$ Making Money $ Professor David Koffman [email protected] Today’s Session: About me Mini-Lecture: Do I Make Money or Does Money Make Me? Go Over the Syllabus Turn to the person next to you and discuss: Do we live in a rich world or a poor world? “Rich” and “Poor” are also metaphors: Poor: without, low quality, substandard, deficient, deserving of pity (poor Jack broke his arm). from Middle English Pauper Rich: abundance (of wealth, but also immaterial possessions or qualities), often power, rare, prized, valuable, deep, warm, full, nourishing, good or large quantity or quality, from Old English and Germanic: powerful, wealthy. TURN OFF YOUR PHONES 1. About Me. My background This course My early memories about $ 2. Do I make Money or Does Money Make Me? People are shaped by ideas about money: From childhood From culture & society We are far from perfectly rational about money Money is personal, intensely intimate, as well as abstract Traditional Definition of $ medium of exchange unit of account store of value This describes function of money, not what it is. It doesn’t account for interpretation of meaning To the basic definition, we’ll add (#4): Money is a symbol of value: Represents something else Abstraction from the thing that is represents Value is importance, worth Your readings on “Moneygrams” deeply subconscious scripts about money and the world, your relationship to it… and the impact of these scripts on your adult behavior: A psychological study based on over 500 people doing 2 interviews, one on childhood memories of parental beliefs, a second on money pathologies. Findings: chief factor was about “money secrecy”: the less your parents told you about it – what they earned, if they were in debt, etc., the more likely you are to exhibit a money pathology in adulthood. Curiously: for women, higher family secrecy, more likely to compensate with hoarding. In the mind, money as: report card on life (not unlike grades) measure of your self-worth as a person tool for exercising power over others source of safety site of respectability: how much they have, whether it’s earned or inherited, etc.. 3 Money Disorders 1. Money Avoidance Disorders Financial Denial Financial Rejection Overspending Excessive Risk Aversion 2. Money-Worshiping Disorders Hoarding Compulsive Buying Pathological Gambling Workaholism 3. Relational Money Disorders Financial Infidelity Financial Enabling Financial Incest Do you have a “money disorder”? www.YourMentalWealth.com use code: mind over money The Constituencies of Identity: Class Ethnicity Religion Gender Age SYLLBUS $ Your TAs, Tutorials. Starting this afternoon Basic Argument of the Course: See money as something alive, changing, adapting, being born, dying, used by humans. Money shapes all aspects of our lives. Shapes our relationships Money shapes all aspects of our societies. MONEY IS NOT A SINGLE “THING” Aims of the Course: Intell ...

1. $
Making Money
$
Professor David Koffman
[email protected]
Today’s Session:
About me
Mini-Lecture:
Do I Make Money or Does Money Make Me?
Go Over the Syllabus
Turn to the person next to you and discuss:
Do we live in a rich world
or a poor world?
“Rich” and “Poor” are also metaphors:
Poor: without, low quality, substandard, deficient, deserving of
pity (poor Jack broke his arm). from Middle English Pauper
Rich: abundance (of wealth, but also immaterial possessions or
qualities), often power, rare, prized, valuable, deep, warm, full,
nourishing, good or large quantity or quality, from Old English
and Germanic: powerful, wealthy.

2. TURN OFF YOUR PHONES
1.
About Me.
My background
This course
My early memories about $
2.
Do I make Money or Does Money Make Me?
People are shaped by ideas about money:
From childhood
From culture & society
We are far from perfectly rational about money
Money is personal, intensely intimate, as well as abstract
Traditional Definition of $
medium of exchange
unit of account
store of value
This describes function of money, not what it is. It doesn’t
account for interpretation of meaning
To the basic definition, we’ll add (#4):
Money is a symbol of value:
Represents something else
Abstraction from the thing that is represents
Value is importance, worth

3. Your readings on “Moneygrams”
deeply subconscious scripts about money and the world, your
relationship to it…
and the impact of these scripts on your adult behavior:
A psychological study based on over 500 people doing 2
interviews, one on childhood memories of parental beliefs, a
second on money pathologies.
Findings: chief factor was about “money secrecy”:
the less your parents told you about it – what they earned, if
they were in debt, etc., the more likely you are to exhibit a
money pathology in adulthood.
Curiously: for women, higher family secrecy, more likely
to compensate with hoarding.
In the mind, money as:
report card on life (not unlike grades)
measure of your self-worth as a person
tool for exercising power over others
source of safety
site of respectability: how much they have, whether it’s earned
or inherited, etc..
3 Money Disorders

