An essay about the broader Roman landscape during the time of Jesus. What was it like to live in Roman Judaea during the time of Jesus? How did Jews and Romans get along? What were the main political, social, and cultural factors of the day? What was the economy like in Roman Judaea?
Life in Roman Judaea during the time of Jesus: A look at the broader Roman landscape
Introduction
When Jesus lived, the land where he grew up was called Judaea, which was part of the Roman Empire. This was a very important and powerful empire that ruled over much of Europe, North Africa, and parts of the Middle East. Life in Judaea during this time was influenced by many factors, including Roman rule, Jewish traditions, political tensions, and the local economy. Let’s explore what it was like to live in Roman Judaea, how the Romans and Jews got along, and what daily life looked like for the people there.
Roman rule in Judaea
The Romans had taken control of Judaea about 60 years before Jesus was born, when Pompey the Great conquered the area for Rome in 63 BC. The Romans ruled with a strong hand. While the Jewish people had their own religion, customs, and traditions, the Romans were in charge of the government, taxes, and military. The Romans wanted to keep peace and control over their empire, but this wasn’t always easy because many Jews didn’t like being ruled by outsiders. They wanted to be free and live according to their own laws.
In Roman Judaea, there was a Roman governor, like Pontius Pilate, who made sure the Roman laws were followed. The Romans also appointed local leaders, such as King Herod and later his sons, to rule over the Jewish people. Herod was famous for rebuilding the Jewish Temple in Jerusalem, but he was also known for being cruel and ruthless. Although he was part-Jewish, many people didn’t trust him because he worked closely with the Romans.
How did the Jews and Romans get along?
The relationship between the Jews and Romans was complicated. Some Jews, especially the wealthy and powerful ones, tried to get along with the Romans. They believed it was better to work with the Romans to avoid trouble. These people were known as the Sadducees, a group that cooperated with Roman officials and helped maintain order.
However, many other Jews were unhappy with Roman rule. They didn’t like paying heavy taxes to the Roman government, and they didn’t want to follow Roman laws that went against their religious beliefs. There were even some groups, like the Zealots, who wanted to fight against the Romans to win freedom for the Jewish people. This tension made life in Judaea difficult, as people disagreed on how to deal with the Romans.
Daily life in Roman Judaea
Life in Roman Judaea was shaped by both Jewish traditions and Roman influences. Most people in Judaea lived in small villages or towns, and they worked as farmers, fishermen, or craftsmen. They grew crops like wheat, barley, and olives, and they raised sheep and goats. Jerusalem, the capitol city, was a busy place where people came to worship at the Temple, trade goods, and attend festivals.
Religion was a big part of daily life. The Jewish people followed the Torah, which is their holy book, and they observed the Sabbath, a day of rest. Jewish festivals, like Passover, were very important and brought countless people to Jerusalem to celebrate. The Temple in Jerusalem was the center of religious life, and people made sacrifices there to honor God.
The Romans brought some of their own culture to Judaea. Roman soldiers and officials were often seen in cities and towns. The Romans also built roads, aqueducts (which carried water), and other infrastructure that helped make life easier for people. While some Jews adopted Roman customs, many stuck to their traditional ways, which sometimes caused tension between the two groups.
Political and social factors
Politically, Judaea was in a tricky situation. The Jewish people wanted to be free, but the Romans weren’t about to give up control of the region. The Roman government wanted peace in Judaea, but this was hard to achieve because many Jews didn’t accept Roman authority. Some groups, like the Pharisees, were religious leaders who focused on keeping Jewish law, while others, like the Sadducees, worked closely with the Roman rulers.
There was also a social divide between the rich and the poor. Wealthy Jews, like the Sadducees and some priests, lived comfortably and had good relationships with the Romans. On the other hand, many ordinary Jews were poor and struggled to make a living. They were often angry about paying high taxes to the Roman government and saw the wealthy Jews as part of the problem.
Jesus grew up in this environment. Our Lord and Savior came from a small village called Nazareth, and He worked as a carpenter alongside His earthly father and guardian, St. Joseph, before starting His ministry. His teachings focused on kindness, forgiveness, charity, and repentance, but He also lovingly challenged the powerful leaders of the time, both Jewish and Roman.
The economy of Roman Judaea
The economy of Roman Judaea was based on agriculture, trade, and taxes. Most people worked the land, growing crops like grain, grapes, and olives. Olive oil and wine were important products that were sold and traded with nearby regions. Fishing was also an important part of the economy, especially around the Sea of Galilee, where Jesus spent a lot of time. Several of His Apostles, as we know, were fishermen before being called by Jesus.
Trade was common in Roman Judaea, especially because the region was located near important trade routes. Goods like spices, textiles, and metals passed through Judaea, and Roman merchants made sure these items were taxed. The Romans expected everyone to pay taxes, and tax collectors were often disliked because they worked for the Roman government and sometimes took more money than they should.
Taxes were a burden for many people. The Romans required the Jewish people to pay taxes on their land, their produce, and even their homes. This made life hard for poor farmers who already struggled to make ends meet. The Roman economy was also based on the use of coins, and people in Judaea used Roman currency for trade and taxes.
Conclusion
Living in Roman Judaea during the time of Jesus was both challenging and complex. The Jewish people were trying to hold onto their traditions and beliefs while living under Roman rule. Tensions between the Jews and Romans were high, and different groups within the Jewish community had different ideas about how to handle Roman control. Daily life revolved around agriculture, religion, and family, but the heavy taxes and strict Roman rule made life difficult for many. In this environment, Jesus began his ministry, offering a message of hope and peace during a time of uncertainty.
Showing posts with label Sociology. Show all posts
Showing posts with label Sociology. Show all posts
Friday, November 1, 2024
Sunday, October 6, 2024
The Roman Republic
Exploring the early origins of Rome: A journey from legends to the Roman Republic
Introduction
Rome is one of the most famous cities in the world, known for its rich history and powerful empire. But where did it all begin? The story of Rome's origins is a mix of fascinating legends and real historical events. Let’s dive into how the city of Rome was founded, how it was ruled by kings, and how it eventually became the mighty Roman Republic.
The legend of Romulus and Remus
The story of Rome begins with a legend. According to ancient myths, Rome was founded by two brothers, Romulus and Remus. They were the sons of Rhea Silvia and the god Mars, the god of war. When they were babies, their wicked uncle ordered them to be thrown into the Tiber River because he was afraid they might grow up and take his throne.
But the twins were not meant to die. They were saved by a she-wolf who cared for them as if they were her own cubs. Later, a shepherd found the boys and raised them. When they grew up, Romulus and Remus decided to build a city where they had been rescued. However, the brothers argued about where the city should be and who should be in charge. In a tragic turn, Romulus killed Remus and became the first king of the city, which he named Rome, after himself.
Rome’s early kings
After Romulus became the first king of Rome, he ruled the city and set many of its early traditions. He was followed by six more kings. Each king contributed something important to the growing city. For example, one of the kings, Numa Pompilius, was known for creating many of Rome’s religious customs. Another king, Servius Tullius, organized the people into different social classes and improved the city’s defenses by building a wall around it.
However, the last king, Tarquin the Proud, was not a good ruler. He was cruel and did not listen to the people. The Romans grew tired of his harsh rule and eventually drove him out of the city. This marked the end of Rome being ruled by kings and the beginning of a new era.
The birth of the Roman Republic
After getting rid of their last king, the Romans decided they never wanted one person to have all the power again. Instead, they created a new form of government called a republic. In this system, the people elected leaders to make decisions for them. This way, power was shared among many people rather than concentrated in the hands of one ruler.
The Roman Republic was governed by several important offices. The most powerful were the consuls. Each year, two consuls were elected to run the government and lead the army. They had to agree on decisions, so one person couldn’t make all the choices. There were also other officials like the senators, who were wise and experienced leaders giving advice and helping make laws; and the tribunes, who were elected to protect the rights of the common people.
Patricians and plebeians
In the early days of the Republic, Roman society was divided into two main groups: the patricians and the plebeians.
