Class Sessions

 

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Session 7: The Battle for the World Economy Part Three

Students participating in this class session will prepare their homework assignments and post their responses in Drop box 7 on the course lesson board by 5:00 p.m. on the Sunday evening immeditely following each on-campus class meeting. However, all class readings must be completed prior to class convening to insure students can participate in class discussion.  Remember you are required to know the answers to each and every one of these questions for the Comprehensive Exam.

Viewing Assignment:

The Commanding Heights Episode Three  The New Rules of the Game.

Modern socialism and communism has its roots in 18th century utopian socialism had proffered by the philosophers Etienne-Gabriel Morelly, Sir Thomas Moore, Charles Fourier, Robert Owen and Claude Henri de Saint-Simon. These philosophers were all coping with the dramatic cultural, social and economic changes wrought by the industrial revolution. Utopians were convinced that their visions of the ideal society could be realized in the not too distant future.   

At times their philosophy sounded more like what we now call “science-fiction” or “fantasy” literature (if not lunatic) as in the case of Sir Thomas More’s assertion that England and Europe must travel back in time to realize a perfect society on what he described as the mythical island of Utopia. Similarly Charles Fournier predicted that in the future androgynous plants would copulate, six moons would orbit earth, climate on the North Pole would be milder than on the Mediterranean, oceans would no longer be salinated and would taste like lemonade, and that every female would be involved with four lovers or spouses simultaneously.”  

Ultimately, the principal reason why Saint-Simon, Fourier and Owen were considered Utopian Socialists is because their thought closely resembles that of the religious sectarian, the recent convert, the visionary and the Romantic. It might also be added that for the modern, the ideas of the Utopian Socialist also appear fanatical, due to a degree of fervor reminiscent of the zeal of the religious prophet. Not surprisingly, however, this utopian perspective was by its very nature ineffective in developing a societal approach that could successfully counter the worst characteristics of industrialization and capitalism. Their predecessors - socialism and communism - were successful (at least for a time) in shaping political, economic and societal values for many years. 

Modern socialism and communism are most typically associated with the ideas of Frederich Engels and Karl Marx and later Vladimir Lenin and Joseph Stalin. However, as we have already discovered the ideas of the comparatively modern writers was in turn influenced by the 18th and 19the century writings of Etienne-Gabriel Morelly, François-Noël "Gracchus" Babeuf, and Louis Auguste Blanqui. The ideas of Marx, Engels, Lenin and Stalin, influenced as they were by these early French communist writers, in turn shaped the futures of generations of citizens in the former Soviet Union, the Soviet Bloc nations, citizens of China, North Korea, North Vietnam, Laos, and a score of other Eastern nations, as well as within the nation states of Africa, South and Central America and of course in the island nation of Cuba under the rule of Fidel Castro. Indeed, from the period just before the end of World War II through the early 1990's, Communism remained a potent force politically, economically and socially. Moreover, socialism remains a strong (though not as dominant) force to this date. 

However by the early 1990s, most of the world had converted to free-market capitalism, setting the stage for the rapid growth of a new global economy. Rapidly falling trade barriers and unrestricted capital flows fueled by furious technological innovation and a new global workforce would all combine to transform the world economy.  

"The New Rules of the Game" examines the promise and perils of globalization in the 1990s, focusing on the story of President Bill Clinton's embrace of free-trade policies, the challenges the world's leaders faced in taming the virulent contagion of financial collapse in the developing world, and the violent debate over globalization that suddenly surfaced in the Seattle protests.  

In a story that moves from the 1992 presidential campaign to the September 11 attack on America, The Commanding Heights video confronts a series of issues: the impact of free trade on the developing world and on American workers; the perils of financial contagion when problems in one developing country cause investors to pull their capital out of all emerging economies; and the challenge of inclusiveness -- bringing the world's poor into the era of global growth. It cuts through the rhetoric to show what "globalization" really is, and what it will mean for our lives in the 21st century.

 

Reading Assignments:

Etienne-Gabriel Morelly (1755) "Code of Nature," Frederic Engels (1880) "Utopian Socialism," "Dialectics" and "Historical Materialism" Karl Marx & Frederick Engels (1848) "The Communist Manifesto" p. 1-21; (Further Reading (if you so choose): Daniel Yergin and Joseph Stanislaw, The Commanding Heights. ).

