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

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.
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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.
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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.
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.
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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.
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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.)
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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
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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)
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BILDUNG
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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)
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BILDUNG
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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)
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BILDUNG
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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.
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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)]
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Job Description for Wage Studies. Metal working industries, US Dept Labor, BLS. Nov., 1945.
| Production
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Production
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non-Production
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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
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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)
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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)
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Classes A, B, and C for Assembler, Lathe Operator, and Grinder
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Interviews (Skeels, Friedlander, Leighton): Lower Great Lakes Industrial Region
| Detroit-east side
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interviewees
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Murray Body
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UAW Local 2
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Pody, Fagan, Jones
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Dodge Main
|
UAW Local 3
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Frankensteen, Watson, Ross, Harris, Adams, Ptazynski, Reynolds, Zaremba
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Plymouth
|
UAW Local 51
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NLRB, Sweet, bus.hist.,
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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
| classification | department |
|
|
|
|
|
| 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 operator | transportation | 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
| classification | department |
|
|
|
|
|
| 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
|
| 1912 | Proj. welder | assembly
| Peter Borovich
| Serbian
|
| 1914 | arc welder
| assembly
|
|
|
|
|
|
| Peter Kotenko
| Russian
|
| 1915
| labor
| transportation
|
|
|
|
|
|
| THE SECOND GENERATION
|
|
|
|
|
|
|
|
|
|
|
| John Kazmierski
| Polish
|
| 1915
| arc welder | assembly | Ed Grabowski
| Polish
|
| 1915
| arc welder | assembly | Ted Maciag
| Polish
|
| 1915
| arc welder | assembly | Frank Kusz
| Polish
|
| 1896
| arc welder | assembly | 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.
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