1 the HEGEMONY of RIVALRY: Mercantilism As the Political

Total Page:16

File Type:pdf, Size:1020Kb

1 the HEGEMONY of RIVALRY: Mercantilism As the Political THE HEGEMONY OF RIVALRY: Mercantilism as the Political Economy of the Rivalry Phase of the Hegemony/Rivalry Cycle Robert A. Denemark1 Visiting Scholar, Arrighi Center for Global Studies, Johns Hopkins University [email protected] Prepared for the Annual Meeting of the International Studies Association, April 2021. KEYWORDS: Gains, Hegemony, Mercantilism, Political Economy, Rivalry INTRODUCTION/ABSTRACT The shift from a period of hegemony to a period of rivalry signals the advance of very different analytical foundations for interaction. We move away from an interval in which powerful actors assure relatively stable rules, seek to benefit from the ensuing cooperative interactions, and allow others to do so as well, albeit unevenly. Actors seek ‘absolute’ gains, which means that each actor should seek to get ahead by taking actions that will allow them to do so without concern for how those actions might also allow others to get ahead. As hegemony declines, we move toward an interval when major actors engage in unfettered competition, using the full range of their resources to acquire the wealth and power necessary to re-organize global processes to suit their interests. During this essentially zero-sum competition, individual states or alliances advance to the degree that others decline. Actors seek ‘relative’ gains. Cooperation and joint benefits should therefore be rare and fragile. In the economic realm, this is generally associated with ‘mercantilism’. Mercantilism is the contentious process that arises among political units of different sizes and scales as they contend for dominance. This contest has a critical internal as well as external focus. Larger scaled units tend to prevail, albeit amid much conflict. Mercantilist ideas about the nature of the state, wealth, specie inflow, and the relevant economic policy toolbox are identified and considered. HEGEMONY AND RIVALRY In 1973 Charles Kindleberger outlined the important role a uniquely powerful lead state could have in keeping the global economy stable and open. Hegemony, not just dominance, was adopted as a topic of concern by scholars from multiple perspectives. Realists (Gilpin 1981; Krasner 1976), neo-liberal institutionalists (Keohane 1984), and world-systems analysis (Wallerstein 1983) all offered arguments. Wallerstein identified hegemony in its recent 1 I am grateful to Kwanok Kim of Keimyung University, Daegu, South Korea, for including me in his research project on 'absolute vs. relative' gains, and Hasan Yonten who is working with us on that project. 1 historical context as the relatively rare outcome of coterminous agricultural, industrial, and financial dominance. This condition allows a single state to acquire sufficient resources to unilaterally establish the rules of the global game. Hegemony contrasts with rivalry. Periods of rivalry are defined by competition among actors to establish rules or norms that serve their interests. Rivalry is not simply the absence of hegemony, in the same way that peace is not just the absence of war. The rise and decline of hegemony are relatively well understood in the world-systems literature, but the logic of rivalry tends to be ignored. Giovanni Arrighi and his colleagues even offered an alternative conception of this cycle that focuses on hegemony alone. The process includes Hegemony: Hegemonic Crisis; Hegemonic Breakdown: New Hegemon (Arrighi and Silver 1999: 122; 180). For Silver and Slater (1999), hegemony re-emerges when new solutions to problems of social disorder are successful. Systemic disorder arises when the dominance of trade and production in the hegemonic state, which tends to widen social and political opportunities as mass employment and growth increase, evolves into a system more dominated by financial interactions. Financial dominance is highly polarizing. Class tensions increase as opportunities dissolve. The virtuous cycle of expansion, increasing wealth, stability, and peace, and further expansion, breaks down. In its place we find a vicious cycle of intra- and inter-state conflict, well-orchestrated hypernationalism, and military tension. Mobilization increases the importance of labor in security-related industries, which contradicts the increased competition for capital. Silver and Slater suggest: “… past hegemonic transitions appear to be moments of escalating social conflict aimed at reaffirming or challenging established status and class hierarchies – an escalation that is intertwined with intensifying interstate and interenterprise competition. In both transitions, social conflict played a double role. On the one hand, it fed into the escalation of interstate and interenterprise competition, speeding the transition from hegemonic crisis