Monthly Archives: December 2010

the folklore of communications and messaging

“If three Americans were dropped from an airplane at 10,000 feet, by the time they had reached the ground they would probably have formed an association and elected themselves president, vice president, and secretary-treasurer,” wrote E. Digby Baltzell years ago. Today, the plummeting Americans would turn themselves into a communications committee and brainstorm “messages” to “get the word out” or “raise awareness” of their plight before they hit the ground.

Messaging is second nature. If you ask kids to pick an issue that concerns them and do something about it, very often they will choose a bad behavior and develop a communications plan against it. They have learned that style of engagement from their elders.

“Strategic communication” (trying to get other people to do something by sending them some kind of message) has its own folklore. We assume that effective messages are short, simple, and memorable. They stress benefits and don’t complicate matters by mentioning any drawbacks. If a message mentions opponents, it disparages them. Ideally, the message comes from famous and cool supporters. The more repetition, the better.

We borrow these techniques from commercial advertising, the medium in which we swim. But commercial advertisers want people to do things that are (1) conceptually simple, (2) available, (3) normally free of organized enemies, and (4) of tangible value. Tropicana, for example, wants us to fork over cash for an available good that affords some pleasure and health benefits and that may have competitors, but that no one is advertising against. To be sure, the value of the Tropicana brand is non-tangible, and the cost of their product may be too high. They address those challenges by appealing to emotions.

Political campaign face a similar situation and borrow most of the same techniques. Like buying orange juice, voting is conceptually simple and available. Most candidates are in zero-sum struggles for votes, a situation that encourages far more negative advertising than we see in the commercial world. Also, the benefits of voting are non-tangible, which is why candidates either resort to nebulous sentiments or try to make their impact appear more concrete than it is. But most of the principles of commercial advertising apply.

The principles apply, too, if you want people to buckle up or not to drink and drive. Those are concrete choices, available to all who have cars in the first place.

But the normal forms of strategic communication cannot work if:

  • What you want people to do is unavailable. Individuals cannot join labor unions if there aren’t any, for example.
  • What you want them to do is complex and requires experience to grasp and to value. For example: “Understand American history” means nothing unless one understands something about American history already.
  • What you want to communicate is complex, ambiguous, or sensitive to context, and a simple message is worse than none.
  • People don’t trust you. OR
  • You can only afford to purchase a tiny slice of the public’s attention, and competing or even contrary messages occupy much more time

Most of the things that I care about–civic engagement, deliberation, literature and the humanities, effective public institutions, social justice–face all of the challenges listed above, which is why I am generally skeptical about the advantages of a “communications” strategy. Organizing and recruiting people to have tangible and rewarding experiences is much more promising.

working-class people versus elites on education

(Dayton, OH) I have been listening to preliminary qualitative research: focus groups of working class adults from several communities (almost all people of color). Asked to discuss “youth,” they identify behavioral problems: violence, crime, lack of respect for adults and for themselves. Asked to propose solutions, they cite family and community, not schools or government. When one of the researchers explicitly asked them about the government, the respondents (in this case, African Americans between 18 and 25) uniformly said that the government was irrelevant. Finally, despite some economic anxiety, many said they were optimistic that young people would have good economic futures because they are savvy about technology.

Meanwhile, there is a whole official debate about youth that focuses on schools (which are government-run or government-funded institutions) and their graduates’ inadequate preparation for economic competition. This is the expert or elite discourse of tests, standards, teacher quality, “the achievement gap,” charters, vouchers, and unions.

A hypothesis: It is bad for progressive politics that core Democratic constituencies do not see the government as the solution to the problems that matter most to them. And the reason they don’t see the government as a solution is that the government has defined a different set of problems from the ones that concern them. That doesn’t mean that working people are right and elites are wrong; but the gap creates a serious problem for both.

Hilary Mantel, Wolf Hall

Wolf Hall was my favorite book of 2010. It is a miraculously sympathetic story about Thomas Cromwell, the man most famous for engineering Henry VIII’s divorce, dissolving the English monasteries, making Henry head of the English church, passing legislation requiring everyone to swear that those acts were just, and executing people who failed to swear. The standard punishment was to be hanged, drawn, and quartered–just about the worst way to go. Yet in Wolf Hall, Cromwell emerges as a practical, reasonable man of the world, trying to hold his family, business, and country together in a humane fashion.

