Sunday, February 8, 2015

Beauty and Ugliness



No matter how hard I have tried, for years I could never find myself in complete accord with the feeling of disgust Jean-Paul Sartre creates for his character Antoine Roquentin in his 1938 novel, Nausea. Simply reading the text left me underwhelmed; then some close-reading of portions of the work still didn’t resonant in the manner one would hope for. It was only after transcribing the entire book that I started to get a whiff of Roquentin’s condition; lamentations on his relationship with “Anny,” a long-lost love, were rife with remonstration, regret and finally, mutual rejection, and were potentially, for the susceptible at least, cause for the uncritical mind to view the attempts at reconciliation as repulsive. Not for me, however. And Roquentin’s final encounter with ‘the self-taught man,’ an uneasy acquaintance throughout, wherein the autodidact is caught making untoward advances at teenaged boys and is subsequently banished from his beloved library, had me riding along with the protagonist in a maelstrom of pity, compassion and revulsion. But I didn’t feel the need to reach for the Pepto-Bismol. I chalked it all up to the notion that I needed to experience the queasy existential moments ‘in-situation,’ as Sartre might put it.
Pretty much every day since Republicans were handed control of the entirety of congress has for me been like adding pieces to a Jenga stack of socio-political atrocities, each one worse than the last, and each one with the potential to bring the whole thing crashing down. Racist policing, climate change denial, obstruction of reproductive choice for woman; all of it and much more a toxic soup of incomprehensible dimension.  If the thought of imminent human extinction due to anthropogenic climate disruption isn’t disconcerting enough, reading about Fox News and their concoction of non-Muslim ‘no-go zones’ in Paris and Birmingham would surely send some of us over the edge. I pondered Sartre and Roquentin and their nausea.
Then I went to the movies…
My wife and I had wanted to see ‘Birdman’ mostly to witness the resurrection of Michael Keaton. Because we see very few ‘mainstream’ American films, we are largely unaccustomed to being subjected to gorge-crippling movie trailers. All three film previews paraded in front of us before the feature, including the empire propaganda tool ‘American Sniper,’ were likely the wet dream of many a gun-toting, blood-lusting, cadmium-blooded patriot; but to my eyes it was pure filth and a not at all subtle reminder of this nation’s precipitous decline. However, it was ‘Birdman’ itself that provided the cultural body-blow. In one of the most important scenes in the film, three of the main characters, for approximately 3 minutes of screen time, discuss what took place in a scene from the play they are rehearsing covered in fake blood from a gun shot blast to the head.
We discussed the picture on our walk home; mostly marveled at some of the performances, a few musings about potential Oscar nominations. Then we skirted around the ‘meaning’ of the film, until I finally blurted out, ‘I feel the director was holding a mirror up to our sick society with characters walking around covered in blood!’ The rest of the walk home I felt a profound uneasiness and, indeed, a bit of nausea.
Then I went on a car ride…
I don’t spend much time in cars; my wife and I don’t own one, so this was a bit of an event for us, occasioned primarily because we had left our hometown and were visiting family in a place where it is difficult to get around efficiently without a vehicle – the suburbs of Seattle. As we were chauffeured around I was reminded of a George Carlin quote: ‘Have you looked around at this country lately? It’s one big shopping mall!’ Amidst all this incredible natural beauty, and in and around Seattle there is a lot of it, our culture had managed to make it all ugly, with our cathedrals of material abundance. I was witnessing a terminal ugliness, I felt; there was no escape from it, and no end to it. Enormous signs and enormous putrid-looking buildings advertising our gluttony. We have traded beauty for ugliness, I thought. I felt even more sick than I had after the movie violence – and now I think I know why.
“…I understand absolutely why America is so violent. It’s because your wallpaper is so ugly.” ~ Oscar Wilde
In a doubtful case, a nation decides, not without painful conflicts, how much it will sacrifice to its sentimental needs.” ~George Santayana
If we can agree that Santayana did not mean to trivialize the immortal quest for beauty as ‘sentimental needs,’ what sacrifices are we willing to make to reclaim the beauty that feeds our souls? To answer this query with requisite heft, perhaps we should examine the forces that put this ugliness in place. Some of my like-minded leftist friends continually decry the material abundance and consumptive practices that have poisoned our society. A few of them also are intrigued by or even promote the use of force to protect theirs and others’ property. Yet force protects the very ugliness they condemn! Our tax dollars fund the use of force to protect this way of life, this ugliness. One of the best recent examples of this is given in Jerry Mander’s 2012 book, The Capitalism Papers. Around that time the Chinese had proposed shrinking the exportation of rare earth minerals, a resource of which they possess approximately 90% of the world’s share. As Mander puts it, “The American government’s response was not to send the commerce secretary for diplomatic negotiations; it was instead to threaten military action, by way of the Defense secretary and the Sixth Fleet.” It was further revealed that this action was at the behest of corporations such as Apple Computer, which has a vested interest in the continuing cheap availability of rare earth minerals – and the cheap labor that happens to be located in the same country. Millions of Americans struggling to survive are subsidizing, through their tax dollars, the protection of the corporations’ ability to continue to exploit human and natural resources all over the world. Of course, many of those same Americans are complicit in this ongoing ecocide, by purchasing products at those ugly shopping malls and strip malls. Meanwhile, it is no coincidence that violence is increasing in our suburbs (McWhirter & Fields, 2012). I thought about my first trip to Paris; and the experience of seeing those majestic old apartment houses when I emerged from the Gare du Nord. Compared to that, how could anyone find any beauty in the American urban/suburban landscape?
Beauty can be important in a person’s life. And people beguiled by the beautiful are less dangerous to others than those obsessed by the thought of supremacy.” ~Wallace Shawn
The cello is the dream. The gun and the person wielding it are the destroyers of the dream. Those who would deny us beauty, whether politicians, business leaders, or even religious leaders, are protected both by wielding force and their ability to convince people that there are no alternatives to this way of life. This ‘disimagination machine,’ as Henry Giroux aptly describes it, can be seen in every segment of society: the commodification and vocationalization of education; the destruction of labor unions; and the inculcated belief that consumption is one’s only civic duty; the glorification of sports and the sanctification of business gurus; all these have conspired to render entire generations completely lacking in imagination and critical thinking skills. Yet, those who can only chase money are fearful of those who are beguiled by beauty, because of our ability to tickle the minds of others. And, as any good leftist knows, there are alternatives; and there are signs that some of the most vulnerable in our society, and some who are not as vulnerable but are careening headlong into new socio-economic realities, are beginning to see through the ugliness and are searching in the darkness trying to reclaim beauty. The electrician who has had his hours at work drastically reduced finds that he has time to pursue one of his true passions: woodworking. The career computer engineer who can find only occasional contract work decides to make the sacrifices necessary to start a spiritual healing practice. When one considers that most of the jobs created in this so-called economic ‘recovery’ are low-wage with no benefits (Lowrey, 2014), more and more Americans are coming to the realization that under-employment and long-term unemployment is the new normal. Psychologists may find themselves with an increased workload because of this; but perhaps the creative communities should be filling that void as well. Still, millions of Americans must work two or three jobs just to survive, leaving them with no time or the wherewithal to pursue the beautiful. And of course that means if they are surrounded by the ugliness, they truly cannot escape it! What can give their lives meaning? Economic alternatives such as a universal living wage would be an excellent place to start. Another more radical alternative is what could be called ‘Reclaiming the Office Parks.’ When I was doing temporary work in the suburbs of Portland I noticed that the office park parking lots adjacent to my place of employment were ½ to 2/3 empty, no matter the time of day; that’s a lot of unused office space; something one would think would be a sign of capitalism’s collapse. Regardless, what better use of this land than to have thousands of Americans reclaim it as farmland; even one quarter of an acre would allow someone to truly pull themselves up by the bootstraps; and it just might return some of the beauty our souls cry out for.
In Greek myth, the titan Prometheus climbed Olympus to steal fire and bestow it upon man, because he loved humanity. During the Enlightenment, the English poet and playwright Percy Bysshe Shelley wrote ‘Prometheus Unbound.’ Shelley equated the ‘divine fire’ with knowledge, and that in the Enlightenment humanity chose to caste off the shackles of the church and seize the fire of knowledge, of learning, indeed of beauty. The elites in today’s world do not want us to have any sense of knowledge or beauty; this should be obvious in seeing the attacks on a well-rounded education and the onslaught of anti-science propaganda, as well as attempts at privatizing cultural entities, and of course convincing people that there only civic duty is consumption, specifically of what the elites have to peddle, which by and large has nothing to do with beauty. It is very easy to convince people to eschew beauty when you advertise plastic trinkets and baubles and addict people to them through the medium of television; beauty becomes even less attractive when it is commodified and made unaffordable. How else to explain that it is cheaper to purchase a chemical-laden McDonald’s hamburger than a single Washington apple? Ugliness is sold by the ugly, those who cannot create, or at least not well enough to make a killing at it. Beauty is the great equalizer; if you can experience it enough you will, literally or figuratively, lay down your arms to embrace it.
Sartre was primarily preoccupied with the absurdity of existence, the banal and the beautiful, particularly as it relates to how he perceived others and their navigation of the world around them; so perhaps he wouldn’t be doing the Technicolor yawn non-stop if he were around today. Santayana, on the other hand, inspires us to keep striving to beguile our fellow man with beauty, even if it’s just convincing them to have a wholesome stack of pancakes from a mom & pop diner instead of the non-food from the corporate chains. More cellos, fewer guns means less Pepto-Bismol for everyone!

