Hierarchy As Solution To Problem Of Order Tweets
Jeniferiz | R010 87.1 According to Thomas Hobbes, reasoning is just adding and subtracting or multiplying and dividing to get a total. |
Jeniferiz | R010 87.2 The total of our reasoning helps us figure out the consequences of our actions. |
Jeniferiz | R010 87.9 There is always a place for reason. Without reason we have nothing. |
CDunlap01 | R010 88.5 Where there is math there is reason. |
Jeniferiz | R010 89.2 We all have different desires/interests, but we all want a peaceful life. Hint of social contract? |
CDunlap01 | R010 89.4 it is human nature to have a want/desire for power |
Jeniferiz | R010 89.6 Mankind has a difficult time being content with what they have. We always want more. |
CDunlap01 | R010 89.7 it is human nature to have a want/desire for power |
Jeniferiz | R010 90.1 Men who are content are more likely to be happy with a common power. Men who are needy/unhappy are more apt to war |
CDunlap01 | R010 90.3 Men desire a common power, other than their own, for protection |
CDunlap01 | R010 91.1 Man must expect revenge or expect forgiveness. Both are hateful. |
CDunlap01 | R010 91.2 Man must turn to society to secure life and liberty. |
Jeniferiz | R010 91.2 When we are oppressed, we look to society for help. |
CDunlap01 | R010 91.3 Religion is used to explain things man fears. |
Jeniferiz | R010 91.4 In order to explain natural causes we attribute them to God. |
Jeniferiz | R010 91.7 dReligion was born out of things that we fear. |
Jeniferiz | R010 92.2Natural cond. mankind = They will gang up on each other to protect themselves. |
CDunlap01 | R010 92.7 If men want what other men have is causes war. War is inevitable between men. |
Jeniferiz | R010 92.8 If a man desires what another man has = War |
Jeniferiz | R010 93.5 Men fight for 3 reasons, power, safety, and reputation. |
CDunlap01 | R010 93.6 Common power = Peace |
CDunlap01 | R010 93.6 War is caused by competition (invade for gain), diffidence (…for safety), and glory (…for reputation) |
Jeniferiz | R010 93.7 If all men agree to one power instead of individual power there would be peace. This sound like a social contract… |
Jeniferiz | R010 94.1 State of nature = every man for himself. Anarchy! Life will be solitary, poor, nasty, brutish and short. |
Jeniferiz | R010 94.3 We all have to agree on who will make the laws, if not, the laws cannot be made. |
CDunlap01 | R010 94.4 Actions are not a sin if there is no law to forbid them. In order for there to be laws a common person must create them. |
CDunlap01 | R010 94.4 Natural condition of man kind, without social control, would consist of war, violence, death |
CDunlap01 | R010 94.4 Natural condition of mankind, w/o social control, would consist of war, violence, death. |
Jeniferiz | R010 94.5 If we fear no common power it will create civil war. |
Jeniferiz | R010 94.8 Where there is no common power there are no laws or justice. |
CDunlap01 | R010 95.2 Fear of death creates peace among men. |
Jeniferiz | R010 95.2 Some reasons men want peace is because they are afraid to die. Articles of peace = Laws of Nature |
CDunlap01 | R010 95.4 Laws of nature affirms self preservation and go against self destruction. |
Jeniferiz | R010 95.4 The right of nature = we have the right to defend ourselves, but should be seeking peace. |
CDunlap01 | R010 95.7 Laws of nature are known by all because of their ability to reason. |
CDunlap01 | R010 96.2 1st Law of Nature: to want peace fulfills our right to defend ourselves |
Jeniferiz | R010 96.4 2nd Law of Nature - laws and peace must be agreed upon by all to work. |
CDunlap01 | R010 96.5 2nd Law: social contract, must agree on terms for it to be successful |
Jeniferiz | R010 96.8 All men have rights and we have to respect the rights of others. |
Jeniferiz | R010 97.3 Since we cannot trust a mans word, We must have contracts to ensure that we keep our word. Must also b conseq. for break |
Jeniferiz | R010 97.5 Part of the contract is that men should be punished fairly. |
Jeniferiz | R010 Competition for power, wealth, glory, or honor = War |
Jeniferiz | R010 Part of the contract is men must be punished fairly. |
CDunlap01 | R010 Where there is math there is reason. |
RBareiss | R011 100.3 Modern state first formed by its territorial groupings, "without regards to gens or tribe" |
RBareiss | R011 100.8 Secondly, state is formed by need to police those who lack power; through police, prisons, & coercive institutions |
RBareiss | R011 100.8 State requires monetary resources to support it, thus institutes taxes & contracts loans |
RBareiss | R011 100.9 State forces gain credibility & power, thus they are able to stand above society and become their own authority |
RBareiss | R011 101.4 Society is controlled by those with most power who use their power to exploit those without it |
RBareiss | R011 101.7 Originally power based on property rights, now based on wealth |
RBareiss | R011 102.2 By giving oppressed classes some rights, dominant class can control & keep them content |
SOC116 | R011 102.2 By giving oppressed classes some rights, dominant class can control & keep them content†& even co-opt them |
RBareiss | R011 102.3 without class inequalities the state would become irrelevant |
RBareiss | R011 99.7 Three main forms of state: gentile (based on kinship), gentile and plebian (2 divided classes) & territorial |
RBareiss | R011 99.9 State is formed by struggles and contradictions within itself |
dnswint | R013 122.1 Counter-school culture is characterized by general and personal opposition to authority, as expressed by "the lads" |
dnswint | R013 122.5 The lads feel teachers assume more authority than deserved |
LuluThrower | R013 122.7 According to a group of students, authority figures rank themselves above others which is perceived as inequality. |
