Crowds and Speculation: a Study of Crowd Phenomena in the U.S
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CRITICAL THEORY and AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism
CDSMS EDITED BY JEREMIAH MORELOCK CRITICAL THEORY AND AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism edited by Jeremiah Morelock Critical, Digital and Social Media Studies Series Editor: Christian Fuchs The peer-reviewed book series edited by Christian Fuchs publishes books that critically study the role of the internet and digital and social media in society. Titles analyse how power structures, digital capitalism, ideology and social struggles shape and are shaped by digital and social media. They use and develop critical theory discussing the political relevance and implications of studied topics. The series is a theoretical forum for in- ternet and social media research for books using methods and theories that challenge digital positivism; it also seeks to explore digital media ethics grounded in critical social theories and philosophy. Editorial Board Thomas Allmer, Mark Andrejevic, Miriyam Aouragh, Charles Brown, Eran Fisher, Peter Goodwin, Jonathan Hardy, Kylie Jarrett, Anastasia Kavada, Maria Michalis, Stefania Milan, Vincent Mosco, Jack Qiu, Jernej Amon Prodnik, Marisol Sandoval, Se- bastian Sevignani, Pieter Verdegem Published Critical Theory of Communication: New Readings of Lukács, Adorno, Marcuse, Honneth and Habermas in the Age of the Internet Christian Fuchs https://doi.org/10.16997/book1 Knowledge in the Age of Digital Capitalism: An Introduction to Cognitive Materialism Mariano Zukerfeld https://doi.org/10.16997/book3 Politicizing Digital Space: Theory, the Internet, and Renewing Democracy Trevor Garrison Smith https://doi.org/10.16997/book5 Capital, State, Empire: The New American Way of Digital Warfare Scott Timcke https://doi.org/10.16997/book6 The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism Edited by Marco Briziarelli and Emiliana Armano https://doi.org/10.16997/book11 The Big Data Agenda: Data Ethics and Critical Data Studies Annika Richterich https://doi.org/10.16997/book14 Social Capital Online: Alienation and Accumulation Kane X. -
Lewis Institute Bulletin
LEWIS INSTITUTE BU LLETIN ALU M NI NU M B ER C HIC AGO ULY 1 0 8 , J , 9 T n n t able of C o te s. HE A A E MY E E ME 1 T C D COMM NC NT, 908 TH E LLE E ME E ME T 1 0 CO G COM NC N , 9 8 CLASS ME E TI NGS ; GOV E RNOR WI LLS ON E T RE A D PE AKE R 1 07—1 08 L C U RS N S S , 9 9 I . A L MR . B ON J RNO D ’ E I 1 THE OLD STUDE NTS R UN ON , 908 RE GI STE R OF OLD STUDE NTS . NE CROLOGY Th A d m C mm m e c a e o enc e ent 1908 . y , The Academy Commencement occurred on the evening of June 24 . The P f G E Vi address was delivered by ro essor eorge dgar ncent , A Ph . D . D n F L S , ea of the aculty of rts , iterature , and cience , of the “ T e U C . h P niversity of hicago address , which was entitled laying G h h the ame , was full of sane counsel , and struck a manly note w ic was inspiring to all the young graduates . The A C n -two cademy ertificate was granted to inety students , of - Th h . e w om two thirds were boys list of graduates follows . ACADEMY CERTIFICATE Arthur William Abbott Walter Golden Walter Alexan der Thomas Lloyd Haines Edward Alexander Helen Adelaide Hannan Harry Arthur Atwater Hazel Dean Hapeman Malcolm Bacon Nancy Harris Harold De Villo Christopher Fanchon Helen Hathaway Bann ister Claude Sprague Healy Robert Bauerle Herbert Hedman Clarence Scott Bickn ell Edith Adelia Hewett Main Rosseau Bocher George Hildebrandt Frank Harold Booth Katherine Marion Holden Florence Carolin e Brett Clara Louise Hood Howard Fletcher Burn s Mildred E stelle Hooper David Thomas Hugh Campbell Dun das Hun ter Charles Anthony Coda Victor Lee Huszagh Richard Corrin Inger Amala Jacobsen ‘ Martha Emmeline Cox Jennie Charlotte Jacobsen Doris Alice Davey Ethel Grace Jon es Rhoda Ellen Dick Charles B ohumel Kazda Jacob Crawford Donaldson Arthur Kemn itz Victor Dorzeski Arthur Kimbell Fred David Dunn Edward Klamt Warren Brooks Eldred Chester Warren Kniffen Frank Feely Sophie Loed in g Ignac Stanislaus Filip William Lorenzen 3 4 E W S ST TUTE BU E T L I IN I LL IN . -
Classical Crowd Psychology, Ideology and the Social Identity Approach