Mantel vividly conjures early 16th-century England. The narration is present-tense, and the environment is economically and unpretentiously but sensuously described. The language is consistently modern. Sometimes, we can presume that we are reading translations of dialogues actually conducted in Latin or French; but even the chatter of English commoners is rendered in modern idioms–heightening the feeling of proximity and naturalness. The narration is third person, and Mantel goes to great lengths to avoid using the proper nouns “Thomas” or “Cromwell.” “He” is the subject of most sentences, or else the narration slips into “free indirect speech” (with Cromwell’s thoughts and style coloring the third-person voice.) At first, the device of avoiding Cromwell’s name confused me. There may be four men in the room, but “he” always refers to the hero. I got used to the technique, which allows Mantel to stay very close to her protagonist’s consciousness without using the first person singular. (For how could Thomas Cromwell write a 21st-century narrative?)

I think there might be a handful of anachronisms in Wolf Hall. At one point, Cromwell observes that Homer’s existence is doubtful, yet my quick scan of recent scholarship suggests that the “Homeric Question” was not raised in Cromwell’s time. (E.g., Philip Ford, “Homer in the French Renaissance“; and Filippomaria Pontani, “From Budé to Zenodotus: Homeric Readings in the European Renaissance.”) The fact that I could find a couple of slips just reinforces the verisimilitude of this long and wide-ranging story.

Above all, it is fun: full of humor, vivid characters, and dramatic events. Representation affords pleasure, as Aristotle noted two thousand years ago. Difficult feats of representative art can be especially pleasurable, and what could be more difficult than to represent the inner state of a long-dead lawyer best known for judicially murdering St. Thomas More? I enjoy representation most of all when the author treats her subjects with affection, and Mantel is humane toward virtually all her creations, even the ones who hate one another.

youth civic engagement and economic development in the Global South

I will be talking later today about this topic. Since I am far from an expert on the subject, I intend to facilitate a conversation rather than lecture. I will put some points on the table for discussion:

1. According to the World Bank (2007), “Today, 1.5 billion people are ages 12–24 worldwide, 1.3 billion of them in developing countries, the most ever in history.” Incorporating that enormous population into political and civic life represents a challenge and an opportunity. (“Civic and political life” means voting, activism, service, belonging to groups, deliberation, careers in the public and nonprofit sectors, production of media and culture–and I would not exclude revolution or war under extreme circumstances.)

2. Among those 1.3 billion young people are many millions who have been involved in criminal gangs or conscripted as child soldiers. The challenges and opportunities are particularly dramatic in those cases.

3. In countries where the age distribution is skewed toward the young, investing adequately in children and teenagers is very difficult. The older generations lack sufficient cash, and even time, to provide for youth when the youth/adult ratio is too high. This is a vast and probably insoluble problem, but it’s important to look for high-impact strategies.

4. From evaluations of youth development programs, we know that when “at risk” young people are given opportunities to deliberate, serve, and act politically, they learn, develop healthy personal behaviors, and integrate successfully into society. A moving example from the United States: On entering YouthBuild, the participants–young American adults without high school diplomas–estimate their own life expectancies at 40, on average. Upon completing the program, they have raised the average estimate to 72: evidence that they have gained a sense of opportunity, optimism, and purpose by working together, building houses and studying and discussing social issues.

5. Older people make political decisions that are far from optimal for youth. They pour public money into retirement benefits and health care at the end of life while under-investing in education and preventive health care. Also, entrenched elites (who are, by definition, older) tend to make corrupt decisions. Many countries are experimenting with “social accountability” as a tool for more equitable and less corrupt policy. That means giving the power to make decisions to citizens, organized in deliberative forums. In some places, youth are specifically included in social accountability. For instance, in Fortaleza, Brazil, 50 young people helped shape the municipal budget (PDF, p. 53). Hampton, VA has created a whole pyramid of engagement for its young people, capped by empowered youth councils. Although I don’t think we yet have evidence that youth participation produces dramatically better social outcomes, that is highly plausible given (1) the persuasive evidence for social accountability, plus (2) examples in which young people have participated effectively in public processes.

