This is what I believe happened. I brought the inventions of the modern World to her as offerings. At first it was the machines that played music, and then came those which would show moving pictures. At last, I brought the most powerful of all, the television that would play constantly. I set it in her shrine as though it were a sacrifice. In all modern societies, the autonomous associations standing between the various classes and the state tend to lose the effectiveness as vehicles of reasoned opinion and instruments for the rational exertion of political will. Such associations can be deliberately broken up and thus turned into passive instruments of rule, or they can more slowly wither away from lack of use in the face of centralized means of power. However, whether they are destroyed in a week, or wither away in a generation, such associations are replaced in virtually every sphere of life by centralized organizations, and it is such organizations with all their new means of power that can take charge of the terrorized—or as the case may be—merely intimidated, society of masses. The institutional trends that make for a society of masses are to a considerable extent a matter of impersonal drift, but the remnants of the public are also exposed to more personal and intentional forces. Rather like the music of the violin, I think, just as deeply colored, such terrible pain.  #RandolphHarris 1 of 18

With the broadening of the base of politics within the context of a folk-lore of democratic decision-making, and with the increased means of mass persuasion that are available, the public of public opinion has become the object of intensive efforts to control, manage, manipulate, and increasingly intimidate. In political, military, economic realms, power becomes, in varying degrees, uneasy before the suspected opinions of masses, and, accordingly, opinion-making becomes an accepted technique of power-holding and power-getting. The minority electorate of the propertied and the educated I replaced by the total suffrage—and intensive campaigns for the vote. The small eighteenth-century professional army is replaced by the mass army of conscripts—and by the problems of nationalist morale. The small shop is replaced by the mass-production industry—and the national advertisement. As the scale of institutions has become larger and more centralized, so has the range and intensity of the opinionmakers’ efforts. The means of opinion-making, in fact, have paralleled in range and efficiency the other institutions of greater scale that cradle the modern society of masses. Accordingly, in addition to their enlarged and centralized means of administration, exploitation, and violence, the modern elite have had placed within their grasp historically unique instruments of psychic management and manipulation, which include universal compulsory education as well as the media of mass communication. #RandolphHarris 2 of 18

Early observers believed that the increase in the range and volume of the formal means of communication would enlarge and animate the primary public. In such optimistic of animating the primary public—written before radio and television and movies—the formal media are understood as simply multiplying the scope and pace of personal discussion. Enlarge indefinitely the competition of ideas, and whatever has owed its persistence merely to lack of comparisons is likely to go, for that which is really congenial to the choosing mind will be all the more cherished and increased. There is a reason to be excited by the break-up of the conventional consensus of the local community, as the new means of communication are furthering the conversational dynamic of classic democracy, and with it the growth of rational and free individuality. No one really knows all the functions of the mass media for in their entirety these functions are probably so pervasive and so subtle that they cannot be caught by the means of social research now available. However, we do no have reason to believe that these media have helped less to enlarge and animate the discussions of primary publics than to transform them into a set of media markets in mass-like society. I do not refer merely to the higher ratio of deliverers of opinion to receivers and to the decreased chance to answer back; nor do I refer merely to the violent banalization and stereotyping of our very sense organs in terms of which these media now compete for attention. #RandolphHarris 3 of 18

I have in mind a sort of psychological illiteracy that is facilitated by the media, and that is expressed in several ways: Very little of what we think we know of the social realities of the World have found out first-hand. Most of the pictures in our hears we have gained from these media—even to the point where we often do not really believe what we see before us until we read about in in the paper or hear about it on the radio. The media not only gives us information; they guide our very experiences, and that is why many are producing fictional and sensualized stories. Our standards of credulity, our standards of reality, tend to be set by these media rather than by our own fragmentary experience. Accordingly, even if the individual has direct, personal experience of events, it is not really direct and primary: it is organized stereotypes. It takes long and skillful trainings to so uproot such stereotypes that an individual sees things freshly, in an unstereotyped manner. One might suppose, for example, that is all the people went through a depression they would all experience it, and in terms of this experience, that they would all debunk or reject or at least refract what the media say about it. However, experience of such a structural shift has to be organized and interpreted if it is to count in the making of opinion. #RandolphHarris 4 of 18

