Sunday, November 20, 2016

why trump won

economic reality beats identity politics

The recognition that the economy hasn't recovered from the 2008 crisis and the Obamas / Clintons have protected Wall Street (no Banker gaoled; what new wealth there is has gone to the top 5%) has become a stronger social force than identity politics (you are female, black, Hispanic etc., we support you morally but not economically)

More detailed explanations here:
Break Up the Democratic Party
The Great Con: Political Correctness Has Marginalized the Working Class

update 4th December 2016:
Michael Moore picked it well before the election:
5 reasons why trump will win

Tuesday, November 15, 2016

Aurukun: it is the education department that is broken

Those who see a place for Direct Instruction in education are not so mechanically robotic as its critics imagine. As this testimony from Dennis reveals, an emotional advocacy of Direct Instruction from a dark place is just as likely to be the response to those who plan to tear it down.
I found it a deeply painful experience to leave school, after 12 years, not being able to spell, read my hand-writing or write correct sentences. I didn’t have a clue where the comma was supposed to go; and I avoided at all cost writing things on paper because I was embarrassed. But unlike most remote Indigenous children who finish their education almost completely illiterate, I was able to find work as a roustabout and later a shearer. It was in the shearing sheds that I met a lot of other bashed-up boys, courtesy of the clenched fist of the 1970s Education Department. I thought I was the only one, but I was far from alone. You will only find us in statistics, faceless and anonymous.

After more than fifty years and literally hundreds of billions of dollars of a failed state run education system for, among other children, remote Aboriginal children, it was disheartening to read the thoughtless boasting comments of Liberal Federal Member for Leichardt Warren Entsch and the insincere, cold hearted rhetoric of State Labour Education Minister, Kate Jones.

Both sides of politics have been united in their response to the demise of the Direct Instruction teaching method being used in Aurukun Aboriginal Community School in FNQ. The American prescriptive teaching method, Direct Instruction, was introduced by Noel Pearson through his Good to Great Schools five years ago. Entsch suggested after Pearson pulled out of the school that ‘…there’ll be dancing in the streets.’ I hardly think so. These streets are paved with despair, cultural depression and generational trauma. And Jones claimed her ‘focus was on improving educational outcomes for the community.’ Well, in fifty years they haven’t had one win, and they never will. The article posted on the ABC’s web site claimed a ‘mainstream curriculum will help solve some of the problems we’ve seen in recent times.’ That is a bare faced lie. The education department has produced far more Indigenous prisoners than students. I couldn’t get an education with a mainstream curriculum and I am white, had access to health care and lived in a working class suburb. But neither could most of my friends. The veiled attitude to our poor academic performances was that we came from a bad family. Not much had changed on that score, particularly with Aboriginal families. It is the education department that is broken. It is run by people who have never failed at school, never felt the shaming effects of their creation.

As is often the way, my big break in education came as a father in the most unfortunate of circumstances. My first born daughter was diagnosed with an acquired brain injury at twenty-three weeks of age. When she was about three and a half and didn’t speak we discovered an unusual program of exercises that stimulated her brain, specifically her cerebellum. Miraculously, she started to recover. The exercises were followed by flash cards and repetition, repetition and more repetition. Each phase of her learning had to be achieved with small increments to give adaptation the best chance. The smaller the learning loads the better chance the brain had in adapting to the stress. My daughter recovered and went on and received a degree in education, a Master’s degree and is now completing a law degree. If you like, we manually overrode the damaged part of her brain and built new pathways –just like Direct Instruction overrides the neurological effects of (generational) trauma and a lack of English in Indigenous students.

After my daughter become ill, I left shearing to be home more regularly and I worked digging a sewage tunnel. A few years after she had started school I was working on a night shift gang. After we had finished building some form work I was sitting on a drum. It was after three in the morning. I was eighty meters underground, two kilometres in from the shaft in a five metre diameter rock tunnel. I was covered in oil and sludge, water dripping all around me and I was bone tired. I was lamenting my lot in life. I felt I hadn’t achieved any of my potential and I had worked hard yet ended up in a sewage tunnel. I wondered why my daughter was able to get an education with a brain injury and I couldn’t get one with a normal brain? So I decided to copy what we had done with my daughter. In short, I started reading again and started patterning sentences. I looked at education much the same as sport. Learning to write was no different than learning to kick a ball. Get the technique right and practice until the skill is consolidated and it worked. The comma though, I had to be taught over and over.

That was in 1988. In 1999 I went to university and in 2014 I was awarded a Doctor of Philosophy in Writing from the University of Adelaide. When I finished my studies I wanted to go back and put steps in place for those children, like me, who struggle to adapt to the standard curriculum in our standard education with its Standard English. While I was studying I worked in many remote Indigenous schools and it has been heart breaking seeing the abject failure of education in so many communities. At the same time I was observing the meteoric rise of Principals to senior administrative roles on the back of long term systemic failure of whole schools. Get the numbers up, subdue the students and get out quick is the modus operandi of most opportunistic careerists.

After working in over a dozen remote Indigenous schools, with site allowances, remote subsidies, free houses and no bills, the only people who benefit from the education system are the teachers. If they are young they are buying up houses and making long term investments. If they are older they are topping up their superannuation. The students are left with nothing. The education department is a career structure for teachers, not an education program for children. There are however, some great teachers and dedicated Principals. Some teachers don’t like D.I. because it takes away their creativity. Others though don’t like being made accountable and there is no accountability in remote schools. When I saw the Direct Instruction program and its systematic teaching method with its small, concise increments of learning, I knew, if it was delivered properly, it would work. This year I was invited to work at Djarragun College, an Aboriginal School in Cairns. The school is part of Pearson’s Cape York Program and Direct Instruction is the main teaching pedagogy. And it works—and works well. I was blown away when I saw grade one, two and three Indigenous students reading, writing and editing their mistakes. I saw grade four children writing in paragraphs. It was rolled gold education.

Is Direct Instruction the best teaching method for all children? No. Play based learning; investigative learning and visible learning have had extraordinary results for some students. But those more independent learning frameworks are a bridge too far for many students. What my white mates and I couldn’t do, and remote and urban Indigenous students can’t do, is intuit English. If I wasn’t taught what comes next, I couldn’t work it out. It wasn’t second nature to us.

Do I care about Direct Instruction, or Noel Pearson and the Cape York Academy? No. I care about seeing children find the joy in learning and embracing with courage and confidence the opportunities an education can provide. I don’t want to see another generation of bright, witty students end up at the bottom of a sewer.
- Dennis McIntosh
Background information: indigenous-leader-noel-pearson-withdraws-support-arukun-school

Update (22nd November): Dennis's article has been published by Eureka Street, with the title Mainstream mindset fails remote Aboriginal students

Update (16th November): Two of us: Nicole and Dennis McIntosh

I'm currently reading The Tunnel, about Dennis's work in the sewerage tunnel or rather that's the backdrop to his life story, it's very entertaining. His earlier book is called Beaten by a Blow, about his life as a shearer. See

Sunday, October 23, 2016

indigenous robotics

Interesting paper on the possible intersection b/w the very old and the very new

From Angie Abdilla's Facebook page:
"Indigenous knowledge is shared via strict coded compression of oral law where spirituality, law, kinship, and science are integrated. To approach such a holistic understanding, Indigenous knowledge systems requires acknowledgement and respect of indigenous culture" -
The authors will be delivering this paper again on Tuesday November 1 at the ATSIMA conference, which I am going to:
Abdilla, Angie and Fitch, Dr. Robert
Australian Centre for Field Robotics & University of Sydney
Indigenous knowledge systems and pattern thinking: analysis of the first Indigenous robotics prototype workshop
- workshop-presentations
Angie Abdilla interviewed by NITV:
“We have thousands of years of experience in designing and creating new technologies - the digital age is no different, the only barrier is access to the technologies,” Abdilla told NITV.

“My connection to Western science has been through a personal curiosity for all new technologies, driven by divergent formats and forms of storytelling. My connection to Indigenous sciences, as an Indigenous woman, is innate.

“Within an Indigenous paradigm, Indigenous Sciences are not segregated but part of all aspects of our culture and lore,” says Angie.

We now see communications and Technologies transforming society, improving our mutual understanding, eliminating power differentials and realising a truly free and democratic world society.
- indigenous-science-core-social-economic-and-political-change
Robert Fitch's reflection on the workshop:
Robotics is known to be an excellent motivational tool for engaging students in STEM subjects; the effect of one’s efforts is immediately and tangibly apparent through the robot’s behaviour. We are interested in employing robotics to engage urban Indigenous youth, and the Symposium provided an excellent opportunity to present our work in developing specialised robotics workshops. We were encouraged by the ensuing discussion of the relationship between robotics concepts and Pattern Thinking, and came away from the Symposium energised to proceed along these lines of thought.
- reflections-indigenous-science-symposium-sydney-2016

why do I need maths?