References


Lowrey, A. (2014, April 14). Recovery Has Created Far More Low-Wage Jobs Than Better-Paid Ones. Retrieved from http://www.nytimes.com/2014/04/28/business/economy/recovery-has-created-far-more-low-wage-jobs-than-better-paid-ones.html?_r=0

McWhirter, C., & Fields, G. (2012, December 30). Crime Migrates to the Suburbs - WSJ. Retrieved from http://www.wsj.com/articles/SB10001424127887323300404578206873179427496

Sunday, January 18, 2015

Behavior influencing attitudes



The eighteenth century Scottish philosopher David Hume posited that all perceptions of the human mind are of two distinct kinds: impressions and ideas. He asserted that impressions precede, or are the causes of, our ideas. He offered the example of our impressions of colors, both different colors and shades of the same color, producing independent ideas (or in the present context, attitudes) toward them (Hume, 1740; 1961). The only exception to this order, according to Hume, is the individual who is, after many years and exposure to all different types of colors, confronted with a previously un-experienced shade of blue; Hume believes that the individual’s imagination makes the leap to “fill in the blank” where the missing shade belongs amongst the various hues of gradating blue; thus, our idea of blue has no need for a preceding impression. Of course, the logical extension of this dimension of the theory is that we may subsequently form distinct ideas on this shade of blue through succeeding impressions. Can we apply Hume’s theory to our ideas or attitudes to our fellow human beings? I believe we can.
My parents, though raised in primarily white, middle-class Southern California neighborhoods, were both exposed at an early age to peoples of different race and ethnicity in largely positive fashion. Their embrace of diversity was further cemented when campaigning for Robert Kennedy during his ill-fated run for the presidency in 1968; this was a leader who made many strong, positive impressions upon them, not least being a love and acceptance of all creeds and colors.
When I was a child, our family regularly watched the television program “All in the Family.” My parents continuously showed a dislike for the character Archie Bunker, particularly when he discussed people of color in a negative way, which anyone familiar with the character knows occurred frequently. Because I had already formed a strong attachment bond with my parents, their impressions toward Archie manifested themselves in their behavior which formed my ideas about both Archie and people of color. This was reinforced and distinctions were made whenever the African-American neighbor Lionel appeared on screen; my parents displayed a visible affection for this character, and so did I. Thus, Lionel took his place among the “shades of blue” as a “good guy” first and foremost.  It was around this time that my family formed a bond with our doctor’s family that now spans 38 years. This family had adopted an African-American boy and Vietnamese girl. My exposure to their Vietnamese daughter was new, a shade of blue I had never encountered, but my idea about her had essentially already been formed, and for me she took her place in our lovely human rainbow.
I am grateful for this behaviorally influenced attitude, and shudder to think what my life could be if I had grown up in the next house over.
Reference
Hume, D. (1740; 1961). A treatise of human nature. Garden city, ny: Dolphin books.

