TEST

A Reconceptualization of Modernity as a Mode
of Cognitive-Discursive Performativity


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Still Life with Burning Candle

 
Modernity, Bildung and Brain Plasticity (Ong, Donald . . . Richardson)

Bildung and Literacy

Racism vs. Brain Plasticity

What is modernity when seen in the framework provided by the concept of biocultural niche?  Brain plasticity; developmental systems theory; bildung; biocultural niche; and zone of proximal development--these concepts and  theoretical orientations are at the heart of this attempt to understand our post-modern catastrophe: the disintegration of the biocultural niche of modernity. 







on cogntive and cultural "awakening" in Flint immediate post-war years

Saul Wellman, Michigan State Chairman of the Communist Party

from an interview of Saul Wellman by Peter Friedlander:

Wellman: Flint is what I consider to be the asshole of the world; it's the roughest place to be.  Now we recruited dozens of people to the Party in Flint, and they came out of indigenous folk.  And those are the best ones.  But we couldn't keep them in Flint very long, once they joined the Party.  Because once they came to the Party a whole new world opened up.  New cultural concepts, new people, new ideas.  And they were like a sponge, you know.  And Flint couldn't give it to them.  The only thing that Flint could give you was whorehouses and bowling alleys, you see.  So they would sneak down here to Detroit on weekends--Saturday and Sunday--where they might see a Russian film or they might . . .  hear their first opera in their lives or a symphony or talk to people that they never met with in their lives.

Friedlander:  to me that's one of the most significant processes of people becoming radicals, is this . . .

SW: but you lose them in their area . . .

PF: right.  You lose them, but I think something is going on there that I think radicals have not understood about their own movement . . .

SW: right . . .

PF: something about the urge toward self improvement . . .

SW: right . . .

and cultural advancement . . .

SW: right, right . . .

PF: and not to remain an unskilled worker in the asshole of the world . . .

SW: right, right.  But there are two things going on at the same time.  The movement is losing something when a native indigenous force leaves his community.  On the other hand the reality of joining a movement of this type is that the guy who is in the indigenous area looks around and says this is idiocy, I can't survive here.





Bildung: The Republican Dasein and Modernist Sensibilities:
Schiller Hall in Detroit in the 1930s should be viewed as a radical salon,
a node in the discursive field/biocultural niche of modernity

1. from S.A. Smith
, Revolution and the People in Russia and China: A Comparative History (Cambridge University Press, 2008)

We have seen that for 'conscous' workers in Russia and, to a lesser extent, in China, reading was an activity that was central to self-fashioning, constitutive of what it meant to be a cultured and autonomous individual.

2. Schiller Hall in Detroit should be viewed as a radical salon, a node in the discursive field of modernity, a meeting place of the bildungsproletarians. 
Below (4), Ed Lock (proud grandson of a Civil War veteran) provides an account of the intellectual life of the bildungs-proletarians who gathered in Schiller Hall.  Saul Wellman (6) (communist, Detroit and Flint), provides an account of intellectual aspirations of new recruits to the Party in Flint in the  immediate post-war period.  Joe Adams (7) (socialist, Dodge Main) provides an account of such modernist sensibilities on Detroit's east side, and more generally among the socialists he knew back in the day.  Excerpts from the Wellman and Adams interviews can be found here.

3. comment on Margaret Jacob's The First Knowledge Economy: Human Capital and the European Economy, 1750-1850 (Cambridge, 2014:

Jacob's emphasis on the socio-cultural networks, circles, meeting houses of these first "industrialists"; her emphasis on the role of books as emotionally charged world-opening objects--one sees here both Vygotsky's notion of zone of proximal development broadened and historicized, and Alcorn's understanding of the development of self that can result from an an engagement with a text.  In this way Jacob expands our concept of the Enlightenment. 

This  requires a reconceptualization of what is called the Enlightenment--the Enlightenment as a cultural-historical developmental leap--an ontological leap, a cognitive revolution, a new Symbolic Order.  The superorganisism of the enlightenment . . .  from the 18th century to the New Deal.  Scientific reasoning is not merely about knowledge.  It is about functioning on the formal-operational level.  In the adventure of it, the jouissance of developmental transgression and becoming, lies the secret of the bildungs-proletarians and plebeian upstarts who gave us so many Nietzschean spectacles . . .


4. from my interview with Ed Lock (CP, UAW Local 600)

I was very active in MESA --- Ford in USSR  petered out in March of 1933, and I was laid off.  Several months later I found employment in a job shop as a milling machine operator.  I got signed up in the MESA, that was a unionized plant. The  job didn't last long.
 