  1. Mathematics teaches you to admit when you're wrong
  2. To choose exact and correct words
  3. To think several steps ahead
  4. Not like everyone else but in your own way
  5. And never give up
more detail

Saturday, October 22, 2016

the black memory hole

Henry Reynolds has estimated that aborigines killed somewhere between 2000 and 2500 Europeans in the course of the European invasion and settlement of Australia.

He further estimated that at least 20,000 aborigines were killed as a direct result of conflict with the settlers. If anything, the latter estimate errs on the side of caution.

Henry Reynolds claims that he was the first person who tried to quantify the aboriginal death toll. His estimates were first published in The Other Side of the Frontier in 1981 (amazon, review by Humphrey McQueen)

Why are we never told these figures? Why isn't it part of the school curriculum? Our memory of these events has disappeared down a black hole.

Many Australians don't want to look at the dark side of our history. A veil is drawn.

But if these bodies had been white then our history would be full of their story, monuments would be everywhere to celebrate their sacrifice. As we do on Anzac Day.

Henry Reynolds goes onto to document figures that reveal that in the north of Australia twice as many blacks were killed in a 70 year period (1861 to 1930s) as whites (Europeans) were killed in the five wars between the Boer War and Vietnam war, a different 70 year period.

Don't these figures reveal that the black wars were the most significant in Australian history?

Reference: Why Weren't We Told? by Henry Reynolds (1999), pp. 113-116

Thursday, October 20, 2016

percentage and Yolngu: a life and death issue

Yolngu health (Arnhem Land)
From Richard Trudgen, who is acting as an interpreter between David, a Yolngu who appears to understand and speak good English and his doctor, who has been trying without success for 13 years to get David to change his diet.
I asked the doctor to explain diabetes and especially the kidney failure side of things. He said that only two per cent of David kidneys were operating. I had to stop him again and explain what two percent meant because percentage is a concept Yolngu just do not understand. So I drew a kidney shape on a piece of paper and shaded in about two percent. 'That's how much is still working', I told David. 'The rest is, like, "dead".' (99) ...

As mentioned previously, percentage is a concept that Yolngu have great trouble with. As a cultural group they just do not understand it. Even people with seemingly good Western education standards have problems with it.

To use percentage as a quantitative measurement and expect to convey an accurate concept to Yolngu is very dangerous as far as their health is concerned. It was equivalent to saying to David, 'You have only two wup-wups of kidney working.' It gave him no picture at all but simply added to his confusion. David would not even have realised that percentage is a measurement of quantity. The concept is just not understood, so it is very difficult for a patient to frame and ask questions about it.(109)
Reference: Trudgen, Richard. Why Warriors Lie Down and Die (2000)

Trudgen's broader view is that communication between Yolngu and Balanda (whites) breaks down in three related areas (1) Language (2) World view (3) Culture. In this particular case study he documents 8 world view problems and 2 language problems which all contributed to David declining to change his diet (smoking, eating salt and sugar). So, this information about Yolngu not understanding percentage has to be situated in a far broader context. By drawing a diagram of the kidney and shading in 2 parts out of 100 of that diagram, you could say that Trudgen did explain percentage to David, without using the word percentage. Nevertheless, we are still a long way from the concept being internalised and understood fluently.

Saturday, October 15, 2016

Can Words Like Belief, Desire, Hope, Fear Be Scientific?

Review and thoughts triggered by “Skinner Skinned” by Daniel Dennett (1978)

Many hate Skinner because his behaviourism implies that people are not free, dignified, morally responsible agents. He does this by reducing all behaviour to probabilities based on past regimes of stimulus and response. Since our responses are conditioned by forces outside of our control when young then our responses in later life are automatic, unconscious, not free.

Nevertheless, Skinner's was driven by the admirable goal of explaining behaviour scientifically. So, when we evaluate Skinner we also evaluate our attitudes to science and the role of scientific world view in our whole life. If we reject Skinner then there is an accompanying danger of rejecting a scientific world view, of throwing the baby out with the bathwater. Alternatively, a better pathway would be to develop a more robust and broader view of what it means to be scientific. This is what Daniel Dennett is attempting here.

This preamble serves to highlight the importance of accurately identifying the real mistakes of Skinner. In the past I was satisfied with Chomsky's critique. I now feel that Chomsky's critique is inadequate and leads people to irrationally reject all of behaviourism.

Skinner's enemy is mentalism, that talking about people's behaviour using terms such as beliefs, desires, ideas, hopes, fears, feelings, emotions is not allowed because it is not scientific.

Dennett, however, sees a positive role for these mentalist idioms in explaining behaviour / psychology / mind. So this essay, while acknowledging there is some point to Skinner's objections to mentalism, is about clarifying where mentalism is useful and where it stops being useful and becomes unscientific.

Skinner gives many reasons for disqualifying mentalism:
  1. mental things must be made of non physical stuff (dualism objection)
  2. the mental is private (whereas behaviour is public and objectively measurable)
  3. mentalism appeals to events that can only be inferred
  4. mental events are internal
Chomsky takes (3) as Skinner's prime objection against mentalist psychology but Dennett points out that Skinner is not against inference as such in other passages in his writing. Chomsky Reference: “The Case Against B.F. Skinner”, New York Review of Books (Dec 30, 1971)

However, Dennett points out, through a close reading of Skinner's “Beyond Freedom and Dignity”, that although Skinner uses these arguments occasionally he also qualifies them and contradicts them. So, there must be something else to Skinner's objection to mentalism.

The something else is the virtus dormitiva, the dormitive virtue, defining an effect as its own cause. From Moliere's Le Malade Imaginaire, The Imaginary Invalid. What is it in opium that puts people to sleep? Why, it is its sleep producing powers of course!

The key argument of Skinner's objection to mentalism is a little man in the machine, a homunculus.
“The function of the inner man is to provide an explanation which will not be explained in turn” (quoted from Skinner's Beyond Freedom and Dignity, p. 14)
We must abolish “the autonomous man – the inner man, the homunculus, the possessing demon, the man defended by the literature of freedom and dignity” (Beyond Freedom and Dignity, p. 200)

Dennett is exasperated by Skinner's array of different objections to the little man in the brain: moral agent = little man in the brain = demons. Skinner then sees superstition behind any and every claim of moral responsibility. “Mental” means “internal” means “inferred” means “unobservable” means “private” means “virtus dormitiva” means “demons” means “superstition”.

Nevertheless, Skinner has a point even though he exaggerates his case. There is a real danger in presupposing intelligence when we try to explain intelligence.

When you use a certain vocabulary ( the mentalist words which refer to beliefs, desires, ideas, hopes, fears, feelings, emotions) then does that presuppose intelligence or rationality?

Yes it does. Dennett agrees with Skinner here.

These mentalist terms are called intentional idioms by philosophers.

Quine also is opposed to intentional idioms in psychology. But his objection is different to Skinners. He does not argue that intentional idioms presuppose rationality or offer no explanation. His argument is that we can't translate sentences containing intentional idioms into sentences lacking them, they can't be reduced to the sentences of the physical sciences.

Quine Reference. Word and Object, #45 The Double Standard, pp. 198-203

The issue becomes more complicated because Skinner, unlike Quine, believes, at least in some of his writings, that intentional idioms can be translated into the language of physical science. Dennett argues that Skinner is inconsistent (“sloppy”) in his arguments on this point. More on this later.

Dennett's advice is that we can agree with Skinner that no satisfactory psychological theory can rest on any use of intentional idioms, for their use presupposes rationality, which is what psychology is supposed to explain.

However, Dennett advises us to disagree with Skinner when he takes the further step that intentional idioms therefore have no legitimate place in psychological theory at all.

Dennett argues that we can use intentional idioms as a starting point of explanation provided we are aware of the dangers (of virtus dormitiva, defining an effect as its own cause or the little man in the machine). It is ok to speculate first and explain later in more scientific language.

Returning to Skinner's allegedly sloppy arguments / inconsistency about intentional idioms. Dennett demonstrates through quotations from Skinner that sometimes he eschews intentional language such as “beliefs” and instead argues in terms of changing probabilities. But at other times Skinner argues that intentional words such as belief can be translated into behaviourist (“scientific” in Skinner's view) terminology. But, on balance, Skinner concludes that “scientific', which for him means behaviourist or probabilistic explanations can't co-exist with intentional explanations which cite beliefs, desires etc.

The reason many don't like or hate Skinner is that he wants to take away our personal moral sense, that we, as individuals, possess freedom, responsibility and dignity. By reducing all behaviour to probabilities based on past regimes of stimulus and response this is what Skinner ends up doing.

In contrast, Dennett argues that intentional idioms and scientific language, include stimulus response language, can co-exist in our thinking and description of psychology. Specifically, Dennett is saying that intentional idioms, expressions of belief, desire etc. can be reduced or translated into other more scientific terms, as a consequence of study, research, theorising etc.

Dennett's claim here, as mentioned in this essay is disputed by Quine, who says translation from the intentional to the scientific is not possible. It is also disputed, I believe, by Hilary Putnam, although I need to study more of Putnam before I could accurately state his position.

