WEEK 6-7

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Karl Marx
”The Father of Communism”

His Childhood
 Karl Marx was born on May 5th 1818 in Trier, Germany.
 He was raised in a middle class, working family.
 His father was a keen adherent of Enlightment ideas, while his mother came from a family of
industrialists.
 Marx was an unruly child, known for making his sisters eat mud pies.
The College Years
 Marx took a deep interest in philosophy and had wanted to study it, but his father insisted on
him takin up law.
 His first year of college was at the University of Bonn, where he participated in radical
organizations and became involved in disputes that forced him by his father to transfer to the
University of Berlin, where he pushed his interest in studying philosophy.

The Start of His Activism

 After college, Marx sought out work in a German university.
 His first job was as a journalist, for the Rheinische Zeitung (Rhineland Times).
 He was so effective; he was promoted to editor in one year, and was very popular with his
subordinates.
 He encouraged articles that attacked the local Prussian authorities, as well as the liberal
opposition for their ineffectiveness against the government.
 Due to the anti-government leanings of his paper, it was shut down by the authorities in
1843.

Marx’s Marriage
Marx married his childhood sweetheart Jenny von Westphalen, shortly after the closing of the
Rheinische Zeitung.
 Jenny came from a wealthy, politically connected family. Her family made it clear that she
would be cut off if she married him.
 Bored with her princess like life, she left everything behind and married Karl, a man who
was almost penniless at the time.
 Together they left Prussia and went to Paris, the revolutionary center of Europe.

A Meeting of Like Minds

 In Paris, Marx got a job as the editor of the German French Yearbook.
 It is here that he met a man that would grow into a lifelong friend and associate, Friedrich
Engels.
 Engels was a revolutionary, much like Marx. However, he was a successful businessman
and only practiced these ideals on the surface, without fully embracing them.
 Out of all of the friends that Marx had in his life, Engels was the only one with whom he
never argued.

Origins of The Communist Manifesto

 Engels and Marx traveled to Brussels, to join the newly formed Communist League – was
designed to be the arm that will help mobilize the proletariatto overthrow capitalism and bring
about socialism.
 Due to their combined journalistic experience, the league tasked them with writing a
manifesto.
 Out of this arose Marx’s famous “Communist Manifesto”
“Communist Manifesto”
 Outlined these plans, declaring that the history of all hitherto existing society is the
history of class struggles - the conflict of interests between the workers and the ruling
class in a capitalist society, regarded as inevitably violent. It argues that class
struggles, or the exploitation of one class by another, are the motivating force behind
all historical developments.
 The Manifesto was a call to the working classes, to rise up and liberate themselves
from the perceived chains of capitalism.
 This would be achieved by replacing all private property with community property.
 The manifesto established what the goals of the Communist league were, and what it
was to become.

Purpose of the Communist Manifesto

 The Manifesto was a call to the working classes, to rise up and liberate themselves from
the perceived chains of capitalism.

 This would be achieved by replacing all private property with community property.
  The manifesto established what the goals of the Communist league were, and what it was
to become.

Two Main Classes Of People

1. Bourgeoisie - Those who owned the means of production and were considered the
wealthy class in a capitalist society, who own most of the means of production
2. Proletariat - working classes or lower class in Capitalist society including farmers and
low-skilled factory workers.

In your own words, based on the picture below can you differentiate the Socialism into
Capitalism? Write your answer on the box provided below.

Capitalism encourages innovation and individual goals while Socialism promotes equality

and fairness among society

A Final Trip to Germany

Marx and Engels returned to Germany, where they took the helm of a resurfaced Rheinische
Zeitung.
 The Prussian Assembly in Berlin was dissolved by Kaiser Friedrich Wilhelm, who then shut
down the paper again.
 This time, Marx was deported from Germany, never to return to his homeland again.
 He traveled with his family to England in August of 1949, where he would live out the rest
of his life.

