I never heard from the YELLOW FAMILY as a family, only a couple members. I accepted just one question from Sarah and Adam who submitted a few separately. They will receive 4 (out of 5) points for this exercise, and Melanie and Chris receive no points. I accepted four questions from the BLUE FAMILY, for which those members will receive 5 points for the exercise, plus one bonus point.
SARAH A. & ADAM D. (4pts)
1. In reading The Overspent American and watching the documentary, we learned about the concept of "stretching reference groups." What does this mean? And give an example of it. (2)
ANSWER: Stretching reference groups means comparing your spending and consumption patterns with much higher income groups than your own and aspiring to spend and consume like these higher income groups. Example: average Americans who watch TV shows like "Friends," which clearly distorts how most people in their 20s live and consume and aspiring to be like them.
BLUE FAMILY (Kristen, Jessica, Mary-Elizabeth) (5pts, plus one bonus point)
1. In The Overspent American, Juliet Schor explains that expensive, brandname clothing sells better with a visible logo. What does she say is the reason for this? (2)
ANSWER: The visible branding of clothing broadcasts the purchasing power/success of the person sporting the logo. It is all about status.
2. In Chapter 7 of Consuming Kids, media violence is described as having a lasting, detrimental effect on children. How is media violence affecting children long-term? (2)
ANSWER: Violence on TV and video games is desensitizing them to violence, encouraging such behaviors as bullying and humiliation, and it takes incresingly explicit and provocative images to produce the same rush that less explicit violence once did.
3. What is the "nag factor," and how do advertisers use it? (2)
ANSWER: The nag factor is when children beg and bother their parents until they give in and buy the item the child is nagging them about. Advertisers want to harness the buying power of children by inducing the feeling that they need a product and that they should pressure their parents to buy it for them.
4. Why do many people who cheat believe that they are still good, upstanding citizens and not criminals? (2)
ANSWER: because they believe that since "everybody does it" this justifies their cheating to get what they deserve or get even in a corrupt system. Or they may believe they are just playing by the unwritten "rules."
___________________________
That's it. Make sure to copy these questions and answers and study them, because they will be on the test. See you Thursday morning, 9-12.
Monday, May 11, 2009
Wednesday, April 29, 2009
Results of Family Activity on "Consuming Kids"
Below are the findings of the two families regarding the video we saw last week, "Consuming Kids." Remember that you need to review this for the final exam, but this will be all you need to know with respect to that video.
BLUE FAMILY (Mary-Elizabeth, Jessica, Kristen)
Our family found that the decrease in creative play in children to be the most destructive. The fact that it has decreased 94% is very disturbing. Products such as video and computer games, movies, toys, etc. have taken such precedence in the lives of children that they do not know how to play unless they have a toy to play with. The imaginations of kids are decreasing as products replace them. No longer can kids just go out in the yard and play, but they have to have toys so they know what to play.
Programs such as "Baby Einstein," which supposedly make children smarter, actually decrease their learning ability. If a child has constant visual stimulation that is always changing colors and moving, it makes it harder for them to hold their concentration later on in the classroom. A child who can't concentrate on the teacher or the lesson can't learn. TV also replaces the relationship that should be developing between a child and a parent. This is a key relationship in the life of a child; not building a strong relationship can be detrimental for both early and later development of the child.
YELLOW FAMILY (Chris, Melanie, Adam, Sarah)
We thought that the movie contained many good points, but after a good bit of debating, we finally decided that the most destructive aspect was that the United States does not have a policy to control or regulate TV advertising to kids. This includes the sheer amount of advertising they are exposed to on a daily basis. The video talked about some experiments done on children for the purpose of being able to take advantage of them. For example, studying their blinking patterns or observing slumber parties to see how they played with certain toys, etc..
The fact that there is no policy in place to protect kids from such manipulative tactics endangers their mental performance, development and stability throughout life. Advertisers only seem interested in wanting to make a buck off of them. So, our group decided that the fact that the United States, in contrast to almost every other country in the world, does not regulate advertising to kids is the most devastating fact presented in the film, "Consuming Kids."
BLUE FAMILY (Mary-Elizabeth, Jessica, Kristen)
Our family found that the decrease in creative play in children to be the most destructive. The fact that it has decreased 94% is very disturbing. Products such as video and computer games, movies, toys, etc. have taken such precedence in the lives of children that they do not know how to play unless they have a toy to play with. The imaginations of kids are decreasing as products replace them. No longer can kids just go out in the yard and play, but they have to have toys so they know what to play.
Programs such as "Baby Einstein," which supposedly make children smarter, actually decrease their learning ability. If a child has constant visual stimulation that is always changing colors and moving, it makes it harder for them to hold their concentration later on in the classroom. A child who can't concentrate on the teacher or the lesson can't learn. TV also replaces the relationship that should be developing between a child and a parent. This is a key relationship in the life of a child; not building a strong relationship can be detrimental for both early and later development of the child.
YELLOW FAMILY (Chris, Melanie, Adam, Sarah)
We thought that the movie contained many good points, but after a good bit of debating, we finally decided that the most destructive aspect was that the United States does not have a policy to control or regulate TV advertising to kids. This includes the sheer amount of advertising they are exposed to on a daily basis. The video talked about some experiments done on children for the purpose of being able to take advantage of them. For example, studying their blinking patterns or observing slumber parties to see how they played with certain toys, etc..
The fact that there is no policy in place to protect kids from such manipulative tactics endangers their mental performance, development and stability throughout life. Advertisers only seem interested in wanting to make a buck off of them. So, our group decided that the fact that the United States, in contrast to almost every other country in the world, does not regulate advertising to kids is the most devastating fact presented in the film, "Consuming Kids."
Monday, April 27, 2009
Reminder & Final Family Activity
Remember that your final essay (Essay III) is due tomorrow, and we will begin to discuss The Cheating Culture ( of which I am asking you to read the following: Preface, Chapters 1, 6, 7, 9). Last Thursday we wrapped up Consuming Kids, and in connection with that, a spokesperson for each of the families will present what you found to be the worst or most destructive aspect of the commercialization of childhood brought out in the video program we saw last Tuesday. We will begin the class with that. Finally, Thursday's (4/30) class will be devoted to presentations of your papers on various social problems, and the paper itself is due, of course.
FINAL FAMILY ACTIVITY: We need to start the process of making up questions for the final exam, as you did for the midterm exam. The second half of the course begins with our discussion of The Overspent American, so that is where you should start in terms of making up questions. I want each of the families to come up with 5 short-answer questions and then designate someone to submit these questions to me for consideration NO LATER THAN WEDNESDAY, MAY 6TH. I will then consider them and try to accept at least 3 questions from each family. For each additional question I accept, that family will earn a bonus point. So, you can potentially earn two bonus points for this exercise. These questions and answers will be posted on this blog no later than Friday, May 8th. This activity will count 5 points, and you have to participate to earn those points. I will be setting aside some class time over the next couple classes for you to confer with your family members about this.
FINAL FAMILY ACTIVITY: We need to start the process of making up questions for the final exam, as you did for the midterm exam. The second half of the course begins with our discussion of The Overspent American, so that is where you should start in terms of making up questions. I want each of the families to come up with 5 short-answer questions and then designate someone to submit these questions to me for consideration NO LATER THAN WEDNESDAY, MAY 6TH. I will then consider them and try to accept at least 3 questions from each family. For each additional question I accept, that family will earn a bonus point. So, you can potentially earn two bonus points for this exercise. These questions and answers will be posted on this blog no later than Friday, May 8th. This activity will count 5 points, and you have to participate to earn those points. I will be setting aside some class time over the next couple classes for you to confer with your family members about this.
Tuesday, April 14, 2009
Family Activity on "Consuming Kids" & Reminder
FAMILY ACTIVITY: On Tuesday, 4/21, we'll be seeing a documentary entitled, "Consuming Kids: The Commercialization of Childhood," which features the author of the book we are reading with the same title. For this activity, following our viewing of this documentary, I will give the families time to discuss the film and identify what you believe is the WORST OR MOST DESTRUCTIVE aspect of the commercialization of childhood revealed in the documentary. You will also have some time during the next class (Thursday, 4/23) to hash this out and designate one family member to write up a couple paragraphs (or one page maximum) on what your family concluded was the worst or most destructive aspect of the commercialization of childhood brought out in the documentary. A family spokesperson will be called upon to present this at the beginning of the following class (Tuesday, 4/28), as well as turn in your summary. I will consider these and then post modified versions of them on this blog, which may be a source of a question on the final exam. This exercise is worth 5 activity points, and you have to participate to earn these points, which means, at a minimum, you MUST see the documentary next week.
Reminder: Essay II is due Thursday, 4/16. And continue reading Consuming Kids. Sometime next week I will announce on this blog and in class what we'll try to cover in The Cheating Culture during the last few classes of the semester.
Reminder: Essay II is due Thursday, 4/16. And continue reading Consuming Kids. Sometime next week I will announce on this blog and in class what we'll try to cover in The Cheating Culture during the last few classes of the semester.
