This document summarizes the key topics and readings covered in a class on globalization and culture. The class will discuss chapters 4-5 from Marks examining why the Industrial Revolution first occurred in Europe, specifically England, and the role of colonialism and slavery. It will also cover Marx and Engels' Communist Manifesto, specifically their view that history is defined by class struggle between oppressors and oppressed, including the bourgeoisie and proletariat emerging from the Industrial Revolution. Marx and Engels argued capitalism created massive productive forces but also globalized production and consumption, exploited workers, and lowered their quality of life.
Primitive communism and egalitarian societyM.A Haque
A short presentation on Primitive communism and egalitarian society
you can make a powerplay presentation on primitive communism and egalitarian society.
This presentation was given as part of the seminar - ‘On the Move - Global Migrations, Challenges and Responses’ which took place in Oslo, Norway on October 26 2016.
You can watch a recording of plenary sessions from the conference here: https://www.youtube.com/watch?v=nKuY3_ua-Qs
The seminar was organized by the International Social Science Council (ISSC), CROP (Comparative Research Programme on Poverty) and Oslo and Akershus University College of Applied Sciences, and generously sponsored by Research Council Norway, with support from the Norwegian UNESCO Committee. Each speaker is responsible for the ideas contained in his/her PowerPoint, which are not necessarily those of the organizing partners or sponsors.
Lecture I developed directly after the attacks of 9-11-2001 at Washington & Lee University while teaching the History of Economic Thought course and specifically the Marxian critique of capitalism.
Primitive communism and egalitarian societyM.A Haque
A short presentation on Primitive communism and egalitarian society
you can make a powerplay presentation on primitive communism and egalitarian society.
This presentation was given as part of the seminar - ‘On the Move - Global Migrations, Challenges and Responses’ which took place in Oslo, Norway on October 26 2016.
You can watch a recording of plenary sessions from the conference here: https://www.youtube.com/watch?v=nKuY3_ua-Qs
The seminar was organized by the International Social Science Council (ISSC), CROP (Comparative Research Programme on Poverty) and Oslo and Akershus University College of Applied Sciences, and generously sponsored by Research Council Norway, with support from the Norwegian UNESCO Committee. Each speaker is responsible for the ideas contained in his/her PowerPoint, which are not necessarily those of the organizing partners or sponsors.
Lecture I developed directly after the attacks of 9-11-2001 at Washington & Lee University while teaching the History of Economic Thought course and specifically the Marxian critique of capitalism.
Presidential Papers Confidential To Be ShreddedChuck Thompson
We recently got our hands on Presidential papers that were set to be shredded but somehow escaped the shredder. We are calling this the spoof scandal. You won't believe what these papers contain.
Foundations Of Social And Behavioral Sciences Theory1. Discuss.docxshericehewat
Foundations Of Social And Behavioral Sciences Theory
1. Discussion Question: How does capitalism lead to creative destruction? What is nihilism in a Marxist context?
2. Reading Reflection: Solid ONE-page reflection paper about your thoughts on the reading. This could include a brief summary and your opinion. There are not many guidelines or format (e.g., APA, MLS style) for these weekly reading reflection assignments. But please use 12-point font, Times New Roman, and don't get ridiculous with the margin settings.
Reading: Structure and Agency in Everyday Life Introduction to Symbolic Interactionism (file uploaded)Lecture: Lecture: Marx and the Cultural Geography of Modernity (file uploaded)
Marx and the Cultural Geography of Modernity
Week 4 & 5, Lecture 6
Outline
• Karl Marx, life and times
• The Communist Manifesto
• What capitalism is
• Creative Destruction
• Nihilism
• Social differentiation, spatial diffusion, and cultural de-fusion
Karl Marx
• 1818-1883
• Born in what is now Germany,
lived most of his life in England
• University of Bonn, Berlin and
Jena--studied law, philosophy
and history
• Writer in Germany, France and
eventually England
• Early and Later Marx writings
Karl Marx
• The Communist Manifesto
• Published in 1848 (“The Year of
Revolution”)
• A pamphlet written for the
Communist League (a group of
German workers in France)
• Later became a general
statement for international
communism
The Communist Manifesto
• “The history of all hitherto existing society is the history of class struggles.”
• The present society is a result of the struggle between the bourgeoisie (the
owners of the means of production) and the proletariat (those who own only
their labor)--this is capitalism
• This has led to a situation of “naked, shameless, direct, brutal exploitation”
in which the labor of workers is used to enrich capitalists
• but...