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In that period I would hang out at the MESA hall, Schiller Hall* on Gratiot Ave. . .  It was very much a Left hall.  I became very interested in union . . .  I was very young, 20 yrs old.  My father was AFL, a ship carpenter, but I didn't assimilate much from him.  But I became very interested in the MESA, and one of the characteristics of the time was that large     numbers of radicals of all descriptions IWW, Communist, Socialist . . . would come to this hall, and we would sort of sit around and have big bull discussions with the old timers from the IWW and the Communists and whoever was there . . .  We would all participate in these  discussions, each of them would  bring their literature round . . . I got involved so to speak, I was unemployed, but I would still go because I found these meetings fascinating, and I would participate in the distribution of leaflets.


I would go out with some of the leaders, and go with John Anderson or John Mack, who was a leader at that time.  I went to--not so often to Fords--but I went to the Cadillac plant, Ternstedt, places like this, and GM, and would distribute organizational . . . I got involved in the Detroit Stoveworks strike . . .  The MESA had undertaken the organization there and had a bitter strike there.  A matter of fact I had guns put in my ribs in this strike threatening to kill us.  But this was part of my education in the trade union movement.

5.  Karl Emil Franzos, "Schiller in Barnow" (1876), in The German Jewish Dialogue: An Anthology of Literary Texts, 1749-1993, Ritchie Robertson, ed. (Oxford University Press, 1999)


6.  on cogntive and cultural "awakening" in Flint immediate post-war years

Saul Wellman Michigan State Chairman of the Communist Party

Wellman: Flint is what I consider to be the asshole of the world; it's the roughest place to be.  Now we recruited dozens of people to the Party in Flint, and they came out of indigenous folk.  And those are the best ones.  But we couldn't keep them in Flint very long, once they joined the Party.  Because once they came to the Party a whole new world opened up.  New cultural concepts, new people, new ideas.  And they were like a sponge, you know.  And Flint couldn't give it to them.  The only thing that Flint could give you was whorehouses and bowling alleys, you see.  So they would sneak down here to Detroit on weekends--Saturday and Sunday--where they might see a Russian film or they might . . .  hear their first opera in their lives or a symphony or talk to people that they never met with in their lives. . . .

On the other hand the reality of joining a movement of this type is that the guy who is in the indigenous area looks around and says this is idiocy, I can't survive here.



7.  Modernist Sensibilities on Detroit's East Side, circa 1930s

Joe Adams (Dodge Main Local 3, socialist) interview conducted around 1975-76

My background on unionism.  Mostly it was like on my dad with the newspaper socialism.  He believed in socialism.  He used to sit there and talk.  I had seven brothers, and hell, the old man used to sit down.  He was a pretty intelligent guy, like the Reuther boys we used to listen to the old man.”

Religion was a bunch of bullshit.  As a statesman Reuther got to be where he went to some church and just went there once in a while just to make it look good, but shit when he died he [they] let nobody near him—any of them—godddamn rabbis or preists or ministers, he felt the same way about all of them there like [Roy] and him, up your bunhole, just burn it and get the hell over with it.  That’s the way I feel about it.

 “There are a nucleus of people in any organization that make all organizations function.  I don’t care what you say.  You can have a million members and there can be fifty of them that makes the UAW function, which is what happened there for the last thirty five years.  The Reuthers, the Woodcocks, myself.  You know when a guy like me brings in 250,000 members into this goddamn union he has to have a semblance of some intelligence.  he just can’t go out and say ‘I’m an organizer’.  In Patterson NJ there was 32,000 people in Wright Aeronautical, and I got 23,000 votes out of them people for the UAW.





Modernity as a Mode of Cognitive-Discursive Performativity
(Reminder: It is the intention of this site to incorporate discussions of “intelligence” within
the broader framework of SOOL.  Here intelligence means cognitive-discursive performatiity.)

By modernity I mean the biocultural niche of modernity: modernity as a mode of cognitive-discursive performativity. 

Stephen J. Ceci, On Intelligence: A Bioecological Treatise on Intellectual Development (Harvard, 1996):

The possibility that there exists a more restless relationship between intelligence and context, in which thinking changes both its nature and its course as one moves from one situation to another, is enough to cause shudders in some research quarters.  It represents a move toward a psychology of situations . . . xvi

The term intelligence is often used synonymously with "IQ", "g", or "general intelligence", especially in some of the psychometric literature. . .  however, the ability to engage in cognitively complex behaviors will be shown to be independent of IQ, g, or general intelligence . . . cognitive complexity will be seen to be the more general of the two notions and the one most theoretically important to keep in mind when referring to intelligent behavior. 22

Longer excerpt from Ceci


Britannica on modernity:

modernity was associated with individual subjectivity, scientific explanation and rationalization; with the emergence of bureaucracy; The rationalization of processes (TS); and scientific methods.  some scholars will even go so far as to locate modernity with the advent of the printing press and the mass circulation of print information that brought about expanded literacy in a middle class during the 15th century.