Monday, April 6, 2009
Update on Looking Ahead
In reading over what I posted on Friday, March 27th (just before Spring Break), I want to make one amendment. Instead of doing a family activity in connection with the video we will see on Thursday ("Advetising and the End of the World"), I have incorporated that video in our next essay, the details of which I will give you in class tomorrow. Also, we will wrap up The Overspent American tomorrow, and begin to talk about Consuming Kids next week. See you tomorrow morning.
Friday, March 27, 2009
Reflections on "Stretching Reference Group" Exercise & Looking Ahead
It is Friday morning (9AM) and I thought I would weigh in on the responses you've submitted to the blog, even though one of your classmates has yet to respond. I was struck by a couple things. First, several of you commented on Wofford as a place which seems to intensify the social pressure to consume the popular and often expensive brands of clothes and other items. I guess we could say by coming to Wofford your reference group has been stretched. And note that this kind of social pressure appears to be more powerful than any advertisements for such products, a point Dr. Schor also made. Secondly, many of you also expressed a distaste for this competitive consumption game and an unwillingness to participate. However, at the same time, you also seemed to recognize that resisting these pressures was not easy.
LOOKING AHEAD: As I have been mentioning in class, we will wrap up "The Overspent American" on Tuesday (April 7th). The following week, we will get into "Consuming Kids". On Thursday (April 9th) we will see another video entitled, "Advertising and the End of the World," which is a nice overview of many of the criticisms of advertising that we've discussed so far. I most likely will have a family exercise in connection with that which I will probably post on this blog sometime over the break. Finally, you can expect another short essay assignment shortly after we come back.
Have a restful and revitalizing break.
LOOKING AHEAD: As I have been mentioning in class, we will wrap up "The Overspent American" on Tuesday (April 7th). The following week, we will get into "Consuming Kids". On Thursday (April 9th) we will see another video entitled, "Advertising and the End of the World," which is a nice overview of many of the criticisms of advertising that we've discussed so far. I most likely will have a family exercise in connection with that which I will probably post on this blog sometime over the break. Finally, you can expect another short essay assignment shortly after we come back.
Have a restful and revitalizing break.
Friday, March 20, 2009
Individual Exercise & Midterm Exam Answers
INDIVIDUAL EXERCISE: We will be seeing the video, "The Overspent American," next Tuesday, 3/24, and in connection with that I want each of you to write up a ONE-PAGE reflection on the concept of "stretching reference groups." Specifically, I want you to reflect on your own buying habits and people that you know and consider who you or they seem to be emulating. Based on your experience, do you believe this idea of stretching reference groups is as widespread as Dr. Schor seems to suggest? To save paper, please submit your reflections as a comment on this blog post NO LATER THAN NEXT FRIDAY 3/27. This exercise is worth 3 points.
MIDTERM EXAM ANSWERS: As most of you know, I handed back the midterm exams yesterday and started going over the answers in class, but only got to page #6. It was poor timing on my part. I should have started going over the exam earlier. So, rather than take up class time next Tuesday, and for the benefit of those who were not in class yesterday, I am going to post the answers on the blog. As I noted, you'll need to have these answers, especially for questions you missed or got points off, because I'll be re-asking many of these questions on the final exam. So here they are:
1. public opinion
2. (a) wholistic, (b) institutions, and how these institutions should be harmoniously interrelated, (c) good world -- reflected in Jordan and William Morris statements, (d) among some other possibilities...
3. doctor/medical analogy -- like the doctor diagnoses sickness on the basis of knowledge of what a healthy body is like. As the authors of "Affluenza" do in treating affluenza as a social disease with many symptoms.
4. that mainstream sociology focuses only on individuals and how they relate to each other psychologically. It is subjective; it ignores important relations to objects.
5. EXTERNALLY -- to objects in nature or the world, which are as vital as any internal relations of different organs. Suggests that resource issues, environmental pollution, etc. should be considered social problems.
6. how objects and our relation to objects are vital to who we are. Or, simply, the importance of objects in culture.
7. Institutions are organized systems of objects directed toward human ends, and as individuals we participate in and achieve our purposes through them. Work, likewise, is an organizing principle of life, providing routine and meaning to our lives as individuals.
8. because "normal" functioning of institutions such as "business as usual" may be part of the problem, or refer to the "pathology of normalcy."
9. that the average American family spends 6 hours a week shopping, yet parents only spend 40 minutes playing with their children.
10. "displaying anti-social behavior in the pursuit of a product is a good thing."
11. that they were very critical of how the marketplace undermines families, yet they also strongly believe in free-market capitalism.
12. that he urged Americans to go out and shop to show their patriotism.
13. Clear disconnect between our awareness of the problem and our willingness to do something about it. Most importantly, suggests that the problem is much deeper -- institutional -- and will need to be addressed at that level, not just preaching to individuals.
14. that they are dealing with real money.
15. size of homes has tripled since WWII (750 sq. ft. - 2,300 sq. ft.), and along with that, of course, more bathrooms, bedrooms, garages, despite smaller families.
16. That happiness is not necessarily tied to having more stuff. The average American has twice as much today as in 1957 but is not as happy.
17. "...every 10 percent increase in highway network results in a 5.3 percent increase in the amount of congestion." (or, simply: more highways more congestion, instead of less congestion.)
18. Linder realized that predictions about all sorts of free time were a myth -- economic growth entails a general increase in scarcity of time. All the stuff we buy needs upkeep, not to mention time spent shopping for it. Whereas the Senate predicted a 14-22 hour workweek by 2000.
19. cut back work hours by half.
20. There are some conservatives (such as Glen Stanton of Focus on the Family or Robert Lutwalk) who are strong supporters of free market capitalism, yet they also recognize how it undermines families and communities in its drive for profits. Chapter 7 opens by focusing on marketing to kids which encourages instant gratification, nagging parents for stuff, all of which creates tension in the family.
21. 20% (or many) American school districts have banned recess for elementary school children to supposedly "maximize instruction time to prepare children to compete in the global economy." -- that is, prepare to take standardized tests.
22. "Consumers have no duties or responsibilities or obligations to their fellow consumers. Citizens do." Citizens are about community, while consumers care primarily about themselves.
23. land devoted to public uses -- parks civic buildings, schools, churches, etc. had decreased by 20%, and we've increasingly privatized our lifestyles.
24. she was talking about spiritual poverty, or poverty of the soul.
25. "Their conclusions were unequivocal: These individuals for whom accumulating wealth was a primary aspiration were associated with less self-actualization, less vitality, more depression and more anxiety."
26. growing economic inequality -- a "titanic gulf" separating rich and poor.
27. By creating a sense of deprivation among them because they can't obtain the products advertisers tell us we have to have to fit in, get ahead, be somebody.
28. Both graphs exaggerate the upward curve of the line because of the bottom scale of years which covers 1000s and 100s of years.
29. dead zones (no fish) due to all sorts of hazardous substances we put on agricultural fields which are then carried down the Mississippi river to the Gulf, not to mention cruise ships dumping their wastes.
30. getting people to admit they have a problem.
31. any two of the following: (a) self-actualization - becoming all you can be; (b) aesthetic - beauty, balance, form; (c) cognition -- knowledge, meaning, order; (d) esteem - self-esteem; respect for others; (e) love & belongingness...
32. I suggested their "original sin" was NOT greed but disobedience.
33. amount of liberty -- "...liberty to seek recreation, liberty to enjoy life, liberty to improve the mind,..." etc.
34. any two of the following: (a) suburbanization (McMansions); (b) automobile/interstate highway system; (c) malls; (d) expansion of credit; (e) planned obsolescence/design changes; (f) TV.
35. "regions which should remain beyond supply and demand" -- such as Mother's Day, the most tender and sacred human relationship which has become commercialized.
36. a "spin doctor" -- "experts" who really represent the interests of business -- often employed by "front" groups such as the American Council on Health and Science.
37. Broader institutional changes -- eg., reorienting our transportation system, or univeral health care. etc.
38. Leopold provides a statement of a standard by which we can determine what is RIGHT and WRONG with nature: "a thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community. It is wrong when it tends otherwise." -- but most of our activities ignore this law. Commoner's Four Laws of ECology represent a standard of a healthy ecosystem, and those activities which violate these laws represent a problem.
39. Adbusters magazine / anti-ads or un-commercials, which use some of the virus of advertising to innoculate people against advertising and the products it promotes.
40. he says he hopes shortened hours will stick -- "It may not ultimately be a sacrifice...It may be exactly what they need to be happier and healthier.
But why don't Ameican companies embrace shorter hours?
(1) cost of health care OR (2) cultural -- leisure today is suspect; shorter workweeks viewed as feminine.
That's it. Note that I certainly do not expect your answers to be word-for-word what I have here, but they should be close. Look over your exams, and don't hesitate to bring it back to me if you want me to look over any question(s).