In the rest of the essay Dennett provides some examples of situations where intentional explanations can co-exist with more reductive scientific explanations. One of Dennett's favourites is the chess playing computer. … “... we know that there is a purely mechanistic explanation of the chess playing computer, and yet it is not false to say that the computer figures out or recognises the best move, or that it concludes that its opponent cannot make a certain move, any more than it is false to say that a computer adds or multiplies.” (p. 64)

This and other examples provided by Dennett (such as someone handing over their wallet when threatened) demonstrate that the only type of explanation allowed by Skinner of always having to provide back to basics, stimulus-response probabilistic reasons is taking a good idea and stretching it too far.

This issue of the limits and usefulness of intentional idioms is one I need to study more. As noted above Quine and Putnam put a more sophisticated argument against than Skinner.

Sunday, October 09, 2016

indigenous maths mentoring program

I would like to assist the indigenous helpers who want to become teachers to grasp maths, along with the more general day to day teaching of taking the students down that path as well. The idea of helping to train the indigenous helpers is particularly appealing, in terms of me feeling that I would be helping “make a difference”.

Further reflection leads me to think there are 4 possible maths pathways:
  1. DI / EMM / JUMP. Direct Instruction (Zig Engelmann) / Elementary Maths Mastery (Rhonda Farkota) / Junior Undiscovered Math Prodigies (John Mighton). I am already using parts (modified) of the EMM approach
  2. Indigenous culture. Maths that links to elements of indigenous culture. There is a significant literature about this, eg. the work of Dr Chris Matthews, Dr Alan Bishop, Dr Bronwyn Ewing for starters, but I have yet to trial it.
  3. Computer microworld. Teaching maths through multimedia / computer coding using the Scratch software, the most recent incarnation of Logo. I have a very strong background in this method.
  4. Home grown. Quite often because I feel the textbooks are inadequate I develop my own maths activities to better fit where the class is at. eg. Pythagoras activity requiring the construction of different triangles and modified milk carton volume activity were promising.
Two way street post mortem conversation. A lesson plan is formulated by the teacher / researcher to achieve a learning goal for a class using one or a combination of the above methods. The lesson is taught, with an indigenous helper usually present. Afterwards, a post mortem conversation is held to evaluate effectiveness and possible improvements. This iteration is repeated many times. A mutual exchange of skills and cultural knowledge will take place during this conversation. As the learning process develops the indigenous helper can be invited to trial their own experimental lessons. Both sides of the equation should keep learning journals reflecting on what they have learned and their ideas for the future.

More details at IMMP, including a reference list.

Sunday, September 04, 2016

books I've been reading in 2016

This turns out to be a mixture of indigenous issues, philosophical thinking, Australian history, science, maths instruction and other oddities.

Bennett, Ronan. Zugzwang (2007)
Blanchard, Ken. The One Minute Manager Meets the Monkey (1990)
Brooks, Geraldine. Year of Wonders: A Novel of the Plague (2001)
Canada, Geoffrey. Fist, Stick, Knife, Gun: A Personal History of Violence (1995)
Cohen-Solal. Sartre: A Life (2005)
Dawes, Glenn; Northfield, Peter; Wallace, Ken. Astronomy 2016 Australia: Your Guide to the Night Sky (2015)
Dixon, Robert. Words of our Country: Yidiny – The Aboriginal Language of the Cairns – Yarrabah Region (2015)
Farkota, Rhonda. Elementary Maths Mastery (2000)
FitzSimons Peter. Batavia (2011)
Gaita, Raimond. Romulus, My Father (1998)
Gaita, Raimond. The Philosopher's Dog: Friendships with Animals (2002)
Goodwin, Doris Kearns. Team of Rivals: The Political Genius of Abraham Lincoln (2005)
Hooper, Chloe. The Tall Man: Death and Life on Palm Island (2009)
Hooper, Judith. Of Moths and Men: Intrigue, Tragedy and the Peppered Moth (2002)
Jarrett, Stephanie. Liberating Aboriginal People from Violence (2013)
Jordan, Mary Ellen. Balanda: My Year in Arnhem Land (2005)
Le Guin, Ursula. The Lathe of Heaven (1971)
McIntosh, Dennis. The Tunnel (2014)
Michaels, Walter Benn. The Trouble with Diversity: How we Learned to Love Identity and Ignore Inequality (2006)
Mighton, John. Nurturing Mathematical Talent in Every Child (2003)
Monteath, Peter and Munt, Valerie. Red Professor: The Cold War Life of Fred Rose (2015)
Nussbaum, Martha. Upheavals of Thought: The Intelligence of Emotions (2001)
Osborne, Barry, and Osborne, Elizabeth (2013) A Serious Dialogue with Noel Pearson's Radical Hope: education and equality in Australia.
Pascoe, Bruce. Dark Emu Black Seeds: Agriculture or Accident? (2014)
Pearson, Noel. Radical Hope: Education and Equality in Australia (2012). Get the version which has replies to the author and the authors replies to those replies, better than the original Quarterly Essay version.
Petraitis, Vicky. The Dog Squad (2015)
Porter, Liz. Written on the Skin: An Australian Forensic Casebook (2007)
Porter, Liz. Unnatural Order (1995)
Reynolds, Henry. Why Weren't We Told? (1999)
Reynolds, Henry. North of Capricorn: The Untold Story of the People of Australia's North (2003)
Sutton, Peter. The Politics of Suffering: Indigenous Australia and the end of the liberal consensus (2009)
Trudgen, Richard. Why Warriors Lie Down and Die (2000)
Yunkaporta, Tyson. Aboriginal Pedagogies at the Cultural Interface (2009)

Saturday, August 27, 2016

Some books I read in 2015

I've been too busy to blog because of my new job. However, after 6 months, the pressure is beginning to lift a little and so I might be able to manage a blog or two.

I want to list the books I read (or reread) last year (2015) since good books play such an important part in my life and consciousness. This acts as a reminder of some of the places my mind has visited not so long ago, as a wandering wonderer.

Berlin, Isiah. Freedom and its Betrayal: Six Enemies of Human Liberty (2002)
Berlin, Isiah. The Roots of Romanticism (1999)
Berman, Marshall. Everything Solid Melts into Air: The Experience of Modernity (1982)
Berman, Marshall. The Politics of Authenticity: Radical Individualism and the Emergence of Modern Society (1970)
Dennett, Daniel. Consciousness Explained (1991)
Eagleton, Terry. Why Marx was Right (2011)
Greenwald, Glen. No Place to Hide: Edward Snowden, the NSA and the US Surveillance State (2015)
Harris, Sam. Free Will (2012)
Hill, Christopher. The World Turned Upside Down: Radical Ideas During the English Revolution (1972)
Kahneman, Daniel. Thinking, Fast and Slow (2011)
Hofstadter, Douglas. I am a Strange Loop (2007)
Murdoch, Iris. Existentialists and Mystics: Writings on Philosophy and Literature (1997)
Murray, Patrick. Marx's Theory of Scientific Knowledge (1998)
Ollman, Bertell. Alienation: Marx's Conception of Man in Capitalist Society (1971)
Ollman, Bertell. Dance of the Dialectic: Steps in Marx's Method (2003)
Putnam, Hilary. Philosophy in an Age of Science: Physics, Mathematics and Skepticism (2012)
Strong, Anna Louise. The Stalin Era (1957)
Wills, Vanessa. Marx and Morality (2011)
Yalom, Irvin. Love’s Executioner (1968)

Hamid, Mohsin. The Reluctant Fundamentalist (2007)
Le Guin, Ursula. The Dispossessed. (1974)
Sobel, Dava. Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time (1995)
Sobel, Dava. A More Perfect Heaven: How Copernicus Revolutionized the Cosmos (2011)
Sobel, Dava. Galileo's Daughter: A Historical Memoir of Science, Faith, and Love (1999)
Yalom, Irvin. The Schopenhauer Cure (2005)
Yalom, Irvin. The Spinoza Problem (2012)

Tuesday, June 07, 2016

No Viet Cong called me Nigger

or didn't rape or kill my mother and father ... I don't want to shoot them (Muhammad Ali)

Wednesday, March 02, 2016

A misplaced concrete perspective of value

Index for a series of articles about Value
1) Marx and the domains of ignorance
2) Unpacking the value suitcase
3) The commodity perspective on value
4) The labour process and different categories of labour
5) The social form perspective of value
6) The equivalent form and the evolution of value into money
7) A misplaced concrete perspective of value
8) Fetishism and alienation
9) Metamorphosis of Value

In a previous section, the commodity perspective on value, I said:
Value is measured by the quantity of human labour added to the commodity. If productivity increases due to improved technology then the value or cost of the product should decline proportionately. eg. Power looms in England in Marx's time doubled productivity and so the cost of cloth produced by yarn should have halved.

Marx talks about materialized or crystallized or embedded or congealed or abstract human labour adding value to a commodity.
From this presentation strategy by Marx in the first part of Capital Chapter one it can too easily and incorrectly be interpreted that Value is defined as embedded abstract human labour and that the whole point of value theory is mathematical quantification.