Contemporary understanding of riots: classical crowd psychology, ideology and the social identity approach Article (Accepted Version) Stott, Clifford and Drury, John (2016) Contemporary understanding of riots: classical crowd psychology, ideology and the social identity approach. Public Understanding of Science, 26 (1). pp. 2-14. ISSN 0963-6625 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/id/eprint/60239/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the URL above for details on accessing the published version. Copyright and reuse: Sussex Research Online is a digital repository of the research output of the University. Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available. Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. http://sro.sussex.ac.uk Contemporary understanding of riots: classical crowd psychology, ideology and the social identity approach. -
A Century of Social Psychology: Individuals, Ideas, and Investigations GEORGE R
1 A Century of Social Psychology: Individuals, Ideas, and Investigations GEORGE R. GOETHALS ^ f INTRODUCTION This chapter tells an exciting story of intellectual discovery. At the start of the twentieth century, social psy- chology began addressing age-old philosophical questions using scientific methods. What was the nature of human nature, and did the human condition make it possible for people to work together for good rather than for evil? Social pschology first addressed these questions by looking at the overall impact of groups on individuals and then began to explore more refined questions about social influence and social perception. How do we understand persuasion, stereotypes and prejudice, differences between men and women, and how culture affects thoughts and behavior? In 1954, in his classic chapter on the historical govem themselves. In The Republic, Plato argued that background of modem social psychology, Gordon men organize themselves and form governments Allport nominated Auguste Comte as the founder because they cannot achieve all their goals as of social psychology as a science. He noted that individuals. They are interdependent. Some kind of Comte, the French philosopher and founder of social organization is required. Various forms emerge, positivism, had previously, in 1839, identified depending on the situation, including aristocracy, sociology as a separate discipline. In fact, sociology oligarchy, democracy, and tyranny. Plato clearly did not really exist, but Comte saw it coming. favored aristocracy, where the wise and just govern, Allport notes that 'one might say that Comte and allow individuals to develop their full potential. christened sociology many years before it was Whatever the form, social organization and govem- born' (Allport, 1968: 6). -
Rice and the Swc
TION OF RICE ALUMNI VOLUME 40, NUMBER 3 FEBRUARY—MARCH 1984 RICE AND THE SWC ngui lowi INSIDE: Cuthbertson Interviews Hobby The Strange Case of William Sidis 1984 Self Study Preliminary Report FEB.-MAR. 1984, VOL. 40/6 Full-Time Hobby BY GILBERT M. CUTHBERTSON 4 Popular Rice political science pro essor Gilbert "Doc C" Cuthbertson interviews Texas Lieuten- EDITOR ant Governor William P HobbV, Jr. '53 about Rice, Austin, and what the future may hold. Virginia Hines '78 SCIENCE EDITOR The Strange Case of William Sidis 6 B.C. Robison Billed as the "world's youngest professor" when he came to study and teach at Rice in 1915, DESIGN "boy wonder" Sidis died 30 years later in obscurity. Now, as several books by or about Sidis are Carol Edwards about to make a belated appearance, his contributions are finally being reevaluated. PHOTOGRAPHER Pam Morris BY LINDA PHILLIPS DRISKILL '61 STUDENT ASSISTANTS On Being Rice . 8 Grace Marie Brown '84 Every ten years, virFien committees of administration, faculty, staff, students, and alumni sit Joan Hope '84 down to evaluate the university, feedback from the greater Rice community is vital. Here we offer preliminary conclusions and encourage readers to let committee chairmen know how OFFICERS OF THE ASSOCIATION OF RICE ALUMNI they feel about the state of the university in 1984. President, Joseph F. Reilly, Jr. '48 President-Elect, Harvin C. Moore, Love It or Leave It 10 1st Vice-President, Carl Morris '76 etbc Once again the old question is raging: should Rice throw in the towel in the Southwest Confer- 2nd Vice-President, Carolyn Devi ccahuoslae ence? In this issue professors James Castarieda and Harold Rorschach spell out the pros and Treasurer, Jack Williams '34 in his cons of keeping a Division I football team in Rice Stadium. -