Wednesday, July 25, 2012

Should student loan debt be reduced or forgiven?


“Before any great things are accomplished, a memorable change must be made in the system of education and knowledge must become so general as to raise the lower ranks of society nearer to the higher. The education of a nation instead of being confined to a few schools and universities for the instruction of the few, must become the national care and expense for the formation of the many.” ~John  Adams
There was a time when the greater purpose of higher education in the United States was creating informed citizens who could find a place and engage in a participatory democracy.  Americans have always prided themselves on being a beacon of democracy to the rest of the world; an example to counter dictatorial, totalitarian, or fascist regimes. We as a nation have promoted democracy as the way forward for countries who wanted to throw off the political and economic shackles of repression.
One of the instruments of promoting democracy took the form of access to higher education. Higher learning was seen as a bastion of everything from enlightenment thought to industrialization. We built cathedrals to higher education; Harvard University, for example, was founded 140 years before the American Revolution. The development of creative thinkers with a well-rounded education that included the Arts and Humanities was held in high regard as a moral, cultural and economic imperative.
After the Second World War, the GI Bill allowed millions of veterans to pursue higher education; for the first time in the nation’s history, higher learning was accessible to virtually all classes of people. This was truly a transformational moment in American history; most of the men and women who benefited from the GI Bill were the first in their family to go to college. These events coincided with a temporary spike in civic engagement that lasted well into the 1960s; voter participation was particularly strong at this time (Pintor, Gratschew & Sullivan, 2003).
It is clear from John Adams’ quote that the Founders intended a role for the Federal Government in the education of our nation. However, if Adams’ were transported from his time to the present, he would not recognize anything in our current education policy that demonstrated this priority. In fact, for the last thirty years or so, public education, including higher education, has either been under attack for supposed inefficiencies while continuously finding its funding subject to cuts; or has been commodified by corporate interests to be little more than vocational education factories to supply their too often temporary, low-paying, benefits-poor labor force. But perhaps the most telling aspect of the shift in the curriculum emphasis in higher education is the sharp rise in tuition, with the concomitant need for ever larger student loans. Student loan debt has exploded in recent years, with solutions to the problem ranging from forgiving most or all of the debt to abolishing the program altogether (Raum, 2012). The question is: should student loan debt be reduced or forgiven? As someone who believes that we cannot call ourselves a fully functioning democracy if every citizen does not have equality of opportunity, I argue that not only should student loan debt be reduced or forgiven, but also that tuition costs should be reduced and that all of this can be paid for if our national priorities are in order. In this paper I will show how our priorities have been skewed away from a democratic notion of education to one that largely benefits corporations and university administrators.
If we are to comprehend what the Founders intended for educating the American populace, and how education can feed the soul of democracy, it is instructive to understand the forces behind the psychology and measures employed to undermine democracy (while disguised as pro-democracy), bifurcate our education system along class lines, and blur the distinction between the economic (capitalism) and the political (democracy) in order to maintain the balance of power in the direction of big business and away from the average citizen and their voting voice.
In the 1920s, government, PR and advertising firms, and business leaders, spurred by the success of President Woodrow Wilson’s World War I propaganda service, banded together to form public opinion and habits around “creating artificial wants, imagined needs, a device recognized to be an effective technique of control” (Chomsky, 2004). Edward Bernays, a member of Wilson’s propaganda service and one of the founders of the PR industry, claimed that “the general public are ignorant and meddlesome outsiders whose role in a democracy is to be spectators, not participants” (Chomsky, 2004). These business and government leaders sought to create a “philosophy of futility” and “lack of purpose in life” (Chomsky, 2004) through the focus on meaningless and superficial consumption. They knew that, just as in Adolf Hitler’s Germany, a passive, disinterested public is one that is also easy to control and manipulate; one that will turn command of their lives over to presumably better educated, business-savvy men of property. Though the New Deal cultural programs and introduction of the GI Bill served to ameliorate some of the darker aspects of this form of brainwashing, the process of cultivating a passive American public has continued mostly unabated ever since.
Another aspect of this anti-Democratic agenda was to champion the notion of two sets of standards for education as it related to democratic participation. Journalist Walter Lippman, in concert with the aforementioned parties, reported on his version of “democracy” in the 1920s, stating “…representative democracy entailed creating two modes of education – one mode would be for the elite, who would rule the country and be the true participants in the democratic process, and the other branch of education would be designed for the masses, whose education would train them to be obedient workers and passive spectators rather than participants in shaping democratic public life” (Giroux, 2004).  On the other hand, in the tradition of John Adams and the Founders, Henry Giroux makes the case that “Progressives like W.E.B. Dubois, John Dewey and Jane Addams rejected such a divergence of educational opportunity outright. They believed that education for a democratic citizenry was an essential condition of equality and social justice and had to be provided through public and higher education” (Giroux, 2004).
In 1964, Mario Savio, a leader of the Free Speech Movement, recognized what was happening to higher education and to students hoping to benefit from it. Before his now-famous comments on “the operation of the machine,” he told his audience that University of California at Berkeley President Kerr compared the Board of Regents to shareholders in a corporation and himself to the manager of said corporation, which for Savio meant that the students are raw materials, to be sold in the market place; Savio strenuously objected to this characterization, stating, “we are not employees, we are human beings!” (Savio, 1964).
