Transcript The Concept of Evolution

The Modern World II
SOC 370: Social Change
Dr. Kimberly Martin
The Evolution of Modern Institutions
• The global “deepening” of world system expansion involves the
extension of capitalist culture into the basic
structure/institutions within societies all over the world.
• This process is mediated by two things:
1. The position of nations in the world system (Core,
Semi-peripheral, Peripheral) and
2. The internal class structure of the individual nations.
• The result is an increasing “contradiction” between
nonmaterial and material culture.
1. Nonmaterial culture (aspirations, values,
expectations) is most quickly/heavily influenced by capitalist
deepening,
2. The penetration and availability of material culture
(technology, productivity, etc.) often lags far behind or is
non-existent.
Five Institutional Systems
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Industrialization
Stratification and Social Mobility
Political Structure
Education
Scientific Perspectives
Industrialization
• Protoindustrialization
– Rural “Putting Out” System
– Created a group of skilled laborers
– Encouraged merchants, artists, crafts
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persons
Brought merchants from trade only into
production
Connected rural and urban areas
Produced goods to expand the trade
networks
Did not always lead to industrialization
Industrialization
• Mechanization within capitalism
• Resulted from the accumulation of cultural
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knowledge over thousands of years.
Technological innovation led to factories that
increased productivity
Technological innovation increased markets
Technological innovation increased
profitability
Greater numbers of workers could be
employed leading to a larger consumer group
Occurred in areas where coal for energy and
water for transportation were present
Post Industrial Societies
Daniel Bell
• Shift from production of goods to
production of services
• Shift from transportation, utilities and
telecommunications to health, science and
education
• Dominant class made up of teachers,
physicians, lawyers, scientists, engineers
• Replacement of profit motive by social
responsibility and human betterment
Critiques of Daniel Bell
From 1900 to 1970 manufacturing did not
change, but agriculture went from 38 to
4% and service went from 24% to 61%
There is no evidence (BELIEVE ME!!!) that
teachers, scientists, physicians, etc have
ANY control over the economy.
Service jobs that have been created are
repetitive, routine and fairly low level,
rather than being aimed at the betterment
of humanity
Lenski
Stratification
• Reversal of evolutionary pattern of increasing stratification
from Band through State societies.
• Possible reasons include
– High levels of economic productivity allow elites to grant
concessions to subordinate classes and still keep the
majority for themselves
– Concessions reduce worker hostility
– Lower fertility rates (demographic transition) mean fewer
people to share the greater wealth
– Growth in knowledge leads to highly skilled work force that
have more bargaining power with elites
– Because of the diffusion of economic resources through
the society, the “many can unite against the few”
• This seems to be true for the nation-state, but not for the
World System
Stratification
Sanderson’s Marxist Interpretation
• Industrial (capitalist) societies are driven
by the logic of capital accumulation
• What is produced must be sold and the
expansion of production means the
expansion of consumption
• Increasing diffusion of income throughout
the society is necessary to the system
• This means an increase in the working and
middle class of the society
Stratification between States
• The degree of stratification has not
decreased, but has continued to
increase in differences between nation
states
• Ratio of Richest to Poorest Countries
by National Income
1750 1.8 to 1
1960
30 to 1
1989
59 to 1
Social Class in Industrialized
Countries
• There is little agreement about how to differentiate
classes in stratified societies
• Industrial capitalist societies are very similar in levels of
inequality as measured by GINI coefficients
• Shifts in the U.S. between 1910 and 1959 show that
income was redistributed only from the upper class to
the classes just below it, called the:
• “Twentieth Century Income Revolution” is a shift that
began with the New Deal in the 1930s that introduced
government bureaucracy and encouraged the middle
class
Class Struggle in the 20th Century
• Differs from earlier periods in the
following ways:
– Possession of capital is no longer the only
way to the upper class (owners = 15% of
pop)
– Positions, organizational assets and
educational credentials are more
important because very few people own
capital
– People cannot “exploit” others by getting
an education, therefore it is a struggle
for resources, not exploitation
Mobility in Stratified Societies
• Social mobility in a stratified society
increases during periods of social
upheaval (war, revolution, rapid
technological change)
• Social mobility is relatively stable and
much lower in between the periods of
upheaval
• There is little intergenerational
mobility – that is, there is social class
reproduction
Social Class Reproduction
Class Reproduction and Mobility
Segregation (neighborhoods, housing, schools, etc.)
Marriage (shaped by segregation patterns)
Education (major part of class reproduction)
Others (religion, recreation, entertainment, etc.)
Political Systems
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Absolute monarchies (absolutism)
– emerged to protect the interests of feudal nobility in the period
of transition from feudalism to capitalism. They began to protect
nobility and then served to protect capitalists
Parliamentary Democracies
– bodies of leaders separate from the power bases of presidents
etc. to whom other parts of governments are responsible
– Regular and fair elections of government officials to office by
means of universal suffrage
– Delegation of individual rights and liberties to the mass of the
population
– Formal democracies = democratic facades
– Substantive democracy = a true democracy
– Restricted democracy = restrict the vote to certain categories
of citizens (eg. Property holders)
– Unrestricted democracy = universal suffrage
– Universal in the CORE
– Seldom found in the Semi-Periphery or Periphery
Democracy and Capitalism
• The form of government most suited to the
interests of the property owners
(bourgeoisie)
• Mass suffrage resulted from the
development of large, well-organized
working classes that demanded the vote
• Capitalist societies have achieved the
highest levels of industrialization and the
largest working classes.