MIDTERM EXAM ANSWERS: As most of you know, I handed back the midterm exams yesterday and started going over the answers in class, but only got to page #6. It was poor timing on my part. I should have started going over the exam earlier. So, rather than take up class time next Tuesday, and for the benefit of those who were not in class yesterday, I am going to post the answers on the blog. As I noted, you'll need to have these answers, especially for questions you missed or got points off, because I'll be re-asking many of these questions on the final exam. So here they are:
1. public opinion
2. (a) wholistic, (b) institutions, and how these institutions should be harmoniously interrelated, (c) good world -- reflected in Jordan and William Morris statements, (d) among some other possibilities...
3. doctor/medical analogy -- like the doctor diagnoses sickness on the basis of knowledge of what a healthy body is like. As the authors of "Affluenza" do in treating affluenza as a social disease with many symptoms.
4. that mainstream sociology focuses only on individuals and how they relate to each other psychologically. It is subjective; it ignores important relations to objects.
5. EXTERNALLY -- to objects in nature or the world, which are as vital as any internal relations of different organs. Suggests that resource issues, environmental pollution, etc. should be considered social problems.
6. how objects and our relation to objects are vital to who we are. Or, simply, the importance of objects in culture.
7. Institutions are organized systems of objects directed toward human ends, and as individuals we participate in and achieve our purposes through them. Work, likewise, is an organizing principle of life, providing routine and meaning to our lives as individuals.
8. because "normal" functioning of institutions such as "business as usual" may be part of the problem, or refer to the "pathology of normalcy."
9. that the average American family spends 6 hours a week shopping, yet parents only spend 40 minutes playing with their children.
10. "displaying anti-social behavior in the pursuit of a product is a good thing."
11. that they were very critical of how the marketplace undermines families, yet they also strongly believe in free-market capitalism.
12. that he urged Americans to go out and shop to show their patriotism.
13. Clear disconnect between our awareness of the problem and our willingness to do something about it. Most importantly, suggests that the problem is much deeper -- institutional -- and will need to be addressed at that level, not just preaching to individuals.
14. that they are dealing with real money.
15. size of homes has tripled since WWII (750 sq. ft. - 2,300 sq. ft.), and along with that, of course, more bathrooms, bedrooms, garages, despite smaller families.
16. That happiness is not necessarily tied to having more stuff. The average American has twice as much today as in 1957 but is not as happy.
17. "...every 10 percent increase in highway network results in a 5.3 percent increase in the amount of congestion." (or, simply: more highways more congestion, instead of less congestion.)
18. Linder realized that predictions about all sorts of free time were a myth -- economic growth entails a general increase in scarcity of time. All the stuff we buy needs upkeep, not to mention time spent shopping for it. Whereas the Senate predicted a 14-22 hour workweek by 2000.
19. cut back work hours by half.
20. There are some conservatives (such as Glen Stanton of Focus on the Family or Robert Lutwalk) who are strong supporters of free market capitalism, yet they also recognize how it undermines families and communities in its drive for profits. Chapter 7 opens by focusing on marketing to kids which encourages instant gratification, nagging parents for stuff, all of which creates tension in the family.
21. 20% (or many) American school districts have banned recess for elementary school children to supposedly "maximize instruction time to prepare children to compete in the global economy." -- that is, prepare to take standardized tests.
22. "Consumers have no duties or responsibilities or obligations to their fellow consumers. Citizens do." Citizens are about community, while consumers care primarily about themselves.
23. land devoted to public uses -- parks civic buildings, schools, churches, etc. had decreased by 20%, and we've increasingly privatized our lifestyles.
24. she was talking about spiritual poverty, or poverty of the soul.
25. "Their conclusions were unequivocal: These individuals for whom accumulating wealth was a primary aspiration were associated with less self-actualization, less vitality, more depression and more anxiety."
26. growing economic inequality -- a "titanic gulf" separating rich and poor.
27. By creating a sense of deprivation among them because they can't obtain the products advertisers tell us we have to have to fit in, get ahead, be somebody.
28. Both graphs exaggerate the upward curve of the line because of the bottom scale of years which covers 1000s and 100s of years.
29. dead zones (no fish) due to all sorts of hazardous substances we put on agricultural fields which are then carried down the Mississippi river to the Gulf, not to mention cruise ships dumping their wastes.
30. getting people to admit they have a problem.
31. any two of the following: (a) self-actualization - becoming all you can be; (b) aesthetic - beauty, balance, form; (c) cognition -- knowledge, meaning, order; (d) esteem - self-esteem; respect for others; (e) love & belongingness...
32. I suggested their "original sin" was NOT greed but disobedience.
33. amount of liberty -- "...liberty to seek recreation, liberty to enjoy life, liberty to improve the mind,..." etc.
34. any two of the following: (a) suburbanization (McMansions); (b) automobile/interstate highway system; (c) malls; (d) expansion of credit; (e) planned obsolescence/design changes; (f) TV.
35. "regions which should remain beyond supply and demand" -- such as Mother's Day, the most tender and sacred human relationship which has become commercialized.
36. a "spin doctor" -- "experts" who really represent the interests of business -- often employed by "front" groups such as the American Council on Health and Science.
37. Broader institutional changes -- eg., reorienting our transportation system, or univeral health care. etc.
38. Leopold provides a statement of a standard by which we can determine what is RIGHT and WRONG with nature: "a thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community. It is wrong when it tends otherwise." -- but most of our activities ignore this law. Commoner's Four Laws of ECology represent a standard of a healthy ecosystem, and those activities which violate these laws represent a problem.
39. Adbusters magazine / anti-ads or un-commercials, which use some of the virus of advertising to innoculate people against advertising and the products it promotes.
40. he says he hopes shortened hours will stick -- "It may not ultimately be a sacrifice...It may be exactly what they need to be happier and healthier.
But why don't Ameican companies embrace shorter hours?
(1) cost of health care OR (2) cultural -- leisure today is suspect; shorter workweeks viewed as feminine.
That's it. Note that I certainly do not expect your answers to be word-for-word what I have here, but they should be close. Look over your exams, and don't hesitate to bring it back to me if you want me to look over any question(s).
Friday, March 13, 2009
Family Questions for the Midterm
Below are the questions I accepted from the ones the families submitted. THEY WILL BE ON THE EXAM ON TUESDAY. In general, I thought the Yellow family's questions could have been more creative. I was able to accept two of the Yellow family's questions, but I modified them somewhat. The Blue family offered some better questions overall, and I accepted three of their questions, so the Blue family will get a bonus point for their efforts. Here they are:
YELLOW FAMILY: (Adam, Melanie, Chris, Sarah)
1. What is the significance of the fact that 1957 was the year the highest percentage of Americans described themselves as "very happy?" (2)
ANSWER: That happiness is not necessarily tied to having more. The average American has twice as much today as in 1957 but is not as happy.
2. Like any addiction, the first step in curing affluenza is what? (1)
ANSWER: getting people to admit that they have a problem.
BLUE FAMILY: (Kristen, Jessica, Mary-Elizabeth, who submitted some separately)
1. James Kuntsler says, "We've mutated from citizens to consumers in the last sixty years." (p. 65) What does Kuntsler believe is "the trouble with being consumers" rather than citizens? (2)
ANSWER: "Consumers have no duties or responsibilities or obligations to their fellow consumers. Citizens do." Citizens are about community while consumers care primarily about themselves.
2. What did Mother Teresa mean by referring to the United States as "...the poorest place I've ever been in my life?" (1)
ANSWER: she was talking about spiritual poverty, or poverty of the soul.
3. What is the importance of institutions, especially work, on the development of individuals? (2)
ANSWER: Institutions are organized systems of objects directed toward human ends, and as individuals we participate in and achieve our purposes through them. Work, likewise, is an organizing principle of life providing routine and meaning to our lives as individuals.
___________________________
That's it. See you Tuesday.
YELLOW FAMILY: (Adam, Melanie, Chris, Sarah)
1. What is the significance of the fact that 1957 was the year the highest percentage of Americans described themselves as "very happy?" (2)
ANSWER: That happiness is not necessarily tied to having more. The average American has twice as much today as in 1957 but is not as happy.
2. Like any addiction, the first step in curing affluenza is what? (1)
ANSWER: getting people to admit that they have a problem.
BLUE FAMILY: (Kristen, Jessica, Mary-Elizabeth, who submitted some separately)
1. James Kuntsler says, "We've mutated from citizens to consumers in the last sixty years." (p. 65) What does Kuntsler believe is "the trouble with being consumers" rather than citizens? (2)
ANSWER: "Consumers have no duties or responsibilities or obligations to their fellow consumers. Citizens do." Citizens are about community while consumers care primarily about themselves.
2. What did Mother Teresa mean by referring to the United States as "...the poorest place I've ever been in my life?" (1)
ANSWER: she was talking about spiritual poverty, or poverty of the soul.
3. What is the importance of institutions, especially work, on the development of individuals? (2)
ANSWER: Institutions are organized systems of objects directed toward human ends, and as individuals we participate in and achieve our purposes through them. Work, likewise, is an organizing principle of life providing routine and meaning to our lives as individuals.
