KARL MARX AND COMMUNIST CRITICAL

The readings are attached below.

Critical Essay Requirements

This 3 page essay is an exercise in exposition and critique. You will be asked to clearly present an argument that has been defended in an article assigned in the course (you may choose an article we have already covered or look forward to upcoming readings from later in the course). Next you will critique the argument or principle that you have presented. Note: if you do not complete the critical essay, then you won’t be assigned a peer review.

The essay should be at least 3 pages long.  Each essay should contain Parts I-II. You will be asked to clearly present an argument that has been defended in an article assigned in the course (you may choose an article we have already covered or look forward to upcoming readings from later in the course). Next you will critique the argument or principle that you have presented.

Part I.     From and an assigned article for the class, clearly present (explicate) the author’s position and arguments (if the author gives a number of arguments then pick one or two that you consider to be the most central).  Be sure to explain what conclusion(s) they arguing for and what evidence or support they give for their conclusion(s).  Note: this is the most important part of the essay because it lays the groundwork for the rest of the assignment.

Part II.   Give, in your view, the most damaging criticism of the argument or position explicated in Part I.  Be sure to develop your criticism in some detail.  Where exactly does the author go wrong?  What empirical claims (matter of fact claims) do they make that are false if any?  Do not use the shotgun method — don’t briefly mention five or six problems, develop one or two in detail.

More Information:  For more information about writing this sort of paper or essay see p. 64-70 etc. in A. Weston’s A Rulebook for Arguments

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An Example of Good Critical Essay Structure

I.  Review Critical Essay Requirements

The Critical Essay has two parts that are tightly linked.  In Part I an argument (do you know what an argument is???) is presented and defended.  In Part II the argument given in Part I is directly critiqued.  A direct critique attacks a premise (showing it to be false or improbable) of an argument or the validity of an argument (do you know what validity means??).

A.  Possible Overall Structure:

1.  Part I of the Critical Essay:

Here is Smith’s argument for X.

Premise 1.  Such and so is the case.

Premise 2.  This or that is true.

Premise 3.  If such and so is true and this or that is true, then X is true.

Conclusion.  So it follows that X is true.

Discussion of premises and conclusion, what cases does the author give to support the argument, what evidence is given, etc. etc.

2.  Part II of the Critical Essay:

The most damaging problem for Smith’s argument for X is that premise 1 is false, or premise 2 is false, or premise 3 is false, or the argument is invalid (it is not truth preserving — the premises may be true but the conclusion still false).

Here is why I think that premise 1 is false. . . . . . . or premise 2 is false etc. etc.

CLASSIC READINGS IN ECONOMICS

Karl Marx and Friedrich Engels (Marx: 1818-1883)

(Engels: 1820-1895)

Karl Marx is probably the most famous critic of economics, and his legacy changed the course of history. Born in Germany, he moved to England because of political persecution and failure to find a job at home. He could not find a job in Britain either, but with the help of the industrialist Friedrich Engels (another German who was living in Britain), he managed to keep enough money coming in so he could continue his research and writing.

Friedrich Engels was a German who worked in England for his father’s international textile business. He became interested in the condition of the working people of the 1840s and this led him to Marx. Engels collaborated with Marx on The Communist Manifesto (as it is usually referred to) and on other writings—he finished Marx’s Das Kapital (Capital), which was incom- plete at Marx’s death.

In The Communist Manifesto, Marx and Engels survey history, arguing that it is a history of class antagonisms. Then they argue that the proletariat—workers—will become the ruling class under a new economic system—communism. The selection below ends with one of the most famous cries in all literature: “The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite!”

This selection was written in German and translated into English in 1850. This accounts for any awkward grammar and syntax you may notice. One verb that is correctly used for 1848 but is rarely seen in this usage today is “to exercise” (in the first paragraph), meaning “to harass, vex, or worry.”

Karl Marx and Friedrich Engels. 1848 (published in German in 1848; first English transla- tion in 1850). The Manifesto of the Communist Party.

Selections from “Manifesto of the Communist Party”

A spectre is haunting Europe—the spectre of Communism. All the Powers of old Europe have centered into a Holy Alliance to exercise this spectre; Pope and Czar, Metternich and Guizot, French Radicals and German police-spies.

Where is the party in opposition that has not been decried as communistic by its opponents in power? Where the opposition that has not hurled back the branding reproach of Communism against the more advanced opposition parties, as well as against its reactionary adversaries?

Two things result from this fact.

I. Communism is already acknowledged by all European Powers to be itself a Power.

II. It is high time that Communists should openly, in the face of the whole world, publish their views, their aims, their tendencies, and meet this nursery tale of the Spectre of Communism with a Manifesto of the party itself.

To this end, Communists of various nationalities have assembled in London and sketched the following Manifesto, to be published in the English, French, German, Italian, Flemish, and Danish languages.

 

 

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INTRODUCTION

I. Bourgeois and Proletarians

The history of all hitherto existing society is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in

a word, oppressor and oppressed, stood in constant opposition to one another, carried on unin- terrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes.

In the earlier epochs of history we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patri- cians, knights, plebeians, slaves; in the middle ages, feudal lords, vassals, guild-masters, jour- neymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.

The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppres- sion, new forms of struggle in place of the old ones.

Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature; it has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other: Bourgeoisie and Proletariat.

From the serfs of the Middle Ages sprang the chartered burghers of the earliest towns. From these burgesses the first elements of the bourgeoisie were developed.

The discovery of America, the rounding of the Cape, opened up fresh ground for the rising bourgeoisie. The East Indian and Chinese markets, the colonization of America, trade with the colonies, the increase in the means of exchange and in commodities generally, gave to com- merce, to navigation, to industry, an impulse never before known, and thereby, to the revolu- tionary element in the tottering feudal society, a rapid development.