• Democracy began with bourgeoisie and then
was validated and changed by the working
class
Democracy Emerging Where?
• Expanding exports was a basic part of
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economy
Exports tend to be mineral rather than
agricultural
Agriculture is not labor intensive
Industrialization and economic diversity
Mass political parties are not radical
Possibility of political alliance between the
middle and working classes
Who Benefits from Democracy
According to Sanderson, who benefits most from
democracy and why? (capitalists or workers)
Capitalists benefit because democracy softens the
serious contradictions of capitalism (inequality,
etc.).
Workers benefit in the long run because they have a
way to advance their interests and force reforms.
Socialist States
• Centralized planning has replaced the
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market as the means of economic decision
making
Bureaucracy replaces supply and demand
(non-market economy)
Soviet Union did not act as a Core country
– instead has helped development of other
socialist states (eg. Cuba)
A dictatorship OVER the proletariat, not of
the proletariat
Either swamped by surrounding capitalists,
or gradually shifted back to capitalism
Socialist States
What two factors led to collapse?
Internal – “revolution from above” to open
the economy to more development –
“over-extended empire” which couldn’t
maintain dominance
External – economy crippled by military
threats from capitalist countries (mainly
US).
Education
• Compulsory primary education
• Secondary education lagged way behind (in
western societies, average 1955)
• The U.S. and Canada have the highest rate
of higher education (1989 – 2/3 of the
appropriate age cohort college educated)
• Education as nation-building – a way to
socialize citizens and instill loyalty to the
state – a uniform system to produce
individuals with common goals and ideas and
cultural expectations.
Credential Inflation
• Education came to be recognized as a
credential that could be use to acquire
economic success
• In time too many people had the credential
(cultural capital), and so a higher one had
to be acquired (credential inflation).
• Semi-periphery and periphery countries see
education as a key to acquiring/competing
for the lifestyle and economic status of
CORE countries
The Scientific Revolution
Three phases of the early scientific
revolution?
1. Copernicus – heliocentric theory that
the sun is the center of the universe
2. Testing of Copernicus’ theory
(Kepler, Galileo)
3. Institutionalization and expansion of
science beginning in the late 1600s
Why is Science Related to
Capitalism?
• Merton – Protestant religious values
provided the right atmosphere for science
• Huff – development of a legal system
emphasized rationality and universal
standards of judgement
• Merton (again) – trade by sea required
navigation, mining, military technology
• Science is expensive, is economically useful
and requires surpluses to support it
Science in the World System
How is the growth of "big science" related to WSYS?
Core uses science to drive dominance/exploitation
Why do less developed countries try to generate big
science?
Try to keep from falling further behind, and try
to keep intellectuals from leaving - "brain drain"
CORE
SEMI-PERIPHERY
PERIPHERY
DIV. OF LABOR
Post-industrial
(service economy)
Proto-industrial
agri - indus - service
(like 1900 U.S.)
Pre-industrial
agri/primary prod
(like 1850 U.S.)
PRODUCTIVITY
High productivity
PC-GNP 20K
Medium productivity
PC-GNP 5-10K
Low productivity
PC-GNP < 1K
POPULATION
ZPG or near ZPG
(lo BR / lo DR)
“Graying” pop
Slowed growth
(med BR / lo DR)
Aging pop
Slowing growth
(hi BR / med DR)
Young pop
STRATIFICATION
Complex class sys
(5 classes in U.S.)
3 class system
(rich, small mc,
large poor class)
2 class system
(tiny rich class,
huge poor class)
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CORE
SEMI-PERIPHERY
PERIPHERY
POLITY
Capitalist democracy
Universal suffrage
Capitalist Authoritarian
Near univ suffrage
FAMILY
Post-modern
(fragmented)
Modern nuclear
(economic unit)
Pre-mod extended
(social unit)
KNOWLEDGE
Post-modern
(scientific-techno)
Modern - Mixed
(secularizing)
Pre-modern
(religious)
EDUCATION
Universal through HS
Class based higher ed
Universal through GS
Class based after that
Class based
LITERACY
Universal - 95-98%
High - 80-95%
Low/Med - 30-80%
MEDICINE
Modern +
Universal access
(lo IMR, hi LEX)
Modern +
Class based access
(med IMR, med LEX)
Pre-modern
limited access
(hi IMR, lo LEX)
Authoritarian
Class dominated
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Study Guide
Industrialization
Stratification
Social Mobility
Political Structure
Education
Scientific Perspectives
Protoindustrialism
“Putting Out” System
Post industrialism
Stratification
Social mobility
Formal democracy
Substantive democracy
Restricted democracy
Unrestricted democracy
Suffrage
Universal education
Credential inflation
Science
Social class reproduction
Absolutism (absolute monarchy
Parliamentary democracy