Patricians were the wealthy and powerful families who controlled most of Rome's land and wealth. They often held important positions in the government and made many of the decisions that affected the whole city.
Plebeians, meanwhile, were the common people, including farmers, craftsmen, and soldiers. They comprised the majority of the population, but had far less power and fewer rights than the patricians.
The plebeians were unhappy with their lack of power and often clashed with the patricians. They wanted more say in how the government was run and more protection for their rights. Over time, they fought for and won more rights, including the ability to elect their own officials, the tribunes, who could speak up for them and even block unfair laws.
The struggles between patricians and plebeians
The conflict between the patricians and plebeians is known as the Conflict of the Orders. This struggle lasted for many years, with the plebeians slowly gaining more rights and power. One of their biggest victories was the creation of the Twelve Tables, the first written laws of Rome. These laws were displayed for everyone to see, so the rules were clear and could not be easily changed by the patricians to their advantage.
The plebeians also won the right to marry patricians and to hold important government positions. Over time, the differences between patricians and plebeians became less important as Rome became more united.
Conclusion
The story of Rome’s beginnings is a tale of legends, kings, and a fight for fairness. From the founding of the city by Romulus to the rise of the Roman Republic, Rome’s early history laid the foundation for what would become one of the greatest empires the world has ever seen. The Republic, with its elected leaders and balance of power, was a big step forward in creating a fairer and more organized society. It showed that ordinary people could have a voice in their government - a lesson that still matters today.
Introduction
Rome is one of the most famous cities in the world, known for its rich history and powerful empire. But where did it all begin? The story of Rome's origins is a mix of fascinating legends and real historical events. Let’s dive into how the city of Rome was founded, how it was ruled by kings, and how it eventually became the mighty Roman Republic.
The legend of Romulus and Remus
The story of Rome begins with a legend. According to ancient myths, Rome was founded by two brothers, Romulus and Remus. They were the sons of Rhea Silvia and the god Mars, the god of war. When they were babies, their wicked uncle ordered them to be thrown into the Tiber River because he was afraid they might grow up and take his throne.
But the twins were not meant to die. They were saved by a she-wolf who cared for them as if they were her own cubs. Later, a shepherd found the boys and raised them. When they grew up, Romulus and Remus decided to build a city where they had been rescued. However, the brothers argued about where the city should be and who should be in charge. In a tragic turn, Romulus killed Remus and became the first king of the city, which he named Rome, after himself.
Rome’s early kings
After Romulus became the first king of Rome, he ruled the city and set many of its early traditions. He was followed by six more kings. Each king contributed something important to the growing city. For example, one of the kings, Numa Pompilius, was known for creating many of Rome’s religious customs. Another king, Servius Tullius, organized the people into different social classes and improved the city’s defenses by building a wall around it.
However, the last king, Tarquin the Proud, was not a good ruler. He was cruel and did not listen to the people. The Romans grew tired of his harsh rule and eventually drove him out of the city. This marked the end of Rome being ruled by kings and the beginning of a new era.
The birth of the Roman Republic
After getting rid of their last king, the Romans decided they never wanted one person to have all the power again. Instead, they created a new form of government called a republic. In this system, the people elected leaders to make decisions for them. This way, power was shared among many people rather than concentrated in the hands of one ruler.
The Roman Republic was governed by several important offices. The most powerful were the consuls. Each year, two consuls were elected to run the government and lead the army. They had to agree on decisions, so one person couldn’t make all the choices. There were also other officials like the senators, who were wise and experienced leaders giving advice and helping make laws; and the tribunes, who were elected to protect the rights of the common people.
Patricians and plebeians
In the early days of the Republic, Roman society was divided into two main groups: the patricians and the plebeians.
Patricians were the wealthy and powerful families who controlled most of Rome's land and wealth. They often held important positions in the government and made many of the decisions that affected the whole city.
Plebeians, meanwhile, were the common people, including farmers, craftsmen, and soldiers. They comprised the majority of the population, but had far less power and fewer rights than the patricians.
The plebeians were unhappy with their lack of power and often clashed with the patricians. They wanted more say in how the government was run and more protection for their rights. Over time, they fought for and won more rights, including the ability to elect their own officials, the tribunes, who could speak up for them and even block unfair laws.
The struggles between patricians and plebeians
The conflict between the patricians and plebeians is known as the Conflict of the Orders. This struggle lasted for many years, with the plebeians slowly gaining more rights and power. One of their biggest victories was the creation of the Twelve Tables, the first written laws of Rome. These laws were displayed for everyone to see, so the rules were clear and could not be easily changed by the patricians to their advantage.
The plebeians also won the right to marry patricians and to hold important government positions. Over time, the differences between patricians and plebeians became less important as Rome became more united.
Conclusion
The story of Rome’s beginnings is a tale of legends, kings, and a fight for fairness. From the founding of the city by Romulus to the rise of the Roman Republic, Rome’s early history laid the foundation for what would become one of the greatest empires the world has ever seen. The Republic, with its elected leaders and balance of power, was a big step forward in creating a fairer and more organized society. It showed that ordinary people could have a voice in their government - a lesson that still matters today.
Wednesday, July 10, 2024
The Metropolis and Mental Life
The Metropolis and Mental Life by Georg Simmel: An Analysis
Georg Simmel’s essay "The Metropolis and Mental Life," originally published in 1903, remains a seminal work in the field of sociology, offering profound insights into the psychological and social impacts of urban life. Simmel's exploration of how the city influences individual consciousness and social interaction continues to resonate in contemporary discussions on urbanization. This essay aims to elucidate Simmel’s key arguments, analyze their relevance, and provide commentary on their implications for understanding modern urban experiences.
The metropolis and individual psychology
Blasé attitude and overstimulation
One of Simmel's central assertions is that the metropolitan environment induces a distinct psychological state characterized by the blasé attitude. This disposition arises as a defense mechanism against the overwhelming sensory stimuli and incessant interactions typical of urban life. The city, with its rapid pace and constant bombardment of new impressions, forces individuals to adopt a detached and indifferent stance to preserve their mental equilibrium.
Simmel argues that the blasé attitude manifests as a diminished capacity to react emotionally to new stimuli, leading to a generalized indifference. This psychological adaptation is necessary to manage the intensity and diversity of metropolitan experiences, but it also results in a superficial engagement with the world. The perpetual novelty and ceaseless activity of the city create a paradoxical sense of monotony, where everything blends into a homogeneous blur, dulling the individual’s emotional responsiveness.
Intellectualization and rationality
In contrast to the rural environment, where life is governed by tradition and routine, the metropolis fosters a heightened reliance on intellectualization and rationality. Simmel posits that urban life necessitates a calculative and objective approach to interactions and transactions. The impersonal and transactional nature of city life encourages individuals to prioritize reason over emotion, leading to a more detached and analytical mode of existence.
This rationalization extends to social relationships, where interactions are often governed by economic considerations and efficiency. The impersonality of urban life, while fostering a sense of individual autonomy and freedom, also contributes to the alienation and isolation of city dwellers. Simmel’s observation underscores the dual nature of urban rationality, which simultaneously enables individual independence and fosters social fragmentation.
Social dynamics and urban interaction
Anonymity and freedom
Simmel highlights the unique social dynamics of the metropolis, where anonymity and freedom coexist in a delicate balance. The sheer size and density of the urban population afford individuals a level of anonymity unattainable in smaller communities. This anonymity can be liberating, allowing individuals to pursue personal ambitions without the constraints of communal scrutiny.
However, this freedom comes at the cost of weakened social bonds and a diminished sense of community. The transient and impersonal nature of urban interactions undermines traditional forms of social cohesion, leading to a fragmented and atomized society. Simmel’s analysis of metropolitan life reveals the tension between individual autonomy and social integration, a theme that remains pertinent in contemporary urban studies.
Social differentiation and division of labor
The metropolis, according to Simmel, is characterized by a high degree of social differentiation and a complex division of labor. The specialization and diversity of roles within the urban economy reflect the multifaceted nature of metropolitan life. This specialization fosters innovation and economic productivity but also exacerbates social stratification and inequality.