4. 1.
Money Avoidance Disorders
Financial Denial
Financial Rejection
Overspending
Excessive Risk Aversion
2.
Money-Worshiping Disorders
Hoarding
Compulsive Buying
Pathological Gambling
Workaholism
3.
Relational Money Disorders
Financial Infidelity
Financial Enabling
Financial Incest
Do you have a “money disorder”?
www.YourMentalWealth.com
use code: mind over money
The Constituencies of Identity:
Class

5. Ethnicity
Religion
Gender
Age
SYLLBUS
$
Your TAs, Tutorials.
Starting this afternoon
Basic Argument of the Course:
See money as something alive, changing, adapting, being born,
dying, used by humans.
Money shapes all aspects of our lives.
Shapes our relationships
Money shapes all aspects of our societies.
MONEY IS NOT A SINGLE “THING”
Aims of the Course:
Intellectual growth
Skill development
Acclimate to University life
Tutorials:
Thursdays 2:30 – 3:30
1. Kevin Guertin MC 101
[email protected] 4 – 5pm, Vari Hall 2187

6. 2. Golaleh Pashmforoosh FC 202
[email protected] 12:40-1:40pm, Vari Hall
2195
3. Jason Chartrand: FC 114
[email protected] 1 – 2pm, Vari Hall 2187
4. Patrice Allen: R S801
[email protected] 12:30-1:30pm, 321 York
Lanes.
5. Chris Vogel: VC 107A
[email protected] 1 - 2pm, Vari Hall 2187
6. Alex Hughes: TEL1004
[email protected] 4 – 5pm, Vari Hall 2195
Thursdays 5:30 – 6:50:
7. Kevin Guertin: R S801
[email protected] 4 – 5 pm, Vari Hall 2187
8. Golaleh Pashmforoosh: HNE 104
[email protected] 12:40-1:40, Vari Hall 2195
9. Jason Chartrand: MC101
[email protected] 1 – 2pm, Vari Hall 2187
10. Patrice Allen: HNE B11
[email protected] 12:30-1:30pm, 321 York
Lanes.
11. Chris Vogel: TEL 0011
[email protected] 1 - 2pm, Vari Hall 2187
12. Alex Hughes: VH 3005
[email protected] 4 – 5pm, Vari Hall 2195
MONEY
A Psychological Perspective

7. REESA GRUSHKA
“Demis” in Gaspé, Quebec
Is This Money?
Is there such a thing as currency that isn’t money?
“More than anything else, I discovered that my security no
longer lay in my bank account, but in the strength of my
relationships with the people, plants and animals around me. My
character replaced sterling as my currency. If I acted selfishly
or without care for those around me, then in the medium-term
my ability to meet my own economic needs would diminish. My
moneyless economy was one in which helpfulness, generosity
and solidarity were rewarded. Contrast that to the worlds of
high finance and big business, in which a healthy dose of
psychopathy will often help in making it to the top, and
selfishness and ruthlessness are the qualities du jour. When we
have plenty of money, we can spend our days exploiting the
world around us for our own profit, and the checkout guy will
still sell us our weekly groceries, the airline still fly us to the
Costa del Sol. Without money, act badly enough for long
enough and life would become almost impossible.”
--Mark Boyle “Living Without Money”
How Does Money Make Me Feel (today)?
Money Scripts
More money will make things better
Money is bad

8. I don’t deserve money
I deserve to spend money
There will never be enough money
There will always be enough money
Money is unimportant
Money will give me meaning
It is not nice (or necessary) to talk about money
If I am good, the universe will supply all my needs
I can’t make money doing what I love
I will never be free unless I have money
Sigmund Freud’s Developmental Stages
Sigmund Freud & Psychoanalysis
=
Object Relations
=
The Money Taboo

9. “in a society that claims to be a classless meritocracy on the one
hand, a capitalist paradise on the other, there is no acceptable
level of wealth. We have to pretend to be equal even as we
know ourselves to have vastly different opportunities depending
on our income. This contradiction necessitates that we speak of
money euphemistically or keep quiet.”
Carol Lloyd (“Cents and Sensibility—We readily talk about our
addictions, so why can’t we discuss our dividends?” New York
Times Magazine, 28 December 1997)
1 of 2
O n e U n i t , I n D e p t h A s s i g n m e n t
Making Money, HIST 1180
Due: October 20, 2015
T h e G o a l s :
• To practice synthesizing sophisticated information
• To hone your analytic and critical reading and listening skills
• To elaborate and expand on what you’ve digested
• To improve your writing skills
T h e A s s i g n m e n t :
Choose o n e of the first 3 units of the course. Write an essay.