___________________________
That's it. See you Tuesday.
Friday, March 6, 2009
Family Activity & More Lecture Notes on Affluenza
Before I launch into today's blog, let me note that yesterday (3/5) I posted a description of the paper assignment for this course. I do not plan to hand out a hard copy, so just refer to that post to get the details of that assignment.
FAMILY ACTIVITY: As I announced in class yesterday (3/5)in preparation for our upcoming midterm exam, I want each of you to begin formulating some midterm exam questions. At the beginning of our next class (Tues. 3/10), I will give the families time to brainstorm some questions from material we've covered since the beginning of the term and then submit FOUR short-answer questions (AND ANSWERS) to me by Thursday (3/12). I will try to accept at least two questions from each family to include on the midterm exam. For each additional question (beyond the two) that I accept from each family, that family will earn an additional bonus point. So, you may earn up to two bonus points for this exercise. This exercise is worth 4 points and you have to participate to earn those points. Finally, let me stress that I will need those questions NO LATER THAN THURSDAY (3/12)so that I may post them on this blog by Friday and you can study them for the midterm exam on Tuesday, March 17.
__________________________________
ADDITIONAL LECTURE NOTES ON "AFFLUENZA"
Chapter 18: An Emerging Epidemic
A. Opens with a very appropriate comment from none other than Erich Fromm in his book "The Sane Society" (from which the concept of the "pathology of normalcy" comes)about the "vision" of our consumer society -- what I would call "pig heaven." (p. 146)
B. In contrast to such a vision, the authors note how Ameicans willingly sacrificed and accepted rationing to defeat a common enemy during WWII. (curious how Bush never tried to do this with the "war on terror," or Iraq -- no sacrifice, just go shopping.)
C. After WWII, not to mention the deprivation of the Great Depression, there was tremendous pent-up demand which was initially given a boost by the GI Bill and low interest government loans (FHA), and a bit later the Interstate Highway System.
1. All of this was a tremendous boon to the suburbanization of America -- the growth of the auto industry and all sorts of consumer products to fill those increasingly big suburban homes.
D. In short, the good life became the GOODS life (pig heaven). "Waste not, want not," Benjamin Franklin once admonished. But the new slogan might have been Waste More, Want More." (p. 147)
E. "Planned obsolescence" became the order of the day. Products were made to last only a short time, or there were continual upgrades in style. GM had already introduced the idea of annual model changes in the car industry, to encourage people to buy a new car every year.
F. Of course, most Americans did not have the money to keep pace with all this, so consumer credit expanded tremendously. Became a "buy now, pay later" world.
G. The mall was invented and quickly spread mainly in suburban areas where the car was king.
H. The authors summarize many of these developments, and throw in for good measure the rise to television. (See mid p. 150) TV advertising and shows having the effect of "stretching reference groups," as Juliet Schor will stress in our next book, The Overpsent American.
I. Critics such as Vance Packard, John Kenneth Galbraith, and the counterculture movement of the '60s raised a red flag, but really to no avail. Also, an interesting comment from Bobby Kennedy when he was running for President in '68: "we will find neither national purpose nor personal satisfaction in a mere continuation of economic progress, in an endless amassing of worldly goods....The gross national product includes the destruction of the redwoods and the death of Lake Superior." (p. 152) President Carter was the last president to question the spread of affluenza, also to no avail of course.
Chapter 19: The age of affluenza
A. This chapter is mainly about the title of the first section, ADFLUENZA. "That advertising's prime purpose is to promote affluenza is hardly a secret,..." (p. 154) Then, see comment of Pierre Martineau, marketing director for the Chicago Tribune. (mid p. 154)
B. The costs of ads are phenomenal -- a typical 30-second national TV commercial costs nearly $300,000 to produce -- that's $10,000 a second! Advertising is a $217 billion a year industry. And its everywhere, as we know: billboards, school buses, coporate logos on some texts, product placement in films, even outer space was considered.
C. We live in an era of hypercommercialism. Advertising encourages us to meet nonmaterial needs (love, etc.) through material ends. Buy this product and we'll be loved and accepted. It's all about image.
D. The graph on p. 158 exaggerates the upward "consumption spike" (just as the earlier graph on species extinction did). Nonetheless, consumption has unquestionably increased greatly.
E. The authors close this chapter with some critical thoughts from conservative economist, Wilhelm Ropke. (See last 3 paragraphs, p. 159, very perceptive)
Chapter 20: Is there a (real) doctor in the house?
A. That is, a real doctor in contrast to the "spin doctors," which is what this chapter is mainly about.
B. But the authors begin by again making use of the doctor/medical analogy. Though there is all sorts of evidence (or symptoms) of the spread of affluena, as we've seen, we tend to look the other way -- "told over and over again (by the spin doctors)that the market will provide. But will it?"
1. "How many millions of Americans are wheezing with affluenza, yet remain stubbornly in denial?" (p.161)
C. Although we may be aware of how pervasive advertising has become, "few people really understand the other dimension of marketing -- an undercover (PR) industry that creates and perpetuates our commercial culture." (p. 161) They go on to give numerous examples of how powerful this PR campaign is. For example --
1. Actually working behind the scenes to sabotage a book critical of some aspect of business.
2. Funding "front groups" which have the appearance of being reputable, such as the American Council on Health and Science (note the funders, p. 163)
3. Note successful earlier campaigns to defend cigarettes and leaded gas.
4. PR firms which have sought to sow doubt regarding the global warming problem -- suggest it may actually be good for us. Video entitled "Greening of the Earth" emphasizing all the crops we'll be able to grow, ignoring the spread of tropical diseases, droughts, floods, hurricanes, rising sea levels, economic disruption.
5. PR has infiltrated the news media -- significant percentage of news stories generated by "spin doctors" or PR "journalists."
D. The consequences may be dire, given the speed we seem to be travelling at. (See last paragraph, p. 170)
That brings us up to Part Three, where we'll start on Tuesday 3/10.
FAMILY ACTIVITY: As I announced in class yesterday (3/5)in preparation for our upcoming midterm exam, I want each of you to begin formulating some midterm exam questions. At the beginning of our next class (Tues. 3/10), I will give the families time to brainstorm some questions from material we've covered since the beginning of the term and then submit FOUR short-answer questions (AND ANSWERS) to me by Thursday (3/12). I will try to accept at least two questions from each family to include on the midterm exam. For each additional question (beyond the two) that I accept from each family, that family will earn an additional bonus point. So, you may earn up to two bonus points for this exercise. This exercise is worth 4 points and you have to participate to earn those points. Finally, let me stress that I will need those questions NO LATER THAN THURSDAY (3/12)so that I may post them on this blog by Friday and you can study them for the midterm exam on Tuesday, March 17.
__________________________________
ADDITIONAL LECTURE NOTES ON "AFFLUENZA"
Chapter 18: An Emerging Epidemic
A. Opens with a very appropriate comment from none other than Erich Fromm in his book "The Sane Society" (from which the concept of the "pathology of normalcy" comes)about the "vision" of our consumer society -- what I would call "pig heaven." (p. 146)
B. In contrast to such a vision, the authors note how Ameicans willingly sacrificed and accepted rationing to defeat a common enemy during WWII. (curious how Bush never tried to do this with the "war on terror," or Iraq -- no sacrifice, just go shopping.)
C. After WWII, not to mention the deprivation of the Great Depression, there was tremendous pent-up demand which was initially given a boost by the GI Bill and low interest government loans (FHA), and a bit later the Interstate Highway System.
1. All of this was a tremendous boon to the suburbanization of America -- the growth of the auto industry and all sorts of consumer products to fill those increasingly big suburban homes.
D. In short, the good life became the GOODS life (pig heaven). "Waste not, want not," Benjamin Franklin once admonished. But the new slogan might have been Waste More, Want More." (p. 147)
E. "Planned obsolescence" became the order of the day. Products were made to last only a short time, or there were continual upgrades in style. GM had already introduced the idea of annual model changes in the car industry, to encourage people to buy a new car every year.
F. Of course, most Americans did not have the money to keep pace with all this, so consumer credit expanded tremendously. Became a "buy now, pay later" world.
G. The mall was invented and quickly spread mainly in suburban areas where the car was king.
H. The authors summarize many of these developments, and throw in for good measure the rise to television. (See mid p. 150) TV advertising and shows having the effect of "stretching reference groups," as Juliet Schor will stress in our next book, The Overpsent American.
I. Critics such as Vance Packard, John Kenneth Galbraith, and the counterculture movement of the '60s raised a red flag, but really to no avail. Also, an interesting comment from Bobby Kennedy when he was running for President in '68: "we will find neither national purpose nor personal satisfaction in a mere continuation of economic progress, in an endless amassing of worldly goods....The gross national product includes the destruction of the redwoods and the death of Lake Superior." (p. 152) President Carter was the last president to question the spread of affluenza, also to no avail of course.