6. Other policies that affect youth civic engagement, for better or worse, include: the extent and content of primary and secondary education; conscription and national service (which sometimes includes civilian alternatives); the criminal justice system and how it treats juvenile offenders; and the rules of the electoral system (including when the voting age is set). These policies can be deeply harmful: for example, when young Americans are permanently stripped of the right to vote because of felony convictions. Or they can be helpful–as when universal schooling supports civic learning.

7. There is nothing intrinsically good about youth civic engagement. Fascism was basically a youth movement. But some societies create a healthy dynamic in which young people introduce new energies, interests, and ideas, while older people maintain institutions and transmit values and experience. Other societies discourage constructive engagement, and the consequences are almost always harmful.

French post-War intellectuals: some generalizations

I am reading Richard Wolin’s The Wind from the East: French Intellectuals, the Cultural Revolution, and the Legacy of the 1960s in preparation for his visit to Tufts on Dec. 10. It’s a great story about how almost all famous French intellectuals became Maoists between 1968 and 1974. They knew little about the actual Chinese Cultural Revolution, and their infatuation with a movement that was actually tyrannical, murderous, and conformist paradoxically helped them to move toward the libertarianism of the late 1900s.

Although most of the following points are not explicit themes in Wolin, reading about a large number of post-War French intellectuals suggested some distinctive features that they shared (which set them apart from leading thinkers in the US and Britain).

They were almost all radical critics of their society, political structure, and culture, yet they held extremely privileged positions in state-sponsored institutions. So they might actively favor the Soviet Union and the rebels in Algeria, which were literal enemies of France, while teaching at the École Normale Supérieure, which provided status, leisure, and a comfortable salary at the French taxpayers’ expense. This situation is easy to satirize and has been seriously criticized. There might, however, be some value to state-sponsored “gadflies.”

They were internationally famous, chic or cool, with huge student followings and celebrity status, even though their work tended to be theoretical–with much more metaphysics (or anti-metaphysics) than moving narrative.

Despite their deep disagreements, they formed a dense and closed network. In all times and places, famous people tend to know other famous people. For example, in yesterday’s Times, we read that Christopher Isherwood socialized in Los Angeles with: “W. H. Auden, Aldous Huxley, Alec Guinness, Hope Lange, Marlon Brando, Terence Rattigan, Truman Capote, Francis Bacon, Gore Vidal, Richard Burton, Jane Fonda, Igor Stravinsky, Mick Jagger and Jeanne Moreau.” That’s an impressive list, but it represents a tiny percentage of the world’s cultural figures at the time. Many of those individuals probably did not know one another. In contrast, I suspect that a French post-War intellectual like Louis Althusser or Simone De Beauvoir had direct interactions with every other French intellectual of comparable status. They all lived in the same neighborhoods of one city, and most had been educated in the same small university programs, by the same teachers.

Writing was their job. To be sure, Lacan was a psychoanalyst, Lévi-Strauss collected some field data in Brazil, and Foucault haunted archives and prisons seeking material for his histories. But “the text” and the way it was constructed was their central interest. Because they were writers more than specialists or experts, they could switch genres while maintaining their distinctive styles. Sartre led the way by writing drama, systematic philosophy, literary biography, political polemic, and memoir–all of it immediately recognizable as Sartre’s writing.

They were remarkably subject to fashion. Existentialism, Stalinist communism, structuralism, aestheticism, Maoism and Trotskyism, post-structuralism and deconstruction, identity politics, and human rights rose and fell in quick succession between 1955 and 1975. The major thinkers–people like Sartre, Lévi-Strauss, and Foucault–were relatively independent, and one can explain their development as a result of intellectual struggles and discoveries. But other intellectuals seemed mainly interested in staying current, trendy, and avant-garde. That is how Wolin depicts Julia Kristeva and the influential editor Phillipe Sollers. I was left thinking that these people acted just like experts on fashionable clothing or interior decoration, except that their writing was even more pretentious. They also reminded me of some kind of popular and mean high school clique that arbitrates what is “in” and disparages what isn’t.