Nevertheless, there are qualifiers that ought to warn us that the above interpretation is far too tidy:
  • if a thing is made with labour but useless then it has no value, the labour does not count
  • a thing can be a use value without having value (eg. air, virgin soil)
  • private labour creates use values but not commodities
  • value is only real if the product goes to market and is sold. That is what distinguishes a commodity from a product.
In Diane Elson's words there is a misplaced concreteness in the way that many interpret Marx.

Embedded or congealed labour time as value is not helpful, it makes it sound as though it is like a physical property

Elson argues that since Marx uses metaphors that are chemical and biological (crystallisation, incarnation, embodiment, metabolism, metamorphosis) and not mathematical that he is trying to convey the idea that value represents a change of form (eg. use value created by concrete labour changes form into exchange value represented by abstract, social labour) rather than something that can be calculated precisely in a logical / mathematical sense. One stream of thought since Marx has tried to pin down value as a precise magnitude or has emphasised the quantitative aspect (embedded or congealed labour) rather then the qualitative aspect, that value changes its form continually through the whole process of capitalist production and circulation.

There is a natural human tendency to settle on a tidy, neat, tangible definition of value. Unfortunately, this doesn't work. Value is an essential concept to understand the inner workings of capitalism but also a complex concept.

Why is value complicated? It is a deeply embedded although historically contingent, multifaceted (it has a form, a substance and a magnitude) social concept. Moreover, it takes on the much desired (lusted after) physical form of money. Hence it possesses both very real and phantom like (historically contingent) properties.

Reference and Further Reading:
Elson, Diane. The Value Theory of Labour. In: Value: The Representation of Labour in Capitalism. Verso (September 1, 2015)

the equivalent form and the evolution of value into money

Index for a series of articles about Value
1) Marx and the domains of ignorance
2) Unpacking the value suitcase
3) The commodity perspective on value
4) The labour process and different categories of labour
5) The social form perspective of value
6) The equivalent form and the evolution of value into money
7) (to be continued)

Equivalent form           Relative form

one 32GB USB stick = 12 packets of Dilmah tea, or,
one 32GB USB stick is worth 12 packets of Dilmah tea

one 32GB USB stick = 20 litres of Pura full cream milk, or,
one 32GB USB stick is worth 20 litres of Pura full cream milk

On the right hand side it's called the relative form because the value of USB sticks can only be expressed relatively by comparing it with some other commodity. On the LHS it's called the equivalent form. Only the value is equivalent, nothing else.

A whole series of equivalence relationships like the above can be written. But what is the underlying rationale behind comparing unlike things in the above “equations”? USB sticks, tea and milk have few or no natural or physical properties in common. Initially Aristotle had pointed out the difficulty or impossibility of comparing things with unlike properties. Normally, the properties of things are not the result of its relations with other things!

The ability to compare comes about (evolves) through a social process of millions of commodity exchanges. The above equations can be reversed and updated to include money.

12 packets of Dilmah tea = $60 (5*12)
20 litres of Pura full cream milk = $60 (3*20)
one 32GB USB stick = $60

Marx argues that money (he refers to gold or silver as money) evolves from the commodity. Money eventually evolves as a universal equivalent. Gold has the ideal properties required for money (divisibility, durability etc.)

Hence Value arises through the social process of commodity exchange. Its origin and evolution is through this social process and has nothing to do with any identifiable physical or material properties of commodities. Although value eventually takes a physical form in the shape of money its origin is social.
“No scientist to date has yet discovered what natural qualities make definite proportions of snuff, tobacco and paintings 'equivalents' of one another”
- Marx, Theories of Surplus Value, Ch. 20, p. 130
In time the social forms become more than the expression but the bearers, the motivators, the dominant consideration in the decisions people make in their lives. This is fairly obvious, in the case of money, for instance.

Note that the above equations are not a real equations!! It is useful to also look at the equation as ABSURD! One 32GB USB stick does not equal 12 lots of Dilmah tea. USB sticks and Dilmah tea have nothing in common!

We are now so used to money exchange of equivalents that it is an effort to see this inequality. But the natural properties of USB sticks and tea are different, they are not equal! Value is not a natural but a social attribute of the exchange of products, at which point we can call them commodities.

Seeing the equations as absurd helps us to understand that Value and money are social constructs. There is a quote from the 1st German edition of Capital (inexplicably chopped out of subsequent editions) which highlights the absurdity.
“... is as if alongside and external to lions, tigers, rabbits and all other actual animals, which form grouped together the various kinds, species, subspecies, families etc. of the animal kingdom, there existed also in addition the animal, the individual incarnation of the entire animal kingdom”
Money is real enough. But at the same time as being real it is an absurd social construct.

evolution of value into money

How does abstract labour become objectified as a value of a commodity?
  • one commodity becomes the bearer of value or value form
  • the bearer of value called the equivalent form by Marx
  • it must be directly exchangeable, it does not depend on its own use value
  • in this sense it must differ from all other commodities
  • the nature of equivalence is social
  • this social position arises from the joint contribution of the whole world of commodities
  • exchangeability remains embryonic until the equivalent is a universal equivalent
  • this further evolves into a unique universal equivalent
  • empirical check: such a commodity exists – gold money
  • gold money as universal equivalent is a necessary prerequisite to paper money
  • money crystallises out of the process of exchange
“A social relation of production appears as something existing apart from individual human beings, and the distinctive relations into which they enter in the course of production in society appear as the specific properties of a thing – it is this perverted appearance, this prosaically real, and by no means imaginary, mystification that is characteristic of all social forms of labour positing exchange value. This perverted appearance manifests itself merely in a more striking manner in money than it does in commodities”
- Contribution, p. 49

Monday, February 29, 2016

The social form perspective of value

Index for a series of articles about Value
1) Marx and the domains of ignorance
2) Unpacking the value suitcase
3) The commodity perspective on value
4) The labour process and different categories of labour
5) The social form perspective of value
6) The equivalent form and the evolution of value into money
7) (to be continued)

What is a social form?

Unknown unknowns: All the things you don't know you don't know

I thought I had understood capitalism, that the bosses owned the means of production and the workers had no option but to sell their labour to the boss. There were rich people, poor people and class struggle.

But I didn't know about Value as a social form and so my real understanding of capitalism was deficient.

Despite my involvement in radical anti-imperialist / communist politics going back to the late 1960s I totally missed that a variety of social forms (formations) that we swim in daily have evolved and materialised from non material things, namely social relations. For example, some people worship money and virtually everyone can't help but adopt a strong interest in money, since it is essential to both survival and a good life. But most people haven't thought through that money originates in a social relation, that is, the need to standardise commodity exchange.

Such social forms are historically contingent, not an inevitable aspects of society. In the late 60s I had looked below the surface of capitalism and understood some of its workings but had missed that there was a lot more happening down there than I had imagined. Sadly, I now realise, my ignorance was and is shared by most other 60s radicals. This ignorance originated in a failure to understand Marx's most important work, “Capital”.

social forms

Social forms are things that emerge (materialise) as social artefacts as society evolves. Their origin is social not material. They become part of that society and are often perceived as part of the air we breathe. But it is social function that has brought them about and not the form which has created the social function. They don’t have any necessary permanence beyond that. Social forms in capitalist society include things of major importance such as value, abstract labour, money, capital, the commodity, commodity exchange, the market, rent and interest. These things emerge from a social process and are not set in stone for all time.

What Marx meant by Value as a social form was the capacity of a commodity to be exchanged as an equal. In terms of social or class consciousness some people have a strong sense of boss – worker relations as a social construct, something that can change, but usually do not have the same sense that Value has arisen socially and will not be around forever. You can imagine a society (socialism, communism) where things are produced for people's needs or wants, that people will receive food, medicine and white goods irrespective of their financial status. In such a society Value as a measure of commodities to be exchanged would whither away.

The social form of value

Commodities have a physical, bodily form (use values) and a value form (a social form). Value does not contain a single atom of matter. Value is a social reality. It comes into being through the social exchange of equivalents. Value hides behind exchange value, what we perceive on the surface.

After establishing that value is materialized or crystallized or embedded or congealed or abstract human labour Marx then starts to discuss the social form of value. By this he means that value is not a natural property of a commodity but arises socially due to the exchange of one commodity for another.

He doesn't emphasise that he is throwing a hand grenade into what he has previously established. Congealed, abstract labour has a concrete, measurable, cut and dried feel to it as a “definition” of value. He now introduces the idea that value is also social, that it exists in the space between the exchange of commodities, that it doesn't belong to a commodity but in the relationship of one commodity to another. This undermines the concrete feel of value.

This was confusing. How could value be BOTH a fluid social thing and a definite, even measurable, concrete thing at the same time?

I think I was vaguely aware that my thinking was being too literal, too linear and this intellectual demand that I hold two contradictory aspects in continual tension in my mind at the same time did require a different way of thinking. This is the Marxist way, his dialectical legacy from Hegel.

