subjects in many states.  I submit that the polarization is because of how History and Civics were taught throughout the 20th century.  Those who were left out of the original, biased version (women, blacks, Hispanics, etc.) began to write alternative versions.  While it should have come as no surprise that they would do so, conservative zealots who want to turn the clock back to the 1950s, characterize this as "revisionist" history, put forth by "pointy-headed Liberal professors".

It certainly WAS revisionist, in the sense of telling the story from another perspective.  What the conservatives fail to understand is that continuing to demand a Back to the Future approach to American History, they play right into the hands of their "enemies" on the Left.  We see this being played out today on college campuses, through the suppression of free speech and the destruction of property, remnants of the 1960s.  

Instead of drilling students with an endless litany of facts in History and Civics, continuing to stress the need to "know" all that stuff in order to fulfill one's "responsibilities" to the State, students should be taught the Civic Virtues the Founders had in mind as necessary to live peacefully together in society.  Beyond paying one's taxes, that make the entire engine go, one need not perform any other certain "actions" to be a good citizen.  One can live a happy, productive life (as they define it) by simply treating their fellow citizens civilly.