Marx’s Isolation

 Marx and Engels rejoined the Communist league, whose international headquarters were
now in London.
 Marx spent the next eleven years focusing on his studies and research in the reading room of
the British Museum.
 At the end of this time, he released his first full book, “Contribution to the Critique of
Political Economy

His Final Years

 Karl Marx spent the remainder of his life working on his writing, and ideas, in London.
 To his final day, he proclaimed “I am not a Marxist!”
 When he wasn’t working on his studies, he would take his family for picnics with leapfrog
and other games. He was a playful, boisterous man.
 He always had the mind of a student, trying to improve himself and his thinking.
 Karl Marx died, in 1883 at the age of 64.
 His lifelong friend, Engels gave his eulogy, in which he prophetically said: “His name and
work will endure through the ages.”

The influence of the Industrial Revolution on Marx’s Theories\

 The industrial revolution serves as the backdrop for Marx’s ideas about the relations between
capitalists and laborers.
 Prior to the 1700s, Great Britain had experienced a boom in the trade of wool and cotton.
 Sheep started replacing people in the farms. Innovations such as the water wheel, which
enabled the efficient processing of flour, textile and other products
 Lands that were given to communal grazing and farming were converted into private
properties, and came into the hands of the feudal landowners.
 This led to the migration of people from the countryside and into towns and cities, as landless
peasants could no longer cultivate the land.
 Landowners also began charging higher rents to those who worked for them, forcing many to
turn to the towns and cities for better opportunities.
 Privately-owned factories became the main sources of employment in the cities.
 In such factories, laborers did repetitive and often dangerous work for long hours and with
very little pay.
 As the goal of these industries was to maximize profit, children were also employed as a
cheap labor.
 The owners of capital getting richer and the laborers getting mired in further poverty.
 This situation was what Marx sought to critique in his theories.
 His main goal was to examine the ills of capitalism and the crises inherent in a capitalist
system.
THEORIES OF MARX

1. DIALECT MATERIALISM
 Marx’s theory of history is called Dialectical Materialism
 It is a theory about how society works and changes, determines the social and political
relations of individuals.
 It shows that people's thoughts, characters and actions are shaped by the conditions in
the world around them, the material world.
 History follows certain stages of development as dictated by economic environments,
which shape a society’s past, present and future.
 According to Marx, society is organized around the means of production – land, labor and
capital – as well as the kinds of social relationships that people acquire when they access
and use the means of production.

The three main ingredients of Marx’s theory are:

1. Productive Forces: natural resources and technology.

Productive forces can change when there are discoveries, inventions, and conquests of other
countries and colonization of other lands.
2. Mode of Production
Economic system - the most important thing to look for in an economic system is the
relation between and the distribution of power among the various classes.
3. Ideological Superstructure:
- These are the government, law, politics, religion, art, literature, philosophy, science, etc.
2. LABOR THEORY OF VALUE
From the comics below, write your own understanding on the box.
 It is an economic value of a good or service is determined by the total amount of labor
required to produce it.
 Marx argued that the only source of a firm’s profit is the labor it employs.
 Simply put: – Machines without workers are useless. – Workers without machines, on the
other hand, are not useless because the workers can make the machines that they need to
do their work. –
 Therefore, in a sense, all production is done by labor. – Income of capital is purely
exploitation
 Capitalists use the workers’ “labor time” to produce commodities
 Labor time is the socially accepted length of the typical working day
Example: It may be traditional for workers to work ten hours a day. In this case, the labor
time taken by the capitalist is ten hours per day 
 But capitalists pay the workers for their “labor power”
 Labor power is simply the ability to work. The payment for labor power is the subsistence
wage, the bare minimum for labor to survive.
Example: If it took six hours of labor to produce the goods a worker and his family needed
to survive for a day, the value of his labor power was six hours per day 
 The excess of labor time, which the capitalist takes from the worker, over labor power,
which the capitalist pays to the worker, is the capitalist’s profit or “surplus value”
 Example: The capitalist may take 10 hours of a worker’s day (labor time) and pay him 6
hours per day (labor power).
 Surplus value is 4 hours per worker per day • This surplus value represents exploitation

3. ALIENATION OF LABOR
 A condition of workers in a capitalist economy, resulting from a lack of identity with the
products of their labor and a sense of being controlled or exploited.
 Marx said that work can be a source of joy, but in order to be fulfilled at work, workers
have to see themselves in the objects they have created

