LiLiu

Professor Arto Artinian

POL100 (0502): Discussion Board 5.1

June 9, 2021

1. Two key concepts in this video are the means of production and labor. In your comment, explain how you understand the means of production and labor. Give an example of each.

The means of production are all the elements used to produce commodities, aside from human beings. For example, in video 5.1, the speaker showed that his video is his product, and his production tool is to support him to complete this video, including his camera, microphone, tripod, lighting, recording studio, background board, and editing tools, etc. The means of production is privately owned, not owned by laborers. Therefore, means of production is a material factor in productivity and a tool used in the production of commodities and services.

On the other hand, labor is the only means to increase the value of commodities. The more time workers spend on commodities, which means there is more physical or mental work the workers spend. Therefore, the more time workers spend on a commodity, the higher the value of the commodity. For example, in video 5.1, the speaker also explained that when a person buys a piece of wood, the value of the wood is fixed without any changes. Then, when workers put in labor to turn wood into a chair, it increases its value. Therefore, I think that labor is the only way to increase the value of commodities.

2. Another important concept in understanding social class is value. Based on the ideas presented in Video 5.1, what is value?  What gives “value” to value, what makes something valuable? 

According to video 5.1, Value refers to the time and labor that workers spend on commodities. That is, labor increases the value of commodities. Because the value of a product is measured by the amount of labor required in production. Therefore, labor makes things worthwhile. For example, in video 5.1, the speaker expressed that manufacturing automation will make products cheaper. Because automated machines replace workers, the labor spent to manufacture goods is reduced, which makes the production of commodities cheaper. Therefore, labor makes something valuable. 

3. How are labor and value related? What’s the relationship/connection between the two?

Labor determines the value of commodities, and they are causal. The more labor workers spend on commodities, the higher the value of commodities. Because the value of commodities depends on the labor paid by workers, that is, labor increases the value of commodities. 

4. How do you understand the difference between labor and labor power? 

Labor power refers to a person’s labor ability, which is a worker who sells his labor ability to work for the owners in order to earn his/her wages. For example, in order to enhance the competitiveness of themselves and potential employees, current employees will enhance their own capabilities. They exercise their mental and physical strength to better create value for owners. Therefore, labor refers to a person’s own ability, which can be physical or mental. Labor is the only means to increase the value of commodities, which the more labor the workers pay on commodities, the higher the value of commodities. 

5. Surplus Value: what is it? Why is it important to know about, in our study of social classes? Think about an example of surplus value?

Surplus value refers to the profit that owners exploited from the labor value of workers, which is the value of most of the commodities created by the workers is invaded by the owners free of charge and becomes their profit. Moreover, studying surplus value can help us understand the exploitative nature of the capital class, thereby helping us have a clearer understanding of social classes. According to “Democracy for the Few” by Michael Parenti, who explained that workers’ wages are only part of the wealth created by their labor, and most of the wealth is called surplus value, which goes into their boss’s pockets. For example, the author writes, “Under capitalism, however, the portion taken from the worker is not visible. Workers are simply paid substantially less than the value they create. Indeed, the only reason they are hired is so the owner can make money off their labor. If wages did represent the total value created by labor (after expenses and improvements), there would be no surplus value, no profits for the owner, no great fortunes for those who do not labor” (Parenti, p 2). Therefore, it is important to know the surplus value in our study of social classes. 

LiLiu

Professor Arto Artinian

POL100 (0502): Discussion Board 4.2

June 9, 2021

1. What is the distinction that Reading 4.3 makes between owners and employees? Give an example of each.

What is the distinction that Reading 4.3 makes between owners and employees? Give an example of each.

The difference between owners and employees is that owners profit by exploiting the value of employees’ surplus labor, while employees are people who sell their labor for owners and earn wages as living. According to Reading 4.3, the author Michael Parenti explained the definition of owners and employees. Owners get profits from the labor of employees, which they exploit. For example, the author writes, “You are a member of the owning class when your income is very large and comes mostly from the labor of other people, that is, when others work for you, either in a company you own, or by creating the wealth that allows your investments to give you a handsome return” (Parenti, par. 4). In contrast, employees are people employed by their owners, and they are exploited. They live on their own wages and salaries, but the wages are only a small part of the wealth created by their labor. For example, Michael Parenti writes, “Indeed, the only reason they are hired is so the owner can make money off their labor. If wages did represent the total value created by labor (after expenses and improvements), there would be no surplus value, no profits for the owner, no great fortunes for those who do not labor” (Parenti, par. 8). Therefore, the difference between owners and employees is, owners make money by exploiting the value of surplus labor created by employees. Employees are exploited. They sell the value of the labor they create to get a basic salary from the owner.