The feudal system of industry, under which industrial production was monopolized by close guilds, now no longer sufficed for the growing wants of the new market. The manufacturing system took its place. The guild-masters were pushed on one side by the manufacturing middle class; division of labor between the different corporate guilds vanished in the face of division of labor in each single workshop.

Meantime the markets kept ever growing, the demand ever rising. Even manufacture no longer sufficed. Thereupon, steam and machinery revolutionized industrial production. The place of manufacture was taken by the giant Modern Industry, the place of the industrial middle class, by industrial millionaires, the leaders of whole industrial armies, the modern bourgeois.

Modern industry has established the world-market, for which the discovery of America paved the way. This market has given an immense development to commerce, to nagivation, to communication by land. This development has, in its turn, reacted on the extension of industry; and in proportion as industry, commerce, navigation, railways extended, in the same proportion the bourgeoisie developed, increased its capital, and pushed into the background every class handed down from the Middle Ages.

We see, therefore, how the modern bourgeoisie is itself the product of a long course of development, of a series of revolutions in the modes of production and of exchange. . . .

The charges against Communism made from a religious, a philosophical, and generally, from an ideological standpoint, are not deserving of serious examination.

Does it require deep intuition to comprehend that man’s ideas, views, and conceptions, in one word, man’s consciousness, changes with every change in the conditions of his material existence, in his social relations, and in his social life?

What else does the history of ideas prove than that intellectual production changes in char- acter in proportion as material production is changed? The ruling ideas of each age have ever been the ideas of its ruling class.

When people speak of ideas that revolutionize society they do but express the fact that within the old society the elements of a new one have been created, and that the dissolution of the old ideas keeps even pace with the dissolution of the old conditions of existence.

 

 

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CLASSIC READINGS IN ECONOMICS

When the ancient world was in its last throes the ancient religions were overcome by Chris- tianity. When Christian ideas succumbed in the eighteenth century to rationalist ideas, feudal society fought its death-battle with the then revolutionary bourgeoisie. The ideas of religious liberty and freedom of conscience merely gave expression to the sway of free competition within the domain of knowledge.

“Undoubtedly,” it will be said, “religious, moral, philosophical, and judicial ideas have been modified in the course of historical development. But religion, morality, philosophy, political science, and law, constantly survived this change.”

“There are, besides, eternal truths, such as Freedom, Justice, and so forth, that are com- mon to all states of society. But Communism abolishes eternal truth, it abolishes all religion and all morality, instead of constituting them on a new basis; it therefore acts in contradiction to all past historical experience.”

What does this accusation reduce itself to? The history of all past society has consisted in the development of class antagonisms, antagonisms that assumed different forms at different epochs.

But whatever form they may have taken, one fact is common to all past ages—namely, the exploitation of one part of society by the other. No wonder, then, that the social consciousness of past ages, despite all the multiplicity and variety it displays, moves within certain common forms, or general ideas, which cannot completely vanish except with the total disappearance of class antagonisms.

The Communist revolution is the most radical rupture with traditional property-relations; no wonder that its development involves the most radical rupture with traditional ideas.

But let us have done with the bourgeois objections to Communism. We have seen above that the first step in the revolution by the working class is to raise the

proletariat to the position of ruling class, to win the battle of democracy. The proletariat will use its political supremacy to wrest, by degrees, all capital from the

bourgeoisie, to centralize all instruments of production in the hands of the state,—that is, of the proletariat organized as a ruling class; and to increase the total productive forces as rapidly as possible.

Of course, in the beginning, this cannot be effected except by means of despotic inroads on the rights of property, and on the conditions of bourgeois production; by means of measures, therefore, which appear economically insufficient and untenable, but which in the course of movement outstrip themselves, necessitate further inroads upon the old social order, and are unavoidable as a means of entirely revolutionizing the mode of production.

These measures will of course be different in different countries. Nevertheless in the most advanced countries the following will be pretty generally appli-

cable:

1. Abolition of property in land and application of all rents of land to public purposes. 2. A heavy progressive or graduated income tax. 3. Abolition of all right of inheritance. 4. Confiscation of the property of all emigrants and rebels. 5. Centralization of credit in the hands of the state, by means of a national bank with state

capital and an exclusive monopoly. 6. Centralization of the means of communication and transport in the hands of the state. 7. Extension of factories and instruments of production owned by the state; the bringing

into cultivation of waste lands, and the improvement of the soil generally in accordance with a common plan.

8. Equal liability of all to labor. Establishment of industrial armies, especially for agricul- ture.

 

 

23

INTRODUCTION

9. Combination of agriculture with manufacturing industries; gradual abolition of the dis- tinction between town and country by a more equable distribution of the population over the country.

10. Free education for all children in public schools. Abolition of children’s factory labor in its present form. Combination of education with industrial production, and so forth.

When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the hands of a vast association of the whole nation, the public power will lose its political character. Political power, properly so called, is merely the organization power of one class for oppressing another. If the proletariat during its contest with the bourgeoi- sie is compelled, by the force of circumstances, to organize itself as a class, if, by means of a revolution, it makes itself the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms, and of classes generally, and will thereby have abolished its own supremacy as a class.

In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association in which the free development of each is the condition for the free development of all. . . .

In short, the Communists everywhere support every revolutionary movement against the existing social and political order of things.

In all these movements they bring to the front, as the leading question in each, the property question, no matter what its degree of development at the time.

Finally, they labor everywhere for the union and agreement of the democratic parties of all countries.

The Communists disdain to conceal their views and aims. They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communistic revolution. The proletarians have nothing to lose but their chains. They have a world to win.

Working men of all countries, unite!

 

 

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