Simmel’s insight into the division of labor highlights the intricate interplay between economic structures and social relations in the metropolis. The compartmentalization of work and the proliferation of specialized roles contribute to a fragmented social landscape, where individuals are often defined by their economic functions rather than their social identities. This compartmentalization can lead to a sense of disconnection and alienation, as individuals navigate the complexities of urban life.
Contemporary relevance and implications
Urbanization and mental health
Simmel’s exploration of the psychological impacts of urban life remains highly relevant in contemporary discussions on urbanization and mental health. The modern metropolis, with its relentless pace and sensory overload, continues to pose significant challenges to mental well-being. The prevalence of anxiety, depression, and other mental health issues in urban populations underscores the enduring relevance of Simmel’s analysis.
Efforts to address these challenges often involve creating urban environments that promote mental health and well-being. This includes designing spaces that foster social interaction, provide respite from sensory overload, and support community building. Simmel’s insights into the psychological impacts of urban life can inform contemporary urban planning and policy efforts aimed at enhancing the quality of life in metropolitan areas.
Digital metropolis and virtual interaction
In the digital age, the concept of the metropolis extends beyond physical spaces to encompass virtual environments. The proliferation of digital technologies and online platforms has transformed the nature of social interaction and community building. Simmel’s analysis of urban life can be applied to understand the psychological and social dynamics of digital spaces.
The virtual metropolis, much like its physical counterpart, is characterized by a high degree of anonymity, rapid information exchange, and a complex division of labor. The challenges of maintaining meaningful connections and navigating the vast expanse of digital interactions mirror those faced by individuals in physical urban environments. Simmel’s work provides a valuable framework for analyzing the implications of digital urbanization on mental life and social cohesion.
Conclusion
Georg Simmel’s "The Metropolis and Mental Life" offers a profound exploration of the psychological and social impacts of urban life. His analysis of the blasé attitude, intellectualization, anonymity, and social differentiation provides a nuanced understanding of the complexities of metropolitan existence. Simmel’s insights remain highly relevant in contemporary discussions on urbanization, mental health, and digital interaction, highlighting the enduring significance of his work in the study of modern urban experiences.
 |
| Georg Simmel, 1858-1918. |
The metropolis and individual psychology
Blasé attitude and overstimulation
One of Simmel's central assertions is that the metropolitan environment induces a distinct psychological state characterized by the blasé attitude. This disposition arises as a defense mechanism against the overwhelming sensory stimuli and incessant interactions typical of urban life. The city, with its rapid pace and constant bombardment of new impressions, forces individuals to adopt a detached and indifferent stance to preserve their mental equilibrium.
Simmel argues that the blasé attitude manifests as a diminished capacity to react emotionally to new stimuli, leading to a generalized indifference. This psychological adaptation is necessary to manage the intensity and diversity of metropolitan experiences, but it also results in a superficial engagement with the world. The perpetual novelty and ceaseless activity of the city create a paradoxical sense of monotony, where everything blends into a homogeneous blur, dulling the individual’s emotional responsiveness.
Intellectualization and rationality
In contrast to the rural environment, where life is governed by tradition and routine, the metropolis fosters a heightened reliance on intellectualization and rationality. Simmel posits that urban life necessitates a calculative and objective approach to interactions and transactions. The impersonal and transactional nature of city life encourages individuals to prioritize reason over emotion, leading to a more detached and analytical mode of existence.
This rationalization extends to social relationships, where interactions are often governed by economic considerations and efficiency. The impersonality of urban life, while fostering a sense of individual autonomy and freedom, also contributes to the alienation and isolation of city dwellers. Simmel’s observation underscores the dual nature of urban rationality, which simultaneously enables individual independence and fosters social fragmentation.
Social dynamics and urban interaction
Anonymity and freedom
Simmel highlights the unique social dynamics of the metropolis, where anonymity and freedom coexist in a delicate balance. The sheer size and density of the urban population afford individuals a level of anonymity unattainable in smaller communities. This anonymity can be liberating, allowing individuals to pursue personal ambitions without the constraints of communal scrutiny.
However, this freedom comes at the cost of weakened social bonds and a diminished sense of community. The transient and impersonal nature of urban interactions undermines traditional forms of social cohesion, leading to a fragmented and atomized society. Simmel’s analysis of metropolitan life reveals the tension between individual autonomy and social integration, a theme that remains pertinent in contemporary urban studies.
Social differentiation and division of labor
The metropolis, according to Simmel, is characterized by a high degree of social differentiation and a complex division of labor. The specialization and diversity of roles within the urban economy reflect the multifaceted nature of metropolitan life. This specialization fosters innovation and economic productivity but also exacerbates social stratification and inequality.
Simmel’s insight into the division of labor highlights the intricate interplay between economic structures and social relations in the metropolis. The compartmentalization of work and the proliferation of specialized roles contribute to a fragmented social landscape, where individuals are often defined by their economic functions rather than their social identities. This compartmentalization can lead to a sense of disconnection and alienation, as individuals navigate the complexities of urban life.
Contemporary relevance and implications
Urbanization and mental health
Simmel’s exploration of the psychological impacts of urban life remains highly relevant in contemporary discussions on urbanization and mental health. The modern metropolis, with its relentless pace and sensory overload, continues to pose significant challenges to mental well-being. The prevalence of anxiety, depression, and other mental health issues in urban populations underscores the enduring relevance of Simmel’s analysis.
Efforts to address these challenges often involve creating urban environments that promote mental health and well-being. This includes designing spaces that foster social interaction, provide respite from sensory overload, and support community building. Simmel’s insights into the psychological impacts of urban life can inform contemporary urban planning and policy efforts aimed at enhancing the quality of life in metropolitan areas.
Digital metropolis and virtual interaction
In the digital age, the concept of the metropolis extends beyond physical spaces to encompass virtual environments. The proliferation of digital technologies and online platforms has transformed the nature of social interaction and community building. Simmel’s analysis of urban life can be applied to understand the psychological and social dynamics of digital spaces.
The virtual metropolis, much like its physical counterpart, is characterized by a high degree of anonymity, rapid information exchange, and a complex division of labor. The challenges of maintaining meaningful connections and navigating the vast expanse of digital interactions mirror those faced by individuals in physical urban environments. Simmel’s work provides a valuable framework for analyzing the implications of digital urbanization on mental life and social cohesion.
Conclusion
Georg Simmel’s "The Metropolis and Mental Life" offers a profound exploration of the psychological and social impacts of urban life. His analysis of the blasé attitude, intellectualization, anonymity, and social differentiation provides a nuanced understanding of the complexities of metropolitan existence. Simmel’s insights remain highly relevant in contemporary discussions on urbanization, mental health, and digital interaction, highlighting the enduring significance of his work in the study of modern urban experiences.
Monday, July 8, 2024
Georg Simmel
Georg Simmel: A pioneer in modern sociology and philosophy
Introduction
 |
| Georg Simmel, 1858-1918. |
Georg Simmel, a prominent German sociologist and philosopher, is celebrated for his pioneering contributions that have significantly shaped modern social theory and philosophy. Born on March 1, 1858, in Berlin, Simmel's work traverses various domains, including sociology, philosophy, cultural studies, and aesthetics. His nuanced approach to understanding society and the individual’s place within it has left an indelible mark on contemporary thought. This essay delves into Simmel's biographical details, explores his key contributions to sociology and philosophy, and examines his major works that continue to influence scholars today.
Biographical details
Georg Simmel was born into a Jewish family in Berlin. After his father’s death when Simmel was still a child, he was raised by a close family friend. Simmel pursued his education in Berlin, where he later received his doctorate in philosophy in 1881. He started his academic career lecturing at the University of Berlin but faced significant hurdles in gaining a full professorship, largely due to academic politics and anti-Semitic sentiments prevalent at the time. Despite these challenges, Simmel's lectures gained popularity, attracting a diverse audience that included future influential thinkers like Max Weber and Rainer Maria Rilke.