Merlin Donald on modernity

Merlin Donald, A Mind So Rare: The Evolution of Human Consciousness (2001)

Literacy skills change the functional organization of the brain and deeply influence how individuals and communities of literate individuals perform cognitive work.

To become fully literate, the individual must acquire a host of neural demons that are completely absent from anyone who lacks literacy training.  This involves massive restructuring.  There is no equivalent in the preliterate mind to the circuits that hold the complex neural components of a reading vocabulary or the elaborate procedural habits of formal thinking.  These are unnatural.  They have to be hammered in by decades of intensive schooling, which changes the functional uses of certain brain circuits and rewire the functional architecture of thought.

Walter J. Ong, Orality and Literacy (Routledge, 2002)

Flynn on modernity

Piaget on modernity: formal operational performativity (re. Flynn)

I refer the reader to Orton and Genovese regarding the continuing viability of Piaget's description of cognitive-discursive performativities at different level of development.  Following Ceci, I emphasize a pragmatic-hermeneutical account of actual cognitive-discursive behavior over the positivist notion of general inteligence, or “g.”  I also, with Ceci, emphasize the context dependency of cognitive-discursive performativities as well as individual cognitive development. 

Re. the graphic to the right (American Exceptionalism) see especially Calvin ("The steeper gradients between rich and poor may produce surprising social effects unless we do something about the rich getting richer") and Dupre ("I wish to emphasize particularly the ability of cultural evolution to transform the developmental niche.").

ADD BYKOVA  BELOW
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the French Revolution and the Biocultural Niche of Modernity
 
from Sarah Maza, "The Cultural Origins of the French Revolution" in
Peter McPhee, A Companion to the French Revolution (Wiley 2013), pp. 45-47

Religion is another case in point.  In the traditional view, eighteenth-century progressive ideologies were anti-religious; few of the philosophes were outright atheists but most of them were harshly critical of the church as an instititution and eager to relegate religion to the margins of human affairs.  The Revolution, in this older view, was the outcome of secularizing forces.  More recent work has shown, however, that religion was a central component of oppositional activity and ideas in the pre-revolutionary decades.  In the early eighteenth century, the groups most conspicuously persecuted by the French monarchy were Protestants (whose right to worship was outlawed by the revocation of the Edict of Nantes in 1685), and followers of Jansenism, a Catholic heresy with Augustinian roots which became popular among some segments of the French noble and commoner elites and eventually among broad segments of the urban population in the first half of the eighteenth century.  While exile and brutal repression mostly silenced the Huguenot community, recent research has shown that Jansenists and their supporters played a pivotal role in undermining the ideological alliance of church and throne, and indeed the very justification for traditional monarchy.

As Dale Van Kley has argued in a series of classic studies, the church, the First Estate of the realm, had less to fear from Voltaire  and company’s rather traditional caricatures of lascivious monks, debauched nuns, and power hungry popes than from a high-minded Catholic movement with powerful supporters which proposed a coherent alternative view of the nature of both religious and secular power (Van Kley 1996).  Jansenism, a movement resembling Protestantism but which professed loyalty to the Catholic Church, took shape in the mid-seventeenth century, and by the reign of Louis XIV the heresy had a committed following among the magistrates of the Parlement of Paris and the capital’s parish clergy. . . .  The Parlement of Paris, home to a number of prominent Jansenist magistrates and smarting from Louis XIV attack on its traditional “right of remonstrance,” took it upon itself to defend Jansenist priests from persecution, thereby setting the stage  for some fifty years of conflict between itself and the monarchy over religious affairs. . . .  In sum, it now seems that religion was a far more powerful force than Voltairean skepticism in undermining the ideological status quo.  It was, for instance, not the philosophes but a phalanx of determined Jansenist magistrates in the Paris Parlement who engineered the expulsion of the Jesusit order from France in 1764.

