Music, or the Triumph of Technics?

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In most fields of human endeavor, increasing computerization has been accompanied by some kind of critical evaluation of the possibilities that technology affords and those that it forecloses, of the potential good or harm that attends technological mediation. But in music, arguably the field of human experience most profoundly transformed by the new digital technologies, this type of examination has yet to take place. Rather, it seems that if the technology provides a specific capability, it is inherently good, or it must become the new standard. I am not suggesting that there is nothing worthwhile in the new musical situation – it would be difficult, having worked in the music business for many years, to mourn a system that limited the range of music possibilities that reached the market or that routinely denied creative artists the financial rewards of their work. But to claim that new developments are inherently democratic or that they constitute a form of freedom obscures, rather than illuminates, the underlying social conditions and aesthetic ramifications. Music’s material integration with the new technology has been largely accomplished. The question is whether or not technological mastery itself is becoming the dominant criterion of aesthetic value.

Corynne McSherry, intellectual property director of the Electronic Frontier Foundation, recently appeared on CounterSpin (1/6/12) to talk about SOPA (the Stop Online Piracy Act). In the course of her remarks, she made a concise statement of the prevailing common sense:

“… what’s also troubling is this claim that you hear over and over, that in our brave new world, artists can no longer survive. And that’s empirically untrue. In fact what we are seeing is that more people are more able to get their creative expression out to a broader public than ever before. And the artists that are taking advantage of new technologies are doing just fine. The folks that aren’t doing as well are the old media companies that are committed to an old business model…. that’s organized around finding the next Lady Gaga and the next Britney Spears. But if you are in fact an artist or if you’re . . .

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Teaching the Classics: Reflections of an Ex-Marxist Wannabe

Karl Marx, 1875 © John Mayall | International Institute of Social History in Amsterdam, Netherlands

I am teaching the foundations course in our graduate program this year: “Classical Sociological Theory.” It’s a challenge. The last time I taught such a class was thirty years ago. Yet, it’s a challenge worth taking. Aside from the matters of departmental needs and resources, this is something that I believe will be particularly interesting for me, and also for my students. Over those thirty years, I have actively thought about the events of the day, and about my research, using foundational thinkers (though some more than others), “standing on the shoulders of giants.” It is exciting to revisit old friends, including, among others, Max Weber, Emile Durkheim, Georg Simmel and George Herbert Mead, and spend some time, introducing them to students at the beginning of their professional training.

The first theorist was easy, Alexis de Tocqueville. I have taught an undergraduate class on his masterpiece, Democracy in America, frequently. My new book, Reinventing Political Culture: The Power of Culture versus the Culture of Power, is not only informed by Tocqueville’s approach to culture and democracy. It is in a sense in dialogue with Tocqueville. And as the readers of Deliberately Considered know when I look at current events, I often interpret them using the insights of Tocqueville from understanding the nature of the American party system and for contemporary political debate, such as the struggle over workers’ rights in Wisconsin.

Karl Marx, the second theorist we examined in our class, is another matter. Like many intellectuals since his time, I have a history with Marx. As I told the class in an introduction to our discussions last week, when I was young and especially critical, I thought that to be critical required one to read, know and act through Marx. I remember having a course in high school which I found particularly upsetting, “The Problems of Communism.” The author of the class text was J. Edgar Hoover, the head of the F.B. I. Talk about the state ideological apparatus, as . . .

Read more: Teaching the Classics: Reflections of an Ex-Marxist Wannabe