4. CLASS CONSCIOUSNESS AND REVOLUTION

CLASS CONSCIOUSNESS
- It is an awareness of one's social and/or economic class relative to others, as well as an
understanding of the economic rank of the class to which you belong in the context of the
larger society.
-  The set of beliefs that a person holds regarding their social class or economic rank in
society, the structure of their class, and their class interests.
- In this period, the proletariat will rise to abolish the ruling classes, hold political power
and forcibly socialize the means of production through a dictatorship of the proletariat.
- The working classes started to be aware of their capacity to fight for equality; this can be
possible through education.
- With the birth of class consciousness among the proletariat, the working classes would
begin to understand the system and create ways of changing it.
- Marx believed that social change can also be achieved through a revolution, when the
workers rise up to overthrow the capitalist system.
- The wealth of the big corporations will be redistributed equally to people, leading to
communal ownership of factories and businesses and to fair treatment for everyone, he
called this system COMMUNISM.

Basic Characteristics of Communism:

 A way of organizing a society in which the government owns the things that are used to
make and transport products.
 Collective ownership of land and the means of production.
 Everyone would work according to their abilities and…
 Everyone receives according to their needs.
 Communism
After the proletariat has successfully overthrown the bourgeoisie:
1. Communism would gradually emerge.
2. The need for government would no longer exist.
3. There would no longer be separate classes in society

Dominant Approaches and Ideas in Social Science: MARXISM IN CONTEXT

MARXISM is a school of thought that focuses on the ways by which access to scarce
resources creates inequalities among different groups of people

1. VLADIMIR LENIN (1870-1924)

 As head of the Bolshevik Party, one of the parties under the Russian Social-
Democratic Workers’ Party, Lenin outlined plans for a dictatorship of the proletariat.
 The other party, the Mensheviks Party, wanted an open proletariat party and
collaboration with liberals.
 The Bolsheviks staged a failed revolution in 1905, but eventually succeeded in 1917,
this latter revolution thrust Lenin into power.

2. JOSEPH STALIN (1875-1953)

 He took over the party after Lenin’s death and codified Lenin’s ideas as Marxism-
Leninism.
 He continued Lenin’s act of collectivizing agriculture but rather than the communal
ownership of land, he imposed a centralized power that took charge of seized private
property, this led to repression.

3. LEON TROTSKY
 He was a supporter of Lenin and who even participated in the 1905 and 1917
revolutions.
 He did not agree with Stalin. He believed in the communal ownership of land , but that
the revolution must be carried out by the proletariat.

4. MAO ZEDONG (1945-1976)

 He converted to Marxism-Leninism as a student at Peking University.
 He became a founding member of the Communist Party of China and eventually its
head.
 He led an uprising in 1927 and a civil war in 1949, t1hat resulted in the defeat of
nationalists who were exiled to Taiwan.
 Dominant Approaches and Ideas in Social Science: Symbolic Interactionism

• Is based primarily on the works of George Herbert Mead, Charles Cooley and Herbert
Blumer
• They formulated theories emphasizing the importance of social interactions in the
development of human thought and action - known as symbolic interactionism.
• It is a sociological framework that focuses on the different meanings individuals attach to
objects, people and interactions as well as the corresponding behavior that reflects the
meanings and or interpretations.
• It emphasizes that people communicate and interact using a common set of symbols, which
members of the group understand.
• Objects, things, actions and words can all be taken as symbols. These represent and
therefore carry meaning: For example :the filipino habit of sitsit.
• Other examples of symbols which people use to communicate something about them
include the clothes they wear.
• In other words, SYMBOLIC INTERACTIONISM poses that self-identity is developed
through the social interaction with others, mediated by language in the process of
socialization.

• George Herbert Mead : The Self

• View on the self lies at the core of symbolic interaction.
• In this view, an individual possesses a self that has a reflexive relation to the world around
him.
• This self is an outcome of social interactions.
• Self-interaction takes the form of self-talk or internal conversation.
• This allows individuals to take others into account in organizing itself for action.
• It consists of role-taking, role-playing and putting one’s self in the shoes of others.
• Mead divides the self into two parts

1. ME – constitutes the aspect of the self that is socialized to the expectations and
attitudes of others.

2. I – is the acting and creative self that respond to a situation.

Development of the Self - the central concept of Mead.