The commodification (we as individuals are a commodity, and our entrance to a higher social class will cost us) and vocationalization (shift from humanities to a business-oriented or corporate training model) of higher education has resulted in ever-rising tuition costs. University presidents are hired from the ranks of the corporate world and are paid accordingly (as long as they are generating the appropriate amount of revenue). Universities and corporations are teaming up to build entire degree programs around entrance directly into that corporation’s work force, going as far as including the corporate name in the title of the programs and courses; surely these firms are looking for a financial payoff. The direct influence of corporations on college and university curriculum and administration is a recent phenomenon, but it is no coincidence that its appearance on the scene coincides with the steep rise in tuition. In the 1980-81 school year, the average tuition fees, for both public and private four-year colleges and universities, were $8,672; in the 2009-10 school year, they were $20,986 (What are the…2011). During that same span, median family income was virtually stagnant, ranging from approximately $37,000 in 1980 to approximately $46,000 in 2008 (Median household income, 2009). Clearly, for the vast majority of Americans, college tuition is not affordable.
Perhaps one is not convinced that there is a connection between corporate influence at universities and higher tuition fees. I would like to introduce an additional tack, then. In France, there are no university tuition fees; in Germany, students or their families pay only $1,000 per year to attend university (Sheng, 2010). One argument that occasionally surfaces when arguing for reduced fees or free college education is, “Not one French university appears in the top forty of world universities; you get what you pay for” (Sheng, 2010). According to this line of reasoning, there is a correlation between higher tuition fees and a better education. Then why are American companies going out of their way to hire foreign workers (Bort, 2011), often paying them less than they would have to pay an American worker?; and these workers are supposed to be arriving here after attending inferior schools, whether from Asia or Europe, because higher tuition fees signal a better education! So we pay higher tuitions to ostensibly have the best university education, yet there are no jobs for us when we have completed that education/training and people who have studied in other countries, presumably with lesser standards and rigor because they pay little or nothing for it compared to us, are being paid less to do the jobs we have trained for at supposedly better colleges and universities.
In an interview with the San Jose Mercury News, the chief executive of Intel, Craig Barrett, discussed the integration of India, China, and Russia into the new global economy this way: “I don’t think this has been fully understood in the United States. If you look at India, China, and Russia, they all have strong educational heritages…The big change today from what’s happened over the last 30 years is that it’s no longer just low-cost labor that you are looking at. It’s well educated labor that can effectively do any job that can be done in the United States (Herbert, 2004). What about American educational heritage? Long before the student loan debt problem reared its ugly head, Americans had been led to believe that we have the best educational system in the world; now we’re supposed to believe that it’s a good thing to have corporate logos plastered all over campuses, professors and administrators more concerned about the bottom line than educating future citizens, and college sports programs (sponsored by corporations) raking in hundreds of millions while tuitions skyrocket; and all of this to see good-paying jobs either shipped out of the country, or filled with foreign workers from “strong educational heritages?”
            Then there is the matter of our colleges and universities becoming increasingly more vocational. This is not working out very well for Americans, either. The few manufacturing jobs left in this country are now often filled by workers who went to college, where in the past most of these positions were filled by less educated workers. Does a college education make them more productive? It appears not. Productivity levels in most of Europe are higher than the U.S. (including France); number of hours worked in manufacturing in Europe has trended higher for several years; and workers are better paid in these countries (International comparisons of…2011). If vocationalizing higher education was supposed to improve the corporate bottom line, it appears it might not be working so well for anyone (unless the company moved the jobs overseas); especially workers, some who are paying those high tuitions. We are paying higher tuitions to work longer hours at lower paying jobs. And we often can’t afford to pay back the student loans.
“Where did this idea come from that everybody deserves free education? Free medical care? Free whatever? It comes from Moscow. From Russia. It comes straight out of the pit of hell” (Moyers, 2003).
Perhaps the mindset that Texas State Representative Debbie Riddle demonstrates in this statement is at the root of many of our society’s ills; it also brings us back to Edward Bernays and Walter Lippman and the indoctrination of the American public to a condition of apathy. What kind of a society do we want? Do we believe in democracy, or just pay lip service to the ideology? Do we want to educate our people to compete in a global economy? If our priority is to educate Americans toward full participation in democracy and compete globally, nothing less than a complete shift in how we organize our society is in order. I am sure the people in Europe and all around the world, whose way of life comes “straight from the pit of hell” yet who are better educated and more productive than us, would agree that a good place to start would be to reduce or forgive student loan debt, lower college tuition substantially, and place more emphasis on a humanities-driven, well-rounded higher education. No less than the future of the country is at stake.
References
Bort, J. (2011, December 06). Despite high unemployment, u.s. companies are hiring from overseas at record pace. Business insider, Retrieved from http://articles.businessinsider.com/2011-12-06/news/30481039_1_h-1b-h1b-visa-petitions-visa-program
Chomsky, N. (2004). On nature and language. (pp. 182-183). Cambridge, UK: Cambridge University Press.
Giroux, H., & Searls Giroux, S. (2004). Take back higher education. New York: Palgrave Macmillan.
Herbert, B. (2004, January 26). Education is no protection. New York Times. Retrieved from http://www.nytimes.com/2004/01/26/opinion/education-is-no-protection.html
Median household income. (2009). Unpublished raw data, Stanford University, Palo Alto, California. Retrieved from http://www.stanford.edu/class/polisci120a/immigration/Median Household Income.pdf
Moyers, B. (2003, May 14). [Video Tape Recording]. Now with bill moyers. , Retrieved from http://www.pbs.org/now/transcript/transcript220_full.html
Pintor, R., Gratschew, M., & Sullivan, K. (2003, January). Voter turnout rates from a comparative perspective. Retrieved from http://www.idea.int/publications/vt/upload/Voter turnout.pdf
Raum, T. (2012, April 03). Explosion in student loan debt reaching crisis proportions, but largely flying under radar. Coast reporter. Retrieved from http://www.coastreporter.net/article/GB/20120403/CP01/304039992/-1/sechelt/explosion-in-student-loan-debt-reaching-crisis-proportions-but&template=cpArt
Savio, M. (Performer) (1964). Mario savio on the operation of the machine [Web]. Retrieved from http://www.youtube.com/watch?v=PhFvZRT7Ds0
Sheng, J. (2010). [Web log message]. Retrieved from http://jimsheng.hubpages.com/hub/Comparison-of-cost-of-higher-education-around-the-world
U.S. department of education, National center for education statistics. (2011). What are the trends in the cost of college education? (NCES 2011-015). Retrieved from Institute of education sciences website: http://nces.ed.gov/fastfacts/display.asp?id=76
U.S. department of labor, Division of international labor comparisons. (2011). International comparisons of manufacturing productivity and unit labor cost trends. Retrieved from Bureau of labor statistics website: http://www.bls.gov/web/prod4.supp.toc.htm