In 1914, Simmel finally secured a full professorship at the University of Strasbourg, a position that brought him a measure of the recognition he deserved, albeit late in his career. He continued to write and lecture until his death on September 26, 1918. Simmel's life, marked by both intellectual fervor and institutional adversity, deeply influenced his perspectives on society and the individual's experience within it.
Simmel's contributions to sociology
Formal sociology
Simmel is often credited with developing "formal sociology," an approach that focuses on the forms and patterns of social interactions rather than their content. He argued that sociology should analyze the recurring forms of social life, such as conflict, cooperation, subordination, and exchange, irrespective of the specific context in which they occur. This perspective allows sociologists to identify underlying social structures and processes that are consistent across different societies and historical periods.
The concept of social types
Another significant contribution by Simmel is the concept of "social types," which refers to typical patterns of behavior exhibited by individuals in specific social contexts. Examples of social types include "the stranger," "the poor," and "the mediator." These types are defined by their relationship to the group rather than their personal attributes. For instance, "the stranger" is characterized by both proximity and distance - part of the group yet fundamentally different. This duality helps to highlight the complex nature of social relationships and the role of the individual within society.
"The Philosophy of Money"
One of Simmel's most influential works is "The Philosophy of Money" (1900). In this book, he examines the social and psychological implications of the money economy. Simmel argues that money, as a universal medium of exchange, transforms social relations by promoting impersonality and abstraction. The use of money allows for greater individual freedom and differentiation but also leads to the depersonalization and objectification of social interactions. This dual effect of money - enhancing individual autonomy while simultaneously fostering social alienation - reflects Simmel's broader interest in the tensions and contradictions inherent in modern society.
"The Metropolis and Mental Life"
In his essay "The Metropolis and Mental Life" (1903), Simmel explores the psychological impacts of urban living. He posits that the rapid pace and sensory overload of metropolitan life lead to a "blasé attitude," a defensive mechanism through which individuals protect themselves from the overwhelming stimuli of city life. This attitude manifests as emotional detachment and a preference for rationality over emotional engagement. Simmel’s insights into urban life remain relevant today, as cities continue to grow and evolve.
Simmel's contributions to philosophy
Philosophy of culture
Simmel's philosophy of culture emphasizes the dynamic and processual nature of cultural forms. He argues that culture arises from the interplay between individual creativity and the objective structures of society. Cultural forms - such as art, religion, and science - are both products of human activity and structures that shape individual experience. This dual nature of culture reflects Simmel's broader interest in the dialectical relationship between the individual and society.
Life and forms
In his philosophical work, Simmel often contrasts "life" and "forms." Life, for Simmel, is the dynamic, creative force that drives human activity. Forms, on the other hand, are the stable, enduring structures that emerge from this activity. The tension between life and forms is a central theme in Simmel's thought, reflecting his interest in the dynamic, ever-changing nature of social and cultural life. This perspective influenced later existential and phenomenological thinkers who grappled with similar themes.
Influence on existentialism and phenomenology
 |
| Georg Simmel in 1914. |
Major works
"The Problems of the Philosophy of History"
In this work, Simmel examines the philosophical underpinnings of historical knowledge. He explores how historical events are constructed and interpreted, emphasizing the role of the historian's perspective in shaping our understanding of the past. Simmel's analysis highlights the subjective nature of historical knowledge and the importance of considering multiple perspectives in historical interpretation.
"Sociology: Inquiries into the Construction of Social Forms"
This book is a comprehensive exploration of Simmel's formal sociology. He analyzes various social forms, such as conflict, cooperation, and exchange, and their roles in shaping social life. Simmel's approach highlights the patterns and structures underlying social interactions, providing a framework for understanding the complexities of social life.
"Rembrandt: An Essay in the Philosophy of Art"
In this work, Simmel explores the relationship between the individual artist and the broader cultural context. He examines how Rembrandt's art reflects and shapes the cultural and social conditions of his time. Simmel's analysis emphasizes the interplay between individual creativity and cultural forms, reflecting his broader interest in the philosophy of culture.
Conclusion
Georg Simmel's contributions to sociology and philosophy have left a lasting legacy, shaping our understanding of social life and the individual's place within it. His innovative approaches to formal sociology, social types, and the philosophy of money provide valuable insights into the structures and dynamics of modern society. Simmel's work continues to influence contemporary thought, offering a rich framework for exploring the complexities of social and cultural life. As we navigate the challenges of the 21st century, Simmel's ideas remain as relevant and thought-provoking as ever, providing a vital lens through which to understand the interplay between individuality and society.
Friday, March 10, 2023
How does an economy work?
Understanding how an economy works
Explaining the concept of an economy to middle school students and high school students.
Introduction
Whether you’re a student, parent of a student, or a social studies teacher, you’ve likely heard the term "economy" a million times over. But what does it really mean? In this blog post, we’ll provide an overview of the concept of an economy and explain how it works in simple terms. Read on to learn more!
What is an economy?
An economy is simply the way in which goods and services are produced and made available to people. It consists of all the activities related to creating, buying, and selling products and services. To understand how an economy works, it helps to think of it as a system with multiple parts working together. The parts that make up an economy include production (making goods and providing services), consumption (buying and using goods and services), exchange (trading goods/services for money or other forms of value), investment (putting money into businesses or markets with the goal of making more money), and taxation (units of government collecting taxes from individuals and businesses).
The four pillars of an economy
Economists break down economies into four pillars: capital (or wealth), labor (or the people who do the work), technology, and entrepreneurship. Capital includes not only money, but also buildings, equipment, natural resources, land, tools, investments - anything that can be used to produce goods or services. Labor refers to people who do the actual work necessary for production; these may be laborers, scientists, engineers, entrepreneurs - anyone and everyone who puts their skills to use for economic purposes. Technology is anything that helps us produce goods or services faster or better than before; this could be anything from simpler manual machines on up to computers and robots that fully automate certain tasks. Last but not least is entrepreneurship - this refers to those who create new businesses or come up with new ideas for products/services that have potential economic value.
Conclusion
It’s easy to see why understanding the concept of an economy is important when talking about economic development at home or abroad. By understanding how economies work on both micro- and macro-levels - from individual households making purchasing decisions based on income levels all the way up through international trade agreements - we can gain insight into what makes our global economic system tick. So if you want your middle school students or high school students to get ahead in their social studies classes this year - and beyond - make sure you explain the concept of an economy clearly and concisely!
Explaining the concept of an economy to middle school students and high school students.
Introduction
Whether you’re a student, parent of a student, or a social studies teacher, you’ve likely heard the term "economy" a million times over. But what does it really mean? In this blog post, we’ll provide an overview of the concept of an economy and explain how it works in simple terms. Read on to learn more!
What is an economy?
An economy is simply the way in which goods and services are produced and made available to people. It consists of all the activities related to creating, buying, and selling products and services. To understand how an economy works, it helps to think of it as a system with multiple parts working together. The parts that make up an economy include production (making goods and providing services), consumption (buying and using goods and services), exchange (trading goods/services for money or other forms of value), investment (putting money into businesses or markets with the goal of making more money), and taxation (units of government collecting taxes from individuals and businesses).
The four pillars of an economy
Economists break down economies into four pillars: capital (or wealth), labor (or the people who do the work), technology, and entrepreneurship. Capital includes not only money, but also buildings, equipment, natural resources, land, tools, investments - anything that can be used to produce goods or services. Labor refers to people who do the actual work necessary for production; these may be laborers, scientists, engineers, entrepreneurs - anyone and everyone who puts their skills to use for economic purposes. Technology is anything that helps us produce goods or services faster or better than before; this could be anything from simpler manual machines on up to computers and robots that fully automate certain tasks. Last but not least is entrepreneurship - this refers to those who create new businesses or come up with new ideas for products/services that have potential economic value.
Conclusion
It’s easy to see why understanding the concept of an economy is important when talking about economic development at home or abroad. By understanding how economies work on both micro- and macro-levels - from individual households making purchasing decisions based on income levels all the way up through international trade agreements - we can gain insight into what makes our global economic system tick. So if you want your middle school students or high school students to get ahead in their social studies classes this year - and beyond - make sure you explain the concept of an economy clearly and concisely!
