Newspapers and the “Manufacture of Consent”

When we think about newspapers, various associations come to mind. Examples include Jeff Bezos purchasing The Washington Post or William Randolph Hearst inspiring Citizen Kane. Newspapers have, to some extent, devolved into a vehicle for propaganda, as described in Walter Lippmann’s Public Opinion.

Lippmann is famously quoted for advocating the “manufacture of consent.”

Max Weber describes the economic function of newspapers:

The newspaper as an institution came into the service of commerce at an astonishingly late date.

The newspaper, as an institution, is not a product of capitalism. It brought together in the first place political news and then mainly all sorts of curiosities from the world at large. The advertisement, however, made its way into the newspaper very late. It was never entirely absent but originally it related to family announcements, while the advertisement as a notice by the merchant, directed toward finding a market, first becomes an established phenomenon at the end of the 18th century—in the journal which for a century was the first in the world, the “Times.” Official price bulletins did not become general until the 19th century; originally all the exchanges were closed clubs, as they have remained in America virtually down to the present. Hence in the 18th century, business depended on the organized exchange of letters. Rational trading between regions was impossible without secure transmission of letters. This was accomplished partly by the merchant guilds and in part by butchers, wheelwrights, etc. The final stage in the rationalization of transmission of letters was brought about by the post, which collected letters and in connection therewith made tariff agreements with commercial houses. In Germany, the family of Thurn and Taxis, who held the postal concession, made notable advances in the rationalization of communication by letter. Yet the volume of correspondence is in the beginning surprisingly small. In 1633, a million letters were posted in all England while today a place of 4,000 population will equal the number.

Max Weber, General Economic History, Collier Books, 1966 (Third Printing), page 220.

Herbert Hunt provides a useful overview of the newspaper as a political tool in his introduction to Honoré de Balzac’s Lost Illusions (French: Illusions perdues).

The first half of the nineteenth century witnessed the rapid rise to power of the periodical press. Journalism had been active — though dangerous to those engaged in it — during the Revolutionary period. Napoleon had kept the press under his thumb, as Giroudeau points out on page 235. The ‘freedom’ of the press was one of the most controversial issues both under the Restoration and the July Monarchy. Under Louis XVIII and Charles X the struggle between those who, like the Liberals and Bonapartists, wanted to keep the Revolutionary principles and gains intact, and the Conservatives of various hues, especially the ‘Ultras’, who wanted to put the political clock back, was an affair of major importance; likewise, under Louis-Philippe, the conflict between the spirit of stagnation and the parties in favour of ‘movement’. Balzac’s contention is that the majority of journalists under these three monarchs, instead of recognizing that they were called to a serious, even sacred mission, turned the Press into an instrument for self-advancement, prostituted principles to intrigue and used journalism merely as a means of acquiring money, position and power. He is reluctant to admit that there were great, responsible press organs, like Le Journal des Débats, Le Conservateur, Le Constitutionnel and, from 1824, Le Globe, which stood firm on principle; he is above all aware of the vogue which the petits journaux enjoyed after the fall of Napoleon, and of the role they played as political privateers.

The petits journaux were so-called because they were produced in smaller format than the important dailies or weeklies, which were more or less grave, staid and ponderous. They proliferated in Paris once the fall of the Empire had given a relative, though still precarious liberty to the Press — precarious because it was constantly threatened by the increasingly reactionary governments of the time. The politicians of the Right found it difficult to keep the newspapers under control even by such means as stamp-duty, caution-money, fines, suspensions and suppressions, the object of these being mainly to put obstacles in the way of would-be founders of hostile periodicals. The ‘little papers’, short-lived as they often proved to be, were much given to journalistic sharp-shooting. They preferred satire, personal attack, sarcasm and scandal-mongering to serious argument or the affirmation of ideals. They were mostly Opposition journals and were a constant thorn in the flesh of the Government. Balzac’s aim was to expose their addiction to ‘graft’, intrigue, blackmail and the misuse of the feuilleton, namely the bottom portion of the first page or other pages generally reserved for critical articles and frequently devoted to the malicious task of slashing literary reputations. Andoche Finot — the prototype of such later newspaper magnates as Émile de Girardin and Armand Dutacq, pioneers in 1836 in the founding of cheap dailies which relied on advertisement and serialized novels as a chief source of income — acquires a large share in a big daily and hands on to the equally unprincipled Lousteau the editorship of the ‘little paper’ he already owns. Balzac probably had Le Figaro chiefly in mind, a periodical which was constantly going bankrupt or being suppressed but kept popping up again under different editors. Hector Merlin’s royalist Drapeau Blanc, edited by Martainville, really existed, having been founded in 1819; so did Le Réveil. Other examples of ‘little papers’ before 1830 were Le Nain Jaume (Bonapartist), Le Diable Boiteux and Le Corsaire (both Liberal), Le Voleur, La Mode, La Silhouette, and, under Louis-Philippe, not only the phoenix-like Figaro, but also La Caricature, Le Charivari (ancestor of our English Punch), and once more Le Corsaire: a few among many. Louis-Philippe and his Cabinets were easy prey for these stinging gad-flies whose unremitting satire and innuendo remind one of the present-day Canard Enchaîné.