Monday, June 4, 2012

Rebellion or Acquiescence


The following scenario might have taken place in 1968 in the United States, or Paris, or Prague.
            A few would-be revolutionaries meet at a sidewalk cafĂ©, and over espresso light the spark of rebellion. Meetings are held, ideas are expressed and articulated and parried and regurgitated; pamphlets are published; events take place, and the media takes notice. So does the clandestine belly of the state beast. The passionate minority take to the streets; violence and chaos ensues, the status quo appears to be threatened. The media and government propaganda machine springs into action, vilifying the voices of change at every turn. Military units are called in to quell the disorder, and suppression finds retaliation. Those in the silent majority that might have felt pangs of sympathy toward the expressed grievances of the vocal minority, remain silent. The media and academy reflect on events, perhaps a few textbooks are rewritten, but the history is largely white-washed. Meeting places are surveilled and closed down. For a while, identity checks are stepped up. The world returns to normal. All the commotion, and what is the result? The status quo is retained. And the media and government pat themselves on the back, as another rebellion is quashed.
For two hundred and thirty five years, almost the entirety of our history, Americans have mostly stopped short of the kind of rebellion that brought about the creation of our republic. Of course, there are always a few individuals who are willing to be bloodied, jailed or even die for their cause. However, the relative modicum of comfort that most Americans enjoy, regardless of the economic uncertainty that envelops the majority of the working class and poor today, prevents them not only from seeking redress through revolutionary means themselves, but also makes them squeamish when seeing others protest. These attitudes are often accompanied not only by complete apathy toward the political process and those who participate in it, but also a palpable disdain for community organizing or involvement.
What makes so many Americans turn away or rail against revolutionary ideology? Most would offer simple explanations, such as a “conservative mindset” that views protestors as ungrateful and misguided at best, dirty and traitorous at worst. It should not be difficult for a young protestor today, at least one that knows history, to understand why they are looked upon with some indulgence, if not reviled. They need only read about or see how those in most vocal opposition to the Vietnam War, or those who rallied for social justice in that era, were treated and how they are remembered. As we shall see, part of the problem is that most Americans do not know their history; both those who demonstrate passivity and incredulity toward protestors and movements, but also the protestors themselves, who often do not understand the roots of so-called “conservative backlash.” In light of the burgeoning “Occupy” movement taking hold throughout the world, it is instructive to examine these roots, and why the same forces that checked rebellion in the 60s, using the same methods, are out in force to try to eliminate the Occupy phenomenon and ensure that those who have always demonstrated indifference towards the political process, remain on the sidelines.
The question of why so many Americans are apathetic on the subject of politics, or even the issues that affect them and their neighbors on a local or personal level, is a concern (though an indirect concern) of MIT professor of linguistics Noam Chomsky, who has reported extensively on the antiwar movements both in the Vietnam era and the more recent conflicts in the Middle East, as well as the use of propagandistic language. Chomsky might say that we need look no further than the advertising and public relations industries and their activities starting in the 1920s, for the origins of passivity. They learned their lessons and received their marching orders from the state. In his research into the origins of twentieth-century propaganda campaigns, Chomsky found that the United States and Britain founded state propaganda agencies during World War I.  The goal of Britain’s “Ministry of Information” was to “control the thought of the world” and particularly “American intellectuals, who could reasonably be expected to be instrumental in bringing the U.S. into the war” (Chomsky, 2002). U.S. President Woodrow Wilson formed the “Committee on Public Information,” which proved enormously successful in turning a “country of pacifists into hysterical jingoists and enthusiasts for war against the savage Huns” (Chomsky, 2002).
The success of these programs caught the attention of both Adolf Hitler and the American business community; one using it to win on the propaganda front leading up to and during World War II, the other utilizing its power to “shape attitudes and beliefs” (Chomsky, 2002); both targeting the civilian populations of their respective countries with a propaganda onslaught unparalleled in world history at the time. A founder of the PR industry, Edward Bernays, commented in his industry manual Propaganda, “it was the astounding success of propaganda during the war that opened the eyes of the intelligent few in all departments of life to the possibilities of regimenting the public mind” (Chomsky, 2002). Soon government and industry enlisted the assistance of esteemed journalists such as Walter Lippman, also a member of Wilson’s propaganda office, to advance their agenda. Lippman called for nothing less than “the manufacture of consent,” aiding business and the state in unleashing a tidal wave of warlike propaganda designed to “put the public in its place” (Chomsky, 2002). In a disturbing precursor to contemporary political rhetoric, Lippman writes “the general public are ignorant and meddlesome outsiders” whose function in a democracy is “to be spectators, not participants” (Chomsky, 2002). Apart from the fact that this statement would not represent a dictionary definition of democracy, let alone any sensible person’s understanding of the concept, Lippman’s invective finds its contemporary companion in Dick Cheney’s dismissal of the American public’s growing opposition to the Iraq war; when told that two-thirds of Americans felt the war was not worth fighting, Cheney’s one word response: “So?” (Raddatz, 2008) Mr. Cheney clearly subscribes to the “regimentation of the public mind” playbook, meddlesome outsiders be damned! That citizens in a supposedly functioning democracy might temporarily forget their place in the world and state an opinion is but a minor inconvenience to people like Cheney and Lippman.
