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U0 History 215 > Lecture 9: A Touch of Class > Flashcards

Lecture 9: A Touch of Class Flashcards

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1
Q

what does the word class come from

A

Latin classis in ancient Rome

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2
Q

when was the word class first used

A

English by C16th

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3
Q

what was the meaning of the word class originally

A

depending on hw much property they owned

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4
Q

what is the modern usage of the word class

A

modern socio-economic usage

main form of stratification in capitalist societies

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5
Q

when did the modern definition fo class come about

A

from late C18th/early C19th;

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6
Q

what are the 3 ways of distinction from castes and estates

A

economic rather than legal
ability for movement between classes (unlike castes)
does not just depend on birth, but also a little bit, on individuals own actions

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7
Q

what are the multiple usages for the term class

A

objective; subjective (“imagined community”); in “class-divided societies”

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8
Q

what is means by objective

A

professionals using a range of objective terms to put people into classes in an attempt to make sense of stratifications in past and present societies
these objective classifications may or may not be understood by the people in them

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9
Q

what is meany by subjective

A

(Imagined community)

ir the sense that class is a kind of imagines community 
individuals who describe themselves as Working class believe thy share the same livestyle as vast numbers of unknown peoples elsewhere 
a sort of “nation” thought
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10
Q

what is means by class-divided societies

A 
class is often used to describe and analyze the use of power in a class-divided society even in the absence of actual class
most common terms associated are upper, middle and lower; but also upper middle, working, etc

lower = working or labouring class sometimes used positively but always in contrast to the higher classes

all terms used in plural form particularly to emphasize the division within the classes

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11
Q

what are the Varieties of class terms

A

upper, middle, lower (or working or labouring); bourgeoisie and proletariat; peasants; aristocracy and nobility; “them” v. “us”, “rich” v. “poor”, “tax-eaters” v. “taxpayers”

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12
Q

what were the class divisions

A

upper
middle
lower

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13
Q

what is Aristocracy

A

apax was the monarch

then the aristocracy; vast land of estates and titles (as mentioned)

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14
Q

who was in the upper class

A

Aristocracy and gentry

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15
Q

who was in the Aristocracy

A

dukes, marquesses, earls, lords, viscounts

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16
Q

who was Duke of Westminster

A

around 1900 he was the wealthiest of them all
about 1000 pounds every day when the average was 50 every year
aristocracy made up the house of lords in parliament, and they still welded (in 1900s) lots of political power
leading figures in parliament (conservatives and liberals) in local governments and as officers in the british army

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17
Q

what is the gentry

A

large land owners
less rich
no titles
their power influence was more local and regional rather than national

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18
Q

Many of the upper class managed to retain/increase wealth during industrialization because of what

A

value of land (for agriculture, housing, mining); creation of a plutocracy (with financiers and industrialists); other sources of revenue (investments, boards of directors, American heiresses (e.g. of Lord Randolph Churchill)).

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19
Q

how did the value of land help maintain their wealth

A

people needed to be fed!
at least until railroads started and this shifted
the food items could be shipped across the atlantic more cheaply in steamships than could be produced home
this became the decline of the aristocracy
the who owned farmland during this time did quote well

owned land where mines were dug or where cities expanded

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20
Q

how did the duke of wesminister have his wealth

A

duke of Westminster got his wealth as he and his family happened to be sitting on land that the city wanted when it expanded

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21
Q

what is plutocracy

A

ruled by the wealthy

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22
Q

how did the plutocracy come to be

A

bought their way in

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23
Q

what did people invest in

A

railways

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24
Q

what were other sources of revenue

A

investments, boards of directors, American heiresses

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25
Q

what was American heiresses

A

marriage alliances with new money

most famously with that in America

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26
Q

how did the upper class Claim to power and status

A

ethos of public service; superior education (Eton, Harrow; Oxford, Cambridge); conspicuous consumption; paternalism; code of etiquette/manners

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27
Q

what is ethos of public service

A

in parliament, the armed forces, the empire etc

the notions that they themselves (the plutocracy) were useful and dedicated to societies

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28
Q

what is superior education

A

could be through governesses and private tutors at home or in the top public (which is actually private) schools such as listed next

Eton, Harrow; Oxford, Cambridge

after primary and secondary school education, they would go to universities
focus on ancient greek and latin to set themselves apart from other classes

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29
Q

what is conspicuous consumption

A

vast dinner parties washed down by the best wine, served by many servants,

hunting was also a sign of wealth

30
Q

what is paternalism

A

paternalistic attitude in the estate and out of it

31
Q

what is code of etiquette/manners

A

know what to wear when, the right patters of speech, posture, roles of men and women in house and public

32
Q

what were the Struggles of the nouveaux riches

A

did not have same upbringing and training as the above so they trudged moving to that class

could place a person just based on how they spoke or speak

33
Q

who was George Bernard Shaw

A

famous play wright

34
Q

describe the middle class

A

this class increased a lot

few would get a university education but they would get decent education up until them

very diverse persons

35
Q

who was in the middle class

A

bourgeoisie and petite bourgeoisie

36
Q

who were bourgeoisie

A

entrepreneurs, baskets, lawyers, clergymen, doctors etc

37
Q

who were petite bourgeoisie

A

lower middle class
shop keepers
school teachers

38
Q

what was the middle class divided by

A

Divided by wealth, religion, politics

39
Q

what was the middle class united by

A

shared values: individualism, education, independence, voluntary associations, rational recreation, religiosity, the family and “separate spheres” of gender

40
Q

what is individualism

A

individual acheivement and hard work
the sense that people has god given talents and if they worked hard enough and applied themselves they could do great

this was more about talent that priviledeg

41
Q

what is education

A

as a means to self improvements morally and financially

42
Q

what is independence

A

self-sufficiency and independence

from the church and state and anyone else

43
Q

what is voluntary associations

A

charitable organizations, literary and philosophical organizations as a mean to social improvements on own terms rather than forced by the government or whoever

44
Q

what is rational recreation

A

chess, museums, cricket and tennis, etc instead of gambling boozing and whoring

45
Q

what is religiosity

A

string commitment to religion and church going

loathing of sin and the flesh (sex) so people were chaste

46
Q

what is family and “separate spheres” of gender

A

means of transmission of wealth and ideals

the clear separation of home from work place
with the husband emercing himself in business and politics during the day but returning to private at night

wife was exlusded from public and dedicated herself to running household and taking care of children

47
Q

was the middle class good or bad?