The kind of experience, in short, that might serve as a basis for resistance to mass media is not an experience of the raw events, but the experience of meanings. If we are to use the word experience seriously, the fleck of interpretation must be there in the experience. And the capacity for such experience is socially implanted. The individual does not trust one’s own experience, as I have said, until it is confirmed by others or by the media. If it disturbs loyalties and beliefs that the individual already hold, usually such direct exposure is not accepted. To be accepted, it must relieve or justify the feelings that often are possessed in the back of one’s mind as key features of one’s ideological loyalties. Stereotypes of loyalty underlie beliefs and feelings about given symbols and emblems; they are the very ways in which beings see the social World and in terms of which beings make up their specific opines and views of the event. They are the result of previous experience, which affect present and future experience. It goes without saying that being are often unaware of these loyalties, that often they could not formulate them explicitly. Yet such general stereotypes make for the acceptance or the rejection of specific opinions not so much by the force of logical consistency as by their emotional affinity and by the way in which they relieve anxieties. To accept opinions in their terms is to gain the good solid feeling of being correct without having to think. #RandolphHarris 5 of 18

When ideological stereotypes and specific opinions are linked in this way, there is a lowering of the kind of anxiety which arises when loyalty and belief are not in accord. Such ideologies lead to a willingness to accept a given line of belief; then there is no need, emotionally or rationally, to overcome resistance to give items in that line; cumulative selections of specific opinions and feelings become the pre-organized attitudes and emotions that shape the opinion-life of the person. These deeper beliefs and feelings are not a sort of lens through which beings experience their Worlds, they strongly condition acceptance or rejection of specific opinions, and they set being’s orientation toward prevailing authorities. Eight decades ago, Walter Lippmann saw such prior convictions as biases: they kept beings from defining reality in an adequate way. They are still biased. However, today they can often be seen as good biases; inadequate and misleading as they often are, they are less so than the crackpot realism of higher authorities and opinion-makers. They are first generation to be so exposed. So long as the media are not entirely monopolized, the individual can play one medium off against another; one can compare them, and hence resist what any one of them put out. #RandolphHarris 6 of 18

The more genuine competition there is among the media, the more resistance the individual might be able to command. However, how much is this now the case? So people compare reports on public events or policies, playing one medium’s content off against another’s? The answer is: generally no, very few do: We know that people tend strongly to select those media which carry contents with which they already agree. There is a kind of selection of new opinions on the basis of prior opinions. No one seems to search out such counter-statements as may be found in alternative media offerings. Given radio programs and social media and video streaming and magazines and newspapers often get a rather consistent public, and thus reinforce their messages in the mind of pubic. The idea of playing one medium off against another assumes that the media really have varying contents. It assumes genuine competition, which is not widely true. The media display an apparent variety and competition, but on closer view they seem to compete more in terms of variations on a few standardized themes than of clashing issues. The freedom to raise issues effectively seems more and more to be confined to those few interests that have ready and continual access to these media. #RandolphHarris 7 of 18

The media have not only filtered into our experience of external realities, they have also entered into our very experience of our own selves. They have provided us with new identities and new aspirations of what we should like to be. They have provided in the models of conduct they hold out to us a new and larger and more flexible set of appraisals of our very selves. In terms of the modern theory of the self, we may say that the media bring the reader, listener, viewer into the sight of larger, higher reference groups—groups, real or imagined, up-close or vicarious, personally known or distractedly glimpsed—which are looking glasses for one’s self-image. They have multiplied the groups to which we look for confirmation of our self-image. More than that: the media tell the being in the mass who he or she is—they give one identity; they tell one what one wants to be—they give one aspirations; they tell one how to get that way—they give one technique; and they tell one how to feel that one is that way even when one is not—they give one an escape. The gaps between the identity and aspirations lead to technique and/or to escape. That is probably the basic psychological formula of a pseudo-World which the media invent and sustain. As they now generally prevail, the mass media, especially television, often encroach upon the small-scale discussion, and destroy the chance for the reasonable and leisurely and human interchange of opinion. #RandolphHarris 8 of 18

They are an important reason why they only fail as an educational force, but are a malign force: they do not articulate for the viewer or listener the broader sources of one’s private tensions and anxieties, one’s inarticulate resentments and half-formed hopes. They neither enable the individual to transcend one’s narrow milieu nor clarify its private meeting. The media provide much information and news about what is happening in the World, but they do not often enable the listener or the viewer truly to connect one’s daily life with these larger realities. They do not connect the information they provide on public issues with the troubles felt by the individual. They do not increase rational in identified with the ruing institutions and their agents, who ay use authority explicitly and nakedly. They do not in the extreme case, have to gain or retain power by hiding its exercise. Manipulation becomes a problem wherever beings have power that is concentrated and willful but do not have authority, or when, for any reason, they do not wish to use their power openly. Then the powerful seek to rule without showing their powerfulness. They want to rule, as it were, secretly, without publicized legitimation. It is in this mixed case—as in the intermediate reality of the American today—that manipulation is a prime way of exercising power. #RandolphHarris 9 of 18