It is an amusing thought that, in the late twenties and early thirties, Balzac had himself been a contributor to these disreputable rags and sometimes had a hand in the running of them; for instance he had helped Philipon to found La Caricature. Throughout his career he contributed many novels in serial form to the more important newspapers, notably those founded by Girardin and Dutacq — La Presse and Le Siècle. But by the time he was writing A Great Man in Embryo he had left the petits journaux far behind him. He himself tried his luck as a newspaper-proprietor and editor: he bought La Chronique de Paris in 1836 and founded La Revue Parisienne in 1840. Both of these ventures failed. We can well imagine therefore what a large amount of bile was accumulating inside him. On the whole, reviews of his works appearing in periodicals had been hostile if not harsh. He suffered much from the disparagement of editors and critics such as Sainte-Beuve and Jules Janin respectively. He was always quarrelling with Émile de Girardin. And so he took his revenge. He had already made a preliminary attack on the periodical press in The Skin. And he followed up his attack of 1839 with his Monograph of the Paris Press (1842).

Honoré de Balzac, Lost Illusions, translated and introduced by Herbert Hunt, Penguin Books, 1971, pages xiv-xvi.

Balzac’s novel is very concerned with all aspects of journalism. For example, chapter 17 is titled “How a news-sheet is edited” and chapter 18 is a symposium on newspapers. Chapter 18 quotes a German guest who states, “I thank god there are no newspapers in my country.” (page 312). Another participant states, “In corporate crimes no one is implicated.” “A newspaper can behave in the most atrocious manner and no one on the staff considers that his own hands are soiled.” (page 314).

‘The influence and power of newspapers are only just dawning,’ said Finot. ‘Journalism is in its infancy; it will grow up. In ten years from now, everything will be subject to publicity. Thought will enlighten the world…’

Honoré de Balzac, Lost Illusions, Penguin Books, 1971, page 313.

Newspapers are an evil,’ said Claude Vignon. ‘An evil which could be utilized, but the Government wants to fight it. There’ll be a conflict. Who will go under? That’s the question.’

Honoré de Balzac, Lost Illusions, Penguin Books, 1971, page 313.

We should heed Vignon’s warning. Nazi Germany’s three main newspapers confirm this danger.

The Interconnectedness of Everything and How It Should Influence Our Thinking

Max Weber, considered to be the father of modern sociology alongside Émile Durkheim, wrote a classic of economic history, General Economic History (GermanWirtschaftsgeschichte).

Weber concludes chapter 25 (“Free Wholesale Trade”) with:

The railway is the most revolutionary instrumentality known to history, for economic life in general and not merely for commerce, but the railway was dependent on the age of iron; and it also like so many other things, was the plaything of princely and courtier interests.

Max Weber, General Economic History, Collier Books, Third Printing, 1966, page 221.

Zooming out you may intuit that these narrow gauge explanations are inadequate but much better than nothing. We are faced with the problem of connecting railroads and the Iron Age to larger transformations from which these railroads were born.

Your high school history book might mention Abraham Darby III; to quote Wikipedia:

He built the largest cast iron structure of his era: the first cast-iron bridge ever built, as a crossing over the Severn near Coalbrookdale. The bridge made it possible for the village of Ironbridge to grow up around it, with the area being subsequently named Ironbridge Gorge.

He was the third of four men of the same name, all English ironmasters, from several generations of a Quaker family that played a pivotal role in the Industrial Revolution. Without James Watt, there would be no steam engine; without which, there would be no railroad. Watt in turn improved upon the Newcomen atmospheric engine, while consulting other scientists.

Despite the brilliance of Watt’s engine, however, without the financial backing of Matthew Boulton, it might have been a failure.

If you read Watt and Boulton’s correspondence, Watt is always thinking locally, whereas Boulton is already talking about selling the invention globally. This is the ecosystem in which Weber’s economic observations reside.

Weber leads up to the point of the importance of railroads by discussing the evolution of land transport.

Land transport also remained as before. The post produced no change; it merely forwarded letters and small packages, but did not concern itself with large scale production, which was decisive for economic life.