to hegemonic breakdown. On the other hand, the intensity and form of social conflict was decisive in shaping the social compacts that emerged in the midst and aftermath of the hegemonic breakdown, and on which the new hegemony would be based” (Silver and Slater 1999:211). This tracing of the rise and decline of hegemonic systems is particularly insightful, but it does not afford the same depth of analysis to the periods and processes of rivalry. First, this conceptualization speaks primarily to great power contenders and thus ignores the vast majority of states. Even some great powers lack any real chance of attaining, or the desire to contest hegemony. Certainly the states of the semi-periphery might play a role in Arrighi’s hegemonic cycle, but they are not usually themselves contenders, nor are the peripheral states. Together these non-contenders constitute a great majority of the world. Second, the socio-political and economic context of these non-contenders is essentially ignored by such a perspective. I argue that with the demise of hegemony and the rise of rivalry the global system itself is altered such that prior rules, expectations, and predicted behaviors no longer obtain. This new environment generates different systemic forces and incentives that the Wallersteinian Hegemony/Rivalry cycle is well placed to address. How has this context has changed? 2 ABSOLUTE vs. RELATIVE GAINS In this paper I will contend that periods of hegemony and periods of rivalry are animated by different concepts of advantage and gain. An understanding of motivations for state action based on perceptions of the value of ‘absolute’ vs. ‘relative’ gains is not new, but this literature has become unproductive and requires some reconceptualization. I tie the ‘gains’ debate to the hegemony/rivalry cycle. I argue that periods of hegemony that are generally understood to facilitate greater cooperation will do so in part because they bring forward a preference for absolute gains. Periods of rivalry that are generally understood to engender greater levels of large-scale conflict will do so in part because they bring forward a preference for relative gains. From this perspective, placement in the hegemony/rivalry cycle will determine perceptions of the value of absolute vs. relative gains, enriching our understanding of both. Students of global politics have long considered the nature of cooperation in the state system. One of the major strands in this discussion is poised as a debate between those who believe that states are rational value maximizers who use cooperative mechanisms to aid in gaining as much absolute wealth and power as they can, and those who believe that states seek relative advantages that allow them to get ahead of erstwhile competitors (basically all other states in the system), even if that means a reduction in absolute levels of well-being. From this perspective, cooperation is generally avoided because states fear that superior gains may accrue to others and be used to support aggression against them (Powell 1991; Grieco et al. 1993:739). Scholars associated with the Realist School of international relations focus on systemic anarchy – a state of governancelessness - as the salient (and fixed) global environmental variable, and the utility of force as the final arbiter of international contention. Realists argue that states must and do seek relative gains – gains that afford them an advantage over others -- even at the cost of reduced overall wealth and/or power. Any alterations that widen the gap in power resources in their favor will be viewed in a positive light. Any alterations that alter a gap that is not in their favor will be viewed negatively. It is not ‘getting ahead’ that matters, but getting relatively farther ahead. Hence actions that reduce one’s own power resources are rational if they reduce the power resources of others by a greater degree. Cooperation, often to reduce transaction costs and allow multiple actors in a system to benefit from various forms of interaction, is viewed with suspicion from a relative gains perspective. If others might be enjoying greater relative gains from a given cooperative interaction, which will be difficult to predict beforehand, then they may eventually use their power to do you harm. Cooperation is therefore tantamount to arming potential future opponents. Fear that others will be advantaged to a greater extent by any cooperative interactions makes cooperation dangerous and less likely. Scholars associated with Neoliberal Institutionalism also accept the essentially anarchic nature of the global system, but view cooperation as both likely and consequential. From this perspective, the wealth of a population is just as important to states as is military security (and wealth and power may be impossible
Recommended publications
  • The 4 Economic Systems What Is an Economic System?
