A distinctive feature of US politics, in comparison with most other industrialized nations in the world, is its virtual lack of class-based politics. President George W. Bush, for instance, has said that class is for ‘European democracies or something else—it isn’t for the United States of America. We are not going to be divided by class’ (cited in Harrigan, 2000: 6). And this seems to be the general attitude that pervades all of American society, to the extent where militating on the basis of class could even be seen as culturally abhorrent. It is a fact that in the 1990s, trade union membership accounted for only 15 percent of all wage and salary workers, down from 25 percent in 1975. This is despite 30 percent of all workers still employed in blue-collar jobs as of 1996 (McKay, 2001: 226; Vanneman and Cannon, 1987: 5). Between the two major political parties, the Democrats and the Republicans, there are only relatively minor ideological differences, with the former leaning slightly more to the ‘liberal’ side, while the later are more ‘conservative’, though neither articulates anything near resembling class politics.
This has led to much speculation among scholars as to why this could be the case. A number of reasons have been posed, including:
1. America is mainly a middle class society, with an individualistic culture; high levels of social mobility; and equality of opportunity, which are prized over collective action.
2. America does not have a feudal past, from which class cleavages can be drawn.
3. America is the richest industrialized nation in the world, and therefore has an overall higher standard of living, which minimizes any potential for class action.
4. The American working class is divided sharply along ethnic and racial lines.
5. The American two-party system makes it difficult for radical political parties to develop.
However, despite this lack of class politics, the US continues to experience some of the most exacerbated income and wealth inequalities in the industrialized world, with the gap between the rich and the poor growing over the past thirty years. In addition, the proportion of the population living in poverty, according to official figures, is at around 14-16 percent (McKay, op. cit. :27). This raises the question as to the nature of class in the United States, and as to how the US class structure (if one exists) is reflected in mainstream politics.
Analyzing this time period in America brings further understanding to the implications that can arise in a democracy. More importantly the very same democratic mechanisms that took away equality in the first place can be utilized by the citizenry to bring it back. With an understanding of Tocqueville’s argument of industrial aristocracy in a democracy, the American Gilded Age and the sovereign response to the elite, the appearance of inequality during this time period becomes clearer. The culmination of evidence across multiple sources will prove what led to the growth of an industrial aristocracy, its effects on the worker and the overall effectiveness of the sovereign
The purpose of the textbook, Who Rules America? by G. William Domhoff, is to explain his theory of Class Domination. My essay emphasises the relation of social class to power, the existence of a Corporate community, the relationship of the Corporate community to the upper class, and various methods used by the Corporate community to dominate the U.S Political System. Furthermore, my essay will discuss the potential limits to corporate power in America.
Andre, Claire, and Manuel Velasquez. “Capital Punishment.” Our Duty or Our Doom. 12 May 2010. 30 May 2010 .
In the essay, "Class in America", Gregory Mantsios asserts that Americans avoid recognizing differences in economic class inherent in our society. Rather, endorsing the belief that their respective status in economic terms is derived as a direct result of their skin color, ethnicity, or where they reside. Mantsios distinguishes four central notions that the general U.S. populace possesses in relation to economic prosperity. In brief, he elicits core beliefs endorsed by the masses that conclude everyone is treated equally, that we are essentially a bourgeois society, that prosperity is broadly increasing, and that every person has an opportunity for success. Mantsios details certain statistical realities in America demonstrating immense differences
Isaac Newton had a tragic and unfortunate life ever since he was born. Three months prior to Newton’s birth, his father died. Then, when Newton was three years old, his mother left him with her parents in order to remarry to a wealthy rector, named Barnabas Smith. A few years later, his mother returned with three more children, and brought Newton back home to live with her and their new family. Newton went to school for next next couple years, until age fourteen, when he was told to drop out of school to assist his mother around the house and on the farm. It turned out Newton was not of any help around the house nor farm, because he was constantly busy reading. His mother then advised him to return to school (“Isaac Newton;” Gleick). After said events, his mother's second husband, Barnabas Smith dies as well. His mother then fled again, completely neglecting Newton's parental needs. Combination of all these events caused Newton to be on a constant emotional and physical edge, often crying and engaging in disputes and fights in school (“Sir Isaac Newton;” Hatch).
