Why Work?

After reading Sean Sayers article, entitled “Why Work? Marx and Human Nature,” my opinions on why people work have changed. I originally believed that most people are motivated to work; they have an internal drive to go work. Some people enjoy working and they might feel bored if they did not have a job. Therefore, they may be no such thing as “luxurious indolence” for many individuals.

This article made me realize the labor and work are not synonymous even though some individuals use them interchangeably. The words “labor” and “work” may be associated with one another since some people believe that work is laborious. However, this is not necessarily true. Some jobs may be physically intensive but the people in these fields may not describes their work as laborious.

Many people enjoy going to work each day if their coworkers are also their friends. Also, when people are at work, they are typically away from family; this daily break/distance from family is mentally beneficial. Working may give an individual a sense of worth and involvement in his/her community. Some individuals see themselves as working for the greater good of society while also earning money to provide for their families. In some workplaces, creativity and individuality are inspired and recognition is gained through accomplishments.

Going to work each day and working to one’s fullest potential is reinforced weekly or biweekly by receiving a paycheck, but it also receives long-term reinforcement. Retirement accounts and pensions are just a couple examples of long-term reinforcement. I agree with Marx in that for many individuals work is a fulfilling activity and for others it is simply a means to an end.

If work is always viewed as a means to an end, how would one describe community service? When someone participates in community service, he/she is working without being paid. Why do people volunteer their time if they are not being paid for it?

-According to Locke, how is working against our nature? I think very few people would enjoy “luxurious indolence.”

Curiosity

I found Kate Berardo's article on curiosity interesting and insightful. Curiosity is a trait that we exhibit and sometimes suppress throughout our lives. It is through these experiences that we learn about the world. It is understandable that many adults look down upon curiosity because the way in which many individuals express curiosity can sometimes lead to dangerous consequences for themselves or others. Many adolescents and young adults use illegal drugs to reach a certain level of excitement or achieve some desired mental and physical state. Often, these behaviors lead to injury or death.

On the other hand, many individuals express their curiosity in more adaptive ways, sometimes intellectually, and other times physically. One can gain knowledge through intellectual curiosity, such as attending a conference on something he/she knows little about, and also through physical curiosity, such as hiking a mountain. By considering the possible consequences of our behaviors, we can appropriately decide how to pursue our curiosity.

More on Bertell Ollman's Writing

http://clogic.eserver.org/4-1/ollman.html Excerpts from How to Take an Exam . . . and Remake the World, Black Rose Books, Montreal Canada (2001), by Bertell Ollman

I think grades are usually valid measures of someone’s ability in various subjects. Grades are not merely used as a means of communication between professors and employers. The letters we see on someone's transcript represent their accomplishments, or lack thereof, and their mastery of the material.

I disagree with many of Ollman’s statements mainly because they are pessimistic, negative, and overly critical of our culture and society. While I do believe approaching every issue with a critical eye is important, we, at some point, need to look past our opinions and work for the good of the community at present. I understand how Ollman is attempting to enlighten his readers by drawing connections between exam-taking and changing the world, but some suggestions seem radical. I may have perceived his suggestions as radical since I felt overwhelmed reading these excerpts; after multiple readings and further analyses I may feel less bombarded with his ideas.

Bertell Ollman Reading

http://clogic.eserver.org/4-1/ollman.html Excerpts from How to Take an Exam . . . and Remake the World, Black Rose Books, Montreal Canada (2001), by Bertell Ollman

I do not believe that “those who run our society and determine our socialization (including [my] education) would prefer” that I not understand capitalism. I also don’t believe that they are aware of the connections and patterns of capitalism that Ollman’s describes. I believe Ollman’s statement that capitalism “is virtually invisible in the social sciences” since I’ve never discussed capitalism in my psychology, anthropology, and political science courses at MCLA. However, it is quite possible that professors of social science courses at other colleges discuss capitalism; I cannot speak for every undergraduate.

I also believe that it is natural for humans to fear alienation or isolation; we are social and communicative beings. Being deprived of attention or interaction with other humans negatively affects our development and physical well-being. The drive to become powerful, knowledgeable, and well-known is natural.

Additionally, I do not believe the board of trustees at MCLA, nor at most other colleges, does not value student input; they do not operate selfishly. However, I do agree with Ollman in that salary is a valid indicator of success. People who are successful (i.e. have higher salaries) have, typically, earned degrees from various institutions and have displayed useful skills. On the other hand, there are many individuals who “make a lot of money” who do not have the credentials to justify their salaries. This is our society; if we want to change it, we first need to express our opinions.