The Communist Manifesto
• Capitalists must compete against each other, and thus:
• “The bourgeoisie cannot exist without constantly revolutionizing the
instruments of production, and thereby the relations of production, and then
the whole relations of society. Conservation of old modes of production in
unaltered form, was, on the contrary, the first condition of existence for all
earlier industrial classes. Constant revolutionizing of production,
uninterrupted disturbance of all social conditions, everlasting uncertainty
and agitation distinguish the bourgeois epoch from all earlier ones. All fixed,
fast-frozen relations, with their train of ancient and venerable prejudices and
opinions, are swept away, all new-formed ones become antiquated before
they can ossify. All that is sold melts into air, all that ...
SECOND QUIZMANIFESTO OF THE COMMUNIST PARTYSelect ONE of th.docxbagotjesusa
SECOND QUIZ:
MANIFESTO OF THE COMMUNIST PARTY
Select ONE of the below for your quiz:
1. How has capitalism and the capitalist class changed society in ways that set the stage for the next (non-capitalist, or communist) society?
OR:
2. The Manifesto argues that the “bourgeoisie creates its own grave diggers.” This question concerns the grave diggers:
Who are they?
What are they to bury?
Why do Marx and Engels believe the grave diggers will carry out this action?
BUSI 650
Integrative Learning Project – Organizational Setting Grading Rubric
Criteria
Points Possible
Points
Earned
Mission
0 to 20 points
· The mission of the organization is clearly stated.
· The product/service provided, the intended market, and the product distinction is included.
Customers
0 to 20 points
· A description of the customers is included.
· Specification of internal and external customers is included.
Value
0 to 20 points
· A description of the value you add to the organization is included.
· A clear statement of how you help the organization achieve its mission is included.
Biblical Integration
0 to 10 points
The role that Christianity has in the organization is clearly stated.
Format/
Mechanics
0 to 5 points
Proper spelling, grammar, punctuation, and current APA format are used.
Total
/75
Instructor’s Comments:
1
Manifesto of the Communist Party
Karl Marx and Fredrick Engels, 1848
Chapter I. Bourgeois and Proletarians(1)
The history of all hitherto existing society(2) is the history of class
struggles.
Freeman and slave, patrician and plebeian, lord and serf, guild-
master(3) and journeyman, in a word, oppressor and oppressed,
stood in constant opposition to one another, carried on an
uninterrupted, now hidden, now open fight, a fight that each time
ended, either in a revolutionary reconstitution of society at large, or
in the common ruin of the contending classes.
In the earlier epochs of history, we find almost everywhere a
complicated arrangement of society into various orders, a manifold
gradation of social rank. In ancient Rome we have patricians,
knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals,
guild-masters, journeymen, apprentices, serfs; in almost all of these
classes, again, subordinate gradations.
The modern bourgeois society that has sprouted from the ruins
of feudal society has not done away with class antagonisms. It has
but established new classes, new conditions of oppression, new
forms of struggle in place of the old ones.
Our epoch, the epoch of the bourgeoisie, possesses, however, this
distinct feature: it has simplified class antagonisms. Society as a
whole is more and more splitting up into two great hostile camps,
into two great classes directly facing each other — Bourgeoisie and
Proletariat.
https://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm#a1
https://www.marxists.org/archive/marx/works/.
1 he bourgeoisie has subjected the country to the rule of the .docxmercysuttle
1 he bourgeoisie has subjected the country to the rule of the towns. It
has created enormous cities, greatly increased the urban population as
compared with the rural, and thus rescued a considerable part of the pop-
tilation from the idiocy of rural life... .
The bourgeoisie, during its rule of scarcely one hundred years, has
created more massive and more colossal productive forces than have X11
preceding generations together... .
Brit not only has the bourgeoisie forged the weapons that bring death
to itself; it 1-ias also called into existence the mein who are to wield those
weapons —the modern working class. —the proletariat.
In proportion as the bourgeoisie, i.e., capital, develops, in the same
proportion the proletariat, the modern vc%orking class, develops — a class of
laborers, who live only so long as they find work, and who find work only
so long as their labor increases capital. These laborers, who must sell
themselves piecemeal, are a commodity, like every other article of com-
merce, and are consequently exposed to all the vicissitudes ofcomPetition,
to all the fluctuations of the market... .
Of all the classes that stand face to face with the bourgeoisie today, the
proletariat alone is a really revolutionary class. The other classes decay
and finally disappear in the face of modern industry; the proletariat is its
special and essential product... .
The socialist and communist systems I~roperly so called,. those of
Saint Simon, Fourier, Ou~en;5 and others, spring into existence in the early
undeveloped Period, described above, of the struggle between proletariat
and bourgeoisie....