 

Text Discussion Questions

Pick six reading discussion questions to answer. Students participating in this class session will prepare their homework assignments and post their responses in Drop box 7 on the course lesson board by 5:00 p.m. on the Sunday evening immediately following each on-campus class meeting. However, all class readings must be completed prior to class convening to insure students can participate in class discussion.  Remember you are required to know the answers to each and every one of these questions for the Comprehensive Exam. 

1.    Morelly’s 1755 Code of Nature makes the following assertion “Nothing in society will belong to anyone, either as a personal possession or as capital goods, except the things for which the person has immediate use, for either his needs, his pleasures, or his daily work.” As an early statement of communist ideology, do you find this philosophy applicable to dealing with the current ecological crisis resulting from the alleged over consumption of goods and services by humanity?

2.    How were the ideas of the utopian Henri de Saint-Simon shaped by the events of the French Revolution?

3.    Engels asserts that Saint-Simon was the first to identify the struggle of the French Revolution as a class struggle. How does he come to this conclusion?

4.    Engels also claims that Charles Fourier “lays bare remorselessly the material and moral misery of the bourgeois world.” Briefly describe how Fourier does this.

5.    How did Fourier associate women’s liberation with the emancipation of the entire society?

6.    What is meant by the terms bourgeoisie and proletariat?

7.    Engels claims that dialectics "comprehends things and their representations, ideas, in their essential connection, concatenation, motion, origin and ending. Nature is the proof of dialectics, and it must be said for modern science that it has furnished this proof with very rich materials increasingly daily, and thus has shown that, in the last resort, Nature works dialectically and not metaphysically; that she does not move in the eternal oneness of a perpetually recurring circle, but goes through a real historical evolution.” In this regard, Engels holds up Darwin as the most important of all contemporary scientists. What is it about Darwin’s ideas that you believe leads Engels to this conclusion.

8.    Summarize the materialist conception of history as proffered by Engels.

9.    Engels specifies a central concern of communism when he observes that since the industrial revolution, the capitalist “owner of the instruments of labor always appropriated to himself the product, although it was no longer his product but exclusively the product of the labor of others.” Briefly describe how Engels proposed rectifying this perceived injustice.

10. Of what importance is the discovery of America in the Communist Manifesto?

11. What distinguishes the Bourgeoisie era from all others according to Marx and Engel.

12. What does this statement from the Communist Manifesto mean:
Modern bourgeois society, with its relations of production, of exchange and of property, a society that has conjured up such gigantic means of production and of exchange, is like the sorcerer who is no longer able to control the powers of the nether world whom he has called up by his spells.

13. Consider this statement from the Communist Manifesto: “The lower strata of the middle class -- the small trades people, shopkeepers, and retired tradesmen generally, the handicraftsmen and peasants -- all these sink gradually into the proletariat, partly because their diminutive capital does not suffice for the scale on which Modern Industry is carried on, and is swamped in the competition with the large capitalists, partly because their specialized skill is rendered worthless by new methods of production. Thus, the proletariat is recruited from all classes of the population.” This is the argument that the gap between the richest and poorest shrinks. Does this also imply that a sustainable middle class also shrinks?

Follow-up Video Questions 

Pick three questions between questions 1-5. Students participating in this class session will prepare their homework assignments and post their responses in Drop box 7 on the course lesson board by 5:00 p.m. on the Sunday evening immediately following each on-campus class meeting. However, all class readings must be completed prior to class convening to insure students can participate in class discussion.  Remember you are required to know the answers to each and every one of these questions for the Comprehensive Exam.

1.    What caused the collapse of the first age of the global free market (in 1914)?

2.    What has a century taught us about the specific problems of market economies -- speculative "bubbles," crashes, underemployment, and unequal distribution of wealth?

3.    Compare the benefits and risks in re-privatizing state-owned industries.

4.    Is there a relationship between open markets and political freedom?

5.    What happens when national governments restrict their domestic economies from open participation in (and dependence on) foreign trade? 

Class Sessions

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