Most of the central political concepts of the Revolution were first articulated, then, not in the writings of canonical philosophes but in the fractious zone, primarily centered on the Parlement of Paris, where religion met politics.    (Rousseau’s overly radical and abstract Social Contract was virtually ignored before the 1790s.)   The most serious political crisis of the pre-revolutionary decades unfolded from 1771 to 1774 when Louis XV’s minister Chancellor René de Maupeou forcibly “reformed” the Parlement of Paris, radically curtailing its jurisdiction, severely restricting its right to to opine on national affairs, and summarily dismissing those many magistrates who refused to go along with his project.  The so-called “Maupeou crisis” touched off an avalanche of political commentary, with hundreds of pamphlets hammering out concepts and slogans that would become ubiquitous again in the late 1780s.

from Trevor Burnard, Britain in the Wider World: 1603–1800 (Routledge, 2020)

Certainly, empirical research does not support a class-based interpretation of the conflict that emerged in England in the 1640s.  If there was a difference between which side to support in the first English Civil War from 1642 to 1647, it was less based on class or even region but on religion.  The king's firm supporters were generally committed to the form of Anglicanism that Charles I supported while his opponents tended to be Puritans of some sort." p.49

Jennifer A. Herdt, Forming Humanity: Redeeming the German Bildung Tradition (Chicago, 2019).  Esp. re. the role of Pietists in American Civil War (pp. 21, 59-60) england, netherlands, germany

also: There is a north, A Republic in the Ranks
Flint Fisher Body Roscoe Van Zandt





the biocultural niche of modernity as historically embedded networks of power-discourse (Hegel;Bykova)

bildung (a critique of marxism)

Bildung: the developmental-historical dialectic of self and world.
(Einstein's Generation, Maza)
Ken Richardson, Understanding Intelligence (Cambridge, 2022)


from Kristin Gjesdal, "
Bildung," in The Oxford Handbook of German Philosophy in the Nineteenth Century (Oxford, 2015)

Bildung and culture are two sides of the same coin, or, to put it otherwise, Bildung is culture in the active, progressive sense of cultivation. (698)

The discourse on Bildung reflects a new understanding of the human being.  The individual is not determined by inherited identity and privileges, but viewed in the light of his or her on-going capacity for self-formation, as this does itself borrow from and contribute to the community of which he or she is a part. (702)

from Marina F. Bykova, "Hegel's Philosophy of Bildung," in The Palgrave Hegel Handbook (palgrave macmillan, 2020)

Hegel portrays Bildung as an on-going dialectical (contradiction-ridden) process, a series of achievements that contribute to the individual’s self-making.  Yet this process of self-formation is not a purely individual undertaking; it is a social enterprise that takes place in the historical and social world (the world of spirit) through various interactions with other individuals. . . .  It is this complex process of the formation of the universal subjects of thought, will, and action historically and socially developed within the cultural forms of the manifest (world) spirit that Hegel describes as “path of Bildung.” (426)

The modern, Enlightenment-based idea of education defines its main aim as providing support for individual development toward maturity.  From this perspective, education is a finite process.  Furthermore, education focuses on the individual, considering his growth toward maturity as primarily an individual cognitive process, without taking into account this individual’s social interactions and practical engagement with the historical-cultural world.  Yet Bildung for Hegel is the formative self-development of spirit (in both its “forms—as individual human and and world spirit) regarded as a social and historical process.  Cognitive advancement is only one of the dimensions of Bildung, but this, too, is treated as a historical-social phenomenon. (430)

 . . . Bildung is employed in the Phenomenology not merely to delineate the process of the individual’s development from the natural, “uneducated” standpoint to the “educated” position of modern science, but also to conceptualize the on-gong process of world history.  However, the focus here is still on one single historical epoch, the epoch of emerging modernity, which is described as the world of Bildung. (432)

Bildung functions in Hegel's system not only as the driving force forming self-conscious individual subjects but also as the engine of the historical development of human societies and of the historical-cultural world itself. (442)

A specific meaning of Bildung, which marks an important legacy of Hegel’s conceptualizstion of this notion, is the meaning of Bildung as world-encountering understood as a necessary condition of human self-development.  The core dimension of Bildung is neither the world as such nor the individual itself, but the specific interplay between the self and the world. (444)





BILDUNG

Brain Plasticity and its Consequences


from John Dupré, "Causality and Human Nature in the Social Sciences," in Processes of Life: Essays in the Philosophy of Biology (Oxford, 2012). 