Bernays and his allies in business and government set to work on their grand designs. In order to indoctrinate the public to the proper state of passivity, creating “artificial wants and imagined needs” (Chomsky, 2002) was required. This work was big business starting in the 1920s. Manuals of the time stated that industry should seek to create a “philosophy of futility” and “lack of purpose in life” (Chomsky, 2002). They hoped to do this by finding ways to “concentrate human attention on the more superficial things that comprise much of fashionable consumption” (Chomsky, 2002).  These leaders sought no less than the brainwashing of the American public to be mindless consumers. The delivery system or systems for this conditioning have taken many forms across the decades, from print media to radio, television to the internet, and their persistence and ubiquitous nature have made both advertising and the means in which it is delivered, as much as the products they present to us, insuperable parts of the zeitgeist. Today this is arguably most evident in the exalted status and fascination with commercials on Super Bowl Sunday. Talk around the water cooler is not necessarily about the products advertised during the big game (as many people do not remember the merchandise peddled), but the slapstick humor employed in the ads. Perhaps Marshall McLuhan did not have this sort of phenomenon in mind when he famously stated, “the medium is the message,” (McLuhan, 1964) as his “message” had more to do with the unintended consequences of new technology, while the argument put forth here is that the consequences have always been intended; those of passivity and disinterest to anything but the most superficial aspects of life.
The advertising and public relations industries, with ample assistance from government, launched their campaign with a flourish in the late 1920s with the ascendancy of radio. As Mark Pendergrast points out in “Uncommon Grounds: The History of Coffee and How it Transformed our World,” in 1929 “Americans spent $842 million on new radios, a 1,000 percent increase from seven years earlier”(Pendergrast, 1999). Almost every one of those radios was tuned to “The Amos and Andy Show,” which was initially sponsored by Pepsodent toothpaste. Because food and drug products were impervious to the vagaries of the Depression, soon products like Maxwell House coffee were the “prominent sponsors of shows featuring entertainment industry titans such as Bob Hope and Gloria Swanson” (Pendergrast, 1999). The business/government /advertising alliance had their hook; not only were products promoted by well-known show business names, but the most popular items included addictive or habit forming properties (coffee, cigarettes, coca-cola), ensuring a steady stream of consumption regardless of the country’s economic realities.
During the Second World War, high-level US planners began devising ways to indoctrinate Americans to lives of conspicuous consumption, while simultaneously drawing up military plans and foreign policy doctrines addressing the need to protect the way of life that they envisioned. Young American men returning home from war overseas had the GI Bill waiting for them; a chance to educate themselves in order to move into the middle class in short order. Access to VA home loans also proved a boon to the post-war economy, as this hastened the move of millions of families to the newly created suburbs that saw its beginnings in places like Levittown, New Jersey (almost entirely white, as blacks were mostly denied access to housing outside of urban centers). Government programs such as the Tennessee Valley Authority, with its rural electrification projects, and later the Interstate Highway System, a means of more effective transport of goods, provided good-paying jobs to returning vets and graduates benefiting from the GI Bill. The burgeoning middle class now had the means to purchase all the products that were advertised to them through the new medium of television. Never in the history of mankind could a more effective means of indoctrination and propaganda be conceived, as we shall examine later. Television proved to be the major spur to post-war consumer activity. The 1950s saw the largest percentage increase in economic activity in world history, and American consumers had the purchasing power to realize not only their own dreams of upward mobility, but also the business/government/advertising alliance’s hopes for a placated, passive public, all the while boosting the bottom line of virtually every sector of the corporate community. These achievements in prosperity and material comfort, coupled with the invidious potential of television, would prove the underpinnings of the “conservative backlash” that met the social upheaval in the two decades that followed.
While many Americans were indulging in the fruits of a newfound prosperity unimaginable just a half-decade before, with what could easily be described as a patriotic fervor (consumption is good for the country and thus patriotic), the 1950s also saw the confluence of political and economic doctrines which, while appearing to work independently of one another, were in fact quite compatible in aiding the advance of what became known as the Military Industrial Complex and the Cold War, with the concomitant engendering of collective public mindset around an unquestioning, authoritarian brand of patriotism. According to Noam Chomsky, high-level government officials, during and immediately following World War II, “delineated a “grand area” that the U.S. was to dominate, including the Far East and Middle East, with its all-important energy resources” (Chomsky, 2011). President Dwight Eisenhower recognized the Middle East as “the most strategically important area in the world” and “probably the richest economic prize in the world” (Chomsky, 2010). Throughout the latter part of the twentieth century, American military, strategic and foreign policy has adhered to these goals. In fact, the “Clinton Doctrine” extended these strategies by declaring that the U.S. “is entitled to resort to unilateral use of military power to ensure uninhibited access to key markets, energy supplies, and strategic resources” (Chomsky, 2004). Unbeknownst to the vast majority of the American public then and now, U.S. military power was projected in the form of CIA-backed military coups in the Middle East (1953, Iran) and Central and South America (1973, Chile), these being just two of many examples; and, of course, intervention and eventual invasion of Vietnam, which was in keeping with the “domino theory” that communist (i.e. Soviet) influence in strategic markets would play out like an avalanche if left unchecked, a Cold War “card” that is played when convenient even today. The American people may be blissfully unaware of this history of intervention (or the largely market-based reasons for intervention or invasion), but the peoples of the countries affected by these policies show no such compunction to willful ignorance; they know their history and act (and vote) accordingly, a situation problematic for today’s American policy makers and their allies. Thus, it should come as no surprise that in poll after poll, whether in the Middle East or Latin America, the U.S. is regarded as a greater threat to peace than the likes of Iran or Cuba.