Monday, June 1, 2020
Building intergenerational connections
Part of my occasional, ongoing work with the books, The Collapse of Parenting, and, Girls on the Edge, both by Dr. Leonard Sax.
It's important for children and youth to build intergenerational connections with trusted adults to help them truly navigate the world and workplace successfully, and to help them understand where we come from. Such a concept is certainly not new, but it seems to have largely gone extinct in recent times, replaced with the phenomenon of children turning to their peers for advice and insight.
Aaron S. Robertson
Introduction
“Parents today suffer from role confusion…a term used by German sociologist Norbert Elias to describe the transfer of authority from parents to children,” writes Leonard Sax, MD, Ph.D., in his 2016 book, The Collapse of Parenting: How We Hurt Our Kids When We Treat Them Like Grown-ups (p. 18). He continues, noting, “In American culture today, same-age peers matter more than parents. And parents are reluctant to change the rules - to insist, for example, that time with parents and family is more important than time with same-age peers - because parents are suffering from the 'role confusion' described by Elias” (Sax, 2016, pp. 19-20).
This situation is not new. It has been going on for some time now. Six years prior, Dr. Sax pointed out in his gender-specific book, Girls on the Edge: The Four Factors Driving the New Crisis for Girls, that, “Girls teaching same-age girls what it means to be a woman is a new phenomenon in human history. It’s fundamentally equivalent to the blind leading the blind. Teenage girls don’t have the wisdom, experience, and perspective that a 35-year-old woman or a 65-year-old woman can provide” (2010, p. 206). Certainly, this is going on with the boys, as well.
Tying into this wholesale abdication of parental authority and the phenomenon of kids turning to each other for advice and insight into navigating an increasingly-complex world, is the problem of technology addiction. Back in January, I wrote a post entitled, "FOMO is causing you to miss out on life." In it, I explain,
My story
All my life, I have benefited from intergenerational bonds and friendships. Growing up in the 1980s and 90s, to see children and youth of all ages socially mingling with one another and with adults of all ages was not uncommon. The social fabric was diverse and strongly interwoven.
It was as a young kid spending time with my parents, grandparents, great-grandparents, other relatives, a large circle of family friends and their own families, coaches, boy scout leaders, and the families of my same-age friends that I developed a love for all kinds of music, film, art, games, hobbies, and sports (well, except for winter sports - it took the 16-year-old Ukrainian figure skater Oksana Baiul to arrive at my doorstep via the cover of a Sports Illustrated for Kids magazine issue when I was 11 years old to change my mind about winter sports).
I learned fascinating family history, and the history of my neighborhood and city, which, growing up, was in Bay View, located on Milwaukee's south side. I received an education in ethnic and cultural histories and traditions. One of my childhood friends lived across the street from me, and his dad collected baseball cards and coins. I was already a big baseball card collector myself, and so we would swap stories and information about the hobby. He got me interested in coin collecting. I continue both hobbies a little bit to this day. While listening to a lot of the hit music of the day in the 80s and 90s, I also became fluent in 40s big band; 50s rock 'n' roll; the classic rock, pop, and soul of the 60s and 70s; and blues, jazz, and some country. I was exposed to all of this music, and grew to appreciate it all. A lot of the exposure was situational - it depended on whose home we were at, or whose party it was, if older relatives and other adults were in the crowd, and so on.
Speaking of World War II, I remember we had a barber in the neighborhood. His name was Frank, and he fought in the war - for the Germans. To be very clear, Frank wasn't a Nazi or a member of the SS. He fought in the regular army as a young man. Big, big difference. Just another young man, probably drafted at 18 or even younger, simply fighting for his country and trying to survive. It was interesting to get his unique, first-hand perspective on the war. He loved this country. I had a great-great uncle that fought in the Pacific theater against the Japanese. Uncle Buck was in the Army. I remember him a little bit. He passed away in 1990. He would share stories occasionally, along with proudly showing us his uniforms and other memorabilia from the war. Right up to his passing, he was always the entrepreneurial type. He would have many small business ventures throughout his life, and he would always have a few dollars for us kids. And I had another great-great uncle, Billy, who was a pilot in the war. He flew the B-24 Liberator, a heavy bomber, in the European theater. Sadly, his plane was shot down while on a bombing run over Germany, and he and several of his crew members perished. But he would certainly leave his mark on his family for decades to come, and we cherished many stories handed down about his leadership and love for family.
And speaking of barbers - Frank was one of several men around his age in the neighborhood who were barbers. They all worked out of the same old-fashioned barbershop, and most boys and men in the neighborhood, including myself, were regular customers. They loved humor. They loved sharing stories. We loved hearing them. Their number one special was a "young man's haircut." We would go in and tell them, "Give me a young man's haircut," and they would fix us up nicely.
We learned how to cook, bake, grill out, set up camp, garden. We had regular, assigned chores we were responsible for. There were plenty of fun company picnics and company tours where we got to learn about the kinds of work our relatives and their co-workers and friends did for a living.
And it was through these intergenerational bonds that we learned social skills, how to get along with others, responsibility, and the world of work. We learned where we came from. We learned skills that have, so far, stayed with us our entire lives. We grew into well-rounded adults with the ability to easily adapt and endure.
Upon graduating from college in 2007, I started looking for ways to get involved in my community more, which was now Muskego, one of Milwaukee's southwestern suburbs. Among other outlets for involvement, I got active in a number of business networking circles and started meeting and getting to know many people from all walks of life, professions, and age groups - younger, older, much older, and same age, both men and women. Out of all this networking has come many rich, long-standing, personal friendships. And the learning that takes place - about various industries, the broader economy, self-improvement and professional development topics, volunteer opportunities, life and career advice, etc., etc. - is absolutely priceless.
Flash forward to the present day. The 2020-21 school year will mark my third year in the student government at Cardinal Stritch University as a Ph.D. student. I serve as a senator representing graduate students, a post I've held since the 2018-19 school year. This service brings back a lot of wonderful memories for me - I was very active in Stritch's student government as an undergrad, and had the privilege of serving as its president during 2005-06. Now older (37), heavier, grayer, and hopefully a little wiser, it's really fulfilling for me to be able to offer advice and insight to my younger undergrad colleagues on academics, life and the world of work, leadership, and the business of student government. As all of my degrees have come from Stritch, I'm also able to bring a lot of continuity to the table in terms of having historical context of the institution - with the exception of six years or so, I've consistently been a student of Stritch since 2001! And the learning is definitely a two-way street. I've learned so much from my younger undergrad colleagues about various issues affecting today's college students, and I'm a better person for having the opportunity to know, and work with, them.
So what can we as educators, parents, and community and business leaders do to encourage more intergenerational connections?
Educators can assign projects and/or papers, and create fun, low-pressure learning activities, that seek to encourage engagement and understanding between students and their relatives and other adults in their lives - coaches & advisors, friends of family, family of friends, workplace managers, etc. The goal is to have students pick up some valuable life and/or career advice, or perhaps a new skill, or maybe even a hobby they'd like to take up.
Recently, I started reading another book entitled, Under-Resourced Learners: 8 Strategies to Boost Student Achievement, by Ruby K. Payne, Ph.D. Dr. Payne offers some suggestions that I think would work incredibly well here, too. She explains:
Community and business leaders can create a variety of engaging volunteer, enrichment, and career exploration opportunities through the many tools, resources, and networks they have access to, both as individual organizations and in joint cooperation with other organizations. Providing resume and cover letter advice, internships, apprenticeships, mock job interviews with constructive feedback, tours of their facilities, workshops and presentations on an array of insightful subjects, formal and informal mentoring programs, and finding outlets to partner with schools, are some of the ideas that readily come to mind. On that last point about partnering with schools, the partnership between the Muskego Area Chamber of Commerce & Tourism and the Muskego-Norway School District that I discussed earlier serves as a wonderful model.