2. How do you understand the quote by Adam Smith on pg. 28? What is it saying about labor?

According to the quote about labor by Adam Smith, he believes that labor is the true standard for evaluating the true price of all commodities. I agree with his opinion, I think labor is that people create profitable value for goods through their own physical or mental efforts. Money is a nominal price to the value created by labor, which is used for transactions. For example, according to Reading 4.3, the author Michael Parenti writes, “What transforms a tree into a profitable commodity such as paper or furniture is the labor that goes into harvesting the timber, cutting the lumber, and manufacturing, shipping, advertising, and selling the finished product—along with the labor that goes into making the tools and whatever else is needed for production and distribution” (Parenti, par. 5). The author used an example to explain how labor transforms a tree into a valuable commodity. Therefore, I agreed with the quote by Adam Smith about labor. 

3. What are your thoughts on the main argument of Reading 4.4 that class is NOT an identity?

I think class is not an identity because class is divided according to people’s income, wealth, education, etc. which separates different social groups, and there is a dependent but unequal relationship between the exploiters and the exploited among different classes. Thus, class isn’t an identity, and it isn’t analogous to race, gender, et. 

4. How do you understand the argument Reading 4.4. makes when stating that “class structures are built around a close form of dependency”? What is this close form of dependency, and can you think of an example?

This close form of dependency means the relationship between capitalist class and working class, and they are exploiters and exploited. Capitalists gain more wealth by exploiting the value of workers’ surplus labor, so they are dependent on workers. That makes the workers have the power to resist the exploitation of capitalists. According to “Class Rules Everything Around Me” by Paul Heideman who explained that the relationship of interdependence between the bourgeoisie and the working class For example, the author writes, “This interdependence means that to be a worker is to always and everywhere be in a position of having your interests at least threatened by the capitalist that employs you. But it also means that workers everywhere have the potential power to force their employers to the table by threatening their ability to remain capitalists” (Heideman, p 6). Therefore, the relationship between capitalist class and working class is the close form of dependency. 

LiLiu

Professor Arto Artinian

POL100 (0502): Discussion Board 4.1

June 9, 2021

1. Do you notice any similarities in the way social class is discussed in readings 4.1 and 4.2? Do you notice any differences in the way these two readings DIFFERENTIATE between social classes?

The similarities in the way social class is discussed in readings 4.1 and 4.2 is the decisive factor that people define their own social class is their income. Also, this is one of the factors by which the social class is based on socioeconomic variables.

The difference between the two readings in the way of social classes is, the reading of 4.1 – “What Determines How Americans Perceive Their Social Class?” It is from a more comprehensive perspective such as income, education, age, race, and region, which explains people’s subjective definition of social class. For example, the 4.1 article writes, “income is a powerful determinant of the social class into which people place themselves, as is, to a lesser degree, education. Age makes a difference, even controlling for income and education, as does region, race, whether a person is working, and one’s urban, suburban, or rural residence” (Bird & Newport, par. 5). In contrast, the 4.2 article “Inequality and New York’s Subway” only uses household income data and only analyzes the census in the subway station area. Although income is an important factor in determining social class, the article in 4.1 provides a more comprehensive analysis of the factors that influence people to distinguish social class. 

2. Pick the station closest to where you live. Using the concepts from Reading 4.1, what social class tends to live in your neighborhood? Are you surprised (or not) by the answer? Do you feel it is an accurate representation of the people living in your neighborhood?

According to Reading 4.1, the nearest station closest to my life is 103 St – Corona Plaza, and the people closest there are middle class or working class. Because the household income data near the subway station is $ 47,560 in 2011, they are middle class or working class. I am not surprised by the answer, because my neighbors are mostly engaged in the service industry and construction industry. Therefore, this data accurately represents the people who live near me. 

3. Based on Reading 4.2, do you notice a general pattern about social classes in NYC?

According to Reading 4.2, which shows each station on the subway map corresponds to the average income level of the residents around the station. This made me notice that the social class in New York City is a region-based model, which means that there is a difference in income between urban residents and suburban residents. For example, the 7 train, the station with the highest income for residents is Grand Central-42 St, which is the most prosperous area in Manhattan, New York City. The average income for residents there is $131,786. In contrast, the same line of 7 trains, the station at 90 St-Elmhurst Ave, where the average income of residents around the station is only $37,190, which is less than one-third of the average income of residents living near the Grand Central station. Therefore, the social class model of New York City is a region-based model. 