dnswint | R013 123.1-3 Students say teachers abuse power, students subject to their "whim" and staff is enemy |
LuluThrower | R013 123.4 Teachers are viewed as enemies because they enforce restrictions/regulations against the restraint of students. |
LuluThrower | R013 123.5 The outcome of the authority figure is the opposite of what it stands for: diligence, deference, and respect. |
LuluThrower | R013 123.8 Opposition to authority is expressed as a style lived out in many small ways, thus teachers become conspiracy theorists. |
dnswint | R013 123.9 The students practice opposition to authority almost inherently in daily life |
dnswint | R013 124.1 Willis notes that there is a conspiratorial language between the students, and ready excuses |
LuluThrower | R013 124.3 The students rebel out of caged resentment, which stops short of an outright confrontation, masterminds of excuses. |
LuluThrower | R013 124.3 The students rebel out of caged resentment, which stops short of an outright confrontation, masterminds of excuses. |
LuluThrower | R013 124.9 There are students who conform to authority because they support the idea of teachers and the formal aims of education. |
LuluThrower | R013 125.3 Conformist students believe success of teachers is due to their level of "strictness." |
dnswint | R013 125.4-5 lads view ear'oles as passive/dispassionate inferiors |
LuluThrower | R013 125.7 Rebel students stand for fun, excitement, and independence, and view themselves as superior to conformist students. |
dnswint | R013 126.1-5 lads view cooperation and hard work in school as waste of time and prefer having a "laff" |
LuluThrower | R013 126.6 Rebel student's behaviors center around consumer goods supplied by capitalism: clothing, cigarettes, and alcohol. |
dnswint | R013 126.6-9 clothes are a huge indicator of counter-school culture-distinction from conformity and institution= visible resistance |
dnswint | R013 127.1 Commercial (cultural) materials are given meaning beyond their manufactured origin by how youth uses it to express |
SOC116 | r013 127.2 conflicting groups "select" symbolic grounds for struggle. |
LuluThrower | R013 127.2 Importance of commercial youth culture, the way its used shows directness/authenticity of personal expression. |
SOC116 | R013 127.3 "It can be resolved, finally, into a question about the legitimacy of school as an institution." |
dnswint | R013 127.3-8 style of clothing dually beneficial- challenge authority; boost attractiveness (violates anti-sex activity policy) |
LuluThrower | R013 127.5 Clothing/style is used as an outward expression of rebellion, and boosts sexual attractiveness to the opposite sex. |
LuluThrower | R013 127.9 Students seek adult values, look specifically at the adult male world for ways to resist authority. |
dnswint | R013 127.9 youth want "mature mode of social being" and identity separate from school |
dnswint | R013 128.2 Willis explains the conflict is between formal and informal- school= formal, counter school culture= informal |
LuluThrower | R013 128.3-.5 Realtionship between school and counter-school culture = formal vs. informal. |
dnswint | R013 128.4- 6counter-school culture is in zone of informal; "structure" is the social group |
LuluThrower | R013 128.6 School is made up by formal structure, counter school culture is made up by the social group = source of resistance. |
LuluThrower | R013 128.9 Social interaction between friends is most important at school according to rebel students. |
dnswint | R013 129.1 developing a culture cannot be done individually; requires group solidarity |
LuluThrower | R013 129.2 Rebel students need social interaction in order to create distinct culture. |
LuluThrower | R013 129.4 Conformist students rat on rebel students, school is maintained and conformists faith is restored. |
LuluThrower | R013 129.4 question on reading: Is "grassing" referring to snitching? |
dnswint | R013 129.5 Willis says Truth is the formal complement of "grassing" and reproduces school and repays ear'oles |
LuluThrower | R013 129.7 The informal group searches for social knowledge, how things really work, and what helps you get through the day. |
dnswint | R013 129.9 the informal group transmits knowledge and perspectives; creates class culture distinct from dominant culture |
dnswint | R013 130.6 counter-school culture and working class cultures both look for "meaning and impose framework" to reshape experience |
LuluThrower | R013 130.6 Counter-school cultures are similar to working class culture in that they search for meaning/impose their own frameworks |
dnswint | R013 130.9 counter-school culture's resistance corresponds to shop-floor cultures attempt to control work process ex production |
LuluThrower | R013 130.9 Resistance from counter-school stems from shopfloor's attempt at control of production. |
dnswint | R013 131.9 shop-floor group ostracizes conformists like counter-school culture |
dnswint | R013 132.1-5 Willis: to shop-floor "practice is more important than theory"; practical ability rather than theoretical knowledge |
LuluThrower | R013 132.3 Shopfloor group believes practice is more important than theory, social theory is inferior to practicality |
dnswint | R013 132.6 theory to working class is in practical application, in middle class as means to apply for upward mobility |
LuluThrower | R013 132.7 Theory=material world. Middle class uses theory to gain access to higher class, working class sees hollowness in theory. |
LuluThrower | R013 Conformists are ostracized by shopfloor group, just as in counter-school culture. |
SOC116 | R013 great paired reading would be J Katz "The Ways of the Badass" in Seductions of Crime. |
LuluThrower | R013 Shopfloor group believes practice is more important than theory, social theory is inferior to practicality. |