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Downloading 24 Old Songs Was Fined 1.92 Million ($80,000Per Song) SILENCE DESCENDS THE EFFECTS OF RISING AUTHORITARIANISM AND FEAR ON CITIZEN ENGAGEMENT by Marc A Brillinger B.A., York University, 1997 B.Ed., York University, 1997 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF INTERDISCIPLINARY STUDIES in The College of Graduate Studies (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) December 2009 © Marc A Brillinger, 2009 ABSTRACT Neutralized by fear, so called first world citizens have failed to react to massive inequalities in the distribution of wealth, or the ongoing reductions in basic freedoms and social justice at home and abroad. The University itself is arguably suffering from this same malaise as powerful interests infiltrate its higher echelons and subvert its public responsibility as “truth tellers and truth seekers.” The apparent inactivity and non-responsiveness of citizens and students to injustice can be partially if not wholly attributed to the systemic and ubiquitous use of fear contained within the intensive influence campaigns undertaken by the authoritarian-infused milieu of politics, economics, and religion now dominant in modern societies. Beginning in the 1950s, research on and application of intense influence tactics began to accelerate. Authoritarianism at both individual and systemic levels in politics, economics and religion, benefited from these advancements in and proliferation of influence techniques. Further, intense influence is easily understood through an examination of common social processes and psychological conditions delivered in specific ways; however, the vast majority of the citizenry remain unaware or unconvinced of the efficacy of these techniques. Subsequently, modern society allowed, even assisted, powerful institutions to successfully subvert public resources for private gain. The ubiquitous use of influence techniques increasingly permeated with attributes of fear not only work to the benefit of those persons and institutions who utilize them for specific purposes, but also, have a cumulative debilitating effect on the citizenry intimidating and eliminating much needed reactions to any and all abuses. Here, I consider the possibility that the aforementioned scenario has nullified long-held assumptions that ever more education, research, information, and knowledge eventually contributes to significant improvements in society. The endless collection and extension of knowledge is probably of little use in a society where generalized fear of imagined repercussions prevents any meaningful transfer of that knowledge into action. I conclude that a critical thinking stance combined with a rapid increase in overall radical (direct) activism is needed to overcome the current malaise—in short, we are in desperate need of heroes. ii TABLE OF CONTENTS ABSTRACT .......................................................................................... ii TABLE OF CONTENTS .................................................................... iii TABLE OF FIGURES ........................................................................ vi ACKNOWLEDGMENTS .................................................................. vii DEDICATION ................................................................................... viii 1. INTRODUCTION ............................................................................ 1 Interdisciplinarity ................................................................................................................ 4 Authoritarianism and Influence ......................................................................................... 5 The Structure ....................................................................................................................... 6 2. LITERATURE REVIEW/lived experience ..................................... 7 Part 1. The Relentless Beast: Authoritarianism .............................................. 7 The Anti-Authoritarian ....................................................................................................... 8 Feel the Real – Public School Blues 1 – pushing the limits ........................................... 8 Feel the Real – Public School Blues 2 – the little boy and the school .......................... 10 The Beast Is Cruel ............................................................................................................. 11 Feel the Real – The Devil in the Basement 1 – higher education ................................ 11 Skeletons In The Closet – Marx, Gramsci, Engels, Weber, Durkeim, Delueze, Foucault .............................................................................................................................. 14 The Teacher ........................................................................................................................ 16 Feel the Real – Public School Blues – there's a gun in her briefcase .......................... 16 Part 2. Influence ............................................................................................... 16 Feel the Real – The Devil in the Basement 2 – primal scream ..................................... 16 That “Brainwashing” Problem ......................................................................................... 20 Feel The Real – they took my mind ................................................................................ 20 The 3D Syndrome .............................................................................................................. 20 1957 DDD Original Research ........................................................................................... 22 iii Six Weapons of Influence .................................................................................................. 22 Eight Themes of Totalism ................................................................................................. 23 The Neurogenetic Complex – Malleable Minds .............................................................. 26 Fear and Dread .................................................................................................................. 27 Repetition, repetition, repetition, repetition, repetition, repetition, repetition, repetition ............................................................................................................................. 29 Damn, It’s Hard To Think Around Here ........................................................................ 30 Feel the Real – The Devil in the Basement 3 – thinking? ............................................ 30 Part 3. The Battle for Children’s Minds – Authoritarianism in Religion, Politics and Economics ..................................................................................... 31 Feel the Real – Jesus Camp – little children can make kings ...................................... 31 Religion and Children: get them when they're young .................................................... 33 Feel the Real – Jesus Camp – it just gets crazier and crazier ...................................... 33 Politics and Children: get them when they're young ..................................................... 35 Economics and Children: get them when they’re young ............................................... 36 Baby First TV and Baby Einstein Video: Dumb and Dumber ..................................... 38 Kasser, Kramer, Ditmar et al. vs Psychology ................................................................. 39 Summary ............................................................................................................ 42 3. RESEARCH .................................................................................... 44 Method ................................................................................................................ 45 Participants ........................................................................................................................ 46 Procedures .......................................................................................................................... 46 Entry into the field .......................................................................................................... 46 Data Sources ................................................................................................................... 46 Data Collection, Analysis and Writing .......................................................................... 48 Results ................................................................................................................ 49 To Think Or Not To Think ............................................................................................... 52 The Change ........................................................................................................................ 54 The Chill ............................................................................................................................. 56 The Steamroller ................................................................................................................. 60 iv We Can Be Heroes ............................................................................................................. 64 Core Category/Theory – Silence Descends ..................................................... 65 Feel the Real – Rancourt: direct action explained (full version) ................................. 66 Discussion ..........................................................................................................................
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