LiLiu

Professor Arto Artinian

POL100: Discussion Board 2.2

May 29, 2021

1. Why do think Southern racist politicians chose to frame their defense of racial segregation through the language of “law and order”? What special advantages was this choice of words going to give them?

Because Southern racist politicians tried to create a false concept for the public that regarded the rise of the civil rights movement as a threat to the American legal order. They deliberately misled the public into believing that supporting the civil rights movement was tantamount to conniving at crime. Therefore, they chose “law and order” as a slogan against the civil rights movement. Because that is a good reason to support them defending segregations. For example, Michelle Alexander writes, “Proponents of racial hierarchy found they could install a new racial caste system without violating the law or the new limits of acceptable political discourse, by demanding “law and order” rather than “segregation forever”(Alexander, p. 40). Racist politicians in the south actively mobilized white organizations to oppose the civil rights movement, and “law and order” is the best reason for them to defend segregations. Therefore, Southern racist politicians chose to frame their defense of racial segregation through the language of “law and order.”

Moreover, the advantage of choosing “law and order” not only brings justice and moral legitimacy to racist politicians in the south, but also makes people successfully associate the racial images related to the riots with the black civil rights movement. For example, Michelle Alexander writes, “Unfortunately, at the same time that civil rights were being identified as a threat to law and order, the FBI was reporting fairly dramatic increases in the national crime rate. Despite significant controversy over the accuracy of the statistics, these reports received a great deal of publicity and were offered as further evidence of the breakdown in lawfulness, morality, and social stability” (Alexander, p. 41). This undoubtedly deepened people’s misunderstandings of the black civil rights movement and gave “legitimacy” to the supporters of the anti-civil rights movement. Therefore, choosing “law and order” gives racist politicians in the South many advantages. 

2. Do you think the Southern Strategy is still influencing American politics? Give an example supporting your answer.

I think the Southern Strategy is still influencing American politics because racist politicians have strategically propagated to the public that links the black civil rights movement with violent rebellion, economic or violent crime. This leads many people to misunderstand the black civil rights movement, and lets racist politicians still use “law and order” as a positive slogan, which allows them to use the police to control the protesters and gain political benefits. For example, according to “ ‘Law and Order’ for ‘Blacks and Hippies’ ” by Charles M. Blow, he expressed that former President Trump portrays black peaceful protesters as criminals, and the black peaceful protesters’ white allies as anti-laws. Also, he revived the slogan of “law and order” and used the police as a means to control the protesters. The author writes, “The people protesting want justice and equality, an end to racism and a dawning of a new egalitarianism. For a white supremacist, that is heretical. Trump and his supporters see the protests as a crisis, a form of chaos that threatens the order” (Blow, par. 20). It can be seen that Trump’s remarks are deeply influenced by the Southern Strategy. He successfully incited his supporters, and used racial hostility and discontent to seek his own political interests. Therefore, the Southern Strategy still influences American politics. 

Works Cited

M. Blow, Charles. ‘Law and Order’ for ‘Blacks and Hippies.’ The New York Times, 21 June. 2020, www.nytimes.com/2020/06/21/opinion/trump-police-reform.html?smid=url-share

LiLiu

Professor Arto Artinian

POL100: Discussion Board 2.1

May 28, 2021

1. M. Alexander claims that the main explanation of why so many people are sent to jail in the U.S. today is deeply wrong. Explain her argument by referring to the various examples she mentions to back up her point. (see p. 1-2)

Michelle Alexander claims that the main explanation is deeply wrong because many people think that the United States has the highest imprisonment rate in the world, so the crime rate in the United States might be high. However,  the crime rate in the United States is actually not high. According to “The New Jim Crow” by Michelle Alexander, she shows the truth of why the United States is the country with the highest incarceration rate in the world. Michelle Alexander explained that the U.S. judicial system uses the “drug war” as a tool to discriminate against and oppress African-American men, other minorities, and the poor. This leads to mass imprisonment. For example, Michelle Alexander writes, “In fact, the War on Drugs began at a time when illegal drug use was on the decline. During this same time period, however, a war was declared, causing arrests and convictions for drug offenses to skyrocket, especially among people of color” (Alexander, p. 2). Michelle Alexander pointed out that mass incarceration increases the percentage of incarceration rates for African Americans and minorities, and exposes these people with criminal records to legal discrimination throughout their lives, preventing them from entering the mainstream society. Therefore, Michelle Alexander claims that the main explanation of why so many people are sent to jail in the U.S. today is deeply wrong.