Such fantastic pictures of future society, painted at a rime when the .
proletariat is still in a very undeveloped state and has but a fantastic con-
ception of its own position, correspond with the first instinctive yearnings
of that class for a general reconstruction of society.
But these socialist and communist publications contain also a critical
element. They attack every principle of existing society... .
5Saint-Simon, I'ourier, Owen: Claude Henri de Rouvroy, Comte de Splint-Simon
(1760-1825), «gas an early advocate of socialism, as w1s Charles Fourier (1772-1837).
Robert Owen (1771-1858) was an industrialist, utopian socialist, and trade union
advocate. These socialist predecessors believed that capitalists and workers could
overcome their antagonism and work cooperatively for the common good. As Nlarx
and Engels believed "class struggle" to be the engine that drove history, they imply
that these other soci~llists were naive to the point of delusiorlary, hence the "fant~lstic
pictures" jibe that follows.
The Communists fight for the attainment of the
immediate aims, for
the enforcement of the momentary [i.e., current]
interests of the working
class; but in the movement of the Present, they also
represent and take care
of the future of that movement... .
The Communists turn their attention chiefly to
Germany, because
that countr ...
Econ 1020Winter 2019Overview of Economic HistoryThe Eco.docxtidwellveronique
Econ 1020
Winter 2019
Overview of Economic History:
The Economic Systems Prior to Capitalism
Outline:
· Historical development and description of pre-capitalist economic systems (up to the end of the 16th century):
Description and comparison on the basis of:
1. TECHOLOGY
2. ECONOMIC INSTITUTIONS
3. SOCIAL INSTITUTIONS
4. IDEOLOGY
· Prehistoric communal societies
· Transition to class-divided civilizations:
· Slave society
· Feudalism
· Assessment of pre-capitalistic economic system: the defining characteristics
PREHISTORIC COMMUNAL SOCIETIES
They emerged 100,000 years ago (when the homo sapiens – our current species – appeared). They lasted for about 90 percent of human history.
· TECHNOLOGY: simple stone tools; hunting and fishing, gathering of fruits and vegetables.
· ECONOMIC INSTITUTIONS: isolated extended families (minimal division of labor between men/women and young/old). Strengthening of communal bonds was the driving force of economic interaction (survival was a concern, but it was not the dominant economic drive) => collective nature of economic institutions (non-market societies).
· SOCIAL INSTITUTIONS: collective decision-making, direct democracy (i.e. consensus of the group).
· IDEOLOGY: collectivist thinking; cooperation; high degree of equality; beliefs in myths; the value of tradition => the belief in collective action was the glue that held each society together.
How did a transition to a class-based civilization occur?
· The ideology, social institutions and economic institutions of the early communal economy all held back rapid technological progress => yet, they were sufficient to promote extremely slow technological progress over the tens of thousands of years.
· Development of better tools and agriculture
· Dramatic increase in productivity => people could produce a surplus above their subsistence needs (using jars from newly developed pottery, people could put more food away for winter to prevent starvation in cold climates).
· From collective labor to division of labor => cumulative process (specialization and development of intellectual work => further increase in productivity).
· Higher productivity => increase in population and social & economic stability (from villages to towns to cities).
· Higher productivity => accumulation of goods and wealth => economic and political inequality.
· Surplus => wealth => wars => wars brought prisoners, who were enslaved.
=> Movement to a system in which some people owned slaves and others were slaves (dominant classes VS subordinate classes).
SLAVE SOCIETY
· TECHNOLOGY: bronze and iron tools; agriculture.
· ECONOMIC INSTITUTIONS: slaves work; masters take the product.
· SOCIAL INSTITUTIONS: Class differentiation; masters rule.
· IDEOLOGY: elitist prejudice, naturalization of slavery, gender discrimination, racism.
Constraints and limitations (after hundreds of years):
1. Economic problem: stagnation of productivity;
2. Safety issues: we.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Today’s class:
1) The Industrial Revolution and “The Gap” (Marks
Chs. 4-5)
• Small group work
• Class discussion
2) Marx & Engels
3. Marks Chs. 4-5 – Small Groups
• Why did industrialization happen first in Europe,
and specifically England? What historical
contingencies, accidents, and conjectures made
this possible?
• In what ways were colonialism and slavery central to
these processes of industrialization?
• What are some of the reasons the “the gap” began
to develop between the Western countries and
other societies?
• What “gaps” developed among groups within industrial
countries and why?