It is . . . clear that recognition of the variety of factors involved in development makes possible a diversity of individual outcomes within even quite narrowly defined populations. (285)

 . . . the human mind . . . involves a new level of capacity to transform the world beyond the organism. (291)

I wish to emphasize particularly the ability of cultural evolution to transform the developmental niche.  And here, at least in contemporary developed countries, it seems clear that humans have learned in quite recent times to construct a remarkably novel environment for the development of their young. . . .  [T]hese prodigious changes to the human environment, concretizations of our rapidly evolving culture, profoundly affect the developmental resources available to growing humans.  For that reason their introduction should be seen as representing major evolutionary change. (284)

BILDUNG

Brain Plasticity and its Consequences

from Juan Carlos Gomez, Apes, Monkees, Children and the Growth of Mind (Harvard University Press, 2004)

But is there any evidence that nonhuman primates may experience something akin to a cultural shaping of their minds in the way Vygotsky implied for human children?   . . . .  More recently, Tomasello (1999) has emphasized the "socialization of attention" and cognition in general as the explanation for higher achievements (by human standards) of human-reared apes.  Although the two approaches emphasize very different factors, in fact from a Vygotskian perspective they are complimentary.  Vygotsky's view was that adult mediation was optimally achieved through the use of signs and symbols, especially speech and language.  In his view, higher cognitive processes--the processes that differentiate humans from other apes--could only be created through this sociocultural mediation.  The possibility that, at a reduced scale, the mind of an ape can be upgraded by giving him, on the one hand, a regime of socally controlled attention and interactive experiences with humans, and on the other, a new, more explicit form of representing the world, would confer dramatic support to the Vygotskian notion that higher cognition can be created through cultural processes of develoment that change the nature of cognitive ontogeny. (pp. 262-3)









BILDUNG

Brain Plasticity and its Consequences


from from Merlin Donald, A Mind So Rare: the Evolution of Human Consciousness (W.W. Norton, 2001), pp. 301-2


 . . . modern culture contains within it a trace of each of our previous stages of cognitive evolution.  It still rests on the same old primate brain capacity for episodic or event knowledge.  But it has three additional, uniquely human layers: a mimetic layer, an oral-linguistic layer, and an external-symbolic layer.  The minds of individuals reflect these three ways of representing reality.  262

Something about our mentality changed in the past few millenia, something that made us able to construct such exotic things as symphonies, philosophies, oil refineries, nuclear weapons, and robots.  Do such achievements have implications for theories of consciousness?  Many would deny that they do.  They would claim that the parameters of mind were surely fixed long ago, when we emerged as a species, and that culture can add nothing to an equation written deeply into the human genome.

But that common belief does not stand up to scrutiny.  The human mind has been drastically changed by culture.  In modern culture, enculturation has become an even more formative influence on mental development than it was in the past.  This may be a direct reflection of brain plasticity, rather than genetic change, but that does not in any way diminish the importance of the change from a purely cognitive standpoint.  The human mind is so plastic in the way it carries out its cognitive business, individually and in groups, that the core configuration of skills that defines a mind actually varies significantly as a function of different kinds of culture.  This is especially true of the most conscious domains of mind, such as those involved in formal thinking and representation.


Let me be very clear about what I mean here.  I am not speaking of trivial cultural changes, such as variations in custom or language use.  These are by far the most common and have no proven cognitive impact.  The most important of these is literacy.  Literacy skills change the functional organization of the brain and deeply influence how individuals and communities of literate individuals perform cognitive work.  Mass literacy has triggered two kinds of major cogitive reorganizations, one in individuals and the other in groups.

To become fully literate, the individual must acquire a host of neural demons that are completely absent from anyone who lacks literacy training.  This involves massive restructuring.  There is no equivalent in the preliterate mind to the circuits that hold the complex neural components of a reading vocabulary or the elaborate procedural habits of formal thinking.  These are unnatural.  They have to be hammered in by decades of intensive schooling, which changes the functional uses of certain brain circuits and rewire the functional architecture of thought.  This process can be very extensive. Consider the impact of twenty or more years of schooling on the brain of someone who has acquired full symbolic literacy in several different technical, mathematical, scientific, and musical fields.  These skills encumber neural resources on a vast scale and change how the person's mind carries out its work.



this is the best description of what I have been trying to formulate: the socio-cognitive cultural historical development of certain cognitive-performative elements that sharply distinguish the "semi-skilled" production and non-production workers from the peasant masses (Ong)

from Paul Silver Interview (Detroit Steel Products, UAW Local 351)