Note, however: In nature, the transformation of energy from one form to another (when a stone falls to the ground gravitational potential becomes kinetic energy becomes sound energy etc.) while at the same time the amounts of energy involved can be precisely measured. So the concept of change of form accompanying quantitative measurement, even precise measurement, is not a conceptual game changer in this case. But, of course, in the case of value, the origin of the form is social not natural and that adds another level of conceptual difficulty.

Rubin's definition of value

My confusion about value led me to search for a more complete definition. I thought I had found this in Isaak Rubin's writings and this felt like another AHA moment
“Marx analyses value in terms of its form, substance and magnitude. “The decisive, crucial point consists of revealing the necessary internal connection between the form, substance and magnitude of value” (Capital Volume one, first edition). The connection between these three aspects was hidden from the eyes of the analyst because Marx analysed them separately from each other. In the first German edition of Capital, Marx pointed out several times that the subject was the analysis of various aspects of one and the same object: value. “Now we know the substance of value. It is labour. We know the measure of its magnitude. It is labour time. What still remains is its form, which transforms value into exchange-value.” … In the second edition of Volume one of Capital these sentences were excluded, but the first chapter is divided into sections with separate headings: the heading of the first section say, “Substance of Value and Magnitude of Value”; the third section is titled: “Form of Value or Exchange-value.” As for the second section, which is devoted to the two fold character of labour, it is only a supplement to the first section, ie. To the theory of the substance of value”
- Ch 12, Content and Form of Value p. 112, in Essays on Marx's Theory of Value by Isaak Rubin
So, according to Rubin, the value of a commodity is:
  • a social form or social relation (the capacity for a commodity to be exchanged as an equal)
  • AND a substance or content which is embedded abstract, social labour
  • AND a magnitude (labour time)
Value is BOTH a dynamic social relation and embedded abstract labour. To see only the embedded labour part is to not understand value in motion. Embedded labour implies a static notion of value. But abstract labour and labour time are derived from a social process involving both the production and circulation of commodities. If there is a glut of commodities that are not sold they contain no value, the “embedded labour” counts for nothing.

Socially necessary labour time perspective on value

At some stage I became aware that David Harvey (in his online lectures) was explaining value with the phrase (from Marx) socially necessary labour time.

This is shorthand but, in a way, reasonable shorthand since it contains both the quantitative aspect (labour time) and the social qualitative aspect (socially necessary) in the one expression.

Socially necessary is when you think about it unpredictable. Who can say in advance how much labour is socially necessary? We don't know in advance whether the products will sell (if they don't their labour doesn't count) or whether new technology will be introduced which will reduce the necessary labour time or whether workers will agitate for a wage increase, etc.


Marx, Karl
- Chapter 1.3 The Form of Value or Exchange-value of Capital Vol 1
- Ch. 1 as per First German Edition
- The Value Form. Appendix to the 1st German edition of Capital, Volume 1, 1867

Rubin, Isaak. Essays on Marx's Theory of Value

Friday, February 26, 2016

The labour process and different categories of labour

Index for a series of articles about Value
1) Marx and the domains of ignorance
2) Unpacking the value suitcase
3) The commodity perspective on value
4) The labour process and different categories of labour
(to be continued)

Marx loves labour, as human essence, but hates the restriction or confinement or degradation of human labour under capitalism.

In my words from an earlier article about Marx's moral theory:
“Although we originate as part of nature, with our social labour we oppose nature. Our productivity is also imaginative. We imaginatively and self consciously transform nature and in that process also transform ourselves. This is a teleological process. Humans imagine new forms of the material and self and then through social labour bring that imagination into reality”
Or in Marx's words:
“Labour is, in the first place, a process in which both man and Nature participate, and in which man of his own accord starts, regulates, and controls the material re-actions between himself and Nature. He opposes himself to Nature as one of her own forces, setting in motion arms and legs, head and hands, the natural forces of his body, in order to appropriate Nature’s productions in a form adapted to his own wants. By thus acting on the external world and changing it, he at the same time changes his own nature. He develops his slumbering powers and compels them to act in obedience to his sway. We are not now dealing with those primitive instinctive forms of labour that remind us of the mere animal. An immeasurable interval of time separates the state of things in which a man brings his labour-power to market for sale as a commodity, from that state in which human labour was still in its first instinctive stage. We pre-suppose labour in a form that stamps it as exclusively human. A spider conducts operations that resemble those of a weaver, and a bee puts to shame many an architect in the construction of her cells. But what distinguishes the worst architect from the best of bees is this, that the architect raises his structure in imagination before he erects it in reality. At the end of every labour-process, we get a result that already existed in the imagination of the labourer at its commencement. He not only effects a change of form in the material on which he works, but he also realises a purpose of his own that gives the law to his modus operandi, and to which he must subordinate his will. And this subordination is no mere momentary act. Besides the exertion of the bodily organs, the process demands that, during the whole operation, the workman’s will be steadily in consonance with his purpose. This means close attention. The less he is attracted by the nature of the work, and the mode in which it is carried on, and the less, therefore, he enjoys it as something which gives play to his bodily and mental powers, the more close his attention is forced to be.”
- Capital, vol 1, Ch 7
Labour is fluidity which in any society has to be socially 'fixed' or objectified in the production of particular goods. Human labour, unlike animals instinct, is indeterminate. With industrialisation the fluidity of labour is more apparent – jobs are not completely determined by tradition, religion, family ties etc. - individuals do frequently change jobs, etc.

How is human labour determined? Under capitalism there is individual choice within social limits. This evolves out of the life of definite individuals

Marx's Capital is an attempt to describe the conceptualisation of this social determination, from the indeterminate to the determinant, from the potential to the actual, from the formless to the formed.

Marx says (agreeing in this respect with his predecessors Adam Smith and David Ricardo – but in conflict with the marginal economists who came after Marx) that since use values can be exchanged as equivalents there must be a common denominator. Remember, when we talk of commodity exchange, we are dealing with the capitalist system here and not something set in place for all of time. This common denominator is materialized or crystallized or embedded or congealed or abstract human labour. However, note that these adjectives may give the wrong impression that labour enters a commodity as a physical property of the commodity. This is not a good way to look at it. Commodities exchange as equivalents in the marketplace, this is a social process, not a property of an individual commodity that can be be measured like the taste of tea or the amount of memory on a USB stick.

Labour has both a qualitative aspect and a quantitative aspect. With respect to use value the labour is qualitative (How and What). With respect to value the labour is quantitative (How much? How long a time?)

As capitalism develops labour saving technology also develops, which increases the productivity of labour. An increase in productivity leads to an increase in use values which means an increase in the total wealth of society. But an increase in productivity does not alter the value of labour, since that depends on how much and how long. As industry becomes more high tech and more productive the same amount of labour produces more. The ratio, c/v, between constant capital (c), which includes machinery, and variable capital (wages) increases. The dead labour incorporated in machines comes to predominate over living labour. Marx called this ratio, c/v, the organic composition of capital.

Put simply, the reason a 32GB USB stick cost $60 in 2010 but reduced to $16 by 2015 is that the amount of human labour required to make it is declining due mainly to progressive technological improvements. Despite all the objections to Marx's labour theory this much is fairly obvious.

Under capitalism labour power is just another commodity which is sold in the marketplace. Like other commodities it has a use value and an exchange-value. Use value is represented by the particular skills of the labourer, for example, computer programmer or school teacher. This is categorised by Marx as concrete and / or individual labour. Exchange value is reflected in the fact that all workers sells themselves in the labour market, their value works itself out as part of a social process. This aspect is categorised by Marx as abstract and / or social labour.

Under capitalism the historical tendency is for labour, including skilled labour, to become more general or universal. Capitalism needs technically skilled workers who are delivered through education but capitalism does not like irreplaceable or indispensable workers. Hence, all teachers, for example, are expected to know basic computer applications but creative computing is not encouraged, for most, since such teachers are difficult to replace. So the skilling of workers is at the same time accompanied by an opposing tendency of dumbing down or leveling of those skills. The abstract and social labour categories are not only abstractions arrived at through analysis but also a historical tendency (Harvey quoting Desai, p. 60 FN 16, “the category of abstract, undifferentiated labour is not an abstraction but a historical tendency”)

Capitalism levels labour. Work becomes impersonal. Shopping becomes self expression. These generalisations are a valid description of the direction capitalism takes us even though individual workers may find their jobs rewarding for now those jobs are continually being transformed into more mechanised forms of work. eg. Capitalism would love to replace teachers, who display some creativity, with computerised teaching machines. This process is beginning to happen through MOOCs and online courses (eg, the Salman Khan academy) but in general human to human teaching skills are incredibly complex and can't be emulated by computer interaction, yet.

The contradictions that Marx observes in human labour are between the labour which produces use values and the labour which produces exchange values.

In various places Marx uses the following terms to describe abstract labour which creates exchange values: simple, average, unskilled, homogenous, abstract, general, social (in the sense of producing social use values), universal.

My corresponding list of labour which creates use values is: useful, specific, skilled, heterogeneous, concrete, individual, social in a general sense (meaning sociable workers assisting each other and having some fun at work), creative.