15. Marx & Engels,
The Communist Manifesto (1848)
• Historical context of CM
• What defines history for Marx and Engels?
16. “The history of all hitherto existing society is
the history of class struggles. Freeman and
slave, patrician and plebeian, lord and serf,
guild-master and journeyman, in a word,
oppressor and oppressed, stood in constant
opposition to one another, carried on an
uninterrupted, now hidden, now open fight, a
fight that each time ended, either in a
revolutionary re-constitution of society at
large, or in the common ruin of the contending
classes …The modern bourgeois society that
has sprouted from the ruins of feudal society
has not done away with clash antagonisms. It
has but established new classes, new
conditions of oppression, new forms of struggle
in place of the old ones … Society as a whole is
more and more splitting up into two great
hostile camps, into two great classes, directly
facing each other: Bourgeoisie and Proletariat
…”
- Marx & Engels,
Communist Manifesto
17. Marx & Engels,
The Communist Manifesto (1848)
• History defined by class struggle
• Masters v. Slaves
• Aristocrats v. Peasants
• Bourgeoisie v. Proletariat
• Oppressor/Oppressed relationship
• Eurocentric view?
18. • Who are the bourgeoisie and who are the
proletariat?
• What is their relationship to the Industrial
Revolution?
21. What is Capitalism?
• An economic system based on the investment of
money (capital) to make more money (profit)
• Capital = money; things that can easily be turned into
money
• Private ownership of means of production
• Wage labor
22. What are some of the social, cultural,
and political consequences of
industrial capitalism, according to
Marx and Engels?
23. “The bourgeoisie, during its rule of scarce one hundred years, has created
more massive and more colossal productive forces than have all preceding
generations together. Subjection of Nature's forces to man, machinery,
application of chemistry to industry and agriculture, steam-navigation,
railways, electric telegraphs, clearing of whole continents for cultivation,
canalization of rivers, whole populations conjured out of the ground--what
earlier century had even a presentiment that such productive forces
slumbered in the lap of social labor?”
• Industrialization
• Productive forces, wealth creation
• Science and technology
24. “The bourgeoisie, wherever it has got the upper hand, has put an end to all
feudal, patriarchal, idyllic relations. It has pitilessly torn asunder the motley
feudal ties that bound man to his "natural superiors," and has left
remaining no other nexus between man and man than naked self-interest,
than callous "cash payment." It has drowned the most heavenly ecstasies of
religious fervor, of chivalrous enthusiasm, of philistine sentimentalism, in
the icy water of egotistical calculation …”
• Demolished the old feudal order
• Social relationships not based on supposedly “natural”
divisions or religion anymore
• Now differences based only on money
25. “The bourgeoisie, by the rapid improvement of all instruments of production,
by the immensely facilitated means of communication, draws all, even the
most barbarian, nations into civilization. The cheap prices of its
commodities are the heavy artillery with which it batters down all Chinese
walls, with which it forces the barbarians' intensely obstinate hatred of
foreigners to capitulate. It compels all nations, on pain of extinction, to
adopt the bourgeois mode of production; it compels them to introduce
what it calls civilization into their midst, i.e., to become bourgeois
themselves. In one word, it creates a world after its own image”
(Communist Manifesto).
• Economic Globalization
• Capitalism as economic and cultural system
• Role of imperialism
26. “The bourgeoisie has through its exploitation of the world market given a
cosmopolitan character to production and consumption in every country.
To the great chagrin of Reactionists, it has drawn from under the feet of
industry the national ground on which it stood. All old-established national
industries have been destroyed or are daily being destroyed. They are
dislodged by new industries, whose introduction becomes a life and death
question for all civilised nations, by industries that no longer work up
indigenous raw material, but raw material drawn from the remotest zones;
industries whose products are consumed, not only at home, but in every
quarter of the globe. In place of the old wants, satisfied by the production
of the country, we find new wants, requiring for their satisfaction the
products of distant lands and climes. In place of the old local and national
seclusion and self-sufficiency, we have intercourse in every direction,
universal inter-dependence of nations.”
• Globalization of production and consumption
• Construction of consumer desires
27. “Owing to the extensive use of machinery and to
division of labor, the work of the proletarians has lost
all individual character, and consequently, all charm for
the workman. He becomes an appendage of the
machine, and it is only the most simple, most
monotonous, and most easily acquired knack, that is
required of him. Hence, the cost of production of a
workman is restricted, almost entirely, to the means of
subsistence that he requires for his maintenance …”
(Communist Manifesto).
• Exploitation of the workers
• Monotonous work
• Lower wages, immiseration