Chapter 19: The age of affluenza
A. This chapter is mainly about the title of the first section, ADFLUENZA. "That advertising's prime purpose is to promote affluenza is hardly a secret,..." (p. 154) Then, see comment of Pierre Martineau, marketing director for the Chicago Tribune. (mid p. 154)
B. The costs of ads are phenomenal -- a typical 30-second national TV commercial costs nearly $300,000 to produce -- that's $10,000 a second! Advertising is a $217 billion a year industry. And its everywhere, as we know: billboards, school buses, coporate logos on some texts, product placement in films, even outer space was considered.
C. We live in an era of hypercommercialism. Advertising encourages us to meet nonmaterial needs (love, etc.) through material ends. Buy this product and we'll be loved and accepted. It's all about image.
D. The graph on p. 158 exaggerates the upward "consumption spike" (just as the earlier graph on species extinction did). Nonetheless, consumption has unquestionably increased greatly.
E. The authors close this chapter with some critical thoughts from conservative economist, Wilhelm Ropke. (See last 3 paragraphs, p. 159, very perceptive)
Chapter 20: Is there a (real) doctor in the house?
A. That is, a real doctor in contrast to the "spin doctors," which is what this chapter is mainly about.
B. But the authors begin by again making use of the doctor/medical analogy. Though there is all sorts of evidence (or symptoms) of the spread of affluena, as we've seen, we tend to look the other way -- "told over and over again (by the spin doctors)that the market will provide. But will it?"
1. "How many millions of Americans are wheezing with affluenza, yet remain stubbornly in denial?" (p.161)
C. Although we may be aware of how pervasive advertising has become, "few people really understand the other dimension of marketing -- an undercover (PR) industry that creates and perpetuates our commercial culture." (p. 161) They go on to give numerous examples of how powerful this PR campaign is. For example --
1. Actually working behind the scenes to sabotage a book critical of some aspect of business.
2. Funding "front groups" which have the appearance of being reputable, such as the American Council on Health and Science (note the funders, p. 163)
3. Note successful earlier campaigns to defend cigarettes and leaded gas.
4. PR firms which have sought to sow doubt regarding the global warming problem -- suggest it may actually be good for us. Video entitled "Greening of the Earth" emphasizing all the crops we'll be able to grow, ignoring the spread of tropical diseases, droughts, floods, hurricanes, rising sea levels, economic disruption.
5. PR has infiltrated the news media -- significant percentage of news stories generated by "spin doctors" or PR "journalists."
D. The consequences may be dire, given the speed we seem to be travelling at. (See last paragraph, p. 170)
That brings us up to Part Three, where we'll start on Tuesday 3/10.
Thursday, March 5, 2009
Paper Topic Description
Sociology 215
Paper Topic
3/5/09
A. For this assignment, each of you will identify and investigate a social problem other than the ones we will be considering in class. Of course, since everything is interrelated, it is quite possible that whatever problem you choose to focus on may be indirectly connected to the social problems we are focusing on in class. Nonetheless, I'd like them to be sufficiently different, and in order to insure that, you will need to get my ok for your topic NO LATER THAN THURSDAY, MARCH 26TH, which is our last class before Spring Break.
In identifying a social problem, you will need to make a case for why it is a social problem and how serious it is based on my class lectures on the ground or basis for defining social problems which I presented during the first couple weeks of the semester (some of which I posted on this blog). You will have to do some research to at least describe the nature of the problem and make the case for why it should be considered a serious social problem. Beyond that, I then want you to discuss HOW you would go about investigating this problem. For example, what sources might you consult? what institutions and individuals are involved? who might you interview and what sort of questions would you ask?, etc. In short, the paper as a whole can be looked upon as a formal proposal you might write to do an independent study or independent Interim. Indeed, doing such an independent study or Interim might be something to consider in the future and this paper (with some minor changes) might serve as your proposal.
B. The paper should be roughly 6-7 pages. Be sure to indicate the page number(s) and source(s) in parentheses following any quotation(s) you incorporate in your paper (eg. p. 97, Schor). Please include a bibliography of sources at the end, including web addresses of any Internet sources consulted.
C. The paper itself is due THURSDAY, APRIL 30TH. On that day, you will all be called upon to give a brief presentation (5-10 minutes) of your paper in class, which will also be evaluated. The paper is worth 40 points and the class presentation 10 points, for a total of 50 for this assignment.
__________________________________
Tomorrow (Fri. 3/6) I will be posting some more lecture notes on "Affluenza," along with a description of the family exercise involving making up midterm exam questions for the midterm exam which will be given on Tuesday, March 17th, as I announced this morning. Finally, all of you individually should be thinking of some questions over the weekend so you'll have something to discuss with your other family members next Tuesday.
Paper Topic
3/5/09
A. For this assignment, each of you will identify and investigate a social problem other than the ones we will be considering in class. Of course, since everything is interrelated, it is quite possible that whatever problem you choose to focus on may be indirectly connected to the social problems we are focusing on in class. Nonetheless, I'd like them to be sufficiently different, and in order to insure that, you will need to get my ok for your topic NO LATER THAN THURSDAY, MARCH 26TH, which is our last class before Spring Break.
In identifying a social problem, you will need to make a case for why it is a social problem and how serious it is based on my class lectures on the ground or basis for defining social problems which I presented during the first couple weeks of the semester (some of which I posted on this blog). You will have to do some research to at least describe the nature of the problem and make the case for why it should be considered a serious social problem. Beyond that, I then want you to discuss HOW you would go about investigating this problem. For example, what sources might you consult? what institutions and individuals are involved? who might you interview and what sort of questions would you ask?, etc. In short, the paper as a whole can be looked upon as a formal proposal you might write to do an independent study or independent Interim. Indeed, doing such an independent study or Interim might be something to consider in the future and this paper (with some minor changes) might serve as your proposal.
B. The paper should be roughly 6-7 pages. Be sure to indicate the page number(s) and source(s) in parentheses following any quotation(s) you incorporate in your paper (eg. p. 97, Schor). Please include a bibliography of sources at the end, including web addresses of any Internet sources consulted.
C. The paper itself is due THURSDAY, APRIL 30TH. On that day, you will all be called upon to give a brief presentation (5-10 minutes) of your paper in class, which will also be evaluated. The paper is worth 40 points and the class presentation 10 points, for a total of 50 for this assignment.
__________________________________
Tomorrow (Fri. 3/6) I will be posting some more lecture notes on "Affluenza," along with a description of the family exercise involving making up midterm exam questions for the midterm exam which will be given on Tuesday, March 17th, as I announced this morning. Finally, all of you individually should be thinking of some questions over the weekend so you'll have something to discuss with your other family members next Tuesday.
Friday, February 27, 2009
Lecture Notes on AFFLUENZA
I never seem to make as much progress as I'd like in class on my commentary on our book, "Affluenza," so here are some more lecture notes. We left off in Chapter 8 on p. 65 and James Kuntsler's comment about citizens being turned into consumers over the last sixty years, and what is wrong with that.
D. The so-called "chaining of America," i.e., increasing dominance of big box retail chains such as Wal Mart have also contributed to the "community chills" by undercutting small businesses that are often the heart and soul of a community -- all mainly for the sake of "lower prices," so we can consume more.
E. We have seen a tremendous growth in "gated communities" which sociologist Edward Blakely suggests in "Fortress America" divides people of different income levels and races rather than bring them together.
1. Division undermines trust, and in this context the authors cite David Callahan's "The Cheating Culture," which we'll be reading later. (see p. 69)
F. Another indicator of community chills is the decline of public institutions such as parks, libraries, schools. Since 1950, tha amount of land devoted to public uses has declined by one-fifth, while the amount we pay for rent or mortgages increased to one-half of our income. "The evidence shows that as we've disinvested in the public areas and "privatized" our lifestyles, we've often left citizenship and care at the front door. So many services are now delivered for a profit by the private sector, we seem to have just gotten out of the habit of taking care of each other." (p. 70)
G. They conclude by describing a vicious cycle at work here which has actual health consequences. (See 1st paragraph, p. 71)
Chapter 9: An Ache for Meaning
A. The acquisition of money, stuff, power is clearly not enough by itself to give our lives meaning. And, as this chapter notes, there are all sorts of indicators that our consumer paradise has not brought fulfillment to Americans. (eg., that "The rate of clinical depression in the U.S. today is 10 times what it was before 1945." p. 77 -- although I am sure part of this huge increase is due to the fact that we look for depression more these days.)
1. Mother Teresa's remark about the U.S. is interesting in this regard: "this is the poorest place I've ever been in my life." (p. 74) - poor, spiritually.
B. In contrast, the authors note the meaning, sense of fulifillment CCC workers got during the Great Depression -- that they were helping "build America."
C. Cite some studies which challenge what might be regarded as common sense (especially among economists) -- that we are primarily motivated by material self-interest.
1. Note what Dr. Michael Lerner found. (see mid. p. 76)
2. Also, psychology professors, Tim Kasser and Richard Ryan: "They compared individuals whose primary aspirations were financial with others who were oriented toward lives of community service and strong relationships with other people."