The sense in which Marx uses the word social in creating exchange values needs to be explained and contrasted with the more general use of the word social, as in being sociable, on the second list in the creation of use values. See below.

There is only one labour process but it has these different aspects:

Individual or private labour

Individual or private labour means people working as individuals. Within capitalism individuals appear to have some choice as to their work. They may work in a group or on their own but their work has an individual or private aspect to it as well as a social – group like aspect.

Concrete labour

Concrete labour means that people can perform many different types of work, the diversity and qualitative differences in work. Some workers are engineers, some are teachers etc. In Marx's day he talked about tailors and weavers. Under capitalism there is a division of labour. This division of labour may take an extreme form (Taylorism in factories) or less extreme forms for skilled workers but our education system is geared to create specialists not polymaths.

Social labour

In section Chapter 1.4 of Capital on commodity fetishism Marx starts off by saying that there are things about the commodity that are non mysterious and other things that are mysterious

The non mysterious things are that use values are properties that satisfy human wants and that value is a product of human labour.

The mysterious things are that the social character of labour takes the form of social relations between products and that the social relations between men assume the form of a relation between things

social exchange between things”
By this Marx means that commodities appear as exchange-values, in a mutual relation with other commodities.

The problem here is the lack of clarity by Marx of his use of the word “social”. He is using social to refer to particular aspects that arise or flourish under capitalism and NOT social in the more general sense of any sort of social interaction.

I can discern two aspects of Marx's use of the word social. Value as a social form means that commodities are exchangeable on the market as equivalents. An exchange is a social interaction. Exchanges in the marketplace are a huge and important part of our lives. Products are transformed into the social form of a commodity, a product which is taken to the marketplace. The commodity becomes part of a complex social process, unlike products that are made by individuals for private use and which never enter the market.

The second aspect is that the labour that appears in exchange is also general labour or universal labour. Although the labour is performed by individuals it is irrelevant which individuals perform the labour. Universal labour time produces a universal product. Universal means any labourer, any product. It happens independent of individuals. Hence it is social. The universal is individual, the individual is universal. (Contribution, p. 32)

So social in this sense means both exchangeable and universal (interchangeable) . Universal means that labourers and products are interchangeable.

One way to understand the meaning of social labour is to see it as people working to produce social use values, irrespective of whether they work alone or in a social group, ie. people working to produce things not for their individual use but for the use of others.

Abstract labour

Abstract labour is the opposite of concrete in that different types of labour can still be compared. All work has something in common. This is not an assumption that all work is physiologically identical but that differences in work can be measured and quantified in some way. Abstract labour measures the quantity or duration of work. Abstract labour forms the substance of value

Although individual / social labour and concrete / abstract labour represent two pairs of dialectical opposites there are other helpful ways in which these aspects can be viewed. Individual labour and concrete labour both involve an element of subjective choice. Social labour and abstract labour both involve an element of detachment from the individual.

As capitalism progresses there is a historical process whereby capitalism levels and detaches labour from the individual. Abstract and social labour become dominant over their dialectical opposites of concrete and individual labour. Work becomes more impersonal and shopping becomes self expression. Labour becomes more like an interchangeable part. No one is indispensable. This is because the skilled artisan is anathema to capitalism. ( Harvey, p.59, “they must be subdued or eliminated by transformation of the labour process”) The domination of abstract labour signifies that “the process of production has mastery over man” (Marx,

Labour power, the capacity to labour, has the ability to create a surplus beyond the cost of its purchase by the capitalist. eg. The worker spends 6 hours a day working for himself (variable capital, v) and 2 hours a day working for the capitalist (surplus value, s). The rate of exploitation is s/v, in this case 2/6 or 33%.


Elson, Diane. The Value Theory of Labour. In Value: The Representation of Labour in Capitalism (Radical Thinkers). Verso (republished September 1, 2015)

Harvey, David. The Limits to Capital. Verso (2006), amazon

Marx, Karl.
- A Contribution to the Critique of Political Economy (1859)
- Capital Vol 1, Chapter 1 (1867)

Saturday, February 13, 2016

head injury

Recently, I decided to leave Melbourne and head north to work in indigenous schools.

My first choice was Northern Territory since there is now a whole swathe of remote schools there that have introduced the Zig Engelmann Direct Instruction approach, imported into Australia by Noel Pearson and first implemented in a handful of Cape York schools. I wrote a report about this method in 2012: Direct Instruction observations at Djarragun College

Fate and luck intervened. I was offered a great job at Djarragun College, near Cairns, and decided to accept.

In the meantime I had booked a flight to Adelaide and went ahead with it.

The unusual headaches started on Monday 1st February and although not severe they weren't going away. So eventually I visited a doctor and he suggested a CT scan.

This revealed a chronic subdural haematoma which requires an operation. The problem is that blood has leaked into the brain cavity which puts pressure on the brain. The surgeon drilled some small holes in my head and then I had to lie flat on my back for 48 hours to drain out the old (motor oil) blood. I'm an active person so lying flat for 48 hours was the hardest thing for me about the whole procedure. I had the operation at the Royal Adelaide on Monday 8th and was discharged on Thursday 11th.

I'm still going to Djarragun but my start has been delayed to March 7th

The surgeon and nurses at the Royal Adelaide were brilliant. I'm reminded that we have a great medical system in Australia for urgent cases, even though waiting times could be improved for non urgent cases. Many thanks for the support I've received from friends and family during my brief hospital stay.

The first pic shows me still smiling straight after the operation.

The two other pics show the stapled wounds on the day of my discharge.

Reference: Chronic subdural haematoma in the elderly

Some points from this article which relate to my situation:
  • Presenting features in my case: headaches, drowsiness
  • Risk factors cerebral atrophy in the elderly, increasing space between the brain and the skull by 6-11% of total intracranial space. This stretches and can rupture the bridging veins and they haemorrhage into the subdural space. A history of head injury is absent in 30-50% of cases
  • Complications - recurrence can occur within 4 days to 4 weeks but this appears to be associated with inadequate expansion of the brain back into the void where the dead blood was. My surgeon says in my case this is unlikely since my brain has moved back to where is should be. But I won't know for sure until my next CT scan on Thursday 25th February.
  • Update, March 2nd: I had the CT scan on the 29th February and received clearance to fly to Cairns by the neurosurgeons on Tuesday 1st March. My flight is on Thursday 3rd March.

Friday, January 22, 2016

Oxfam report: AN ECONOMY FOR THE 1%

This is my summary of Oxfam's summary. I haven't included their "solutions" since they depend on the collective good will of the wealthy, which is unrealistic. I have read their summary (12pp) but not their full report.
  • 62 individuals have the same wealth as the poorest 3.6 billion people of the world (This figure is reduced from 388 individuals as recently as 2010.)
  • $542 billion – the increase in wealth of the richest 62 individuals since 2010
  • 50% the amount of the global wealth increase since 2000 received by the top 1%
  • $1 trillion – the fall in wealth of the poorest 3.6 billion people since 2010 (a drop of 41%)
  • Since 2000, the poorest half of the global population received only 1% of the increase in global wealth
  • $3 rise in the average annual income of the poorest 10% of people in the world

1) Apologists for the status quo claim that concern about inequality is driven by ‘politics of envy’. They often cite the reduction in the number of people living in extreme poverty as proof that inequality is not a major problem. But this is to miss the point. As an organization that exists to tackle poverty, Oxfam is unequivocal in welcoming the fantastic progress that has helped to halve the number of people living below the extreme poverty line between 1990 and 2010. Yet had inequality within countries not grown during that period, an extra 200 million people would have escaped poverty. That could have risen to 700 million had poor people benefited more than the rich from economic growth.

2) Rising economic inequality also compounds existing inequalities. The International Monetary Fund (IMF) recently found that countries with higher income inequality also tend to have larger gaps between women and men in terms of health, education, labour market participation, and representation in institutions like parliaments. The gender pay gap was also found to be higher in more unequal societies. It is worth noting that 53 of the world’s richest 62 people are men.

3) One of the key trends underlying this huge concentration of wealth and incomes is the increasing return to capital versus labour. In almost all rich countries and in most developing countries, the share of national income going to workers has been falling. This means workers are capturing less and less of the gains from growth. In contrast, the owners of capital have seen their capital consistently grow (through interest payments, dividends, or retained profits) faster than the rate the economy has been growing. Tax avoidance by the owners of capital, and governments reducing taxes on capital gains have further added to these returns. As Warren Buffett famously said, he pays a lower rate of tax than anyone in his office – including his cleaner and his secretary.

4) Oxfam’s experience with women workers around the world, from Myanmar to Morocco, is that they are barely scraping by on poverty wages. Women make up the majority of the world’s low-paid workers and are concentrated in the most precarious jobs. Meanwhile, chief executive salaries have rocketed. CEOs at the top US firms have seen their salaries increase by more than half (by 54.3%) since 2009, while ordinary wages have barely moved. The CEO of India’s top information technology firm makes 416 times the salary of a typical employee there. Women hold just 24 of the CEO positions at Fortune 500 companies.