In closing
I'll conclude with several quotes and passages from Girls on the Edge that are very relevant to this discussion. They're all taken from a chapter that Dr. Sax simply called, "Spirit." The chapter is devoted to the subject of helping girls discover who they truly are and where they'd like to go - essentially, helping them find and connect with their spirit. A lot of these passages are just as equally relevant for boys. Here they are:
Payne, R. K. (2008). Under-resourced learners: 8 strategies to boost student achievement. Highlands, TX: aha! Process, Inc.
Sax, L. (2010). Girls on the edge: The four factors driving the new crisis for girls. New York: Basic Books.
Sax, L. (2016). The collapse of parenting: How we hurt our kids when we treat them like grown-ups. New York: Basic Books.
It's important for children and youth to build intergenerational connections with trusted adults to help them truly navigate the world and workplace successfully, and to help them understand where we come from. Such a concept is certainly not new, but it seems to have largely gone extinct in recent times, replaced with the phenomenon of children turning to their peers for advice and insight.
Aaron S. Robertson
Introduction
“Parents today suffer from role confusion…a term used by German sociologist Norbert Elias to describe the transfer of authority from parents to children,” writes Leonard Sax, MD, Ph.D., in his 2016 book, The Collapse of Parenting: How We Hurt Our Kids When We Treat Them Like Grown-ups (p. 18). He continues, noting, “In American culture today, same-age peers matter more than parents. And parents are reluctant to change the rules - to insist, for example, that time with parents and family is more important than time with same-age peers - because parents are suffering from the 'role confusion' described by Elias” (Sax, 2016, pp. 19-20).
This situation is not new. It has been going on for some time now. Six years prior, Dr. Sax pointed out in his gender-specific book, Girls on the Edge: The Four Factors Driving the New Crisis for Girls, that, “Girls teaching same-age girls what it means to be a woman is a new phenomenon in human history. It’s fundamentally equivalent to the blind leading the blind. Teenage girls don’t have the wisdom, experience, and perspective that a 35-year-old woman or a 65-year-old woman can provide” (2010, p. 206). Certainly, this is going on with the boys, as well.
Tying into this wholesale abdication of parental authority and the phenomenon of kids turning to each other for advice and insight into navigating an increasingly-complex world, is the problem of technology addiction. Back in January, I wrote a post entitled, "FOMO is causing you to miss out on life." In it, I explain,
A few nights ago, I attended a program at my local public library on the subject of technology addiction among teens and young adults. The presenter was a local mental health counselor, and she did a wonderful job of offering facts, sound advice, and helpful resources concerning this timely, and, in my opinion, scary, topic. The picture is not pretty. But I'm hoping that, by you reading this post, you can help make that picture a little bit better in your own unique way.All of this sets the stage for the subject of this post - it's important for children and youth to build intergenerational connections - with their parents, their grandparents, other family members, and other trusted adults in their neighborhood/community, their place of work, and among their families' circle of friends. Such an idea is certainly nothing new. It may appear new to many children and youth today, but that's only because it seems to have largely gone extinct some time ago already in this country. We need to get back to that idea. As Dr. Sax reminds us, “One of the unique gifts we enjoy as a species is the ability to learn from other people who have lived in other times and other places.” (2010, p. 212)
According to the facilitator, kids as young as 5th grade are texting their friends at 3am, and she's counseling a number of young adults in their early 20s who want to learn social skills - skills that have been significantly stunted by technology addiction. In fact, as research has demonstrated and as she noted in her talk, being addicted to technology can certainly be as damaging as being addicted to a substance.
My story
All my life, I have benefited from intergenerational bonds and friendships. Growing up in the 1980s and 90s, to see children and youth of all ages socially mingling with one another and with adults of all ages was not uncommon. The social fabric was diverse and strongly interwoven.
It was as a young kid spending time with my parents, grandparents, great-grandparents, other relatives, a large circle of family friends and their own families, coaches, boy scout leaders, and the families of my same-age friends that I developed a love for all kinds of music, film, art, games, hobbies, and sports (well, except for winter sports - it took the 16-year-old Ukrainian figure skater Oksana Baiul to arrive at my doorstep via the cover of a Sports Illustrated for Kids magazine issue when I was 11 years old to change my mind about winter sports).
I learned fascinating family history, and the history of my neighborhood and city, which, growing up, was in Bay View, located on Milwaukee's south side. I received an education in ethnic and cultural histories and traditions. One of my childhood friends lived across the street from me, and his dad collected baseball cards and coins. I was already a big baseball card collector myself, and so we would swap stories and information about the hobby. He got me interested in coin collecting. I continue both hobbies a little bit to this day. While listening to a lot of the hit music of the day in the 80s and 90s, I also became fluent in 40s big band; 50s rock 'n' roll; the classic rock, pop, and soul of the 60s and 70s; and blues, jazz, and some country. I was exposed to all of this music, and grew to appreciate it all. A lot of the exposure was situational - it depended on whose home we were at, or whose party it was, if older relatives and other adults were in the crowd, and so on.
“One of the unique gifts we enjoy as a species is the ability to learn from other people who have lived in other times and other places.” -- Dr. Leonard Sax, Girls on the EdgeMy friends and I learned a little bit about cars by watching our dads working on them. We heard stories handed down and first-hand accounts about immigrating to the United States, the Great Depression, World War II, and other major events and turning points in our collective history from older relatives, family friends, and adults in the neighborhood. These personal stories made learning about these subjects in the classroom that much more engaging and exciting, and vice-versa.
Speaking of World War II, I remember we had a barber in the neighborhood. His name was Frank, and he fought in the war - for the Germans. To be very clear, Frank wasn't a Nazi or a member of the SS. He fought in the regular army as a young man. Big, big difference. Just another young man, probably drafted at 18 or even younger, simply fighting for his country and trying to survive. It was interesting to get his unique, first-hand perspective on the war. He loved this country. I had a great-great uncle that fought in the Pacific theater against the Japanese. Uncle Buck was in the Army. I remember him a little bit. He passed away in 1990. He would share stories occasionally, along with proudly showing us his uniforms and other memorabilia from the war. Right up to his passing, he was always the entrepreneurial type. He would have many small business ventures throughout his life, and he would always have a few dollars for us kids. And I had another great-great uncle, Billy, who was a pilot in the war. He flew the B-24 Liberator, a heavy bomber, in the European theater. Sadly, his plane was shot down while on a bombing run over Germany, and he and several of his crew members perished. But he would certainly leave his mark on his family for decades to come, and we cherished many stories handed down about his leadership and love for family.
And speaking of barbers - Frank was one of several men around his age in the neighborhood who were barbers. They all worked out of the same old-fashioned barbershop, and most boys and men in the neighborhood, including myself, were regular customers. They loved humor. They loved sharing stories. We loved hearing them. Their number one special was a "young man's haircut." We would go in and tell them, "Give me a young man's haircut," and they would fix us up nicely.
We learned how to cook, bake, grill out, set up camp, garden. We had regular, assigned chores we were responsible for. There were plenty of fun company picnics and company tours where we got to learn about the kinds of work our relatives and their co-workers and friends did for a living.
And it was through these intergenerational bonds that we learned social skills, how to get along with others, responsibility, and the world of work. We learned where we came from. We learned skills that have, so far, stayed with us our entire lives. We grew into well-rounded adults with the ability to easily adapt and endure.
Upon graduating from college in 2007, I started looking for ways to get involved in my community more, which was now Muskego, one of Milwaukee's southwestern suburbs. Among other outlets for involvement, I got active in a number of business networking circles and started meeting and getting to know many people from all walks of life, professions, and age groups - younger, older, much older, and same age, both men and women. Out of all this networking has come many rich, long-standing, personal friendships. And the learning that takes place - about various industries, the broader economy, self-improvement and professional development topics, volunteer opportunities, life and career advice, etc., etc. - is absolutely priceless.