Small circles of beings are making decisions which they need to have at least authorized by indifferent or recalcitrant people over whom they do not exercise explicit authority. So the small circle tries to manipulate these people into willing acceptance or cheerful support of their decisions or opinions—or at least to the rejection of possible counter-opinions. Authority formally resides in the people, but the power of initiation is in fact held by small circles of beings. That is why the standard strategy of manipulation is to make it appear that the people, or at least, a large group of them really made the decision. That is why even when the authority is available, beings with access to it may still prefer the secret, quieter ways of manipulation. However, are not the people now more educated? Why not emphasize the spread of the education rather than the increased effects of the mass media? The answer, in brief is that mass education, in many respects, has become another mass medium. It is thought by environmentalists that human behavior is exclusively molded by the influence of the environment. According to this their theory behavior is controlled by social and cultural, as opposed to innate factors. This is particularly true with regard to aggression, one of the main obstacles to human progress. #RandolphHarris 10 of 18

In its most radical form this view was already presented by the philosophers of the Enlightenment. Beings were supposed to be born good and rational, and it was due to bad institutions, bad educations, and bad example that one developed evil strivings. Some denied that there were any physical differences between the genders (L’ame n’a pas de sex) and proposed that whatever differences existed, aside from the anatomical ones, were exclusively due to education and social arrangements. In contrast to behaviorism, however, these philosophers were not concerned with methods of human engineering and manipulation but wit social and political change. They believed that the good society would create the good being, or rather, allow the natural goodness of beings to manifest itself. However, many who accept Neobehaviorism as true believe that to consider human behavior as impelled by intentions, purposes, aims or goals, would be a prescientific and useless way of looking at it. Psychology has to study what reinforcements tend to shape human behavior and how to apply the reinforcements most effectively. B. F. Skinner’s psychology is the science of the engineering of behavior; its aim is to find the right reinforcements in order to produce a desired behavior. #RandolphHarris 11 of 18

Skinner spears of operant conditioning. Briefly, this means that unconditioned behavior, provided it is desirable from the experimenter’s standpoint, is rewarded, for instance, followed by pleasure. (Skinner believes that the rewarding reinforcement to be much more effect than the punishing.) As a result, the subject will eventually continue to behave in the desired fashion. For example, Leo does not like spinach particularly; he eats it, mother rewards him with a praising remark, an affectionate glance, or an extra piece of cake, whichever is most reinforcing for Leo as measured by what works best—for instance, Leo’s mother administers beneficial reinforcements. Leo will eventually love to eat spinach, particularly if the reinforcements are effectively administered in terms of their schedules. In hundreds of experiments, it has been shown that the techniques for this operant conditioning of beneficial reinforcement when used with animals and humans can be altered to an amazing degree, even in opposition to what some would loosely call innate tendencies. To have shown this is undoubtedly the great merit of Skinner’s experimental work; it also supports the views of those who believe that the social structure (or culture in the parlance of most American anthropologists) can shape the being, even though not necessarily through operant conditioning. It is important to add that Skinner does not neglect genetic endowment. #RandolphHarris 12 of 18

In order to render Skinner’s position correctly, one should say that apart from genetic endowment, behavior is determined entirely by reinforcement. Reinforcement can occur in two ways: it happens in the normal cultural process, or it can be planned, according to Skinnerian teaching and thus lead to a design for culture. The prime task of public education, as it came widely to be understood in this country, was political: to make the citizen more knowledgeable and thus better able to think and judge of public affairs. In time, the function of education shifted from the political to the economic: to train people for better-paying jobs and thus to get ahead. This is especially true of the high-school movement, which has met the business demands for white-collar skills at the public’s expense. However, educating children and keeping them off the streets is beneficial for parents, society, and the economy. Public education provides society with a facilitator, who educates your children and keep the off the streets and out of trouble while you are at work. This reduces childcare cost, law enforcement costs, medical costs, and keeps your children out of jail, while fostering the tools they will need to become productive members in society. In large part education has become merely vocational; in so far as its political task is concerned, in many schools, that has been reduced to a routine training of nationalist loyalties, which is why to instill national pride, many Americans think the kids should still pledge allegiance to the flag of the United States of America. #RandolphHarris 13 of 18

The training of skills that are of more or less direct use in the vocational life is an important task to perform, but ought not to be mistake for liberal education: job advancement, no matter on what levels, is not the same as self-development, although the two are now systematically confused. Among skills, some are more and some are less relevant to the aims of liberal—that is to say, liberating—education. Skills and values cannot be so easily separated as the academic search for supposedly neutral skills causes us to assume. And especially not when we speak seriously of liberal education. Of course, there is a scale, with skills at one end and values at the others, but it is the middle range of this scale, which one might call sensibilities, that are of most relevance to the classic public. To train someone to operate a lathe or to read and write is pretty much education of skill; to evoke from people an understanding of what they really want out of their lives or to debate with them stoic, Christian and humanist ways of living, is pretty much a clear-cut education of values. However, to assist in the birth among a group of people of those cultural and political and technical sensibilities which would make them genuine members of a genuinely liberal public, this is at once a training in skills in an education of values. #RandolphHarris 14 of 18