John [Anderson] was one of those who had an idea that his job should be a skilled trade
 . . . .
What you would also do is you would take . . . glaze a body, a putty-like lead coat . . . a lot of our guys have an imagination of what their jobs used to be.  When I describe my job, I can make is sound so fantastic and technically important when it wasn’t.  I use to test the paint, when we used the color varnish and when we were spraying, you had to mix your base paint with oleum, which was your thinner, and then they had to go through the ovens and dry, and based on the production needs you would thin down the paint so that the coat wouldn’t be too thick.  If they needed the bodies fast, so you had to put a thinner coat of paint on so that they would go through the oven and dry fast.  If you didn’t need the bodies you would thicken the paint down to specifications.  So I used to take the viscosity of the paint—sounds important as hell, the average workers don’t know what viscosity [is]; [it] sounds so technical. And hell all I used to do was keep a finger under the bottom of the viscosity pail (?) and fill it up and then take and put a level  on it to see that it was level and then remove the finger and with a stopwatch see how long it takes for the paint to flow out.  By that we would know how much of the paint would flow off the body when it was being poured on.  Then you would take the temperature of the ovens.  Sounds very important.  Hell, I was taught how to do that within an hour of the time I was hired.  Then they took three days 43:25  to show me how to make up the reports, to cheat, so that the Ford Motor Company, when it got its reports, the report would show that they had the right thickness of the paint that the specifications called for.  But the thickness of the paint was always based on how badly they needed the bodies.  If Ford needed the bodies they didn’t give a damn how much paint as long as you covered it.  So you see everybody made their job sound very important,  especially the leadership, the old militants like myself and John Anderson 44:00

[Here Paul Silver makes my point.  The cogno-developmental ontological point, which I did not do a good job in this interview of making clear (In the Williams interview there is much along these lines regarding repair, set up, using micrometer in machine shop)]



g





Job Description for Wage Studies.  Metal working industries, US Dept Labor, BLS.  Nov., 1945.
Production Production non-Production
Assembler (Class A, B, C)
Machine operator classifications
Automatic Lathe Operator (Class A, B, C)
Drill-Press Operator, Radial (Class A, B, C)
Drill-Press Operator, Sin
gle- or Multiple-Spindle (Class A, B, C)
Engine-Lathe Operator  (Class A, B, C)
Grinding Machine Operator  (Class A, B, C)
Machine-Tool operator, misc. machines
Milling-Machine Operator  (Class A, B, C)
Power-Shear Operator  (Class A, B, C)
Punch-Press Operator  (Class A, B)
Screw-Machine Operator, Automatic   (Class A, B, C)
Turret-Lathe Operator, Hand (Class A, B, C)
Swager
Forging Press Operator, Hydraulic (Vertical)
Other metal-working occupations
Welder, Hand (Class A, B) (Bill Mazey, Frank Fagan interviews); Almdale and Newby on welding
Welder, Machine (Class A, B)
Polisher and Buffer, Metal (metal finishing)
Riveter, Hydraulic
Riveter, Pneumatic
Solderer (Edmund Kord)

Non-metalworking occupations in the Auto industry

Trim (Joe Adams and Art G

rudzen on trim)
paint (Paul Silver on paint testing)
Maintenance, Tool and Die, Shipping and Receiving
Carpenter, Maintenance
Crane Operator, Electric Bridge
Die Setter
Die Sinker
Tool and Die Maker
Trucker, Hand
Trucker, Power
Electrician, Maintenance
Electrician, Production
Millwright
Set-Up Man, Machine Tools
Loader and Unloader
Stock Clerk
Inspector  (Class A, B, C)
Tester (Class A, B, C)



Classes A, B, and C for Assembler, Lathe Operator, and Grinder




Interviews (Skeels, Friedlander, Leighton): Lower Great Lakes Industrial Region
Detroit-east side
interviewees



Murray Body
UAW Local 2
Pody, Fagan, Jones
Dodge Main
UAW Local 3
Frankensteen, Watson, Ross, Harris, Adams, Ptazynski, Reynolds, Zaremba
Plymouth
UAW Local 51
NLRB, Sweet, bus.hist.,
Packard
UAW Local 190
McDaniel, Kujawski, Matthews, Poplewski,Lindahl
Michigan Steel Tube
UAW Local 238 Klue
Detroit Steel Products
UAW Local 351
Silver
Midland Steel
UAW Local 410
N=24
Chrysler Highland Park
UAW Local 490
Jenkins



Detroit-Connor Ave
interviewees
 Chrysler-Jefferson
UAW Local 7
Zeller, Carey
Hudson
UAW Local 154
Anderson, Moore, Pody
Briggs
UAW Local 212
Bill Mazey, Ernie Mazey, Morris, Vega
Budd Wheel
UAW 306
Bauer



Detroit-west side and Dearborn
interviewees
Ford
UAW Local 600
Lock, Llewelyn, Tappes
Fleetwood
UAW Local 15
Anderson
Ternstedt
UAW Local 174


UAW Local 157




Flint


Fisher Body 1

Genski, Simons
Chevrolet

Jones
Buick

Bully, Case
A.C. Spark Plug





Pontiac

GM Truck & Bus

Williams et. al.
Fisher Body
Williams et. al.
Pontiac Motors
Williams et. al.