"Their conclusions were unequivocal. Those individuals for whom accumulating wealth was a primary aspiration 'were associated with less self-actualization, less vitality, more depression and more anxiety.' Their studies, they wrote, 'demonstrated the deleterious consequences of having money as an important guiding principle in life.'" (p. 77)
3. Even so, they cite evidence again of how students' attitudes have changed and they have come to embrace the dream of money, status, etc. rather than public service.
D. Even some conservative, free-market defenders acknowledge the soulless quality of our economic life. However, when they talk about the need for individuals to seek meaning beyond that, they appear to focus only on individual meaning; they do not seem to appreciate individuals' connection with the larger life of society.
1. To cite one of these conservatives, Ernest van den Haag, some of his criticism of mass consumption and mass production is reminiscent of Marx. (see section, "Standardized People", pp. 79-80)
Chapter 10: Social Scars
A. They open by reminding us of some of the costs of the age of affluenza -- for example, in Thailand where hundreds of women died in a factory fire where plastic toys were made for American children. (see "Toys for Saps" handout)
B. No question our economic system delivers the consumer goods in abundance and relatively cheaply, yet it also reinforces inequality (top, p. 82).
C. "The rising tide of American affluenza hasn't lifted all boats, but it has drowned a lot of dreams. A titanic gulf now separates rich and poor in America." (p. 82)
1. The authors go on to recite several statistical indicators of the growing economic inequality. For example, that at one time Bill Gates had assets worth $90 billion, more than the bottom half of the American population and more than the GNP of 119 nations.
2. Most telling in this regard, as the authors emphasize, is the gap between CEO salaries and ordinary workers. (see top p. 84)
D. The poor also tend to live in communities where pollution is more widespread.
E. Finally, they draw a connection between affluenza and the social scar of crime. The sense of deprivation, especially among young people in poor communities is intense and often leads to crime. Trend spotter, Gerald Celente, discovered this in interviewing youthful gang members. (This relates to a major theory of crime and deviance -- Merton's "anomie theory.")
G. They also briefly address the "Global infection" -- how social scars left by affluenza are being replicated throughout the entire world, as more and more cultures copy the American lifestyle.
1. David Korten got tired of promoting our high-consumption lifestyle abroad.
2. Inequalities are extreme.
3. I agree wholeheartedly with their final recommendation -- "It is critical that we begin to set another example for the world, and quickly." (p. 88) Unfortunately, there is no evidence that we have moved in this direction.
That's all for now, so we will pick up with Chapter 11 next Tuesday, 3/3. I will hand out that "Toys for Saps" article I referred to above. And I will hand your essays back.
D. The so-called "chaining of America," i.e., increasing dominance of big box retail chains such as Wal Mart have also contributed to the "community chills" by undercutting small businesses that are often the heart and soul of a community -- all mainly for the sake of "lower prices," so we can consume more.
E. We have seen a tremendous growth in "gated communities" which sociologist Edward Blakely suggests in "Fortress America" divides people of different income levels and races rather than bring them together.
1. Division undermines trust, and in this context the authors cite David Callahan's "The Cheating Culture," which we'll be reading later. (see p. 69)
F. Another indicator of community chills is the decline of public institutions such as parks, libraries, schools. Since 1950, tha amount of land devoted to public uses has declined by one-fifth, while the amount we pay for rent or mortgages increased to one-half of our income. "The evidence shows that as we've disinvested in the public areas and "privatized" our lifestyles, we've often left citizenship and care at the front door. So many services are now delivered for a profit by the private sector, we seem to have just gotten out of the habit of taking care of each other." (p. 70)
G. They conclude by describing a vicious cycle at work here which has actual health consequences. (See 1st paragraph, p. 71)
Chapter 9: An Ache for Meaning
A. The acquisition of money, stuff, power is clearly not enough by itself to give our lives meaning. And, as this chapter notes, there are all sorts of indicators that our consumer paradise has not brought fulfillment to Americans. (eg., that "The rate of clinical depression in the U.S. today is 10 times what it was before 1945." p. 77 -- although I am sure part of this huge increase is due to the fact that we look for depression more these days.)
1. Mother Teresa's remark about the U.S. is interesting in this regard: "this is the poorest place I've ever been in my life." (p. 74) - poor, spiritually.
B. In contrast, the authors note the meaning, sense of fulifillment CCC workers got during the Great Depression -- that they were helping "build America."
C. Cite some studies which challenge what might be regarded as common sense (especially among economists) -- that we are primarily motivated by material self-interest.
1. Note what Dr. Michael Lerner found. (see mid. p. 76)
2. Also, psychology professors, Tim Kasser and Richard Ryan: "They compared individuals whose primary aspirations were financial with others who were oriented toward lives of community service and strong relationships with other people."
"Their conclusions were unequivocal. Those individuals for whom accumulating wealth was a primary aspiration 'were associated with less self-actualization, less vitality, more depression and more anxiety.' Their studies, they wrote, 'demonstrated the deleterious consequences of having money as an important guiding principle in life.'" (p. 77)
3. Even so, they cite evidence again of how students' attitudes have changed and they have come to embrace the dream of money, status, etc. rather than public service.
D. Even some conservative, free-market defenders acknowledge the soulless quality of our economic life. However, when they talk about the need for individuals to seek meaning beyond that, they appear to focus only on individual meaning; they do not seem to appreciate individuals' connection with the larger life of society.
1. To cite one of these conservatives, Ernest van den Haag, some of his criticism of mass consumption and mass production is reminiscent of Marx. (see section, "Standardized People", pp. 79-80)
Chapter 10: Social Scars
A. They open by reminding us of some of the costs of the age of affluenza -- for example, in Thailand where hundreds of women died in a factory fire where plastic toys were made for American children. (see "Toys for Saps" handout)
B. No question our economic system delivers the consumer goods in abundance and relatively cheaply, yet it also reinforces inequality (top, p. 82).
C. "The rising tide of American affluenza hasn't lifted all boats, but it has drowned a lot of dreams. A titanic gulf now separates rich and poor in America." (p. 82)
1. The authors go on to recite several statistical indicators of the growing economic inequality. For example, that at one time Bill Gates had assets worth $90 billion, more than the bottom half of the American population and more than the GNP of 119 nations.
2. Most telling in this regard, as the authors emphasize, is the gap between CEO salaries and ordinary workers. (see top p. 84)
D. The poor also tend to live in communities where pollution is more widespread.
E. Finally, they draw a connection between affluenza and the social scar of crime. The sense of deprivation, especially among young people in poor communities is intense and often leads to crime. Trend spotter, Gerald Celente, discovered this in interviewing youthful gang members. (This relates to a major theory of crime and deviance -- Merton's "anomie theory.")
G. They also briefly address the "Global infection" -- how social scars left by affluenza are being replicated throughout the entire world, as more and more cultures copy the American lifestyle.
1. David Korten got tired of promoting our high-consumption lifestyle abroad.
2. Inequalities are extreme.
3. I agree wholeheartedly with their final recommendation -- "It is critical that we begin to set another example for the world, and quickly." (p. 88) Unfortunately, there is no evidence that we have moved in this direction.
That's all for now, so we will pick up with Chapter 11 next Tuesday, 3/3. I will hand out that "Toys for Saps" article I referred to above. And I will hand your essays back.
Wednesday, February 25, 2009
Passages from "The End of the Hamptons" & More Lecture Notes
Yesterday (Tues. 2/24) in class I quoted the following passages in class from a book entitled, "The End of the Hamptons." Both passages had to do with what the authors of "Affluenza" call "swollen expectations," specifically as regards housing.
First, a definition of sorts of the "McMansion," which has become commonplace today:
"Despite the wide range of characteristics that McMansions seem to possess, most architects, scholars, and critics seem to agree on the basic elements of these fashionable houses. McMansions range from 3,000 to 7,000 square feet or more and are erected on relatively bare lots that have either been clear-cut of trees or occupy old farmland." (p. 60)
Then, an extreme example of excess in housing: "...no residential building has inspired more hyperbole than Ira Rennert's planned 110,000-square-foot complex, called "Fair Field," in Sagaponack. Rennert, a billionaire whose money comes primarily from buying and selling chemical and coal companies and cashing in on junk bonds, has designed a "home" that will feature almost 30 bedrooms, 40 bathrooms, a 164-seat theater, a restaurant-size kitchen, and an entire English pub reconstructed piece by piece from its historic location in Britain." (pp. 61-62)
________________________
LECTURE NOTES ON CHAPTER 4: CHRONIC CONGESTION
A. We are literally "all stuffed up," which explains the growth of the storage industry. "In our homes, workplaces, and streets, chronic congestion has settled into our daily lives -- chaotic clutter that demands constant maintenance, sorting, displaying, and replacing." (p. 32)
1. They raise the question of: "...do we have stuff, or does it have us?" (p. 32)
B. Car clutter is a good case in point. We've been building and selling more and more cars to the point where we now have more cars (204 million) than registered drivers. And we can't keep up in terms of highway/road construction. Paradoxically: "The Texas institute researchers concluded that every 10 percent increase in the highway network results in a 5.3 percent increase in the amount of congestion." (p. 34)
1. And it's a very costly proposition when you consider the price tag for Boston's "Big Dig" was $18 billion (and counting because it still has problems), all to accommodate the private automobile.