Flash forward to the present day. The 2020-21 school year will mark my third year in the student government at Cardinal Stritch University as a Ph.D. student. I serve as a senator representing graduate students, a post I've held since the 2018-19 school year. This service brings back a lot of wonderful memories for me - I was very active in Stritch's student government as an undergrad, and had the privilege of serving as its president during 2005-06. Now older (37), heavier, grayer, and hopefully a little wiser, it's really fulfilling for me to be able to offer advice and insight to my younger undergrad colleagues on academics, life and the world of work, leadership, and the business of student government. As all of my degrees have come from Stritch, I'm also able to bring a lot of continuity to the table in terms of having historical context of the institution - with the exception of six years or so, I've consistently been a student of Stritch since 2001! And the learning is definitely a two-way street. I've learned so much from my younger undergrad colleagues about various issues affecting today's college students, and I'm a better person for having the opportunity to know, and work with, them.
So what can we as educators, parents, and community and business leaders do to encourage more intergenerational connections?
Educators can assign projects and/or papers, and create fun, low-pressure learning activities, that seek to encourage engagement and understanding between students and their relatives and other adults in their lives - coaches & advisors, friends of family, family of friends, workplace managers, etc. The goal is to have students pick up some valuable life and/or career advice, or perhaps a new skill, or maybe even a hobby they'd like to take up.
Recently, I started reading another book entitled, Under-Resourced Learners: 8 Strategies to Boost Student Achievement, by Ruby K. Payne, Ph.D. Dr. Payne offers some suggestions that I think would work incredibly well here, too. She explains:
Bridging social capital is Robert Putnam’s terminology, meaning people you know who are different from you. It is from people different from you that much learning occurs. Bonding social capital involves people you know who are like you.Dr. Payne's ideas here recall for me a very successful and innovative partnership that the school district and chamber of commerce have built together over the years here in Muskego. As I recall in the post, Partnerships between school districts and chambers of commerce, back in October 2017,
a. One way to do it is with e-mail buddies [Mr. Robertson’s note here – think of this as the modern version of pen pals, updated for this highly-technological age]. They can be from another country, another part of this country, adults from the business community, or individuals from the non-profit community. The person is to provide information and support out of a much larger context. The e-mails always need to be copied to a school person. If the e-mail buddy is local, a meeting needs to take place with the buddy, the student and the school person. If the e-mail buddy is from another country or another part of the state or nation, the relationship will get set up only on recommendation of a school person.
b. Mentors are another way. One issue with mentors is that it’s difficult to find mentors, particularly when they’re supposed to come only at a certain time on a certain day. It usually needs to be more flexible to work with the mentor’s schedule. It’s better to ask if they can meet with the person once a week for at least 30 minutes. Again, these meetings must be supervised or in a public place.
c. Mentoring by the student himself/herself is another way and is very powerful. The student becomes a mentor to a younger student. (Payne, 2008, pp. 32-33)
A little shy of two weeks ago, on October 19, I had the immense privilege of participating in a luncheon at Muskego High School. The purpose of the event was to bring students and area business and community leaders together to discuss and reflect on the many career and educational paths that are available out there.Parents can start by, first and foremost, reclaiming their parental authority. On this important subject, Dr. Sax explains in The Collapse of Parenting,
During this mentoring lunch, a joint effort between the Muskego Area Chamber of Commerce & Tourism’s Education and Mentoring Committee and Muskego High School, we broke up into two groups by gender, each in a separate classroom. From there, we broke up further into smaller tables, with one or two mentors joining a group of students for conversation and a pizza lunch. I was joined at my table by Rob Schopf, owner of the Indian Motorcycle of Metro Milwaukee dealership on Racine Avenue. Rob and I shared our stories of education, training, and work over the years with several young men that appeared genuinely interested in what we had to say. Likewise, we were certainly genuinely interested in what they had to say, and it was a great give and take of questions, talking, listening, and connecting.
After lunch and these small group discussions, the larger room joined together for elevator pitches, with each student and mentor standing up briefly and introducing themselves to the room. Mentors shared what they do, or did, for work, and offered meaningful career advice to the students. Students shared what they hope to study or do for work someday. After this, we broke up again into smaller groups for further conversation. This time, however, we changed the groups up in an attempt to match students and mentors around similar interests and work experiences based on what they shared in their elevator pitches.
The experience was as much of a learning opportunity for us mentors as it was for the students. We all became teachers and students of one another. For me, it was particularly rewarding to hear the stories of the other mentors. We had a diverse collection of talent assembled and backgrounds represented. Some of the mentors are college graduates, while others didn’t pursue formal education beyond high school. Some are still working, while others are retired. Some worked or are working for others, while others have pursued business ownership. Areas of expertise represented included sales and marketing, customer service, banking, engineering, trades, tech, police work, elected public service, office management, and entrepreneurship.
...In addition to this mentoring lunch, other events and activities that take place throughout the year in this powerful partnership include, among other items, mock job interviews and resume advice, interviewing skits, and career bus tours around town. And then of course, there’s the Chamber’s annual scholarship program.
Before we go any further in our discussion of the loss of parental authority, I have to make sure you and I are on the same page with regard to what I mean by “parental authority.” I have learned that when I speak to parents, many confuse “parental authority” with “parental discipline.” They think that parental authority is all about enforcing discipline. In fact, parental authority is primarily about a scale of value. Strong parental authority means that parents matter more than same-age peers. In contemporary American culture, peers matter more than parents. (2016, pp. 20-21)This reclaiming of parental authority includes, among other things, eating dinner as a family at least several days a week, and without any phones or other devices at the dinner table; setting aside other time (besides dinner) on a regular basis for device-free bonding activities and conversations of real meaning and substance; and working to create a culture and understanding that, while having same-age friends is certainly important and necessary, family comes first.
What does it mean to assert your authority as a parent? It doesn’t necessarily mean being a tough disciplinarian. Among other things, it means ensuring that the parent-child relationship takes priority over the relationships between the child and her or his same-age peers. Not just for toddlers, but for teenagers as well. It means that parents are doing their job – fulfilling their biological role, if you like – of teaching the child how to behave both within and outside of the family unit. Recall that the purpose of a prolonged childhood in our species seems to be, first and foremost, for the child to learn the grown-up culture from the grown-ups. When parents lose their authority – when same-age peers matter more than parents – then kids are no longer interested in learning the culture of the parents. They want to learn the kiddie culture, the teen culture. Throughout this book we will see just how harmful that is. (2016, pp. 23-24)
Community and business leaders can create a variety of engaging volunteer, enrichment, and career exploration opportunities through the many tools, resources, and networks they have access to, both as individual organizations and in joint cooperation with other organizations. Providing resume and cover letter advice, internships, apprenticeships, mock job interviews with constructive feedback, tours of their facilities, workshops and presentations on an array of insightful subjects, formal and informal mentoring programs, and finding outlets to partner with schools, are some of the ideas that readily come to mind. On that last point about partnering with schools, the partnership between the Muskego Area Chamber of Commerce & Tourism and the Muskego-Norway School District that I discussed earlier serves as a wonderful model.