10. State the “thesis” of the unit as a whole as you see it. (Each unit
includes 2 readings for 2 weeks, 2 lectures).
• Describe the purpose of the unit; capture the gist of it in rich
and clear prose.
The rest of the assignment should do the following things, but
there is no prescribed order in which you
must do them. You may choose to structure your analysis by
discussing part 1 (i.e. Professor Koffman’s
lecture and the reading for that week), then move on to discuss
part 2 (the guest lecture + reading). You
may choose to discuss both lectures first, then both readings.
You may choose to structure your essay
around a theme or two of your choosing. In other words, the
structure of your essay is in your hands. I
recommend explaining the structure of your essay to your
reader.
Consider the readings for the unit:
! Infer the q u e s t i o n that each author of the r e a d i n g s
of the unit asks
i.e. state the problem that each reading attempts to solve /
explore.
! Summarize the a n s w e r the author provided.
! Describe the e v i d e n c e she/he uses to support her/his
answer.
! Make sure you connect the readings directly to what you
believe was the “thesis” of the unit.
Consider each l e c t u r e in the unit:

11. • Explain the argument(s) presented, and how they are related to
the overall “thesis” of the unit.
• Discuss if/how the two lectures either complemented each
other in terms of content and argument,
how they contradicted one another, and/or how they approached
the unit question in similar or
different manners, as appropriate.
• That is, synthesize the lectures into one discussion – put them
into conversation with each other.
How did they relate or not relate? (Be specific.)
Identify o n e additional person that could be invited as another
guest (if the unit had 3 weeks, rather than 2).
• Supply a name, an institutional affiliation, and a brief
justification for how/why that person could
she some new light on the question of the unit.
! What new dimension to the unit discussion would you hope
this guest would bring?
! Justify your selection by referring back to your summary /
thesis / explanation of the point of the
unit.

12. 2 of 2
T h e T e c h n i c a l D e t a i l s & H e l p f u l T i p s :
• Write 1250 words, in 12-point font (equivalent to Times New
Roman), double-spaced pages (5).
• Write as much as you need to write to answer all of the
questions above…
…then carefully figure out how to express it all in only 1250.
Editing is magic.
• Make sure to put your n a m e , your s t u d e n t n u m b e r ,
and y o u r T A s n a m e on your paper
• The assignment is worth 10% of the course grade
• Edit and re-edit your written work!
• Do n o t write in the “personal” voice.
• Feel free to trade editing services with a friend or classmate.
I’d strongly encourage everyone (no
matter how good your writing already is) to make an
appointment with a writing centre. Improving
writing is a life-long task – an extremely valuable one at that.
You can also make use of
[email protected]
• Please save drafts of your work. If your TA suspect anything
less than academic honesty, they will as
you to show them how you arrived at your final submission.
T h e G r a d i n g :
Please consult the course syllabus as a reminder about the
course Late Policy, Submission Policy, for help in Support for
Your Learning, and concerning Academic Honesty. I will
follow the History Department’s grading policies:
http://www.yorku.ca/uhistory/undergraduate/grading_policies.ht
ml

13. A+ 90-100 Exceptional
A 80-89 Excellent
B+ 75-79 Very good
B 70-74 Good
C+ 65-69 Competent
C 60-64 Fairly competent
D+ 55-59 Passing
D 50-54 Barely passing
E 40-49 Marginally failing
F 0-39 Failing
“Exceptional” assignments will:
• Be inspiring. They’ll articulate the essence of the unit as a
whole, and account for how the parts contributed to
the whole.
• Make clear that you’ve devoted concentrated thinking to the
unit and the assignment.
• Be grammatically perfect and composed in compelling prose.
“Excellent” assignments will:
• Hit all of the main points in the “The Assignment” section
above.
• Be flawlessly written.

14. • Evidence clear and careful thinking.
“Very Good” grade assignments will:
• Do all of the above but without panache, precision, or superb
writing.
• Evidence your critical capacity, your ability to synthesize a
theme and variation materials.
“Good” grade assignments
• Do most of the things listed above, but not all.
“Competent” grade assignments will:
• Have either rich content but poor writing, or poor content with
competent writing.
“Passing” grade assignments will:
• Just barely satisfy the basic requirements and goals of the
assignment.
• Have poor writing and poor content, but show that you did the
assignment.
“Failing” grade assignments will:
• Miss the point of the assignment altogether with poor writing.