But not all power is gained through money. One can feel empowered by teaching children with autism and another person may feel powerful if he/she is elected into a government position. The definition and idea of “power” and of being “powerless” is subjective and varies among individuals. Therefore, we cannot generalize how these subjective states may affect various individuals.

Do most students really feel “disconnected, isolated, and powerless”?

Qualities every Honors student should possess

Every honors student should be motivated, skeptical, creative, helpful, open-minded and eager to learn. A student must be skeptical of everything he/she reads or hears and also be able to critically evaluate the subject matter. An honors student should be intrinsically and extrinsically motivated to succeed at every task. And to be successful, an individual must be creative enough to pursue knowledge from various arenas, rather than simply from books. Honors student must keep an open mind when approaching and evaluating all ideas. Additionally, every honors student should be eager to aid in the success of his/his peers. It is through cooperative learning that we truly learn and can also recognize this accomplishment. Not only should honors student be eager to learn about the world in which they live, but also about themselves and others. In sum, an honors student should be a well-rounded individual with clearly recognizable strengths. Yet, despite all of his/her strengths, the honors student still possesses weaknesses. These weaknesses may be improved with help from one's peers.

"Murder in American Society"

In Jack Levin’s presentation on “Murder in American Society,” he discussed a few possible causes of juvenile violence, trends, and ideas for reducing school violence. In the 1960s and 1970s, many baby-boomers were adolescents and adults acted like adolescents. Levin described this era as the “Cult of Youth,” in which frustrated and disaffected teenagers became violent activists; these sentiments contributed to the rise in murder rates. Additionally, 14 to 17 year olds began to imitate murders that 18 to 24 year olds were committing. This trend became apparent in the 1990s when there was an increased rate in handgun use as a murder weapon.

In hopes of combating these climbing rates of murder, Boston officials implemented the Partnership Model and New York City officials implemented the Zero Tolerance Policing plan. In New York City, police officers began arresting adolescents for smaller crimes such as graffiti; they believed that teenagers who committed small crimes were likely to commit murder. A drop was seen in the murder rates in NYC. In Boston, the Partnership Model was a grassroots community project, involving the participation of clergy, teachers, police, and parents. The city provided adolescents with more after-school programs, tutoring opportunities, more lifeguards at pools, and more summer jobs. This model is likely to have contributed to the drop in murder rates committed by adolescents.

Levin also discussed how adolescent murderers behaved and felt before they committed their crimes. He described them as humiliated, motivated to feel important, wanting revenge against other students for their personal miseries, and feeling trapped in their school and community. He listed a few warning signs that are seen in teenagers who eventually murder someone: hating school, playing violent video games, an interest in alternative music, and being bullied. Even though these interests and beliefs may be seen in many individuals who have committed murders, we cannot draw a causal conclusion. Additionally, Levin discussed how many adolescent murderers abused animals when they were children. This, along with other violent behaviors and a lack of guilt/compassion, is commonly seen in children and adolescents with conduct disorder. It is probable that many adolescent murderers have conduct disorder.

A few ideas Levin had for reducing school violence were: bringing back more classes on art, music, physical education, reducing school size, increasing staffing in schools, teaching conflict resolution skills, reduce bullying, provide alternative programs, early intervention for violent behaviors, and teaching children impulse control and empathy. Red flags for future violent behavior can sometimes be seen in many children; it is crucial to intervene immediately and to help a child who is crying out for attention or help. Levin discussed many behaviors that may be correlated with juvenile violence; however, we must be cautious when drawing causal conclusions on this issue.

Theses on Feuerbach

The Theses on Feuerbach are eleven philosophical ideas written by Karl Marx in 1845. These statements are a critique of Ludwig Feuerbach’s philosophical writings. Marx criticized Feuerbach’s materialism and idealism. Marx wanted to inspire people to act, rather than simply talk. He believed that if philosophers want to talk about change, they should also attempt to do it. In comparison to Feuerbach’s materialism and idealism, Marx promoted activism in changing the daily lives of many individuals, as well as changing their beliefs on many matters. Despite the challenge it is to read and comprehend his writings, Marx makes useful and appropriate inferences that can be applied to today’s society.

Are Marx’s Theses on Feuerbach relevant to today’s society? If so, what can we learn from his writing?