2. And this is not to mention the serious environmental and health costs.
3. It is not going to get solved until we get serious about re-organizing communities (ending sprawl) so as to better accommodate mass transit and more walking, etc. -- higher density of housing.
C. "Despite tangible indications of indigestion, we keep consuming, partly because we're convinced it's normal." (p. 36)
1. But as the authors note, citing Erich Fromm (remember my reference to his concept of the "pathology of normalcy"): "That millions share the same forms of mental pathology does not make those people sane." (p. 36)
That takes us up to Chapter 5, where we'll pick up tomorrow. I wanted to get through Chapter 4 for the sake of your first essay assignment, which is DUE TOMORROW (THURS. 2/26).
First, a definition of sorts of the "McMansion," which has become commonplace today:
"Despite the wide range of characteristics that McMansions seem to possess, most architects, scholars, and critics seem to agree on the basic elements of these fashionable houses. McMansions range from 3,000 to 7,000 square feet or more and are erected on relatively bare lots that have either been clear-cut of trees or occupy old farmland." (p. 60)
Then, an extreme example of excess in housing: "...no residential building has inspired more hyperbole than Ira Rennert's planned 110,000-square-foot complex, called "Fair Field," in Sagaponack. Rennert, a billionaire whose money comes primarily from buying and selling chemical and coal companies and cashing in on junk bonds, has designed a "home" that will feature almost 30 bedrooms, 40 bathrooms, a 164-seat theater, a restaurant-size kitchen, and an entire English pub reconstructed piece by piece from its historic location in Britain." (pp. 61-62)
________________________
LECTURE NOTES ON CHAPTER 4: CHRONIC CONGESTION
A. We are literally "all stuffed up," which explains the growth of the storage industry. "In our homes, workplaces, and streets, chronic congestion has settled into our daily lives -- chaotic clutter that demands constant maintenance, sorting, displaying, and replacing." (p. 32)
1. They raise the question of: "...do we have stuff, or does it have us?" (p. 32)
B. Car clutter is a good case in point. We've been building and selling more and more cars to the point where we now have more cars (204 million) than registered drivers. And we can't keep up in terms of highway/road construction. Paradoxically: "The Texas institute researchers concluded that every 10 percent increase in the highway network results in a 5.3 percent increase in the amount of congestion." (p. 34)
1. And it's a very costly proposition when you consider the price tag for Boston's "Big Dig" was $18 billion (and counting because it still has problems), all to accommodate the private automobile.
2. And this is not to mention the serious environmental and health costs.
3. It is not going to get solved until we get serious about re-organizing communities (ending sprawl) so as to better accommodate mass transit and more walking, etc. -- higher density of housing.
C. "Despite tangible indications of indigestion, we keep consuming, partly because we're convinced it's normal." (p. 36)
1. But as the authors note, citing Erich Fromm (remember my reference to his concept of the "pathology of normalcy"): "That millions share the same forms of mental pathology does not make those people sane." (p. 36)
That takes us up to Chapter 5, where we'll pick up tomorrow. I wanted to get through Chapter 4 for the sake of your first essay assignment, which is DUE TOMORROW (THURS. 2/26).
Friday, February 20, 2009
Dumbest and Most Detrimental Commercials & Family Points About "Affluenza"
Below are the results of our little contest:
Dumbest: Snuggie (Melanie R.)
Detrimental: Amp Energy Drink (Kristen K.)
each of the winners received 5 votes. So they will earn 2 bonus points for this exercise.
I appreciated all of the submissions. You clearly seem to be aware of the often ridiculous lengths to which advertisers will go to sell us stuff, even to the point of offending us and promoting lifestyles that are unhealthy both for us as individuals and for society as a whole.
FAMILY POINTS FROM "AFFLUENZA": so everyone has these points, I restate them below. Keep in mind that I may draw on them in making up questions for the midterm exam.
Blue Family: Most startling fact or statistic: that the average American family (or parents) spends 6 hours a week shopping but only 40 minutes together with their children. In addition, it was noted that "materialism has truly consumed the American people" and perhaps most especially the kids.
Point or argument: Clearly, the voluntary simplicity movement did NOT reach 15 percent of the American people by 2000, as one expert predicted. "From the time the movie was made (1997) I believe the percent has dropped from five percent due to the poten(cy) of affluenza. The "green" movement that was intended to reverse the trend of overconsumption appears to have shifted the focus of spending but not reduced it in the least."
Yellow Family: Most startling fact or statistic: same as above.
Point or argument: The misuse of credit cards. People often don't understand how to use credit cards; they forget that the money they charge to their cards will eventually have to be paid back. Credit card debt is fueled by all the commercials we see which convey the message that "you can buy happiness" (but "just don't pay retail for it," of course).
That's all for now. REMEMBER, ON TUESDAY (2/24) I WILL BE HANDING OUT OUR FIRST ESSAY ASSIGNMENT, WHICH WILL BE DUE ON THURSDAY (2/26).
Dumbest: Snuggie (Melanie R.)
Detrimental: Amp Energy Drink (Kristen K.)
each of the winners received 5 votes. So they will earn 2 bonus points for this exercise.
I appreciated all of the submissions. You clearly seem to be aware of the often ridiculous lengths to which advertisers will go to sell us stuff, even to the point of offending us and promoting lifestyles that are unhealthy both for us as individuals and for society as a whole.
FAMILY POINTS FROM "AFFLUENZA": so everyone has these points, I restate them below. Keep in mind that I may draw on them in making up questions for the midterm exam.
Blue Family: Most startling fact or statistic: that the average American family (or parents) spends 6 hours a week shopping but only 40 minutes together with their children. In addition, it was noted that "materialism has truly consumed the American people" and perhaps most especially the kids.
Point or argument: Clearly, the voluntary simplicity movement did NOT reach 15 percent of the American people by 2000, as one expert predicted. "From the time the movie was made (1997) I believe the percent has dropped from five percent due to the poten(cy) of affluenza. The "green" movement that was intended to reverse the trend of overconsumption appears to have shifted the focus of spending but not reduced it in the least."
Yellow Family: Most startling fact or statistic: same as above.
Point or argument: The misuse of credit cards. People often don't understand how to use credit cards; they forget that the money they charge to their cards will eventually have to be paid back. Credit card debt is fueled by all the commercials we see which convey the message that "you can buy happiness" (but "just don't pay retail for it," of course).
That's all for now. REMEMBER, ON TUESDAY (2/24) I WILL BE HANDING OUT OUR FIRST ESSAY ASSIGNMENT, WHICH WILL BE DUE ON THURSDAY (2/26).
Friday, February 13, 2009
Lecture Notes on What Constitutes a Healthy or Well-Ordered Society
Below are the lecture notes I was not able to get to yesterday (Thurs. 2/12). Before I get into them, let me remind you of the family activity I posted yesterday as well, which describes what we will be doing next Tuesday. Check it out.
I wrapped up yesterday's class by defining society as an ORGANIZED SYSTEM OF INSTITUTIONS. Earlier I had defined institutions as ORGANIZED SYSTEMS OF OBJECTS DIRECTED TOWARD HUMAN ENDS, and stressed how they are the real actors in modern society and that, as individuals, we achieve our ends through these institutions. That brings us to the final question we need to address, which is: what constitutes a healthy or well-ordered society? Just as the doctor must have a conception of a healthy body to make a diagnosis of sickness, likewise we need to have some idea of a healthy society to diagnosis sickness (or problems) in it.
A. So, based on the conception of society presented above, I would argue that, in general, a well-ordered society would involve the proper organization of these institutions -- that these institutions function harmoniously, which in turn is key to individuals leading a satisfying life.
1. There is a difference between institutions functioning harmoniously and the NORMAL functioning of these institutions -- indeed, the NORMAL functioning of these institutions may be the real problem (as I believe we will see in our critical analysis of overconsumption/debt and the "cheating culture," etc.) This is like making the argument that "business as usual" is the problem. In a book entitled, The Sane Society, Erich Fromm introduced the concept of the "pathology of normalcy," which also suggests that what we look upon as normal may be pathological or sick.
2. More practically speaking, to have a good house to live in (which is a crucial object for all of us), it is important that the carpenter you hire is competent, has been well-trained, has good tools and materials, and proper nourishment -- in short, that he is properly instrumented. In an ultimate sense, this would require that the economy be right, agriculture be right, education/training be right, etc. for good houses to be built. Remember human relations are mediated by objects.
B. To push this further, one would have to define the essential purpose of the basic institutions in our society -- what role each institutions plays in maintaining that larger life (society) in which we all participate. It is also vital for us as individuals to consider our place, our role in this larger life too. (As the authors of Affluenza do in Chapter 14 when they consider the broad question of what the purpose of our economy should be.)