1 Copyright 2004 by the American Sociological Association Section on the History of Sociology
A BRIEF CENTENNIAL BIBLIOGRAPHY OF RESOURCES ON THE HISTORY OF THE AMERICAN SOCIOLOGICAL SOCIETY/ASSOCIATION1 Compiled by the Centennial Bibliography Project Committee2 American Sociological Association Section on the History of Sociology ELEBRATING THE CENTENNIAL OF THE AMERICAN SOCIOLOGICAL ASSOCIATION provides the ritual occasion and reinforces the intellectual rationale for collectively exploring our Cprofessional and organizational roots. To guide us on our way, we have compiled a brief bibliography of relevant materials and exemplars that explicate the early history of the American Sociological Society and – to some degree – its subsequent evolution (the line separating “history” from “current events” is not always easily drawn). Practicing extreme parsimony, we have intentionally excluded literally thousands of otherwise important and instructive published works that focus primarily on specific departments of sociology, the ideas and accomplishments of individual sociologists, the development of sociological theories, the general intellectual history of the discipline as a whole, and myriad other matters of obvious historical and disciplinary interest. We hasten to add, however, that the structure and practical scope of a much more inclusive bibliography is now under consideration and is soon to be implemented. In the interim, we provide here a small down payment: a narrowly defined set of references for selected articles – and still fewer monographs – that specifically address, in various ways, the founding era and subsequent evolution of the American Sociological Society as a professional organization. To these citations, we add lists of relevant journals, abstracts, indexes and databases, and append the locations of archival deposits for the first ten presidents of the American Sociological Society, with the hope of encouraging ever more scholarship on the early history of the ASS/ASA per se.3 Corrections and suggested additions to this bibliography, focused specifically on the history of the ASS/ASA, are welcomed by the committee. -
Chapter 17: Social Change and Collective Behavior
CHAPTER 17 SocialSocial ChangeChange andand CollectiveCollective BehaviorBehavior 566 U S Your Sections I Sociological N Imagination 1. Social Change G 2. Theoretical Perspectives on Social Change hen you see photos or films showing the Plains Indians of the 3. Collective Behavior WOld West—Sioux, Crow, and so forth—what do you think about the culture 4. Social Movements of those Native Americans? If you’re like most of us, you may assume that it had re- mained unchanged for many centuries—that these people dressed and acted in exactly Learning Objectives the same way as their ancestors. We often assume that nonindustrial soci- eties such as these stand still over time. After reading this chapter, you will be able to Actually, though, sociology teaches us that change comes to all societies. Whether by ❖ illustrate the three social processes that borrowing from other cultures, discovering contribute to social change. new ways of doing things, or creating inven- ❖ discuss how technology, population, nat- tions that ripple through society, all peoples ural environment, revolution, and war experience social change. cause cultures to change. Let’s return to the example of the Plains Indians. You may picture these tribes as ❖ describe social change as viewed by the fierce, buffalo-hunting warriors. Perhaps im- functionalist and conflict perspectives. ages of Sitting Bull and Crazy Horse astride ❖ discuss rumors, fads, and fashions. fast horses attacking Custer come to mind, ❖ compare and contrast theories of crowd leading you to think that their ancestors for centuries had also ridden horses. In fact, behavior. horses were a relatively recent introduction ❖ compare and contrast theories of social to Plains Indian culture in the 1800s. -
Centennial Bibliography on the History of American Sociology
