Consumer Engineering and the Rise of Marketing Knowledge, 1920s–1970s

Marketing knowledge—information and analysis concerning markets, consumers, and their behavior—became a crucial asset for businesses and governments during the twentieth century. In 1971, the German-American market researcher Alfred Politz drafted a memoir of his time in marketing research titled “How to Produce Consumers—Methods and Illusions.” Over the course of his career, from the 1930s to the 1970s, Politz had seen the marketing profession become a good deal more methodical. Yet by 1970, this Berlin-trained physicist-turned-consultant of marketing scoffed at the pseudo-scientific veneer that many marketing experts attached to their work. “The word ‘research,'” he wrote, “implies a sort of glamorous intellectual sophistication, and marketing research is a symbol of the modernity of the marketer. Marketing research has become a status symbol, and as such it need not perform; it need only exist.”1 Continue reading “Consumer Engineering and the Rise of Marketing Knowledge, 1920s–1970s”

Mind the Gap: Cultural Cleavage and the Idea of the ‘Common People’

A specter is haunting the current political discourse, the specter of cultural cleavage. More and more observers see the emergence of a socio-cultural gap between a hegemonic, globalist, educated class and an underrepresented, locally anchored underclass. The titles of two studies speak volumes: Cleavage Politics and the Populist Right (2010) by sociologist Simon Bornschier, and "The Class Basis of the Cleavage between the New Left and the Radical Right" (2012) by political scientist Daniel Oesch. Meanwhile, French philosopher Guillaume Paoli observes a cultural confrontation between two societal blocs.1 And in his recent work on the "society of singularities,” German sociologist Andreas Reckwitz postulates a new "cultural class divide"—a polarizing dichotomy between a "new middle class" equipped with high levels of cultural and economic capital and a "new underclass" lacking all of this.2 Continue reading “Mind the Gap: Cultural Cleavage and the Idea of the ‘Common People’”

Practopia, or: Science in the Wasteland of Materialism

At the beginning of the history and sociology of knowledge as we know them today, there was a crisis. By the early 1970s, the future of the earth as a natural habitat for prosperity and progress was looking so bleak that many observers began turning pessimistic. Most famously, the Club of Rome declared Limits to Growth in its 1972 report. But other institutions and intellectuals took a similar line. To name just one, Nicholas Georgescu-Roegen, an economics professor at Vanderbilt University, probed the depths of history with The Entropy Law and the Economic Process (1971) only to find that Malthus was right all along. In spite of two centuries of industrial frenzy, entropy always was and always would be the reigning earthly principle. Continue reading “Practopia, or: Science in the Wasteland of Materialism”

Education for a Free Society? Ancient Knowledge, Universities, and the Neoliberal Disorder

Often remembered as a critique of Keynesian economics, Friedrich Hayek’s The Road to Serfdom (1944) contained two other important assertions about the future of liberalism. Buried in the thirteenth chapter—”The Totalitarians in Our Midst”—of Hayek’s bestseller was a discussion of the fundamental relationship between knowledge and liberalism. Hayek posited there that the humanities represented the road to freedom, whereas science represented the road to totalitarianism: “serfdom.” In particular, he singled out the idea, common among socialists at the time, that science could serve as a basis for new moral laws and social betterment. He called this idea “German” and labeled it anti-liberal. Only insights from the humanities, he claimed, could provide an ethical culture for the liberalism of the future. Hayek depicted a progressive science as authoritarian and the traditional humanities as freeing. Continue reading “Education for a Free Society? Ancient Knowledge, Universities, and the Neoliberal Disorder”

Classical Knowledge, Power, and Politics in Nineteenth-Century Dutch Rabbinic Education

Tell me, o Muse, of the man . . .
— Homer
 

Francis Bacon’s belief that “knowledge is power” is one of the great epistemic mottos of all time. In early nineteenth-century Jewish Amsterdam, where civic emancipation had overturned the old corporate hierarchies, the rabbinic elite soon came to experience its merciless truth. In the newly established Kingdom of the Netherlands (1814), both their position and their expertise were pushed to the margins. To make things worse, the centralized organization of the newly constituted Israelite Denomination left no room for German-style Reform–Orthodox dualism. As a result, innovation and consolidation all took shape within a single, outwardly stable, yet inwardly polarized community, in which conservative rabbis and progressive lay executives vied for initiative and control. This perpetual state of discord posed high demands on a rabbi’s personal skills. It was no longer enough to be a competent teacher and judge; in order to survive, the rabbi had to become a kind of statesman. But what in his rabbinic experience would provide him with the wherewithal to become a politician? Continue reading “Classical Knowledge, Power, and Politics in Nineteenth-Century Dutch Rabbinic Education”

Hunters, Inquisitors, and Scholars: The Construction and Demarcation of Expertise in the Manuals of Frederick II and Bernard Gui

At first glance, the practical manual by Emperor Frederick II (1194–1250) and the one by the inquisitor Bernard Gui (1261–1331) do not seem to have any specific features in common. Whereas the first treatise, De arte venandi cum avibus (1240s), deals with the art of falconry,[1] the latter work, Practica officii inquisitionis (1323–24), aims to provide useful knowledge for the inquisitor.[2] Each work has been repeatedly acknowledged as an outstanding example in its particular field of knowledge. Little attention, however, has been given to the specific strategies used in the texts to construct and demarcate expertise. Continue reading “Hunters, Inquisitors, and Scholars: The Construction and Demarcation of Expertise in the Manuals of Frederick II and Bernard Gui”

Constructing Authority in Early British Aviation

By definition, experts play a vital role in creating, sustaining, and disseminating any particular body of knowledge. But what constitutes an expert? How is authority obtained? Does this change over time? There are no absolute answers, which is to say that the question of who is considered to be an authority is culturally and socially constructed, and therefore interesting to historians. Here, I will consider the construction of authority in British aviation in the early twentieth century, paying particular attention to its manifestations in the public sphere.[1] Because aeronautics was the subject of intense media scrutiny, but as yet lacked formal criteria for demonstrating expertise, anyone who wanted to claim the mantle of authority at some point had to come to terms with popular expectations. Continue reading “Constructing Authority in Early British Aviation”