Toledo


Auto-Lite


Chevrolet

Ditzel, Roland
Willys-Overland

Addes
Spicer Mfg.


City Auto Stamping


Logan Gear Co


Bingham Stamping and Tool





South Bend


Bendix


Studebaker

Rightly



Milwaukee


Allis-Chalmers

BOOK
Seaman Body

speth



Cleveland


Fisher Body


White Motor

Mortimer


Allison Clark Efford, German Imigrants, Race, and Citizenship in the Civil War Era (Cambridge, 2013)
Turners, '48 ers, Luthererans, Catholics, and Pietists/Pennsylvania Dutch?

Grace Palladino, Another Civil War: Labor, Capital, and the State in the Anthracite Regions of Pennsylvania (U. of Illinois Press, 1990)
.  JSTOR

Midland Steel, UAW Local 410
The AFL Faction: the Non-Production Craft and Service Sector

name
nationality
religion
year of birth
classificationdepartment






Oran Snyder
German
Catholic

repair weld
assembly
Glen Snyder
German
Catholic

repair weld
assembly
Anton Boll
German/Kashub?
Catholic

die maker
tool room
Frrank Carr
Irish
Catholic

crib clerk
tool room
Joseph Bergeron
French-Canadian
Catholic

tool welder
tool room






F. Bieske
German
Catholic

plumber
maintenance
Fred Kraus
German
Catholic

pipefitter
maintenance
F. Mathews
Irish
Catholic

millwright
maintenance
A. Dumais
French-Canadian
Catholic

electrician
maintenace
Carl Brendel
German
Catholic

plumber
maintenace






J. Killala
Irish
Catholic
1899
crane operator
transportation
William Babcock
German
Catholic

crane operatortransportation
Junius Pruitt
Black


tractor driver
transportation






Pete Olshove
Kashub
Catholic
1898
hyd. press die set
press room
Agnes Baaranski
Kashub
Catholic
1900
press operator
press room
Marie Budna
Czech
Catholic

press operator
press room






H. L. Harris
Black

1891
Hannifin op.
assembly
A. M. Smith
Irish
Catholic
1910
arc welder
assembly
u



Midland Steel, UAW Local 410
The CIO Milieu: Bildungsproletarians  and Plebeian Upstarts
name
nationality
religion
year of birth
classificationdepartment






North European











Thomas Dyer
Ky. Mason


die maker
tool room
Sam Brear
Scot//Czech

machine hand
tool room
A. Barton
Indiana WASP


diie maker
tool room






Ben Wainwright
Pa. English


arc welder
assembly
Bud English
WASP RR Okla

1906
arc welder
assembly
Norm Green
French-Canadian
Catholic
1912
arc welder
assembly
Bud Berkey
Pa. WASP

1904
arc welder
assembly
John Fisher
Scotch

1897
spot welder
assembly






G. Watson



press operator
press room
Mac Mackelvey
Scot


press operator
press room
A. Fritche
German

1899
large press op.
press room






THE LEFT











Bill Sumak
Russian

1897
press operator
press room
George Borovich
Serb

1913
press operator
press room
Fred Cini
Maltese

1905
press operator
press room
James Dinkle
Germ/Kashub

1910
press operator
press room






John Kazmierski
Polish

1912Proj. welderassembly
Peter Borovich
Serbian

1914arc welder
assembly






Peter Kotenko
Russian

1915
labor
transportation






THE SECOND GENERATION











John Kazmierski
Polish

1915
arc welderassembly
Ed Grabowski
Polish

1915
arc welderassembly
Ted Maciag
Polish

1915
arc welderassembly
Frank Kusz
Polish

1896
arc welderassembly
Chester Podorski
Polish

1917
Hannifin op
assembly






Oscar Oden
Black

1909
assembler
assembly
Henry Warfield
Black

1896
assembler
assembly
Nelson Merrill
Black

1909
assembler
assembly
Henry Patterson
Black

1902
assembler
assembly
Edgar Hicks
Black

1891
hannifin op
assembly










Sarah Maza on modernity: NETWORKS discursive-cognitive: Schiller in Barnow; Vivian Gornick; proximal processes

Maza describes the biocultural niche of modernity as networks of power-discourse central to what has become known as the French Revolution.