5) A powerful example of an economic system that is rigged to work in the interests of the powerful is the global spider’s web of tax havens and the industry of tax avoidance, which has blossomed over recent decades. It has been given intellectual legitimacy by the dominant market fundamentalist world view that low taxes for rich individuals and companies are necessary to spur economic growth and are somehow good news for us all. The system is maintained by a highly paid, industrious bevy of professionals in the private banking, legal, accounting and investment industries. 6It is the wealthiest individuals and companies – those who should be paying the most tax – who can afford to use these services and this global architecture to avoid paying what they owe. It also indirectly leads to governments outside tax havens lowering taxes on businesses and on the rich themselves in a relentless ‘race to the bottom’.

6) In the garment sector, firms are consistently using their dominant position to insist on poverty wages. Between 2001 and 2011, wages for garment workers in most of the world’s 15 leading apparel-exporting countries fell in real terms. The acceptability of paying women lower wages has been cited as a key factor in increasing profitability. The world turned its attention to the plight of workers in garment factories in Bangladesh in April 2013, when 1,134 workers were killed when the Rana Plaza factory collapsed. People are losing their lives as companies seek to maximize profits by avoiding necessary safety practices. Despite all the attention and rhetoric, buyers’ short-term financial interests still dominate activities in this sector, as reports of inadequate fire and safety standards persist.

7) Inequality is also compounded by the power of companies to use monopoly and intellectual property to skew the market in their favour, forcing out competitors and driving up prices for ordinary people. Pharmaceutical companies spent more than $228m in 2014 on lobbying in Washington. When Thailand decided to issue a compulsory licence on a number of key medicines – a provision that gives governments the flexibility to produce drugs locally at a far lower price without the permission of the international patent holder – pharma successfully lobbied the US government to put Thailand on a list of countries that could be subject to trade sanctions.

Full Oxfam reports here includes full report, summary and methodology

Wednesday, January 20, 2016

The commodity perspective of value

(updated Jan 21, February 24, 25 2016)
The commodity perspective of value: use value, exchange-value and value

Marx begins his mature analysis of capitalism (A Contribution to a Critique of Political Economy, 1859) with the commodity as a simple thing or abstraction which contained the germ of the capitalist contradiction between use value and value on which the whole of his argument could be built. See notes at the end which outlines the timeline of this evolution in Marx's thought.

A commodity is a useful thing (a use value) for others (not the producer, since they produce commodities in bulk), a social use value, which is the product of labour (which creates value) and is transferred to another person by exchange in a marketplace. So commodities have both a use value and an exchange value)

Use value is a natural form. In any society (capitalist or pre capitalist) labour is used to make useful things, starting from natural raw materials. Use values are independent of the amount of labour. They are realised only by consumption. They constitute the source of all wealth.

But value or exchange value is not natural, it is a creature of capitalism. Value is an emergent (historically contingent) social form specific to capitalist commodity exchange. Value is an emergent social form which takes on a universal material form (gold, money).

It is just that we are so used to shopping that exchange value feels natural. But Marx imagined a future society, communism, where there was no scarcity and people simply take what they needed from a public pool. In communist society the needs of people come first. Value and its forms, money, and its measurement (socially necessary labour time) have withered away.

Back to capitalism. Value is measured by the quantity of human labour added to the commodity. If productivity increases due to improved technology then the value or cost of the product should decline proportionately. eg. Power looms in England in Marx's time doubled productivity and so the cost of cloth produced by yarn should have halved.

Marx talks about materialized or crystallized or embedded or congealed or abstract human labour adding value to a commodity. Abstract here means general or simple labour. Contrast abstract with concrete, which means a particular type of labour. For example, teaching or engineering is concrete, particular labour. Abstract labour is reducing all the different types of labour to a common type. Marx assumes this can be done without going into detail of how to do it.

But a commodity cannot be dissected to find the elements that makes it exchangeable. Exchange values do not contain one atom of use value. Value is a social reality. It is a social form. It's very existence depends of the capitalist marketplace where commodities (another social form) are exchanged.

Value and exchange value are more like a mirror. A commodity has to see another commodity (or money) before an exchange can take place. This is a social process. Moreover, socially necessary labour time can't be measured at the point of production. If a commodity is not sold or exchanged then it doesn't have value.

But the mirror metaphor makes the embedded crystals of labour approach seem contradictory or absurd. How can value be added to a commodity, through labour, on the one hand and yet only be discerned through comparison with another commodity on the other? The commodity has a dual nature. We have to adapt our thinking to incorporate this dialectic, to hold contradictory images of a concept in our minds. The source of this is Hegelian dialectics which is used extensively in Marx's method.

Some people have tried to imagine life without money. Can you imagine life without commodities? There is a difference between commodities and products! Products are things made for use in any society. Commodities are made for sale. They are part of capitalist society. It could be said that commodities create capitalism. As such they have both a use value and an exchange-value. To us they are as normal as going shopping. But the contradiction between use value and exchange-value has enormous implications. Marx had the imagination to grasp this.

In primitive society people produce mainly for their own needs and not for others. There is very little exchange. From a historical perspective you could say that a use value slowly struggles to achieve a recognition of value (which is seen as exchange-value in the exchange process and which is theorised to be abstract human labour by Marx). At that point historically, as the market develops, the use value becomes a commodity. Commodity production arrives big time when products are produced in bulk for the purpose of exchange. The producer has no personal need for those products, s/he produces them to sell them.

What a commodity is not

When a peasant produced quit-rent-corn for a feudal lord he is make a product but not a commodity because exchange is not involved. To become a commodity a product must be transferred to another, whom it will serve as a use-value, by means of exchange. This commodity definition was inserted by Engels into the 4th German edition of Capital (at the end of Chapter 1, section 1) due to this misunderstanding: not everything produced by or consumed by another is a commodity.

A thing can be a use value without having value.

This can happens whenever its utility (usefulness) is not due to labour. eg. air, virgin soil. Land is a major capitalist category. Many forms of production require land. From the point of view of the average worker buying a house and the land it sits on is a major purchase. But land is part of nature, it exists without labour inputs, and so strictly speaking is not a commodity.

It also happens when personal, private production produces use values without producing value. eg. the labour involved in building a cubby for your child or mowing the lawn at home produces use values but is not part of the capitalist marketplace.

Stolen goods are intended commodities which are not paid for and if they are not subsequently sold, by the thief, do not have their value realised. This introduces the case of goods that are produced but not sold due to overproduction, which leads to an economic recession. Are they commodities? By my reading they are commodities in waiting but not true commodities until they are sold and their value is realised.

The difference between exchange-value and value

Early on the distinction between exchange-value and value was not clear to me. I later discovered that Marx did not distinguish between them himself in his earlier important introductory work, A Contribution to the Critique of Political Economy. See Simon Clarke's Reading Notes on Capital in his Publications. Finally, I found a place where he did spell it out in an Appendix he added to the first German edition of Capital at the request of Engels.

In Section 4 of that Appendix Marx says that a commodities “existence as value is revealed by the exchangeability of the body of another commodity” and that “exchange-value is the independent form of appearance of commodity-value”

My understanding of this is that exchange is what we see on the surface (“form of appearance” ) and that value is the underlying category. It was another piece of what felt like a jigsaw puzzle, put into place.

Note on Marx's timeline about starting with the commodity

1857- Marx began Grundrisse (Rough Draft). This wasn't published until 1939-41 in German (limited edition), then 1953 (German fuller version) and 1973 in English (Martin Nicolaus translation)

In Grundrisse the sequence goes like this: money → Capital → Surplus value → Circulation process of Capital → theories of surplus value → profit → Value (this section to be brought forward)

1859 In A Contribution to a Critique of Political Economy (published), Marx does begin with the commodity

1861-5 Capital volume one was written and then published in 1867

(part 3, to be continued)

Monday, January 18, 2016

unpacking the value suitcase

Clarifying the meaning of and distinguishing between the words: value, wealth, quality and money

Suitcase words: Marvin Minsky (The Emotion Machine) has coined this marvellous term to describe words that are not clearly defined and mean different things to different people. For example, Consciousness is a suitcase word. It can mean unifier, self awareness, identity, animator of the mind, provider of meaning, detector of feelings. It refers to many different mental activities that don’t have a single cause or origin. In part Minsky’s book is about the need to create a new vocabulary in order to discuss the workings of the mind.

So, let us discuss the value suitcase. Over the years it has become a very large suitcase with many thousands of words devoted to different interpretations of value theory resulting in a tangled mass of incoherent vocabulary.

I start with the folk perspective because what we pick up as the everyday background noise of the meaning of words does influence our understanding when we get around to analysing those words in more detail. We cannot properly acquire new understandings without first subjecting our old understandings to critical scrutiny. No construction, without destruction.