2. Why is it that racial disparities in the rates of incarceration “cannot be explained by rates of drug crimes”?

Michelle Alexander expressed that the rates of using and selling illegal drugs are very similar among people of different skin colors, and differences in some surveys show that white young people are more likely to commit drug crimes than others. However, in fact, American prisons are full of black and brown drug offenders. Michelle Alexander writes, “In some states, black men have been admitted to prison on drug charges at rates twenty to fifty times greater than those of white men. And in major cities wracked by the drug war, as many as 80 percent of young African American men now have criminal records and are thus subject to legalized discrimination for the rest of their lives” (Alexander, p. 3). Therefore, Michelle Alexander expressed that racial differences in incarceration rates “cannot be explained by rates of drug crimes.”

3. How do you understand the phrase: “the American penal system has emerged as a system of social control unparalleled in world history.”?

I think this sentence of Michelle Alexander points out that the American penal system conceals its own problems of racial discrimination. Because studies show the rates of using and selling illegal drugs are very similar among people of different skin colors, but American prisons are full of black and brown drug offenders. Moreover, Michelle Alexander also points out that the “drug war” actually started with a decline in the rate of illegal drug use, but the incarceration rate for drug crimes in the United States is higher than anywhere else in the world. Because of racial discrimination in the American penal system, a large number of African Americans have been imprisoned on a large scale. Therefore, Michelle Alexander points out that this is the New Jim Crow, and she also expressed the consensus of many people in the United States of “color blindness,” which makes them think race is no longer important. That makes people turn a blind eye to the racial issues that arise in society, which promotes the emergence of new racial issues.

LiLiu

Professor Arto Artinian

POL100: Discussion Board 3.1

May 30, 2021

1. Keeping in mind the material covered in this lesson, describe how you understand ideology in YOUR OWN WORDS.

Ideology usually refers to political ideologies, that is the ruling class in society communicates their fundamental political concepts to the public through their media. There are three categories in political ideology, namely the right, the center and the left, and they represent different political concepts. According to “Democracy for the Few” by Michael Parenti, who explained each category in political ideology, which are conservative, moderates and liberal, the socialists, anarchists. For example, Michael Parenti detailed conservative ideology. The author writes, “Conservative ideology preaches the virtues of private initiative and self-reliance: rich and poor pretty much get what they deserve; people are poor not because of inadequate wages and lack of economic opportunity but because they are lazy, profligate, or incapable” (Parenti, p. 52). Through Michael Parenti’s introduction to different political ideologies, readers have a detailed understanding of the political concepts of various ideologies. 

On the other hand, ideology can also be understood with religion because religion is also a manifestation of ideology. In religion, some believers strictly follow all creeds, but others are freer and only follow the creed they think is more important. We can analogy these two types of believers: “conservative” and “liberal”. They all have their own beliefs and want to explain and change the world with their beliefs, and the different beliefs of these two types of believers have become their dominant ideologies. Therefore, I use religious beliefs to help understand ideology. 

2. How do you understand the difference between conservative and liberal ideology in US politics? What seem to be the big differences, the dividing line? Give an example to back up your arguments.

Conservatives serve corporate elites and wealthy individuals, and conservative ideology will be more in line with their economic self-interest. For example, according to “Democracy for the Few,” the author Michael Parenti explained that conservatives are composed of corporate elites and wealthy individuals. They support the capitalist free market and advocate individual rights. Therefore, they hope that the government’s powers will be minimized and the private sector will be responsible for more functions. The author writes, “They want to do away with most government regulation of business, along with environmental and consumer protections, disability and retirement support, minimum-wage laws, unemployment compensation, occupational safety, and injury compensation laws” (Parenti, p. 52). In contrast, most of the people who support liberal ideas are from the working class. They want to be treated fairly and get more help from the government. For example, Michael Parenti writes, “Many liberals see a need for improving public services and environmental protections; they support minimum-wage laws, unemployment insurance, and other wage supports, along with Social Security, nutritional aid for needy children, occupational safety, and the like” (Parenti, p. 54). From the difference between conservative and liberal ideology, we can see that their biggest difference is their economic self-interest, which determines where one stands. 