    The 4 Economic Systems What is an Economic System? Economics is the study of how people make decisions given the resources that are provided to them Economics is all about CHOICES, both individual and group choices. We must make choices to provide for our needs and wants. The choices each society or nation selects leads to the creation of their type of economy. 3 Basic Questions Each economic system tries to answer the three basic questions: What should be produced? How it should be produced? For whom should it be produced? How they answer these questions determines the kind of system they have. Four Types of Systems There are four main types of economic systems. The Traditional Economic System The Command Economic System The Market Economic System The Mixed Economic System Each system has its strengths and weaknesses. Traditional Economy In a traditional economy, the customs and habits of the past are used to decide what and how goods will be produced, distributed, and consumed. Each member of society knows from early on what their role in the larger group will be. Jobs are passed down from generation to generation so there is little change in jobs over the generations. In a traditional economy, people are depended upon to fulfill their jobs. If someone fails to do their part, the system can break down. Farming, hunting, and herding are part of a traditional economy. Traditional economies can be found in different indigenous groups. In addition, traditional economies bartering is used for trade. Bartering is trading without money. For example, if an individual has a good and he trades it with another individual for a different good.
    [Show full text]
  • Challenging Mercantilism: the Impact of David Hume on the Evolution of Monetary Thought
    Student Economic Review, Vol. 22, 2008 CHALLENGING MERCANTILISM: THE IMPACT OF DAVID HUME ON THE EVOLUTION OF MONETARY THOUGHT ALEXANDER TOFT Senior Sophister Despite its somewhat irrational and outdated nature, mercantilist sentiment is very much alive today. In times of economic slowdown, it often bubbles to the surface of popular economic discourse, threatening to make an unwelcome return to politics and policy. The spirits of mercantilism and protectionism have always gone very much hand in hand. In this paper, Alexander Toft provides an excellent appraisal of David Hume’s monetary thought, in particular examining his attack on the 17th century mercantilist monopoly over economic discourse. Introduction The history of economic thought can be viewed as a series of ideological battles, and key amongst them must rank the debate surrounding the notion that the government has a role to play in ensuring a more favorable balance of trade – what is commonly called mercantilism. Adam Smith is often credited with initiating this debate when he attacked the concept in The Wealth of Nations (Smith, 1776). However, this paper will examine the work of another original detractor from mercantilist thinking, David Hume. A philosopher and historian first and foremost, Hume was also an eminent economist. This paper will argue that through his analysis of the influence of money on inflation and the balance of payments, Hume played a pioneering role in challenging the mercantilist monopoly on economic thought. He contributed towards the development of an alternative theory which centered on free trade, as opposed to a ‘fear of goods’ and ‘love of money’.
    [Show full text]
  • Ancient Economic Thought, Volume 1
    ANCIENT ECONOMIC THOUGHT This collection explores the interrelationship between economic practice and intellectual constructs in a number of ancient cultures. Each chapter presents a new, richer understanding of the preoccupation of the ancients with specific economic problems including distribution, civic pride, management and uncertainty and how they were trying to resolve them. The research is based around the different artifacts and texts of the ancient East Indian, Hebraic, Greek, Hellenistic, Roman and emerging European cultures which remain for our consideration today: religious works, instruction manuals, literary and historical writings, epigrapha and legal documents. In looking at such items it becomes clear what a different exercise it is to look forward, from the earliest texts and artifacts of any culture, to measure the achievements of thinking in the areas of economics, than it is to take the more frequent route and look backward, beginning with the modern conception of economic systems and theory creation. Presenting fascinating insights into the economic thinking of ancient cultures, this volume will enhance the reawakening of interest in ancient economic history and thought. It will be of great interest to scholars of economic thought and the history of ideas. B.B.Price is Professor of Ancient and Medieval History at York University, Toronto, and is currently doing research and teaching as visiting professor at Massachusetts Institute of Technology. ROUTLEDGE STUDIES IN THE HISTORY OF ECONOMICS 1 Economics as Literature
    [Show full text]
  • The-Great-Depression-Glossary.Pdf
    The Great Depression | Glossary of Terms Glossary of Terms Balanced budget – Government revenues equal expenditures on an annual basis. (Lesson 5) Bank failure – When a bank’s liabilities (mainly deposits) exceed the value of its assets. (Lesson 3) Bank panic – When a bank run begins at one bank and spreads to others, causing people to lose confidence in banks. (Lesson 3) Bank reserves – The sum of cash that banks hold in their vaults and the deposits they maintain with Federal Reserve banks. (Lesson 3) Bank run – When many depositors rush to the bank to withdraw their money at the same time. (Lesson 3) Bank suspensions – Comprises all banks closed to the public, either temporarily or permanently, by supervisory authorities or by the banks’ boards of directors because of financial difficulties. Banks that close under a special holiday declaration and remained closed only during the designated holiday are not counted as suspensions. (Lesson 4) Banks – Businesses that accept deposits and make loans. (Lesson 2) Budget deficit – When government expenditures exceed revenues. (Lesson 4) Budget surplus – When government revenues exceed expenditures. (Lesson 4) Consumer confidence – The relationship between how consumers feel about the economy and their spending and saving decisions. (Lesson 5) Consumer Price Index (CPI) – A measure of the prices paid by urban consumers for a market basket of consumer goods and services. (Lesson 1) Deflation – A general downward movement of prices for goods and services in an economy. (Lessons 1, 3 and 6) Depression – A very severe recession; a period of severely declining economic activity spread across the economy (not limited to particular sectors or regions) normally visible in a decline in real GDP, real income, employment, industrial production, wholesale-retail credit and the loss of overall confidence in the economy.
