Page 169 Bressler points out that
the theory considers that "individuals are cut off from the full value of
their work as well as from each other" and that if the government owns all
the stuff then the problem is solved. I don't see how this would work. Our
production apparatus is to complicated not to have people specializing or
working in separated sections. Someone
eventually tells you what to do whether it's the godless government or the bourgeoisie
pigs. If waiting on Jesus to bring utopia to earth is pointless, then we're
responsible for creating a paradise on earth. I've been giving it a lot of
thought lately and it makes me uncomfortable to think that some group should
tell another person what to do (except within reason like murder and stuff
right?) and infringes on autonomy. I'm not exactly sure what that means
anymore.
Perhaps it's that after leaving such
a tightly controlled environment, the idea of joining or working to create
another controlled environment seems to defeat that purpose of leaving the
first to begin with. However, I would like to believe that reality can be
defined and understood and that self deception is a terrible thing. I think
that we are always discussing issues of morality in the classroom even though
we don't really like to use that particular word.
I do like the a lot of the aspects
of Marxist theory. The focus on the empirical world social structures of
production has some appeal, something that seems very grounded such as a
"person's consciousness is not shaped by any spiritual entity; through
daily living and interacting with others, humans define themselves" (167).
I was unhappy working at Fred Meyer's as a cashier. I don't know if it was that
I was separated from my labor as a whole by scanning product that I didn't
stock or if it was the manner in which customers interacted with me. Maybe it
was my heavily entrenched middle class identity that didn't let me find
enjoyment working in retail. Even Lenin referring to people as "cog and
screw" seems to be forcing individuals into compartments where they are
disconnected from the whole (170). In a way, I suppose teaching is still in a
sense disconnected with the labor as a whole as students go onto many other
classes. We're not privy to their entire education.
I'm concerned that a lot of the
later theories propagate foregone conclusions. New Historicism seems to side
step this issue by focusing on the importance of cultural context; another
school of thought that is concerned with empiricism. If critics are using a
theory that has a political agenda it seems that they find exactly what they
are looking for. Perhaps that's the point: collecting evidence for their
theories. I'm not sure what the literary value is of a theory if the selected
work singled out for criticism is just used for an end and not valued in
itself.
No comments:
Post a Comment