A 
middle class is responsible for both good and bad
bourgeoise ended feudalism
48
Q

what good did the middle class do

A

as developers of a “public sphere” or “civil society”, entrenching political and economic liberalism (Great Reform Act, 1832; Repeal of the Corn Laws, 1846)

49
Q

what is public sphere

A

civil society aka “public sphere” independent of noble matronich and control, and inso doing this
it entrenched political and economic liberalism , law, constitutional government, representative institution, fair trade etc
they set the legal framework for the protection fo the riots of property and the demands of capital

point being that marxists and non marxists have credited the bourgeoisie with major reforms in government such as the things listed next

50
Q

what was Great Reform Act, 1832

A

opened up the vote in elections to more of the middle classes

51
Q

what was Repeal of the Corn Laws, 1846

A

intended to lower prices of bread and reduce competitiveness

52
Q

what was the working class

A

vast majority of people

aka lower class

53
Q

who was in the working class

A

From artisans and millworkers to agricultural labourers and domestic servants

54
Q

what did the middle class do that was bad

A

they were not praised for; denying the right and liberties of others, ruthlessly exploring rights of women and children

55
Q

what poor conditions did the working class go through

A

exploitation, poor wages, no sanitation, etc

higher class blamed the poor for their condition 
they didnt have the means to escape this class
56
Q

how did the working class countered poor conditions

A

through self-help organizations, kinship networks and collective action

57
Q

what are self-help organizations

A

building societies so they could hope to own a decent house

or barrel people so they could hope to have a decent burrial, etc

58
Q

what are kinship networks

A

to help out those who were out of work or who fell ill

59
Q

what are collective action

A

in the form of a developing labour movement

trades unions and political movements–e.g. Chartism and Labour Party

60
Q

who Searched for class consciousness

A

Karl Marx and Friedrich Engels

61
Q

what did Karl Marx and Friedrich Engels write

A

Communist Manifesto; Das Kapital, 1867-94

62
Q

what was marx’s mindset

A 
by far the most influential 
moved beyond class as a descriptive language and used it as a device to explain the unfolding of human history
63
Q

what did the Communist Manifesto talk about

A 
would in time bring about the overthrow of bdourgoisy
class warfare was the motivator of history
64
Q

what was said in Das Kapital

A

said that capitalism was reducing/simplifying the number of classes
reduced to 2 only, the bourgeoisie and proletariat
aristocracy was disappearing
class for marx was determined by relationship to the means of production
in capitalist society the bourgeoisie owned the means of production and controlled a wage earning workforce
this means that peasants and artist ants were gradually proletarianized, the capitalists exploited them
in a world of finite resources, the theory continued, the competition between capitalists would grow every more acute which would result in them reducing workers earnings in the pursuit in increasingly marginal profits
so the gap between the bosses and workers grew
but the progressively emmiserated working classes were not perminately destined to be history’s victims
as their condition deteriorated, they would begin to organize and fight back
aka marx was saying that the proletariat would develop a class consciousness , a move from the passive class in itself based on objective criteria to a class FOR itself based on newly recognized subjective factors and once this happened the greater numbers of proletarians would in time bring about the revolutionary overthrow of the bourgeoisie and force a socialist society
class warefare was the motivator of history

65
Q

what is the move that marx proposed was going to happen

A

from “class in itself” to “class for itself

66
Q

what is “class in itself” based on

A

based on objective criterial

67
Q

what is class for itself based on

A

based on newly recognized subjective factors

68
Q

what did marx say about class warfare as motor of history

A 
would in time bring about the overthrow of bdourgoisy
class warfare was the motivator of history
69
Q

Problems with the model marx gave

A 
what he predicted did not happen
long-term improvement of wages and conditions; difficulties in achieving class consciousness; competing forms of identity (race, ethnicity, nation, gender, sexuality).
70
Q

what was difficulties in achieving class consciousness

A

in any given group except fleetingly

the divisions within classes were so large that any unanimity of the classes misdealt would be hard/almost impossible

71
Q

what was competing forms of identity

A

the next listed things question the notion that class is the dominating division

other divisions include; race, ethnicity, nation, gender, sexuality

72
Q

what is the professor’s perspective on class

A

But, still, class analysis remains crucial to understanding capitalist societies

extended version; he argues that class still remains crucial to the understanding of capitalist societies

subjectively- when pressed, most people will assign themselves to a particular class and while be able to distinguish themselves and others 
objectively— less likely to view them as collective actors with single minds, but classifying them still is an extremely self thing to do 
“class as a tool to analyze inequality”— some people point to the fact that income inequalities and STUFF UNDER THE IMPACT OF NEOLIBERALISM AND GLIBALIZTION IS DESPERATELY UNEVEN
the dental of class is a means to mask the operation fo power, to divide and rule more effectively and to have the greater domination of capital

U0 History 215 (9 decks)

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