    [Show full text]
  • Schools of Economic Thought (Pdf)
    SCHOOLS OF ECONOMIC THOUGHT A BRIEF HISTORY OF ECONOMICS This isn't really essential to know, but may satisfy the curiosity of many. Mercantilism Economics is said to begin with Adam Smith in 1776. Prior to that, nobody thought of economics, or markets, as an object of study. It is not that they didn't pay attention to economic matters, it is simply that they didn't think of it in any systematic or coherent manner. It was all just off-the-cuff intuition and policy proposals by a myriad of merchants, government officials & journalists, principally in Britain. It is common to denote the period before 1776 as "Mercantilism". It wasn't a coherent school of thought, but a hodge-podge of varying ideas about improving tax revenues, the value & movements of gold and how nations competed for international commerce & colonies. Mostly protectionist, 'war-minded', and all haphazardly argued. (the principal features of the Mercantilist school are discussed in our "Gains from Trade" handout). There was some opposition to Mercantilist doctrines, notably among French and Scottish thinkers (e.g. Pierre de Boisguilbert, Francois Quesnay, Jacques Turgot and David Hume) Classical School The Enlightenment era (mid-1700s) in Europe brought a new spirit of scientific inquiry. Thinkers began looking to apply scientific principles not only to the physical world, but also to human society. In the same spirit that Sir Isaac Newton 'discovered' the "law of gravity" to explain the interaction of natural forces and decipher how the physical world operates, Enlightenment thinkers began trying to discover the "laws" of human interaction, to explain how human society operates.
    [Show full text]
  • Different Economic Systems Assessment
    Social Studies Assessment Activity #14 DDIIFFFFEERREENNTT EECCOONNOOMMIICC SSYYSSTTEEMMSS Introduction The new cars and trucks have arrived! Should you buy a medium-sized car? As you may know, they are efficient and more economical to operate than a truck. But the new pickups are so flashy, and they offer all the conveniences of a car! Decisions! Decisions! Decisions! Speaking of decisions, can you even afford a new vehicle? If you don’t have enough cash, you’ll have to finance. Financing or borrowing means another monthly payment -- one that could put a damper on your future recreational spending. Perhaps you better think about this further. Making a decision to buy a new vehicle can be difficult and there are several options available. Our “market driven” economy allows privately owned corporations to produce many styles of vehicles to meet the needs and interests of the American consumer. Purchasing a new vehicle means selecting a specific make and model that comes equipped with the latest in “gadgetry.” Additionally, one must select from a wide range of colors. Obviously, purchasing a new vehicle involves more than one decision, but at least we have the freedom to make those choices. Do people living in other countries go through the same process when they consider buying a new vehicle? In some countries they do, in others they don’t. Economic systems differ. As such, making economic decisions in some countries is quite different from economic decisions that are made by Americans. In this activity, you will: Use the resources you have accumulated to write an essay that analyzes the similarities and differences between two economic systems.