C. Since my sketch of society is largely based on the social thought of American philosopher, Elijah Jordan, I believe it is appropriate to give him the last word on this -- a statement of what he calls "the law of morality," or a standard for determining what constitutes a healthy society --
"The good life posits a person or actor endowed by nature and by culture with all the capacities that are possible to him, with these capacities developed to their fullest possible degree; the person living in a world so organized and ordered as to guarantee to the person full and free access to all the means and instruments necessary to the adequate and appropriate expression of his capacities and to the realization of his acts in satisfying objects." p. 59, The Good Life
Another nice statement of a general standard of a good society can be found in Affluenza, p. 140. The authors are discussing some of the ideas of William Morris:
" 'The good life of the future,' said Morris, would be totally unlike the life of the rich of his day. 'Free men,' he maintained, 'must live simple lives and have simple pleasures.' Morris defined a decent, wealthy life as requiring 'a healthy body, an active mind, occupation fit for a healthy body and active mind, and a beautiful world to live in.'"
1. One can easily gather from these general statements that conditions such as poverty, hunger, homelessness, unemployment (but also a life of excess) clearly represent social problems, problems both for individuals and for the larger society. Work is especially important -- it is, as I stressed earlier, AN ORGANIZING PRINCIPLE OF LIFE. We build our lives around our work. When there is a lack of work, meaningless or unrewarding work, or work that undermines or destroys that larger order of society, this is a serious social problem.
2. Insofar as our society, or any society, falls short of this standard of a healthy society described above (as all societies obviously do in varying degrees), we can say something is wrong, that social problems exist, that we have work to do.
That wraps up my effort to describe a ground or basis for defining social problems, so we will get into the social problem of "affluenza" next time....
I wrapped up yesterday's class by defining society as an ORGANIZED SYSTEM OF INSTITUTIONS. Earlier I had defined institutions as ORGANIZED SYSTEMS OF OBJECTS DIRECTED TOWARD HUMAN ENDS, and stressed how they are the real actors in modern society and that, as individuals, we achieve our ends through these institutions. That brings us to the final question we need to address, which is: what constitutes a healthy or well-ordered society? Just as the doctor must have a conception of a healthy body to make a diagnosis of sickness, likewise we need to have some idea of a healthy society to diagnosis sickness (or problems) in it.
A. So, based on the conception of society presented above, I would argue that, in general, a well-ordered society would involve the proper organization of these institutions -- that these institutions function harmoniously, which in turn is key to individuals leading a satisfying life.
1. There is a difference between institutions functioning harmoniously and the NORMAL functioning of these institutions -- indeed, the NORMAL functioning of these institutions may be the real problem (as I believe we will see in our critical analysis of overconsumption/debt and the "cheating culture," etc.) This is like making the argument that "business as usual" is the problem. In a book entitled, The Sane Society, Erich Fromm introduced the concept of the "pathology of normalcy," which also suggests that what we look upon as normal may be pathological or sick.
2. More practically speaking, to have a good house to live in (which is a crucial object for all of us), it is important that the carpenter you hire is competent, has been well-trained, has good tools and materials, and proper nourishment -- in short, that he is properly instrumented. In an ultimate sense, this would require that the economy be right, agriculture be right, education/training be right, etc. for good houses to be built. Remember human relations are mediated by objects.
B. To push this further, one would have to define the essential purpose of the basic institutions in our society -- what role each institutions plays in maintaining that larger life (society) in which we all participate. It is also vital for us as individuals to consider our place, our role in this larger life too. (As the authors of Affluenza do in Chapter 14 when they consider the broad question of what the purpose of our economy should be.)
C. Since my sketch of society is largely based on the social thought of American philosopher, Elijah Jordan, I believe it is appropriate to give him the last word on this -- a statement of what he calls "the law of morality," or a standard for determining what constitutes a healthy society --
"The good life posits a person or actor endowed by nature and by culture with all the capacities that are possible to him, with these capacities developed to their fullest possible degree; the person living in a world so organized and ordered as to guarantee to the person full and free access to all the means and instruments necessary to the adequate and appropriate expression of his capacities and to the realization of his acts in satisfying objects." p. 59, The Good Life
Another nice statement of a general standard of a good society can be found in Affluenza, p. 140. The authors are discussing some of the ideas of William Morris:
" 'The good life of the future,' said Morris, would be totally unlike the life of the rich of his day. 'Free men,' he maintained, 'must live simple lives and have simple pleasures.' Morris defined a decent, wealthy life as requiring 'a healthy body, an active mind, occupation fit for a healthy body and active mind, and a beautiful world to live in.'"
1. One can easily gather from these general statements that conditions such as poverty, hunger, homelessness, unemployment (but also a life of excess) clearly represent social problems, problems both for individuals and for the larger society. Work is especially important -- it is, as I stressed earlier, AN ORGANIZING PRINCIPLE OF LIFE. We build our lives around our work. When there is a lack of work, meaningless or unrewarding work, or work that undermines or destroys that larger order of society, this is a serious social problem.
2. Insofar as our society, or any society, falls short of this standard of a healthy society described above (as all societies obviously do in varying degrees), we can say something is wrong, that social problems exist, that we have work to do.
That wraps up my effort to describe a ground or basis for defining social problems, so we will get into the social problem of "affluenza" next time....
Thursday, February 12, 2009
Reminder & First Family Activity
First, let me remind you (specifically, Adam and Chris) that you need to post your comment on that first individual exercise. It is due today, but I will give you until MONDAY, 2/16 by NOON. If I do not see it by then you will not earn the points for this exercise and lose out on any opportunity for a bonus point if we vote on the best entry. As I noted in class this morning, we may take some time out on Thursday (2/19) to talk about your submissions and perhaps vote on the best one. One other reminder, and that is that I will be posting some of my lecture notes to wrap up my presentation on the question of a ground or basis for determining what qualifies as a social problem. I will probably do that tomorrow (Friday), so look for it and incorporate it in your notes.
FIRST FAMILY ACTIVITY: After viewing the video program, "Affluenza," next TUESDAY, 2/17 (which runs about 55 minutes), you will get together with your family and discuss what you thought was most significant about the program. More specifically, I want each family to come to some consensus or agreement on what you felt was the most significant point or argument made in the documentary and what you felt was the most startling fact or statistic presented ( which does not necessarily have to relate to your most significant point or argument). Each family will designate a spokesperson to present your findings at the beginning of class on THURSDAY, 2/19. That spokesperson will also turn in a brief write-up of your findings as well. I may incorporate the points you bring out in a question or two on the midterm exam. This exercise is worth 3 points. YOU HAVE TO PARTICIPATE IN ORDER TO EARN THE POINTS.
That's all for now. Look for some lecture notes being posted tomorrow (Fri)...
FIRST FAMILY ACTIVITY: After viewing the video program, "Affluenza," next TUESDAY, 2/17 (which runs about 55 minutes), you will get together with your family and discuss what you thought was most significant about the program. More specifically, I want each family to come to some consensus or agreement on what you felt was the most significant point or argument made in the documentary and what you felt was the most startling fact or statistic presented ( which does not necessarily have to relate to your most significant point or argument). Each family will designate a spokesperson to present your findings at the beginning of class on THURSDAY, 2/19. That spokesperson will also turn in a brief write-up of your findings as well. I may incorporate the points you bring out in a question or two on the midterm exam. This exercise is worth 3 points. YOU HAVE TO PARTICIPATE IN ORDER TO EARN THE POINTS.
That's all for now. Look for some lecture notes being posted tomorrow (Fri)...
Tuesday, February 3, 2009
Welcome & First Individual Exercise
Welcome to the official site of the Social Problems course (Soc. 215) blog. As I noted in class this morning, we will be using this site for a variety of activities over the course of the semester, the first of which I describe below. Remember that our blog begins with this post (Feb. 3, 2009). The rest of the material on this blog is from last Spring '08 class.
FIRST INDIVIDUAL EXERCISE: In the context of our critical examination of consumerism. I am sure you've all seen a print ad or TV commercial which struck you as nonsensical, dumb, or promoted a product (however popular) which you considered detrimental to individuals and/or society. For this exercise I want you to briefly describe (no more than one paragraph) one such ad and tell why you believe it was nonsensical, dumb, and/or promoted something you believe is bad for people or society. I want you to post your description by THURSDAY, FEB. 12TH. Following this, we will vote for the best entry, which will receive 2 bonus points. This exercise is worth 5 points.
FIRST INDIVIDUAL EXERCISE: In the context of our critical examination of consumerism. I am sure you've all seen a print ad or TV commercial which struck you as nonsensical, dumb, or promoted a product (however popular) which you considered detrimental to individuals and/or society. For this exercise I want you to briefly describe (no more than one paragraph) one such ad and tell why you believe it was nonsensical, dumb, and/or promoted something you believe is bad for people or society. I want you to post your description by THURSDAY, FEB. 12TH. Following this, we will vote for the best entry, which will receive 2 bonus points. This exercise is worth 5 points.
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