While these plans were carried out largely under the radar of the American public, a future Nobel Prize winning economist, Milton Friedman, began training his students at the University of Chicago in his theory of “Economic Shock Treatment.” In her startling account of a half century of economic “shock and awe,” “The Shock Doctrine: The Rise of Disaster Capitalism,” Naomi Klein documents how anyone who stood in the way of the United States and its allies exploitation of the resources (human and otherwise) of countries all over the globe, found themselves disappeared, tortured and killed in the name of the “free market.” A quote from Friedman encapsulates his doctrine: “Only a crisis – actual or perceived – produces real change” (Klein, 2007). Friedman’s disciples from the Chicago School gang advised military coups in Argentina and Chile, among others (Friedman himself met with General Pinochet when his military junta took power) and continue to spread their pernicious ideology today, though not without considerable resistance, particularly in Latin America.  Moreover, the rise of democratically-elected leftist governments in that region of the world can be seen as a direct response to the decades of violence and repression which at its core are closely connected to Milton Friedman’s “pure market capitalism.” Unfortunately for the poor people in these corners of the globe (and the people who advocated and fought for them), Friedman’s policies could not take hold democratically, as only a shocking crisis (coups, natural disasters, etc) could bring about the necessary submission. After a crisis, when a state is at its most vulnerable, government planners, advised by Friedman disciples (often natives who studied under Friedman in Chicago) swoop in and destroy anything resembling a social safety net, while privatizing everything in their path; extremely unpopular measures to the majority who elected  socialist leaders such as Salvador Allende, who had improved conditions for the poor in Chile in the three years before his assassination at the hands of a CIA-sponsored death squad. One may ask, how is this connected to American apathy? Because, for nearly fifty years the American public has been led to believe that our intentions in foreign policy and use of force are benign, that we are fostering democracy in all corners of the globe, and that any resistance to this mission is communism or socialism, and therefore evil; the populace not able to make the important distinction between Stalin’s communism and a social welfare state in 1973 Chile which bears striking resemblance to much of Western Europe today. If you believe your country is morally right, you will support its policies and hold anyone who opposes them in severe contempt. It was relatively easy to foster these beliefs in the 1950s, the country still alive with the warm glow of appreciation for our righteous leaders and brave soldiers of World War II and Korea. However, the 1960s ushered in an era where some Americans, particularly students, not only found fault with the official story, but were willing to challenge that story and the leaders who sang its praises.
“….Americans have more often made photography partisan. Pictures got taken not only to show what should be admired but to reveal what needs to be confronted, deplored – and fixed up.” –Susan Sontag
At the dawn of the 1960s, the presidential election featuring John F. Kennedy and Richard Nixon proved a harbinger for how the mass media would shape public opinion, both for liberals and conservatives and even those who were inclined not to choose sides. Kennedy’s youthful charm and good looks contrasted Nixon’s sweaty, tired countenance during the much-discussed television debates of the 1960 election that were likely the impetus to propel Kennedy to the White House; few would argue that JFK was the first “television president,” as he became expert at using the medium to full effect, in short order. And though Kennedy’s assassination is often viewed as the event most responsible for the politicization of the generation coming of age at this time, one could easily argue that the self-immolation of Buddhist monk Thich Quang Duc, taking place months before JFK’s murder, played an equally important role in newfound political awareness. Photographs of Duc’s death, a protest of the Diem regime in South Vietnam, were widely disseminated and certainly a hot topic of conversation on campuses worldwide; in fact, this incident was one of the first television images associated with the war in Vietnam. Within a year of these events, the Free Speech Movement began at the University of California at Berkeley, and an era of protest and political unrest commenced.
The ability of the media, particularly television, to shape the political discourse is the thrust of Edward P. Morgan’s “What really happened to the 1960s.” The premise of Morgan’s text is worth quoting in full; He argues that:
 “the mass media of the sixties era helped to invite and spread that era’s protest activity, but they did so on terms reflecting broader structures of which they were part. As a result, they simultaneously helped to shape, marginalize, and ultimately contain protest movements. Along with the powerful ideological voices who enjoy significant, if not dominant, access to the media, they have been the major facilitators of our diversionary politics and warlike discourse ever since” (Morgan, 2010).
Morgan provides as evidence, among many others, the protests at the 1968 Democratic Convention. He notes that the protestors, in response to obvious police brutality inflicted upon them, chanted “The whole world is watching.” Morgan says, “The protestors, confident that television coverage of police brutality would turn viewers against the police, found that in fact the majority of the American public responded by siding with the police” (Morgan, 2010). Jerry Rubin said, “Television creates myths bigger than reality” (Copeland, 2010). When portraying violence, the media in general and television in particular focus on the most sensational; the lone violent protestor, for example, which simultaneously satisfies a viewer’s voyeuristic bloodlust and helps them to rationalize their opposition to protest and revolutionary ideology, though it may ultimately be in their interest to side with a populist stance. In this way, television serves both the purpose of concentrating the public’s attention on the superficial aspects of life (consumerism), while also creating a mindset of an oppositional stance to dissent through framing of events that concurrently entertain and appall. Much of the generation which grew up during the depression and were the first to enjoy the spoils of the 1950s