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Department, Faculty Publications Sociology, Department of 2005 Centennial Bibliography On The iH story Of American Sociology Michael R. Hill [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/sociologyfacpub Part of the Family, Life Course, and Society Commons, and the Social Psychology and Interaction Commons Hill, Michael R., "Centennial Bibliography On The iH story Of American Sociology" (2005). Sociology Department, Faculty Publications. 348. http://digitalcommons.unl.edu/sociologyfacpub/348 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Department, Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Hill, Michael R., (Compiler). 2005. Centennial Bibliography of the History of American Sociology. Washington, DC: American Sociological Association. CENTENNIAL BIBLIOGRAPHY ON THE HISTORY OF AMERICAN SOCIOLOGY Compiled by MICHAEL R. HILL Editor, Sociological Origins In consultation with the Centennial Bibliography Committee of the American Sociological Association Section on the History of Sociology: Brian P. Conway, Michael R. Hill (co-chair), Susan Hoecker-Drysdale (ex-officio), Jack Nusan Porter (co-chair), Pamela A. Roby, Kathleen Slobin, and Roberta Spalter-Roth. © 2005 American Sociological Association Washington, DC TABLE OF CONTENTS Note: Each part is separately paginated, with the number of pages in each part as indicated below in square brackets. The total page count for the entire file is 224 pages. To navigate within the document, please use navigation arrows and the Bookmark feature provided by Adobe Acrobat Reader.® Users may search this document by utilizing the “Find” command (typically located under the “Edit” tab on the Adobe Acrobat toolbar). -
Acceleration and Enrichment: Drawing the Base Lines for Further Study
1 ACCELERATION AND ENRICHMENT: DRAWING THE BASELINES FOR FURTHER STUDY Sanford J. Cohn THE CONTROVERSY IN PERSPECTIVE For nearly forty years prior to 1970, the acceleration versus enrichment argument lay dormant as far as the public was concerned. The Great Depression had eliminated the prerogative for public-interested disagreement for all but a few educational and psychological investigators. Before that time, however, there had been proponents of educational acceleration and others who favored enrich- ment. Each group considered its own a singularly appropriate underlying strategy for educating intellectually gifted youngsters. But with few jobs waiting for graduates after 1929, there seemed to be no reason or purpose even for brilliant students to finish their formal schooling. In the ensuing absence of public debate, the unrivaled assumptions implied, and even voiced, by advocates for enrich- ment became entrenched firmly in the nation’s public consciousness. Some of these assumptions were clear expressions of the mythology that had developed in regard to great intellectual talent and precocity. ‘‘Early ripe, early rot’’ was but one epigram that encouraged educators of the mid-1900s to suppress actively the rapid intellectual development experienced by some youths. Parents of such children were counseled to avoid even considering accelerative educational plans for their children. The price one ‘‘surely’’ would have to pay for moving more rapidly through the educational lock step than did one’s age mates washis or her ‘‘social and emotional adjustment.’’ Counselors predicted lives characterized by loneliness and despair for these children if they chose to skip a grade in school or even to move ahead more quickly in certain subjects. -
Anthropology and the Racial Politics of Culture