INSERT KE STUFF/PLANE OF IMMANENCE

My work on the UAW-New Deal led me to two things.  1.  a concept of bildung; and 2. a concept of bildung embedded in what Habermas has called the public sphere, but which I am calling republican networks of power-discourse (UAW graphic provides point of departure.)

Schiller Hall in Detroit in the 1930s should be viewed as a radical salon, a node in the discursive field/biocultural niche of modernity: LINK

The Keynesian elite in the New Deal state as network of power discourse is identical to Maza's formulation of the center of gravity of the french rev.  The general model I am proposing is


Ramifications

Michael Eppel,  "The Elite, the Effendiyya, and the Growth of Nationalism and Pan-Arabism in Hashemite Iraq, 1921-1958" (International Journal of Middle East Studies, May, 1998, Vol. 30, No. 2, pp. 227-250

( Michael Eppel, "Note about the Term Effendiyya in the History of the Middle East"International Journal of Middle East Studies, Vol. 41, No. 3, Aug., 2009, pp. 535- 539

Keynesian elite/Unity caucus; Maza on French Rev.; Khalid on Uzbekistan; Cabezas on Sandinistas; S.A. Smith on Russia and China; Brooke and Laurie on New England abolitionists;  Fawaz Turki, The Disinherited on Palestinians; Ong, Alcorn and Gornick; Jacob, Siegal, and Rumph; Lowlands; When Breath Becomes Air; Daniel T. Rodgers, Social Politics in a Progressive Age (Harvard, 1998)

old drafts where I was trying to work out the conceptual problem of the "New Deal"

Findings from the shop-floor: there are two forms of power: rational bureaucratic and patrimonial.  Those are the two--and the only two--forms of power.  In Fisher Body 1 in Flint there was the Black Legion(KKK) patrimonial power formation around Bert Harris, and the rational-bureaucratic around the CP-SP formation.  there also individuals--the majority--who are outside the connectivities of power, as well as individuals who can be subsumed under the hegemony of one  of the two centers of power: the catholic skilled trades in the captive shops is the old hegemonic formation, challenged by the bildungs-proletarian-plebeian upstart synthesis of the Unity Caucus.

Lichtenstein. . . fascism

republicanism (Stanford) and modernity: Mah on civic republicanism

Bildung and modernity (Alcorn, Berman, Brooke)

Foucault: "Power is produvtiver"--BILDUNG

from John Marks, Gilles Deleuze: Vitalism and Multiplicity (Pluto Press, 1998)

[Deleuze] argues that Foucault has taken the rejection of repression and ideology a step further: power is not only seen as normalising, but also as productive.  (p. 118)

the hidden dimension of the biocultural niche of modernity is Bildung
1. civic republicanism is pro-Bildung
2. commercial republicanism (liberalism/consumerism) is in the long run anti-Bildung

The republican ethos out of which the ideas of "free speech" emerged presupposed the existence of the biocultural niche of modernity (the hidden dimension of which is Bildung).  The massive restructuring that Merlin Donald describes is at the heart of the making of modernity.  Donald is describing the formal operational mode of cognitive discursive performativity.  (see figure Piaget's 4 stages at the right)


The "Slave Power" and the Making of the Cold War

FDR vs. the Slave Power; Thermidor to Trump: 1937 Flint Det. News; 1938 electoral reaction; McCarthyism (see Ike and McCarthy (the enigma of Ike's farewell address, where he warned of the growing power of the military-industrial complex; the Kennedy assassination and the Vietnam war; the Southern Strategy, Watergate, {the global resurgence of “religion” qua return of the repressed}

The Slave Power's assault on new deals outside the united states (Arbernz-Guatama; Chile; Iran, the Congo. . .  THUS: what do I mean when I say new deals?

Stalinism: the universal "truth" contained in the particulars of RusRev





Nietzsche on the Unity caucus


Friederich Nietzsche, The Will To Power, Book IV, 960

From now on there will be more favorable preconditions for more comprehensive forms of dominion, whose like has never yet existed. And even this is not the most important thing; the possibility has been established for the production of international racial unions whose task will be to rear a master race, the future "masters of the earth"; a new, tremendous aristocracy, based on the severest self-legislation, in which the will of philosophical men of power and artist-tyrants will be made to endure for millennia -- a higher kind of man who, thanks to their superiority in will, knowledge, riches, and influence, employ democratic Europe as their most pliant and supple instrument for getting hold of the destinies of the earth, so as to work as artists upon "man" himself.  Enough: the time is coming when politics will have a different meaning.