growth of middle class prosperity, found the 1960s protestors to be dirty, ungrateful hippies that simply needed to be silenced, get a job and wave the flag. The conservative backlash, or what Nixon referred to as “the silent majority,” only came to oppose the war because of the perceived waste of American human and financial capital in a primitive country they also viewed as ungrateful, with no regard for the toll of the war on the Vietnamese. These notions are arguably best reinforced in images such as an August 1967 Time Magazine cover photo showing an American soldier walking alongside an injured Vietnamese child with the caption, “To Keep a Village Free,” or the horrific footage of the aftermath of the My Lai massacre. Essentially we were there to give them the freedom to be consumers like us, which is extremely difficult to achieve when your country is napalmed and bombed to bits by its so-called liberators. This ideology can be found four decades later in the current call to “spread democracy,” which of course is precisely what World War II planners envisioned, if one is willing to concede substituting  the terms “free markets” and “capitalism” for democracy.
“I admit it – the liberal media were never that powerful, and the whole thing was often used as an excuse by conservatives for conservative failures.” – William Kristol, New Yorker, May 22, 1995
Which brings us to the present, with the War on Terror, the “Made for Television” Gulf War of 1991, and the invasion to “liberate” Iraq. Our contemporary political discourse contains all the elements I have introduced previously in a toxic boil of apathy, mindless consumerism, hatred toward “the other” and jingoistic isolationism. This sorry state of societal affairs made the work of convincing the American public and its representatives in congress that invading the sovereign country of Iraq was a good idea, a relatively facile endeavor. To accomplish the task, the Bush administration employed their old friends in television, who in recent years had become frighteningly competent at propaganda, primarily due to the advent of 24-hour cable news and the consolidation of media in the hands of a powerful few moguls. As Jerry Mander points out in his long-forgotten but important work, “Four Arguments for the Elimination of Television,” the very nature of the technology (television), “with the light constantly flickering upon our retinas, causes a state of hypnosis; not in the usual sense of a catatonic feeling, but much like a passive mental attitude, and since there is no way to stop the images, one merely gives over to them. Thinking only gets in the way” (Mander, 1977). With this sort of technology in the hands of people who eagerly employ political pundits who will dissemble, distort and lie to advance their ideology, the war machine had virtually no opposition. Once the invasion was complete and the “Mission Accomplished” banners came down, the media went to work demonizing any domestic opposition to American policies. This demonization was and is still directed primarily at the academic community and public intellectuals, providing the opportunity for champions of neo-conservatism to engage in a double-whammy of destruction of the commons; tearing down public education, which has always had a very tenuous hold on the foundations of our democracy, and silencing dissent, or at least destroying the reputations of those who dare question the status quo and uphold one of the lynchpins of a free republic. Henry Giroux points to “a growing sentiment on the part of the American public that people who suggest that terrorism should be analyzed, in part, within the context of American foreign policy should not be allowed to teach in the public schools, work in government, and even make a speech at a college” (Giroux, 2003). If any “mission” has been accomplished, it is that which has kept the majority of the American people blissfully unaware of the atrocities committed in their name, and for the sake of “protecting our way of life.” George W. Bush encouraging Americans to “go shopping” as a collective response to the terror attacks of 9/11, demonstrates perfectly how materialism and apathy have not only created a passive public, but one full of fear as well. Dick Cheney infamously said, “The American way of life is non-negotiable,” to which I would counter with a quote from Henry Giroux: “Is it utopian to believe that humans are capable of democratic conversation that builds toward a wider democratic future, or is it utopian to believe that the global system can continue to forge ahead on its current destructive path because its flaws will be effectively eclipsed by some as yet unforeseen technological fix?” (Giroux, 2003). Perhaps the American way of life is non-negotiable, but it is also unsustainable.
“Since memory is actually a very important factor in struggle…if one controls people’s memory, one controls their dynamism. And one also controls their experience, their knowledge of previous struggles.” –Michel Foucault
One of the definitions assigned to conservatism is “reluctance to change.” The conservative backlash that the media/government/business alliance formulated starting in the 1920s, strengthened and implemented in the 1960s, and still uses with great effect today, contains as one of its strongest pillars, fear of change. One of my favorite unattributed quotes is “When we seek permanence, that’s when our troubles begin.” We have become an apathetic, complacent, fearful society. The Occupy Movement has shown us many things, but chief among them are that the conservative backlash is still powerful (protestors still characterized as dirty and lazy) and that Americans long for permanence without struggle, revolutionary or otherwise. It is much easier to be a consumer than a citizen, and we have essentially handed over the keys of citizenship, of participatory democracy, to our corporate masters. Our memory has been erased, if it was ever there to begin with. It will be fascinating to see if the Occupy Movement can mobilize enough of our passive consumers to become citizens for the first time, before it’s too late.

References
Chomsky, N. (2002). On nature and language. Cambridge, UK. Cambridge University Press.
Chomsky, N. (2004). Understanding power. New York. The New Press.
Chomsky, N. (2010). Hopes and prospects. Chicago. Haymarket Books.
Foucault, M. (1996). Film and popular memory, in Foucault live (Interviews, 1961-1984), New York: Semiotext (e), p. 127. French original 1974.
Giroux, H. (2003). The abandoned generation: Democracy beyond the culture of fear. New York. Palgrave MacMillan.
Mander, J. (1977). Four arguments for the elimination of television. New York. William Morrow.
Morgan, E.P. (2010). What really happened to the 1960s: How mass media culture failed American democracy. Lawrence, KS. University Press of Kansas.
Sontag, S. (1977). On photography. London. Picador Macmillan.