A social networking site could be the internet’s democratic compass.

Imagine a website that could reconfigure the internet –something that could redefine social networking, journalism, democracy, and the internet itself, amongst other things.

Imagine a website designed around allowing anyone to create a portal or page for whatever issue they are concerned about. Attached to each issue portal there could be polls, forums, journalism, and archives of all the statistics and writings which get gathered through this process.

Imagine a website that collected statistics on how many people support or oppose any and all issues. Polling statistics would be gathered from all open sources as well as through the site’s social networking face –which itself serves as a place for people to have their opinions officially registered and archived.

Imagine a website with check-and-balance powers in relation to governments and corporations. The facts of who is fore or opposed to every issue could be contrasted with what governments do in those cases. This site would serve the purpose of giving people a place to go to have their voices heard, archived, and retrievable on any issue.

I am picturing something which can be continuously developed and changed by participants, so it could serve different functions as time progresses and it could be different things to different people. It could be primarily an activism-oriented social network; it could be primarily a new framework for journalism –with stories linked to specific issues which would have discussions and polls ongoing, archived, and accessible for analysis by anyone; it could be primarily about discussions concerning specific issues; it could be primarily about polling; it could be primarily about freedom of information –having the facts of what specific numbers of people think about a vast array of specific issues.  These facts could then be used to petition governments or corporations to change their ways, but just as important would be the use of transparent and freely accessible information as a cornerstone for building new societies. It could also be key to keeping the internet open to such uses as this.

Transcending gender.

In this short video Judith Butler explains what it means for gender to be performative and how that relates to how gender identities are forced onto people through hetronormative reactions by people who observe others interacting with the world around them.

In the following video the good folks at the PBS idea channel further extrapolate on the performative phenomena of gender.

Next, a blogger going by the name queersocialistdave expresses the need to rebel against hetronormativity.

Androgyny or genderqueerness is about the liberation of the body and mind from the constraints of heteronormative patriarchal capitalist society. It is a way of rebelling against the norms laid down by this oppressive social order and refusing to live one’s life in conformity with them. It is about being a more balanced, whole person, able to draw upon all aspects of one’s character, whether these be labeled masculine, feminine or otherwise. It is about not limiting oneself to an artificially fixed role. It is about not living in a role that is a socially constructed straight-jacket. It is about fulfilling one’s potential as a sexual being. Patriarchy oppresses both women and men in different ways, heternormativity oppresses both “straights” and queers in different ways, and capitalism oppresses the vast majority of us on every level. We all should feel free to dare to break out of this bourgeois-hegemonistic view of gender and sexuality that controls us, just as we should all dare to break free of every aspect of the hegemony imposed upon us by the ruling class. As well as class warriors, we should dare to be gender rebels, transgressors, subversives – in short, revolutionaries. When we dare to do this we will see there isn’t one among of us who isn’t a little bit queer.  queersocialistdave, from the post, Androgyny and Gender Performativity in Queer Identity Politics

I will add to all this that the responsibility to rebel against patriarchal order lies not just with those who identify as queer, bisexual, transgender or any other norm-diverging gender, but with everyone who cares about being part of the solution rather than part of the problem, with everyone who wants to be free of the illusion-creating matrix of systematic oppression. Being free of patriarchal conceptions of gender is key to spiritual liberty as well. What gender is detachment? What gender is Buddha-nature? In Transmission of Light, Keizan (1268-1325) wrote, “If you are not detached from appearances of maleness and femaleness, whatever you do is mundane activity, not buddha work.”

In an interview with Liz Kotz, Judith Butler states, “I don’t believe that gender, race, or sexuality have to be identities, I think that they’re vectors of power.” This image of gender and race as vectors of power visualizes the mechanics for a matrix visualization of systematic oppression. These vectors of power function through groups and individuals projecting identity stereo-types onto other groups and individuals and in the process pushing people into positions of having to counter stereo-types with their own version of their sense of identity. This process divides people, fracturing all sense of unity, and puts people unwittingly in collaboration with systems of oppression. Perhaps  steps towards de-powering the vectors of power which reinforce systematic oppression are to not identify with patriarchal conceptions of gender or race and to view gender as variable, multiple, and as unique as each human.

