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The Case of Landmark Education Corporation University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 6-14-2007 Communication for Planetary Transformation and the Drag of Public Conversations: The aC se of Landmark Education Corporation Patrick Owen Cannon University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Scholar Commons Citation Cannon, Patrick Owen, "Communication for Planetary Transformation and the Drag of Public Conversations: The asC e of Landmark Education Corporation" (2007). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/654 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Communication for Planetary Transformation and the Drag of Public Conversations: The Case of Landmark Education Corporation by Patrick Owen Cannon A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Communication College of Arts and Sciences University of South Florida Major Professor: Eric M. Eisenberg, Ph.D. Carolyn Ellis, Ph.D. Jane Jorgenson, Ph.D. Marilyn Myerson, Ph.D. Date of Approval: June 14, 2007 Keywords: Abraham Maslow, Politics 3, cults, qualitative methods, focus group, autoethnography, Society of the Spectacle © Copyright 2007, Patrick Owen Cannon DEDICATION I dedicate this to my mother, my father, and Pratt. ACKNOWLEDGMENTS Besides the author, the following three people are the most responsible for the report you are reading. They deserve my heartfelt thanks: My major professor, Dr. Eric M. Eisenberg, for his openness, patience, and incisive comments. My good friend, Dr. Charles Grant, who talked me through the journey from the perspective of someone who had “been there,” and helped me stay focused on the goal. Marilyn K. Babb, whose love provided the support and encouragement to help me complete this project. Great thanks also goes to my wonderful dissertation committee—Drs. Carolyn Ellis, Jane Jourgenson, and Marilyn Myerson—for teaching me, providing valuable insights, and expanding my perspective. TABLE OF CONTENTS List of Tables ...................................................................................................... viii List of Figures.......................................................................................................ix Abstract ................................................................................................................ x Overview: What Do We Know and How Do We Know It? .................................... 1 Part One—Landmark Education Corporation: Public Conversations and Personal Experience ....................................................................................... 4 Prologue—Criminal Intent: Representing Self-Improvement Courses.................. 6 Con-Text .................................................................................................... 6 GraceNote’s Resemblance to Landmark Education Corporation............. 20 Chapter One—Reclaiming Power at the Source: An Autoethnography of the Landmark Forum........................................................................................... 25 Narrative .................................................................................................. 25 Postscript ................................................................................................. 52 Being Unreasonable...................................................................... 55 Enrollment..................................................................................... 56 Inauthenticity................................................................................. 56 Breakthrough................................................................................. 57 Breakdown .................................................................................... 58 The Benefit of Course Assignments.............................................. 58 Asking What If?........................................................................................ 59 Chapter Two—Landmark Education: Capitalist Anomaly? ................................. 60 Dissecting My Pet Frog............................................................................ 60 Background on Landmark Education Corporation ................................... 62 Basic Facts ................................................................................... 62 Secular, Evangelical, Non-Profit.................................................... 65 Secular ............................................................................... 66 Evangelical......................................................................... 66 Non-Profit ........................................................................... 68 Anomaly ............................................................................. 68 Werner Erhard and est.................................................................. 68 Of Puppets and Stories: Erhard’s Influences ................................ 71 i Conclusion ............................................................................................... 75 Chapter Three—A Cynical Interpretation: Ranking Time Magazine’s Construction of Controversy.......................................................................... 76 The Best of est?....................................................................................... 79 Intensifying Landmark’s Weaknesses ........................................... 79 Composition ....................................................................... 80 Repetition ........................................................................... 83 Association......................................................................... 83 Downplaying Landmark’s Strengths.............................................. 86 Omission ............................................................................ 87 Diversion ............................................................................ 90 Confusion ........................................................................... 92 “Facts Have No Meaning; It is the Stories We Concoct out of those Facts that Give Them Meaning.” ........................................................... 92 “Our Rackets,” that is, Ongoing Complaints, are “Killing our Lives.”............................................... 93 “Our Winning Formulas are Really Losing Formulas.” .......................................................... 94 “Be for Each Other like That.” .................................. 94 “People ‘is’ to Death.” .............................................. 95 “Landmark’s Ideas aren’t Meant to Fit Together: ‘The Forum is Holographic. It’s not Linear.’”....... 95 Can Landmark Escape Its (Constructed) Past?....................................... 97 Conclusion ............................................................................................. 101 Chapter Four—Doing Things with Words: A Cult (of Possibility) by Any Other Name ................................................................................................ 102 Competing Cult Constructions: A Contested Terrain ............................. 104 Moderating an Academic Split .................................................... 107 Conflicts of Interest in Research Funding ................................... 108 Cults or New Religious Movements? An Issue of Perception ..... 108 Whom to Believe?....................................................................... 110 Is Landmark Education Corporation a Cult? .......................................... 111 Current Research and Opinion ................................................... 111 Landmark Libel Lawsuits............................................................. 113 Self Magazine................................................................... 114 The Cult Awareness Network ........................................... 114 Dr. Margaret Singer.......................................................... 115 est: A Cult by Any Other Name? ................................................. 115 Wallis: est as “New Religious Movement” ........................ 117 Galanter: est as “Charismatic Group”............................... 118 The Cult Stereotypes Checklist................................................... 135 Religious in Nature ........................................................... 136 ii Strange Beliefs and Behavior ........................................... 136 Authoritarian Power Structure .......................................... 137 Charismatic and Dictatorial............................................... 137 Self-Appointed Leaders on a Special Mission .................. 138 Reverence of Members Directed upon Leaders............... 139 Totalitarian Control of Member Behavior.......................... 140 Ethical Double Standards................................................. 140 Two Sole Purposes: Recruiting Members and Fundraising ................................................................. 141 Innovative and Exclusive.................................................. 150 Significant or Total Devotion of Time and Resources....... 150 Social Isolation ................................................................. 151 “Brainwashed” Members .................................................
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