Only the roads underwent an extraordinary improvement, through the construction of turnpikes. In this the French government under Sully took the lead, while England leased the roads to private enterprisers who collected tolls for their use. The building of the turnpikes wrought a revolution in commercial life comparable to no other before the appearance of the railways. There is no comparison between the present density of road traffic and that of this period. In 1793, 70,000 horses went through the little town of Lüneburg while as late as 1846 only 40,000 were used in freight transport in all Germany. The costs of land carriage amounted to ten or twenty times the freight on the railways at a later time, and were three to four times as high as the charges for inland shipping at the same period. A half billion ton-kilometers was the highest figure for transportation for the movement on land in Germany, while in 1913, 67 billions were carried on the railroads.

Max Weber, General Economic History, Collier Books, Third Printing, 1966, page 221.

Weber also connects railroads with the atmosphere of speculation:

Such speculation underwent an enormous expansion with the building of railroads; these provided the paper which first unchained the speculative urge. Under the head of goods, grains, and a few colonial products available in large volume, and then other goods, were drawn into the circle of exchange speculation during the 19th century.

Max Weber, General Economic History, Collier Books, Third Printing, 1966, page 219-220.

Everything is connected to everything else, and without realizing this truth and sensing the underlying transformations, you cannot get a clear signal from history.

Songs as an Informal University

We have already seen in “Songs as Another Kind of Parallel University” that trying to revive or rescue enchantment in a “disenchanted world” (Max Weber, “Entzauberung”) is a kind of philosophical “move” in love songs which has much to do with the impact on the West of the medieval troubadours.

Take this masterpiece song from the fifties musical My Fair Lady. Notice the explicit introduction of “enchantment” into the lyrics:

“On the Street Where You Live”

I have often walked
Down the street before,
But the pavement always stayed
Beneath my feet before
All at once am I
Several stories high,
Knowing I’m on the street where you live

Are there lilac trees
In the heart of town?
Can you hear a lark in any other part of town?
Does enchantment pour
Out of every door?
No, it’s just on the street where you live

And oh, the towering feeling
Just to know somehow you are near
The overpowering feeling
That any second you may suddenly appear

People stop and stare
They don’t bother me,
For there’s no where else on earth
That I would rather be

Let the time go by,
I won’t care if I
Can be here on the street where you live

People stop and stare
They don’t bother me,
For there’s no where else on earth
That I would rather be
Let the time go by
I won’t care if I
Can be here on the street where you live,
Can be here on the street where you live,
Can be here on the street where you live

The enchantment of love is also at the center of the song by Seals & Crofts, “We May Never Pass This Way (Again)” from decades ago. In the same way that Jim Morrison and the Doors capture life’s basic randomized “thrownness” (Heidegger, “Geworfenheit”), Seals & Crofts capture life’s one-time ephemerality, as the title signals immediately:

“We May Never Pass This Way (Again)”

Life
So they say
Is but a game and they’d let it slip away
Love
Like the autumn sun
Should be dyin’
But it’s only just begun

Like the twilight in the road up ahead
They don’t see just where we’re goin’
And all the secrets in the universe
Whisper in our ears
All the years will come and go
Take us up
Always up

We may never pass this way again
We may never pass this way again
We may never pass this way again

Dreams
So they say
Are for the fools and they let ’em drift away
Peace
Like the silent dove
Should be flyin’
But it’s only just begun

Like Columbus in the olden days
We must gather all our courage
Sail our ships out on the open seas
Cast away our fears
And all the years will come and go
Take us up
Always up

We may never pass this way again
We may never pass this way again
We may never pass this way again

So
I wanna laugh while the laughin’ is easy
I wanna cry if makes it worthwhile
I may never pass this way again
That’s why I want it with you

’Cause
You make me feel like I’m more than a friend
Like I’m the journey and you’re the journey’s end
I may never pass this way again
That’s why I want it with you
Baby

We may never pass this way again
We may never pass this way again
We may never pass this way again
We may never pass this way again

After deeply drinking in this and other songs, you could become more “attuned” to academic philosophy which would become less of an abstract and insipid blur. Pre-awareness and pre-understanding give you the receptivity you need and you get these from movies and songs and private life. The trick is to use meta-intelligence to straddle the campus and the off-campus worlds.

Education and Holism from Day 1

A freshman enters a college whether in the U.S. or Japan or India or Brazil.

We keep trying to offer the view that holism must “rule” the discovery of a “major” or “field” in education.

This holism means placing on the “mental plate in front of the student” these dimensions of reality, considering that every student is first and always a person.

  1. “This is your life.” Every person (the predecessor to being a student) is born, lives and dies. Your education is part of this larger truth and you the student, being shrewd in the largest sense, wants to “factor in” the larger frameworks of book-learning (i.e., life itself).
  2. Shrewdness cannot be restricted to a ZIP code in a state that will be advantageous income-wise for orthodontists, divorce lawyers or pediatricians. Concern over “ZIP codes” when starting a career is fine and valid. However, it can’t be enough since the student is, as a person, more than a career “Olympic swimmer.”
  3. Micro-shrewdness (i.e., career tactics and smarts) has to be supplemented by “macro-shrewdness” (“this is my life” thinking). You have to carry some “enchantment” from your education with you, or the life you have will be desiccated or insipid. Ultimately, you will “outsmart” yourself.