    [Show full text]
  • Resources for Teachers." Turning Ideas Into Reality: the Executive Branch Fosters Engineering Excellence." an Institute for Pre-College Science and Social Studies Teachers (West Hartford
    DOCUMENT RESUME ED 337 374 SO 021 299 AUTHOR Pierce, Preston E., Comp. TITLE Resources for TeacherS. "Turning Ideas Into Reality: The Executive Branch Fosters Engineering Excellence." An Institute for Pre-College Science and Social Studies Teachers (West Hartford, Connecticut, February 18-19, 24-26, 1989). Revised. INSTITUTION Ontario County, NY. Div. of Human Services. SPONS AGENCY Hartford Univ., West Hartford, CT. Coll. of Engineering. PUB DATE Feb 91 NOTE 72p.; Support also received from the United States Constitution Bicentennial Commission. PUB TYPE Reference Materials - Bibliographies (131) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Educational Resources; Engineering; Federal Government; *Government Role; High Schools; *Library Materials; Science Education; Social Studies; *Technological Advancement; *United States History IDENTIFIERS *Nineteenth Century ABSTRACT A compilation of resources is provided for those interested in examining action taken by the executive branch of the federal government to foster scientific and engineering excellence in the United States in the nineteenth century. The resources are intended for use by pre-college secondary science and social studies teachers. Each of the resources listed in the bibliography section of the document can be obtained from any typical college library and from most public libraries by making use of interlibrary loans. The resources are divided into seven groups: historical references, reference works, non-print
    [Show full text]
  • Hamilton Project Seeks to Advance America’S Promise of Opportunity, Prosperity, and Growth
    4(% (!-),4/. An Education Strategy to Promote 02/*%#4 Opportunity, Prosperity, and Growth STRATEGY PAPER FEBRUARY 2007 Joshua Bendor, Jason Bordoff, and Jason Furman The Brookings Institution The Hamilton Project seeks to advance America’s promise of opportunity, prosperity, and growth. The Project’s economic strategy reflects a judgment that long-term prosperity is best achieved by making economic growth broad-based, by enhancing individual economic security, and by embracing a role for effective government in making needed public investments. Our strategy—strikingly different from the theories driving economic policy in recent years—calls for fiscal discipline and for increased public investment in key growth- enhancing areas. The Project will put forward innovative policy ideas from leading economic thinkers throughout the United States—ideas based on experience and evidence, not ideology and doctrine—to introduce new, sometimes controversial, policy options into the national debate with the goal of improving our country’s economic policy. The Project is named after Alexander Hamilton, the nation’s first treasury secretary, who laid the foundation for the modern American economy. Consistent with the guiding principles of the Project, Hamilton stood for sound fiscal policy, believed that broad-based opportunity for advancement would drive American economic growth, and recognized that “prudent aids and encouragements on the part of government” are necessary to enhance and guide market forces. THE Advancing Opportunity, HAMILTON Prosperity and Growth PROJECT THE HAMILTON PROJECT An Education Strategy to Promote Opportunity, Prosperity, and Growth Joshua Bendor Jason Bordoff Jason Furman The Brookings Institution FEBRUARY 2007 Abstract This paper discusses a framework for education policy, from early childhood through post-secondary edu- cation, along with major reform ideas consistent with that framework.
    [Show full text]
  • The Counterproductivity of Protectionist Tariffs
    Liberty University Journal of Statesmanship & Public Policy Volume 1 Issue 2 Article 8 January 2021 The Counterproductivity of Protectionist Tariffs David Korn Liberty University Follow this and additional works at: https://digitalcommons.liberty.edu/jspp Part of the American Politics Commons, and the International Relations Commons Recommended Citation Korn, David (2021) "The Counterproductivity of Protectionist Tariffs," Liberty University Journal of Statesmanship & Public Policy: Vol. 1 : Iss. 2 , Article 8. Available at: https://digitalcommons.liberty.edu/jspp/vol1/iss2/8 This Research Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in Liberty University Journal of Statesmanship & Public Policy by an authorized editor of Scholars Crossing. For more information, please contact [email protected]. Korn: The Counterproductivity of Protectionist Tariffs Introduction Protective tariffs have been a part of fiscal policy since the inception of the United States. They have been tried in many historical contexts and stages of technological development. While protective tariffs benefit the protected industries by shielding them from foreign competition, they have consistently damaged domestic economies as a whole, regardless of their implemented setting. Resources that would have been used for improving domestic economies are diverted towards industries less efficient than their foreign competitors. Proponents of protectionist tariffs, like Franklin D. Roosevelt, often claim domestic markets need shielding from unfair competition, but whenever they are implemented, instead of bolstering domestic industry, the U.S. economy is slowed. The Creation of Protectionist Tariffs Early United States history reflects the side effects of protectionist tariffs. As a fledgling country, the U.S.