Here are some popular uses of the word value:
  1. Tom is good value, ask him to do the job
  2. That car is good value for money
  3. Gold increases in value during economic recessions
  4. Steve Jobs adds value to Apple shares
  5. The role of a teacher is to add value to their students
  6. It was a valuable experience to attend that Noel Pearson lecture
So, in folk use, value might be used to describe an attribute of a person, a commodity (two examples, car and gold), a business, a process or an experience. In some cases there is a close connection between value and money (sentences 2 and 4) but in other cases it refers to the ability of certain people to successfully transfer their skill to a job of work or to other people. It can also refer to a learning experience. In all of these cases value is a good thing and the more value there is the better.

In Capital, Marx doesn’t start with value. He starts with the commodity and then splits the commodity into something which possesses both use value and exchange value. It turns out later that exchange-value is the form of appearance of value. Exchange value is “observable” in a transaction. For example, one 32GB USB stick = 16 litres of Pura full cream milk. We can equate these values in real life but more realistically in our imagination and it does not have to involve money. Value is the underlying category, an abstraction, a theoretical underpinning of exchange-value.

In Marx’s terms value has a form, a substance and a magnitude. The form of value is its capacity to be exchanged. The substance of value is embedded abstract labour. The magnitude of value is the amount of embedded labour or socially necessary labour time. This thumbnail needs to be discussed in more detail later.

Marx clearly distinguishes between value and use value. For Marx value is a social product (or in his language, a social form). It only exists in a commodity society, a society where products are produced and sold to others. For Marx value does not exist, or only exists in embryonic form, in primitive society where hunters and gatherers are mainly working for themselves. For Marx value is historically contingent whereas use value is not. Use value refers to the properties of products that make them useful. For example, a car is useful for transportation. This is true irrespective of whether it is bought and sold in the marketplace. Marx makes a radical separation between the usefulness of products (true for all social systems) and their value, which is only true for products which are made to be sold in the marketplace. Such products are defined as commodities.

What is the difference between the folk perspective of value and the Marx perspective of value?

Well, Marx mercilessly dissects or interrogates the commodity and teases out a variety of meanings and distinctions (use value, exchange-value, value). For Marx value becomes a central theoretical concept which is complex in its own right, having social form, substance and magnitude. But for Marx a line is drawn between value and use value.

So, looking again at the starting sentences and adding some annotations about what the folk use of value means in each case:
  1. Tom is good value, ask him to do the job (Tom is useful at work of an unspecified character)
  2. That car is good value for money (I am prepared to exchange my money to buy that car)
  3. Gold increases in value during economic recessions (Gold is special for unstated reasons because it is always valuable, even in economic crises)
  4. Steve Jobs adds value to Apple shares (some individuals excel at their value interventions in the capitalist system because of their creative design and marketing skills)
  5. The role of a teacher is to add value to their students (in the “knowledge economy” value can refer to added knowledge too; the teacher transfers their knowledge to their students)
  6. It was a valuable experience to attend that Noel Pearson lecture (an experience can be valuable or personally enriching in its own right)
The folk usage of the word value does either mean or imply the similar concepts which Marx discovers in the commodity (usefulness, exchangeability), adds on a few more (creativity, knowledge transfer, enrichment) and then fuzzily blurs them all together. In folk usage value is a suitcase word. Folks are using the word value as a suitcase whereas Marx is starting with the commodity and meticulously teasing out various meanings in his analysis.

The folk perspective on value and Marx’s perspective also deviate when it comes to labour saving or productivity increasing technology. With technological progress the value of manufactured products decreases. They become cheaper to buy in the marketplace.

I said above in relation to the six introductory sentences which illustrate a variety of usages of value, that:
In all of these cases value is a good thing and the more value there is the better
But now I am pointing out that as technological productivity increases then the value of the manufactured products decreases. That experience is part of popular consciousness. We all know that we possess more products than our parents generation. We possess them because we can afford them since comparable items are cheaper relative to our wages than they used to be. But does the concept of declining value universally enter the popular consciousness?
7) Commodities are cheaper for my generation than previous generations. We’ve never had it so good!
There may be some awareness of this truth but it is not general folk wisdom. Why not?

Well, often prices don’t go down. Rather you buy a fancier equivalent of the commodity you want for the same price. You are getting more value for money but not getting the feeling that things are cheaper in an absolute sense. Windows 10 replaces Windows 9. It really doesn’t do anything different but has a few extra bells and whistles so you end up paying a similar price. In reality, absolutely free alternative operating systems such as Ubuntu are equivalent and better in some ways (no viruses).

Some prices do go up. For example, land, petrol, electricity, internet access in Australia.

It is cheaper to build a house now than previously, due to technological and organisational development. The house is cheaper but the land is often more expensive due to supply and demand for good location.

Petrol prices are subject to the control of a cartel (OPEC)

The price of electricity goes up due to lack of forward planning by governments who don’t build surplus capacity in good time.

The National Broadband Network (NBN) is potentially a good idea but due to government incompetence it is rolled out in a more expensive fashion than is needed.

Environmental costs contribute to rising prices. Once again, governments are generally incompetent in managing these issues,

It is hard to accurately compare our generation with previous generations. This arises from the nature of capitalist development. We have more things but in the main they are different things to our parents possessions. When I grew up we did not own a flush toilet, an electric frig, a TV, a microwave or a computer. They were either invented or became affordable consumer items later. Even the items that are common to both generations differ substantially. Houses and cars are far more sophisticated today, they possess added gadgets and functionality which was not present previously. This rough comparison makes it obvious that the current generation has far more material possessions than previous generations. The value of producing equivalent and / or better commodities has declined over time mainly due to productivity improvements.

What is the difference between value and wealth?

In folk usage wealth may refer to:
8 ) There are a wealth of ideas in the mind of that intellectual
9) James Packer is wealthy (aka filthy rich)
10) Capitalism increases the wealth of society but that wealth is distributed unevenly
If you substitute wealth for value in my original sentences it doesn’t work out. You wouldn’t say:
1′) Tom is good wealth, ask him to do the job
2′) That car is good wealth for money
5′) The role of a teacher is to add wealth to their students
but you could say:
4′) Steve Jobs adds wealth to Apple shares
This is because value means more than the finished product or money. It also means or implies productive labour. Wealth doesn’t fit in those sentences because it usually refers more to the end product or the market value of the end product than the productive labour required to obtain that product.

Marx and his predecessors also distinguished between value and wealth. Wealth is the sum of all use values irrespective of whether they require labour. Hence unadorned natural products, eg. virgin land, are part of wealth but not part of value. In Marx’s terms nature is not a source of value. Marx approved of his predecessor William Petty in distinguishing between labour and nature as sources of wealth:
“Labour is … not the only source of material wealth, ie of the use-values it produces. As William Petty says, labour is the father of material wealth, the earth is its mother.” (Marx, vol 1)
Wealth is the sum of all use values, which are concrete and particular. Wealth originates in both nature and labour. This applies to any society. Value is a creature of capitalism or a society where commodities are exchanged in the market place and display their exchange-value there.

What is the difference between value and quality?

In Marx’s terms value is not metaphysical. By metaphysical I mean broad trans historical concepts which attempt to define meaning in a permanent or grandiose sense. Marx’s analysis is relevant to capitalism, not all of history. Marx is not writing a theory of everything to last for all time but is doing a specific critique of capitalism and classical political economy, the partly correct then existing theories of his predecessors Adam Smith, David Ricardo and others.

It is a different approach to my memory of the sense in which Quality is discussed at length in Pirsig’s Zen and the Art of Motor Cycle Maintenance. I had the sense there that if only the slippery concept of Quality could be grasped then that would be similar to solving the riddle of life itself.

However, folk usage does not always embrace metaphysical texts. In folk usage there is not a clear distinction made between value and quality. If you take the sentences I began with:
1) Tom is good quality, ask him to do the job
2) That car is good quality for money
3) Gold increases in quality during economic recessions
4) Steve Jobs adds quality to Apple shares
5) The role of a teacher is to add quality to their students
6) It was a quality experience to attend that Noel Pearson lecture
For most of them you could substitute the word quality for the word value. It is only in sentence (3) that this substitution does not work. This is because the phenomenon of gold increasing in value during economic recession requires a detailed economic theory to explain it. Even though the sentence is part of folk usage the explanation of that sentence is not.

What is the difference between value and money?

From the original sentences value is measured in money terms in sentences 2 and 4 or at least the connection is clear:
2) That car is good value for money
4) Steve Jobs adds value to Apple shares
In folk terms the value suitcase is much broader than money and encompasses usefulness, creativity and experiences as well.

For Marx value originates from labour and evolves into a universal equivalent, gold money, which further evolves into paper money. But for Marx value is in motion. The capitalist uses money or credit to buy labour and means of production, proceeds to a production process, sells the resultant commodities and finally invests more into the production process in a continual cycle. Value moves through this whole process dynamically.

So value is far more than money in both folk and Marx’s usage but in different ways.

The folk connotation of value is that it is a good thing, that valuable things (people, commodities, experiences) are worth having. This is different from the Marxist understanding, that value is a creature of capitalism an underlying theoretical concept which is the starting point to explain the motion of the whole capitalist system. For Marx, value is the starting point for further analysis and understanding of capitalism.

(part 2, to be continued)