The skills and values include a sort of therapy in the ancient sense of clarifying one’s knowledge of one’s self; it includes the imparting of all those skills of controversy with one’s self, which we call thinking; and with others, which we call not fighting, not arguing, but debate. And the end product of such liberal education of sensibilities is simply the self-educating, self-cultivating man or woman. The knowledgeable being in the genuine public is able to turn one’s personal troubles into social issues, to see their relevance for one’s entire community and one’s community’s relevance for them. One understands that what on thinks and feels as personal troubles are very often not only that but problems shared by others and indeed not subject to solution by any one individual but only by modifications of the structure of the groups in which one lives and sometimes the structure of the entire society. Beings in masses are gripped by personal troubles, but they are not aware of their true meaning and source. Beings in public confront issues, and they are aware of their terms. It is the task of the liberal institutions, as of the liberally educated beings, continually to translate troubles into issues and issues into the terms of their human meaning for the individual. In the absence of deep and wide political debate, schools for adults and adolescents could perhaps become hospitable frameworks for just such debate. #RandolphHarris 15 of 18

In a community of publics the task of liberal education would be to keep the public from being overwhelmed; to help produce the disciplined and informed mind that cannot be overwhelmed; to help produce the disciplined and informed mind that cannot be overwhelmed; to help develop the bold and sensible individual that cannot be sunk by the burdens of mass live. However, educational practice has not made knowelegde directly relevant to the human need of the troubled person of the twenty first century or to the social practices of the citizens. This citizen cannot now see the roots of one’s own biases and frustrations, not think clearly about one’s self, nor for that matter about anything else. One does not see the frustration of idea, of intellect, by the present organization of society, and one is not able to meet the tasks now confronting the intelligent citizen. Educational institutions have not done these things and, expect in rare instances, they are not doing them. They have become mere elevators of occupational and social ascent, and, on all levels, they have become politically timid. Moreover, in the hands of professional educators, many schools have come to operate on an ideology of life adjustment that encourages happy acceptance of mass ways of life rather than the struggle for individual and public transcendence. #RandolphHarris 16 of 18

There is not much doubt that modern regressive educators have adapted their notions of educational content and practice to the idea of the mass. They do not effectively proclaim standards of cultural level and intellectual rigor; rather they often deal in the trivia of vocational tricks and adjustment to life—meaning the slack of life masses. Deomcratic schools often mean the furtherance of intellectual mediocrity, vocational training, nationalistic loyalties, and little else. This is causing people to be frightened by the expanding culture and of its image, and feel threatened by the possible loss of their own theoretical identity because their students are no longer trying as hard to become educated and successful leaders, meanwhile in China, students are going to school six days a week and spend all of their free time studying. America has enjoyed a prosperous lifestyle due to the hard work of our ancestors, which has allowed the youth to slack off, but it is time to make our kids realize how important an education is not just for themselves, but for their family and for the prosperity and security of our nation. By 2020, China will have an affluent population of 280 million people, which is equal to 86 percent of the total American population. That means these people have money and are not worried about their future, they have worked hard enough to take care of all their needs and save money. #RandolphHarris 17 of 18

Some American cities like Sacramento, California USA are extremely corrupt because of the present painful effects of a too sudden transition from serfdom to industrialization. They were willing to elect a mayor who had a criminal background and to allow an investor from the Middle East with a scandalous history to virtually have control over the entire city. The people in Sacramento are living closer to irrational elements than the older European countries, and, therefore, being more threatened by untamed irrationality, and are not in need of greater effort to control it by regulation. Scientific, economic, moral, as well as political—are threatened by the rampant corruption in the city of Sacramento. This is necessarily and inevitably so. We cannot escape our anxiety over the fact that the possible destroyers have control of our nicely ordered systems. “Yea, he saw great inequality among the people, some lifting themselves up with their pride, despising others, turning their backs upon the needy and the vulnerable and those who were hungry, and those who were athirst, and those who were sick and afflicted,” reports Alma 4.12. Many people feed on this thing called the media, as gods are wont to do when they come down to their altars. They feed on its terrible electric violence. Lurid colors flash over their faces, and images accost them. And I wonder sometimes if the endless public talk of the great World is not in itself inspiring an imitation of behavior in the public’s mind causing them to awake with an ugly sense of purpose. That they will rule the World. #RandolphHarris 18 of 18

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