    [Show full text]
  • Embedded Mercantilism and Open Regionalism: the Crisis of a Regional Political Project
    Third World Quarterly, Vol 24, No 2, pp 339–355, 2003 Embedded mercantilism and open regionalism: the crisis of a regional political project KANISHKA JAYASURIYA ABSTRACT This paper advances the argument that moves towards regional integration need to be understood as ‘regional governance projects’ undertaken by domestic actors and coalitions. Regional political projects—such as open regionalism—have roots in domestic structures, and it is this which defines the broad configuration of the regional political economy. On the basis of this frame- work the paper suggests, first, that the strategy of open regionalism was con- tingent on a particular configuration of power and interests in the domestic and external economy (embedded mercantilism). Second, this system of embedded mercantilism depended on a set of domestic coalitions between tradeable and non-tradeable sectors of the economy. The non-tradeable sector in Southeast Asia was entrenched within a particular system of political patronage. Third, the Asian crisis and other structural changes in the international economy have made these domestic coalitions less sustainable, thereby creating opportunities for new forms of regional governance projects. Strategies of regional integration as political projects Open regionalism, in terms of the conceptual framework advanced in this paper, is not so much a strategy of economic liberalisation as a regional regime of political economy that encompasses a set of institutions, domestic coalitional structures and international strategies. The nature of regional integration in East Asia, it will be argued, needs to be understood in the context of the manner in which domestic structures have underpinned a particular project of regional integration that goes under the rubric of open regionalism.
    [Show full text]
  • JA Economics® Course Overview and Outline
    JA Economics® | Course Overview and Outline Initial JA Economics® Course Release Overview and Outline Spring 2019 Market for Goods JA Economics is a one-semester course that connects high and Services school students to the economic principles that influence their daily lives as well as their futures. It addresses each BANK of the economics standards identified by the Council for Production of Goods and Household Economic Education as being essential to complete a high Services + + Consumer school economics course. Course components equip students to: Market for Labor • Learn the necessary concepts applicable to state and national educational standards • Apply economic reasoning and skills in the world around them • Synthesize elective concepts through a cumulative, tangible deliverable (optional case studies and/or projects) • Demonstrate the skills necessary for future financial literacy pathway success • Integrate College and Career Readiness anchor standards in Reading, Informational Text, Speaking and Listening, and Vocabulary Volunteers engage with students through a variety of activities that includes subject matter guest speaking and coaching or advising for case study and project course work. Volunteer activities help students better understand the relationship between what they learn in school, their future career, and their successful participation in today’s global economy. Through a variety of experiential activities presented by the teacher and volunteer, students better understand the relationship between what they learn
    [Show full text]
  • History of Economic Thought
    History of economic thought The term economics was coined around 1870 and popularized by Alfred Marshall, as a substitute for the earlier term political economy which has been used through the 18-19th centuries, with Adam Smith, David Ricardo and Karl Marx as its main thinkers and which today is frequently referred to as the "classical" economic theory. Both economy and economics are derived from the Greek oikos- for "house" or "settlement", and nomos for "laws" or "norms". Economic thought may be roughly divided into three phases: Premodern (Greek, Roman, Arab), Early modern (mercantilist, physiocrats) and Modern (since Adam Smith in the late 18th century). Systematic economic theory has been developed mainly since the birth of the modern era. Premodern economic thought Several ancient philosophers made various economic observations. Among them Aristotle is probably the most important. Mediaeval Arabs also made contributions to the understanding of economics. In particular, Ibn Khaldun of Tunis (1332-1406) wrote on economic and political theory in his Prolegomena, showing for example, how population density is related to the division of labour which leads to economic growth and so in turn to greater population in a virtuous circle. Early Western precursors of economics engaged in the scholastics theological debates during the middle ages. An important topic of discussion was the determination of the just price of a good. In the religious wars following the Reformation in the 16th century, ideas about free trade appeared, later formulated in legal terms by Hugo de Groot or Grotius (Mare liberum). Economic policy in Europe during the late middle ages and early renaissance treated economic activity as a good which was to be taxed to raise revenues for the nobility and the church.
    [Show full text]