Beuys and Böll’s free school manifesto.

For this entry I am quoting in full the “Manifesto on the foundation of a “Free International School for Creativity and Inter disciplinary Research” written by Joseph Beuys and Heinrich Böll in 1973.  This is a particular sort of initiative which I am interested in reviving.

Creativity is not limited to people practicing one of the traditional forms of art, and even in the case of artists creativity is not confined to the exercise of their art.  Each one of us has a creative potential which is hidden by competitiveness and success-aggression.  To recognize, explore and develop this potential is the task of the school.

 Creation—whether it be a painting, sculpture, symphony or novel, involves not merely talent, intuition, powers of imagination and application, but also the ability to shape material that could be expanded to other socially relevant spheres.

 Conversely, when we consider the ability to organize material that is expected of a worker, a housewife, a farmer, doctor, philosopher, judge or works manager, we find that their work by no means exhausts the full range of their creative abilities.

 Whereas the specialist’s insulated point of view places the arts and other kinds of work in sharp opposition, it is in fact crucial that the structural, formal and thematic problems of the various work processes should be constantly compared with one another.

 The school does not discount the specialist, nor does it adopt an anti-technological stance.  It does, however reject the idea of experts and technicians being the sole arbiters in their respective fields.  In a spirit of democratic creativity, without regressing to merely mechanical defensive or aggressive clichés, we shall discover the inherent reason in things.

 In a new definition of creativity the terms professional and dilettante are surpassed, and the fallacy of the unworldly artist and the alienated non-artist is abandoned.

 The founders of the school look for creative stimulation from foreigners working here.  This is not to say that it is a prerequisite that we learn from them or that they learn from us.  Their cultural traditions and way of life call forth an exchange of creativity that must go beyond preoccupation with varying art forms to a comparison of the structures, formulations and verbal expressions of the material pillars of social life:  law, economics, science, religion, and then move on to the investigation or exploration of the “creativity of the democratic.”

 The creativity of the democratic is increasingly discouraged by the progress of bureaucracy, coupled with the aggressive proliferation of an international mass culture.  Political creativity is being reduced to the mere delegation of decision and power.  The imposition of an international cultural and economic dictatorship by the constantly expanding combines leads to a loss of articulation, learning and the quality of verbal expression.

 In the consumer society, creativity, imagination and intelligence, not articulated, their expression prevented, become defective, harmful and damaging—in contrast to a democratic society—and find outlets in corrupted criminal creativity.  Criminality can arise from boredom, from inarticulated creativity.   To be reduced to consumer values, to see democratic potential reduced to the occasional election, this can also be regarded as a rejection or a dismissal of democratic creativity.

 Environmental pollution advances parallel with a pollution of the world within us.  Hope is denounced as utopian or as illusionary, and discarded hope breeds violence.  In the school we shall research into the numerous forms of violence, which are by no means confined to those of weapons or physical force.

 As a forum for the confrontation of political or social opponents, the school can set up a permanent seminar on social behavior and its articulate expression.

 The founders of the school proceed from the knowledge that since 1945, along with the brutality of the reconstruction period, the gross privileges afforded by monetary reforms, the crude accumulation of possessions and an upbringing resulting in an expense account mentality, many insights and initiatives have been prematurely shattered.  The realistic attitude of those who do survive, the idea that living might be the purpose of existence, has been denounced as a romantic fallacy.  The Nazis’ blood and soil doctrine, which ravaged the land and spilled the blood, has disturbed our relation to tradition and environment.  Now, however, it is no longer regarded as romantic but exceedingly realistic to fight for every tree, every plot of undeveloped land, every stream as yet unpoisoned, every old town center, and against every thoughtless reconstruction scheme.  And it is no longer considered romantic to speak of nature.  In the permanent trade competition and performance of the two German political systems which have successfully exerted themselves for world recognition, the values of life have been lost.  Since the school’s concern is with the values of life we shall stress the consciousness of solidarity.  The school is based on the principle of interaction, whereby no institutional distinction is drawn between the teachers and the taught.  The school’s activity will be accessible to the public, and it will conduct its work in the public eye.  Its open and international character will be constantly reinforced by exhibitions and events in keeping with the concept of creativity.