In closing
I'll conclude with several quotes and passages from Girls on the Edge that are very relevant to this discussion. They're all taken from a chapter that Dr. Sax simply called, "Spirit." The chapter is devoted to the subject of helping girls discover who they truly are and where they'd like to go - essentially, helping them find and connect with their spirit. A lot of these passages are just as equally relevant for boys. Here they are:
“Community matters. The kind of community in which your daughter engages will shape the person she becomes. In Chapter 2, I described how a girl growing up 40 or 50 years ago was likely to be involved in communities that involved adult women, whether at church, or in her extended family, or just sitting on her neighbor’s front porch. Today, a girl’s community is more likely to consist primarily of other girls her own age. That means girls talking mostly with other girls. But Girl Talk can be toxic to girls, even when they don’t mean it to be. When girls talk with one another, the most popular topics tend to include their own personal problems. That’s as true of 9-year-old girls as it is of 19-year-old women. All too often, the sharing and self-disclosure can spin into an obsessive rehash of negative emotion. As the old saying goes, rolling in the mud is not the best way of getting clean…That’s what can happen when girls counsel other girls, because girls providing counsel to same-age girls isn’t the right kind of community.” (p. 204)
“The right kind of community bridges the generations. The right kind of community involves girls learning from women their mother’s age and their grandmother’s age.” (p. 205)
“It doesn’t have to be anything formal or structured. Sophia was a high-school girl working part-time as a receptionist at a medical clinic when she told me how much she valued the opinions and support provided by her coworkers at the clinic, all women. She had a huge crush on a guy at her high school, and he was taking advantage of her. The other girls at the high school saw nothing wrong with what was going on. In fact, they envied her because he was popular and athletic, and he wasn’t being physically intimate with anybody else. But he wasn’t making any promises to her either. When she told the older women in her office about it, they offered a different perspective…Sophia broke off the relationship…” (p. 205)
“How does a girl become a woman? What does it mean to be a 'real' woman? These are questions that almost every enduring culture has answered by providing a community of women to show girls the way. I’m not talking only about mothers teaching their daughters, but about a community of women teaching the girls. We used to have many such communities in the United States, formal and informal: quilting circles, sewing circles, all-female Bible study groups, all-female book groups, Girl Scout troops, the variety of women’s clubs that operated in association with the Federation of Women’s Clubs, and so forth. Remnants of such groups still exist, but girls today are much more likely to hang out with other girls their age than they are to mix socially with women their parents’ age.” (pp. 205-206)
“Your group should bridge the generations. That means ideally involving not just other parents but also grandparents. Encourage your daughter to develop friendships with women your age and your mother’s age.” (p. 208)
“Sometimes we may just need to rediscover old ways of connecting girls with women. Sewing circles were never primarily about sewing; they were about women and girls helping each other, which included helping girls negotiate the transitions through adolescence and into womanhood. The challenges are different today, of course, but the value of a mature adult perspective hasn’t changed.” (p. 208)
“Your daughter may know more than you do about how to upload photos from a cell phone to a Facebook page, but you know more than she does about how alcohol affects the judgment and behavior of teenage boys. She needs your perspective and the perspective of other adults your age and older.” (p.208).
Reference
Payne, R. K. (2008). Under-resourced learners: 8 strategies to boost student achievement. Highlands, TX: aha! Process, Inc.
Sax, L. (2010). Girls on the edge: The four factors driving the new crisis for girls. New York: Basic Books.
Sax, L. (2016). The collapse of parenting: How we hurt our kids when we treat them like grown-ups. New York: Basic Books.
Friday, March 27, 2020
Labor-Management relationship
A look at the relationship between labor and management from a sociological and philosophical perspective.
Aaron S. Robertson
Labor has always needed management/ownership. It is management that creates the conditions and sets the tone that leads to the various economic opportunities available to a society through the processes and activities of vision and foresight, identifying market need, planning, organization, staffing, procurement, and negotiation. Not everyone can be in management, nor does everyone wish to be in management. Management is simply not for everyone.
Management/ownership has always needed labor, but in different ways at different times in different eras. In the nineteenth and well into the twentieth centuries, much of the labor force needed by management came in the form of sheer physical strength and an ability to endure endless repetition fit for an environment of manufacturing and heavy industry. During this period, labor was arguably more disposable – a worker could easily be replaced, if necessary, and for any reason, by another worker with similar physical endurance. Labor was not required to think much or deviate from what were often mundane, repetitive tasks. There simply was no need to.
As the linear line of natural time and evolutionary progress went on, a combination of labor unions, public outrage, and a variety of laws and regulations sprung up to put a damper on runaway practices by management – child labor was eliminated; trusts were broken up; safety and environmental concerns addressed; the standard eight-hour workday put into place; fairer wages and hiring processes implemented. Technology naturally improved and became more readily available, helping to make manufacturing processes less physically-intensive for labor and more economical for management/ownership. New industries and professional fields emerged. More and more in labor’s ranks began pursuing higher education as it became easier to access. All these factors, combined, created the conditions for a thriving middle class and a better-equipped consumer.
Now well under way in the twenty-first century and in an era of information and innovation often referred to as “the knowledge economy,” management/ownership needs labor for another reason – their mental strength and ability. Again, this is all in accordance with the linear line of natural time and progress. While it was arguably easier for management to quickly replace a worker in the previous period with someone of comparable physical strength and ability, it is arguably more difficult for management today to find a replacement with the ideal mix of comparable, ready-to-go intellectual capability, talents, interests, skills, and practical experience. With the variables no longer confined to sheer physical metrics, coupled with a strong emphasis on the need for knowledge in an ever-complex economy, each worker today is truly unique – truly differentiated from everyone else – because each mind is truly unique.
Management has also always been dependent on labor in the sense that managers come from the ranks of labor. Put another way, labor provides and stocks the pipeline of managerial candidates, serving as the sole source of fuel. This holds true whether a particular manager in question has come from the ranks of labor within his or her own work organization at the time – the concept of promoting from within – or if the manager has joined his or her current organization after immediately coming from labor at a prior organization. Even if the manager has come to his or her current organization from a previous one as a manager, the lineage of his or her time spent within the ranks of labor can be traced back to some earlier point in his or her career. One does not enter the ranks of management without ever first spending time in the ranks of labor.
With this context established, then, that management is, and always has been, reliant on labor, and vice-versa, the dialogue for the conversation of a strong organizational culture backed by high levels of employee engagement and abundant professional development opportunities becomes more apparent and easier to have.
Aaron S. Robertson
Labor has always needed management/ownership. It is management that creates the conditions and sets the tone that leads to the various economic opportunities available to a society through the processes and activities of vision and foresight, identifying market need, planning, organization, staffing, procurement, and negotiation. Not everyone can be in management, nor does everyone wish to be in management. Management is simply not for everyone.
Management/ownership has always needed labor, but in different ways at different times in different eras. In the nineteenth and well into the twentieth centuries, much of the labor force needed by management came in the form of sheer physical strength and an ability to endure endless repetition fit for an environment of manufacturing and heavy industry. During this period, labor was arguably more disposable – a worker could easily be replaced, if necessary, and for any reason, by another worker with similar physical endurance. Labor was not required to think much or deviate from what were often mundane, repetitive tasks. There simply was no need to.
As the linear line of natural time and evolutionary progress went on, a combination of labor unions, public outrage, and a variety of laws and regulations sprung up to put a damper on runaway practices by management – child labor was eliminated; trusts were broken up; safety and environmental concerns addressed; the standard eight-hour workday put into place; fairer wages and hiring processes implemented. Technology naturally improved and became more readily available, helping to make manufacturing processes less physically-intensive for labor and more economical for management/ownership. New industries and professional fields emerged. More and more in labor’s ranks began pursuing higher education as it became easier to access. All these factors, combined, created the conditions for a thriving middle class and a better-equipped consumer.
Now well under way in the twenty-first century and in an era of information and innovation often referred to as “the knowledge economy,” management/ownership needs labor for another reason – their mental strength and ability. Again, this is all in accordance with the linear line of natural time and progress. While it was arguably easier for management to quickly replace a worker in the previous period with someone of comparable physical strength and ability, it is arguably more difficult for management today to find a replacement with the ideal mix of comparable, ready-to-go intellectual capability, talents, interests, skills, and practical experience. With the variables no longer confined to sheer physical metrics, coupled with a strong emphasis on the need for knowledge in an ever-complex economy, each worker today is truly unique – truly differentiated from everyone else – because each mind is truly unique.
Management has also always been dependent on labor in the sense that managers come from the ranks of labor. Put another way, labor provides and stocks the pipeline of managerial candidates, serving as the sole source of fuel. This holds true whether a particular manager in question has come from the ranks of labor within his or her own work organization at the time – the concept of promoting from within – or if the manager has joined his or her current organization after immediately coming from labor at a prior organization. Even if the manager has come to his or her current organization from a previous one as a manager, the lineage of his or her time spent within the ranks of labor can be traced back to some earlier point in his or her career. One does not enter the ranks of management without ever first spending time in the ranks of labor.
With this context established, then, that management is, and always has been, reliant on labor, and vice-versa, the dialogue for the conversation of a strong organizational culture backed by high levels of employee engagement and abundant professional development opportunities becomes more apparent and easier to have.
Subscribe to:
Posts (Atom)