Divisions within the social stratum is a characteristic of societies in various cultures and has been present throughout history. During the middle ages, the medieval feudal system prevailed, characterized by kings and queens reigning over the peasantry. Similarly, in today’s society, corporate feudalism, otherwise known as Capitalism, consists of wealthy elites dominating over the working poor. Class divisions became most evident during America’s Gilded Age and Progressive era, a period in time in which the rich became richer via exploitation of the fruits of labor that the poor persistently toiled to earn. As a result, many Americans grew compelled to ask the question on everyone’s mind: what do the rich owe the poor? According to wealthy
Newton was born in Woolsthorpe-by-Colsterworth, United Kingdom on January fourth, 1643. He was the only son of a prosperous local farmer, also named Isaac Newton, who died three months before he was born. A premature baby born tiny and weak, Newton was not expected to survive. When he was 3 years old, his mother, Hannah Ayscough Newton, remarried a minister, Barnabas Smith, and went to live with him, leaving Newton behind. The experience left an imprint on Newton, later manifesting itself as an acute sense of insecurity. He anxiously obsessed over his published work, defending its ideas with irrational behavior. Newt...
Witcover, J. (2014, February 21). Wealth inequality contributes to enduring 'class warfare' in politics. Chicago Tribune
In Mantsios’ “Class in America” he provides us with four myths about the United States. In one of these myths the idea is brought up that the United States is, at its core, a classless society. It is also states that whether rich or poor, everyone is equal in the eyes of the law. The myth also states that health care and education are provided to everyone regardless of their financial stability. This idea about a classless society is exactly what Mantsios claims it to be, a myth. It is untrue to state that everyone is equal in the eyes of the law, and to believe that whatever differences exist in financial standing are insignificant. There are clear distinctions between different groups of people depending on their economic and social standing.
Banks, Cyndi. "Capital Punishment: Overview." Issues: Understanding Controversy and Society. ABC-CLIO, 2014. Web. 27 Feb. 2014.
Pojman, Louis P. "Unfair Application of Capital Punishment does not Justify Abolishing it." Opposing Viewpoints. Opposing Viewpoints Resource Center. Shenendehowa Public Library. 19 Nov. 2003
Domhoff discusses the prevalence of labor unions in the New Deal era. In fact, by 1945, with the help of the liberal-labor alliances, union membership had increased five-fold to fifteen million in that past decade (pg. 172). However, after 1945, the liberal-labor alliances never saw a victory against corporate conservatives. Because of the corporate world’s domination of policy implementation, politicians rules time and again against labor unions because it works in corporate America’s favor. Labor unions serve as many working class Americans’ avenue into the political sphere; denying them a right to unionize is not only a fundamental violation of free speech but also morally and ethically wrong. Overall, Domhoff’s critique of wealthy politicians (primarily Republicans) is merited considering he argues empirically with statistics supporting extremely skewed voting trends against unions. Additionally, Domhoff’s argument exudes sympathy toward those less fortunate; I share Domhoff’s sentiment that is imperative we promote equality amongst classes, one way in which we should do so is through advocacy of labor
Anderson, David. “Summary of the Arguments for the Death Penalty.” Yesdeathpenalty.com. David Anderson, 2008. Web. 7 Mar 2011.
Critical thinking is a precursor to making an informed, educated, and unbiased decision. The two skills are critical to success in today's business environment. Any person who wishes to enhance their skills would benefit from paying close attention to what you have heard and read and then asking critical questions before a determination is made. This type of structured evaluation of information will enhance the learning process for anyone who utilizes it.
Critical thinking is a process of applying various skills to analyze information. Critical thinking uses rationality to distinguish between emotion and fact. This paper will discuss the definition of critical thinking, and the skills it takes to think critically. It will also provide an example of critical thinking applied to my current working environment. Finally this paper will discuss the importance and benefits of critical thinking in the decision-making processes.