 “Non-artists” could initially be encouraged to discover or explore their creativity by artists attempting to communicate and to explain—in an undidactic manner—the elements and the coordination of their creativity.  At the same time we would seek to find out why laws and disciplines in the arts invariably stant in creative opposition to established law and order.

 It is not the aim of the school to develop political and cultural directions, or to form styles, or to provide industrial and commercial prototypes.  Its chief goal is the encouragement, discovery and furtherance of democratic potential, and the expression of this.  In a world increasingly manipulated by publicity, political propaganda, the culture business and the press, it is not to the named—but the nameless—that it will offer a forum.

Reprinted in Energy Plan for the Western Man:  Joseph Beuys in America, Writings by and Interviews with the Artist, compiled by Carin Kuoni.  New York:  Four Walls Eight Windows, 1990.


How systematic oppression hurts everyone involved.

James Baldwin aptly sums up the point I want to bring out in this post, which supports what was said in another post.

It is a terrible, an inexorable, law that one cannot deny the humanity of another without diminishing one’s own: in the face of one’s victim one sees oneself. (Nobody knows my name, 78)

In this post I have a few more quotes to share which shed further light on how systematic oppression hurts everyone involved. Even if, in a clear example, slave owners believe they are profiting from owning slaves, they are doing harm to their own humanity. Frederick Douglass gives a stirring account of this happening through his own experience of being sent as a slave child to live with a young couple who had never owned slaves before.

My mistress was, as I have said, a kind tenderhearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one human being ought to treat another. In entering upon the duties of a slaveholder, she did not seem to perceive that I sustained to her the relation of mere chattel, and that for her to treat me as a human being was not only wrong, but dangerously so. Slavery proved as injurious to her as it did to me. When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of those heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in her downward course was in her ceasing to instruct me [to read]. She now commenced to practice her husband’s precepts. She finally became even more violent in her opposition than her husband himself. She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension.  (Narrative of the Life of Frederick Douglass, An American Slave. 81-82)

While traveling in Africa in 1965 Malcolm X arrived at a new insight about the way in which a racist atmosphere sinks into the psychology of individuals.

I told him, “What you are telling me is that it isn’t the American white man who is a racist, but it’s the American political, economic, and social atmosphere that automatically nourishes a racist psychology in the white man.” He agreed.

We both agreed that American society makes it impossible for humans to meet in America and not be conscious of their color differences. And we both agreed that if racism could be removed, America could offer a society where rich and poor could truly live like human beings.

That discussion with the ambassador gave me a new insight –one which I like: that the white man is not inherently evil, but America’s racist society influences him to act evilly. The society has produced and nourishes a psychology which brings out the lowest, most base part of human beings. (The Autobiography of Malcolm X. 371)

The last quote I want to relate to these others is from Michel Foucault.

Do not regard power as a phenomenon of homogenous domination –the domination of one individual over others, of one group over others, or of one class over others: keep it clearly in mind that unless we are looking at it from a great height and from a very great distance, power is not something that is divided between those who have it and hold it exclusively, and those who do not have it and are subject to it. Power must, I think, be analyzed as something that circulates, or rather as something that functions only when it is part of a chain. It is never localized here or there, it is never in the hands of some, and it is never appropriated in the way that wealth or a commodity can be appropriated. Power functions. Power is exercised through networks, and individuals do not simply circulate in those networks; they are in a position to both submit to and exercise this power. They are never the inert or consenting targets of power; they are always its relays. In other words, power passes through individuals. It is not applied to them. (Society must be defended, lectures, 14 January 1976)

In all of this I see the importance of forming new networks so that power can circulate in liberating ways rather than oppressive ways. The problem with systematic oppression is that the oppressive system is within –and functions through –each individual. It is not just the 1% who are to blame for perpetuating this system. Each person relays power through everyday interactions. How can this situation be changed? In my opinion an important change happens when individuals choose to give power to each other –share power through solidarity –rather than exercise power over each other.