Max Weber (died in 1920), the great sociologist, says of that modern world that it involves “Entzauberung” (disenchantment, where only technical cost-benefit thinking is seen as valid). This Weber insight tells you that a student/person has to find something enchanting to carry him or her through life, its blows and its helter-skelter “shapelessness.”

This is why we “insist” on holism in education everywhere from Day 1 so that these various levels of shrewdness are contemplated together and overspecialized “rabbit holes” are seen more clearly in their limitedness. The process of overview-creating and overview-pondering in the life of every freshman must be combined with “career-cleverness” by itself.

Education and the Need for Enchantment

Max Weber (1864-1920) and Émile Durkheim (1858-1917) are considered the two fathers of modern sociology at the highest level.

Weber sees the modern world as the zone of “Ent-zauber-ung:” where ent means removal of, Zauber means magic or enchantment and ung means the process of.

He sees our world as “dis-enchanted.” Everything is scientific or profitable or unwelcome. This makes modern life a productive engine of sorts but extremely desiccated and arid and leads to what Durkheim calls “anomie” (the sense of being adrift, directionless).

We argue in this book that education should be seen as the “last exit” to enchantment before the “grind of life” comes down on the student after the “moratorium” of college.

What is enchantment? Enchantment is that special feeling about something, some topic, field, math problem, painting exhibit, novel, movie, debate, that there’s something there that “makes it all worthwhile” and like a great piece of music, “gets to you” and flies under all cynical radar. The best kind of enchantment can last from age 19-95, if you live that long.

Think of a math or physics problem or novel or painting that gives the student “permanent uplift.”

The pedagogical dimension of enchantment works like this: the student encounters a puzzle or conjecture or story or depiction that constitutes a “healthy obsession.”

After interaction with this phenomenon, he or she can “walk backwards” to the 900-page textbook and go to those pages that are relevant, this making the textbook more like a dictionary that serves as a handy reference book and not as a daunting, exhausting endless “Mt. Everest” of names and equations or faces or dates. The student can “conquer” textbooks by enchantment and only enchantment. Without that engine or motor for the mind and will, one is weighed down and demoralized in advance.

Let’s do two quick examples:

Heraclitus is supposed to have said, “you can’t step into the same river twice.” Zeno says you can’t really cross the street because first you have to reach the midpoint, then the next midnight, and so on forever. You never complete your crossing (see Joseph Mazur’s book, Zeno’s Paradox, from 2008).

Such ancient paradoxes are still perplexing. Great thinkers like Bertrand Russell, Whitehead, Frege, et al wrestled with them many decades.

It’s also puzzling that certain math or logic questions open up “oceans” of analysis. Why might that be? Is that enchanting or depressing?

The last chapter of Tolstoy’s War and Peace masterpiece is a set of reflections on history itself. It’s very enchanting as he wrestles with this “caprice machine” called history.

Enchantment gives you the first steps towards what we call “pre-understanding,” a prerequisite for all deep study.

Levels of Meaning in Human Affairs: Meta-Intelligent Views

We see “scientism” (i.e., the attempt to explain human behavior in terms of physics, chemistry, biology, neuroscience, etc. as incomplete at best:

In his book, Husserl and the Search for Certitude, Leszek Kołakowski notes:

“A baby does not see the same thing that an adult does when it “looks” at objects and is ignorant of their function and place in the purposeful order; an adult perceives objects as endowed with meaning, and he does not add the meaning to his perceptions; when I see a car, I see a car and not a colored surface that I interpret separately as part of a purposely organized universe; when I look at a text in an alphabet unknown tome I do not see what a person who can read it does, and I do not perceives differences that he sees directly, his understanding of the text converges with his seeing into one single act. It is convincing to say that a “meaning” consequently a “universal,” makes itself part of the perception.

Everyone agrees that perception is selective, because it is under pressure from biological and social circumstances.”

(Yale University Press, 1975, pages 54-55)

Professor Clifford Geertz (who died in 2006) looks for levels of meaning and meaningfulness in all human behavior to be explained “not by an experimental science in search of law but by an interpretative one in search of meaning:”

“Believing, with Max Weber, that man is an animal suspended in webs of significance he himself has spun,” he states, “I take culture to be those webs, and the analysis of it to be, therefore, not an experimental science in search of law but an interpretative one in search of meaning.

In this meta-intelligence book, we try to help the student see that mechanical “scientism” leads to a kind of “captive mind” sterility since we cannot get around man’s search for meaning and levels of meaning: since “man is an animal suspended in webs of significance he himself has spun.”