3. How do you understand Althusser’s definition of ideology? Paraphrase it in your own words. Given an example. 

Althusser’s definition of ideology is that ideology is a very useful tool, which exists in state machines such as schools, politics and mass media. According to “Althusser on Capitalist Ideology and State Apparatuses,” the speaker explained that school is the most powerful national ideological device because school is mandatory. Children not only learn to speak and write in school, but also learn to obey authority and internalize ideology. For example, the speaker used the quote from Louis Althusser, “no other Ideological State Apparatus has the obligatory audience of the totality of the children in the capitalist social formation, eight hours a day for five or six days” (PlasticPills 8:19). Children not only learn to speak and write in school, but also learn to obey authority and internalize ideology. Therefore, Althusser believes that ideology is a very useful apparatus. 

Works Cited

Parenti, Michael. “Democracy for the Few,” (Wadsworth, 2011), pg. 52-57

PlasticPills. “Althusser on Capitalist Ideology and State Apparatuses.” 28 Jun, 2019, https://www.youtube.com/watch?v=r6w5gPtChhU&t=511s

LiLiu

Professor Arto Artinian

POL100: Discussion Board 3.2

May 31, 2021

1. What is a Repressive State Apparatus? Why does Althusser call it “repressive”? Can we explain his choice of words here? Give an example.

The Repressive State Apparatus is a way to control people to stand their quo. Althusser calls it “repressive” because this state apparatus threatens people through violence, so as to ensure that people maintain the status quo. For example, according to “Rwanda Pursues Dissenters and the Homeless,” the author Jeffrey Gettleman expressed that during the election period of the Rwandan, President Paul Kagame ordered the police to arrest many opposition supporters, and these people were sent to jail without a court trial. The author writes, “Some opposition supporters have been attacked inside government offices; others have been jailed. Several prominent government officials who recently broke ranks with Mr. Kagame defected to other African nations, saying they feared for their lives” (Gettleman, par. 9). In Rwanda, police, courts, and prisons, which are the repressive state apparatus, use threats, and violence to control people, making the public lose the motivation to resist because of fear. Let the authorities consolidate their political rights. Therefore, Althusser calls it “repressive.” 

2. Let’s do the same for the Ideological State Apparatuses. What are they, how do they seem to work?

Ideological state apparatus, which does most of the work and prevents changes to the status quo. Ideological state apparatus lets people learn to obey authority and internalize ideology. For example, schools are the biggest national ideological means because every child must go to school. In school, children learn to obey authority and discipline, and internalize their ideology. For example, Althusser said, “no other Ideological State Apparatus has the obligatory audience of the totality of the children in the capitalist social formation, eight hours a day for five or six days.” Children must receive school education, which is mandatory, and students will turn the ideology taught in the school into their spiritual pursuit. Therefore, schools are the most powerful Ideological state apparatus.

3. Important: this question will appear on our exam: How are the Repressive and Ideological State Apparatuses different from each other? What is the difference between the two?

The ideological state apparatus serves to convey its ideology to make people have a strong sense of identity with their thoughts. The repressive apparatus is to control people’s mind and behavior by the threat of violence, and it is a means after the ideological state apparatus fails. According to “Althusser on Capitalist Ideology and State Apparatuses,” the speaker expressed that Louis Althusser defined the repressive and ideological state apparatuses, these two types of apparatus that controlled people’s mind and behavior. For example, the speaker said, “The first is called the repressive apparatuses, which control you through the threat of violence including police, courts, and prisons. But fear is not the primary motivator in most of our lives. As it turns out, being normal, being accepted, and belonging to a group are just as strong motivators. Here is where ideological apparatus do most of the work. Ideological apparatus prevents changes to the status quo and includes schools, politics, and mass media” (PlasticPills 5:14). The speaker explained what repressive and ideological state apparatuses are, and the differences between them. They are all devices to control people’s thoughts and behaviors, but they act on different parts. 

4. Post an example of ideology. This could be a piece of writing, an image, video, pdf document, visual art, or music, clip from a movie. Next to your example, specify if this is an example of repressive or ideological apparatuses at work.

“Another Brick In The Wall” by Pink Floyd, is an example of ideological apparatuses. In the video, we can see students must learn and accept the thoughts it conveys in the school. 

Works Cited

Gettleman, Jeffrey. “Rwanda Pursues Dissenters and the Homeless.” The New York Times, 30 April. 2010, www.nytimes.com/2010/05/01/world/africa/01rwanda.html?searchResultPosition=17

PlasticPills. “Althusser on Capitalist Ideology and State Apparatuses.” 28 Jun, 2019, www.youtube.com/watch?v=r6w5gPtChhU&t=511s