• Self-development undergoes three stages
1. Preplay stage
2. Play stage
3. Game stage
 Preplay stage
 When children is about 2years old.
 The limited ability of children to take the role of others makes their action more
imitative than meaningful.
Play stage
 Children start to learn simple role-playing; this early stage of role-playing teaches
a child to put himself in the position of others.
 The experience would enable him to learn, albeit slowly that an individual takes on
a role when interacting with one another.
Game stage
 A mature self emerges during in this stage.
 It usually involves several players. Individuals in the game stage participate in
complex and organized interactions that require them to understand and anticipate
the moves of all the players in order to act.

• Charles Cooley :The Looking-Glass Self

 The ability of children to visualize themselves through the eyes of others, to
imagine how they appear to others, is what Cooley calls the “looking glass self” or
the social self.
 It describes how individual identity develops based on one’s understanding of
another’s perception about him or her.
 According to Cooley, the looking glass has three elements:
The imagination of how we appear to other persons;
The imagination of how people judge us
And the judgment a sort of feeling about ourselves

The teacher shows a video.

 HELBERT BLUMER : Interpretation and methodology

 He was a student and avid follower of Mead.
 The three basic premises of symbolic interactionism and interpretation are among
his key contributions.
 He laid out the three basic principles of the approach, focusing on meaning and
emphasizing its importance, source and role in interpretation.
 Three Basic Premises

1. First premise
The meanings we have of people and things define our action toward them.

For example:
When we go to a fancy hotel, we expect guests to be wealthy and rich, and they will
behave in a refined and poised manner. We try to match our actions according to the
expectations of such settings. We dress up accordingly, choosing the elegant and fine
ones. Contrast this when heading to a wet market or a public beach.

2. Second premise
The meaning of things emerges from our social interaction with others. Meanings are
social and cultural constructs and are thus created – not inherent – in things.

For example:
The meaning of typewriter will be different for a senior high student nowadays. It might
strike them as old, low-tech, or inconvenient to use. Contrast this with the meaning of
typewriter to people from an older generation.
3. Third premise
Meaning-making and understanding is a continuous process of interpretation.
Let us take the changing meanings of a school teacher across the different ages. In pre-
school, teachers are authority figures to the little children, who look up to them for
guidance and direction. Contrast this with the teachers in graduate school. Relationships
with them tend to be more collegial. They are looked up to as mentors and friends.

• Interpretation is a key to meaning-making. According to Blumer, it goes beyond the

simple stimulus-response formulation, in which individuals are construed as passive.
• In the interaction, individuals interpret a situation before responding, this means that
parties involved in an interaction perceive and ascertain the meaning behind an action
before giving a response.
ASSESSMENT

A. List down at least ten symbols you used with your friends or classmates or in your family,
which all of you have a meaning or understanding on that particular symbol.

Example:
Waving hand – saying Hi

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

B. In your own words, answer the following questions.

1. How Auguste Comte compared the function of the human body in to the function of society?

2. Tell something what happened during Industrial Revolution.

C. Answer the following questions.

1. It sees society as a complex whose parts work together to promote

solidarity and stability.
2. The aspects of social life that shape our actions as individuals.
3. He embraced the ideas of Charles Darwin.
4. He credited for the paradigm of Structural Functionalism.
5. It is the earliest topographic maps.
6. He theorized the Positive Philosophy or positivism.
7. It focuses on the use of non-animal sources of power to labor tasks.
8. The results from the interdependence of various parts of society.
9. Refers to the level of integrated interaction between two or more actors.
10. He advanced the use of positivism in his study of suicide.
11. Emerged from the Age of Exploration
12. It is committed by people who considered their own lives as unimportant
and also characterized by dying for a cause.
13. One of his most important ideas is that action must be understood as a
“process in time” or as a system.
14. He initiated the method of participant observation.
15. Such as the family, religion, education and political system.