ANTHROPOLOGY AND THE RACIAL POLITICS OF CULTURE Lee D. Baker Anthropology and the Racial Politics of Culture Duke University Press Durham and London ( 2010 ) © 2010 Duke University Press All rights reserved Printed in the United States of America on acid-free paper ∞ Designed by C. H. Westmoreland Typeset in Warnock with Magma Compact display by Achorn International, Inc. Library of Congress Cataloging-in-Publication Data appear on the last printed page of this book. Dedicated to WILLIAM A. LITTLE AND SABRINA L. THOMAS Contents Preface: Questions ix Acknowledgments xiii Introduction 1 (1) Research, Reform, and Racial Uplift 33 (2) Fabricating the Authentic and the Politics of the Real 66 (3) Race, Relevance, and Daniel G. Brinton’s Ill-Fated Bid for Prominence 117 (4) The Cult of Franz Boas and His “Conspiracy” to Destroy the White Race 156 Notes 221 Works Cited 235 Index 265 Preface Questions “Are you a hegro? I a hegro too. Are you a hegro?” My mother loves to recount the story of how, as a three year old, I used this innocent, mis pronounced question to interrogate the garbagemen as I furiously raced my Big Wheel up and down the driveway of our rather large house on Park Avenue, a beautiful tree-lined street in an all-white neighborhood in Yakima, Washington. It was 1969. The Vietnam War was raging in South- east Asia, and the brutal murders of Malcolm X, Martin Luther King Jr., Medgar Evers, and Bobby and John F. Kennedy hung like a pall over a nation coming to grips with new formulations, relations, and understand- ings of race, culture, and power. -
Crowd Psychology and American Culture, 1890-1940
"Mental Epidemics": Crowd Psychology and American Culture, 1890-1940 Eugene E. Leach In 1900, disillusioned with high-powered newspaper work and weary of cities, progressive journalist Ray Stannard Baker quit New York and fled to Arizona. Going west to find himself was a gesture of affiliation sanctified by both national myth and his family folklore of pioneer stock ancestry and his father's move west to start over after failing in business. But the Arizona deserts had no power to heal him. In his memoirs he recounted a moment of reckoning with the omnipotence of crowds: he could not forget the congestion that lay just beyond the horizon. For better or worse, to him America was epitomized by suffocating New York: What a different world I knew from that of my ancestors! They had the wilderness, I had crowds. I found teeming, josding, restless cities; I found immense smoking, roaring industries; I found a labyrinth of tangled communication. I found hugeness and evil.1 Baker decided that learning to navigate this world of crowds would be "the prime test" of the modern citizen. E. A. Ross had a grimmer and more intellectualized encounter with crowds. In 1894, he jotted down "thirty-three distinct means by which society controls its members" in a list that became twenty American Journal of Sociology articles and the popular book Social Control (1901).2 Ross' work grew from his assumption, shared with Frederick Jackson Turner, that the closing of the frontier would 0026-3079/92/3301 -005$ 1.50/0 5 inaugurate a difficult new epoch for America. -
Read More About the Dedication and Construction of the Hospital from The
t. inntapolt� outual AFfERNOON EDITION TUESDAY SEPT:EMBER5,1911 PRICE U ELLIOT MEMORIAL HOSPITAL QPENED University _Hos'pitals; An ecOnomic DEDICATE HOSPITAL of the State," and Dr. Richard aIding MINNEAPOLIS DAY BIPLANE FALLS on "Th� Training School for NurSl!S of IN RAIN OR SHINE· University of Minnesota." DRAWS GOOD CROWD AT STATE FAIR Cornerstone is Laid. UnfilVorable Weather Holds Down University Offi�ia]s in �eremonies Aviator Escapes Injury in Acci On the way from the library building to the Early Attendance, but More for Elliot Memorial and Insti I�.. spilal the guests witnessed the ceremony dent Which Wrecks Machine the cornerstone of the new institute Come Later, tute of Anatomy. -One Successful Flight ,n,!elm l. Washington avenue southeast . : ATTENDANCE FIGURES streets. President. Vincent laid Rains caused no change in thc plans of the co"n.",'o'". I 1909 ........ " . 80 072 Unable to control his machine in a shifting University medical faculty for the dedication ceremony the proceded to the Monday, . .... , 1910 ........ " ........ 73,647 wind and with a defective ,engine Frank Qf Elliot Memorial hospit.aJ. and the ceremony President Vincent unveiled the Monday, 1911 Coffyn, a Wright aviator, today fell 100 feet was scheduled to take place regardless of and delivered the keys to the Monday, (paid admis- ... " ........ " ..... 14,609 in front of the state fair grandstand. His weather conditions. The committee on endent. Dr. L. B. Baldl·tin. The sions) . ... 1910 . " ... 31,422 machine was wrecked, but he was uninjured. arrangements lanned to have the ceremony 1�ln"jic.'1faculty and regenls then escorted the Tuesday, noon, ...