Lukes Three Dimensions of Power

Lukes Three Dimensions of Power Lukes: On Power Power is a term that has seen much discourse and debate. The meaning of the word has been discussed and developed by many people from varying walks of life; academics, philosophers, politicians, and many others. It is a term whose understanding is crucial to how we, as humans, view and live in our social world, as it is a concept that governs our everyday living in several ways; some of which we are not even aware of. Political and social theorist, Steven Lukes, defines power in terms of, what he calls ‘dimensions. These dimensions or faces of power are approaches that can be used to study power relations. Lukes looks at the theory of power in three dimensions of what he calls a â€Å"conceptual analysis† (Lukes, 1974: 9). Lukes puts across an implicit proposition that the level and effectiveness of power in a given institution, can be analysed using these criteria (Lukes, 1974: 10). Lukes three dimensions of power can thus be used to study corporate power; an issue of g rowing concern and discourse space in the contemporary world. The one dimensional view of power proposed by Lukes is commonly known as the ‘pluralist view of power (Lukes, 1974: 11). Dahl, Polsby and Wolfinger are some of the more prominent writers on this approach of looking at power (Lukes, 1974: 11). It is known as the ‘pluralist approach to power because, through it, its proponents sought to show interest groups, in any democratic power structure, compete for power (Lukes, 1974: 11). Dahl differentiates the pluralist view from the elitist by asserting that his ‘intuitive view of power involves not only the possession of, but the exercise of power; comes not only by reputation but also by execution (Lukes, 1974: 12). The argument of the one dimensional view of power asserts that the group/s wielding power can be determined by simply looking at who prevails when there are decisions to be made and there is â€Å"observable direct conflict† (Lukes, 1974: 12). The pluralist approach emphasises the importance of actual ob servable behaviour and hence studies the outcomes of decision making (Lukes, 1974: 25). Such empirical study can be done through first-hand observation by analysis of official second-hand records (Lukes, 1974: 13). Dahl acknowledges that the power wielded by a group may be overt or covert, but the actual culmination of power is seen at the point when decisions are made, especially the decisions on controversial issues that are surrounded by the most conflict (Lukes, 1974: 13). Robert Dahl exemplifies the pluralistic view of power with his analysis of the power structure in New Haven, Connecticut; in the 1950s (Domhoff, 2005). In Dahls view, there were a number of influential groups whose opinions held weight when it came to making and influencing decisions about the city (Domhoff, 2005). His conclusion about the power structure in, New Haven was that no single group held the monopoly on power (Domhoff, 2005). Although there were inequalities within the society, the fact that power was dispersed among different elites with different interests at heart meant that the situation was one of ‘dispersed inequalities; where no one group controlled all of the important resources (Domhoff, 2005). The one dimensional view of power is very simple to grasp and can be observed with relative ease. The theory gives a straightforward way of thinking about â€Å"the behavioural study of decision-making power by political actors† (Lukes, 1974: 57). It would be useful in many cases, especially where pluralist power structures have been established. However, the view fails to observe, in any system, the means by which the political agenda is controlled (Lukes, 1974: 57). In many cases, the exercise of power is more subtle and results from the use of mechanics beyond the scope of the one dimensional view. Lukes two dimensional theory of power is an elitist view theorized by Bachrach and Baratz, as a critique to the one dimensional pluralist view (Lukes, 1974: 16). This two dimensional view acknowledges the observable power of Dahls theory but asserts that power is exercised when issues are arranged specifically so that some are not discussed (Lukes, 1974: 16). By keeping issues of potential conflict off the agenda, observable conflict is completely avoided, but clearly ‘power over is still exercised (Lukes, 1974: 17). The first dimension would only look at the apparently open discussion and the results of conflict over matters actually allowed onto the agenda, but miss the more subtle exercise of power (Lukes, 1974: 19). Bachrach and Baratz also mention the latent power relations that occur in the event of â€Å"non-decisions† (Lukes, 1974: 18). This is when actor ‘B refrains from voicing and issue of interest to him/her, anticipating an unpleasant reaction from act or ‘A (Lukes, 1974: 18). ‘Non-decisions such as this consolidate the dominance of a particular group and help in maintaining the status quo of power relations (Lukes, 1974: 19). The two dimensional view of power thus consists of observable decision making and more subtle non-decision making. Decision making is the selection of one option from a set of alternatives, whereas non-decision making entails suppressing an interest that conflicts with those of decision-maker (Lukes, 1974: 19). In effect Bachrach and Baratz distinguish between potential and actual political issues, thereby drawing a distinct difference from the pluralist view that only looks at the ‘key issues that are actually in the discourse (Lukes, 1974: 20). From this distinction the authors draw the conclusion that behaviourism is false (Lukes, 1974: 20). In other words conclusions about power cannot always be drawn from observable behaviour. The two dimensional view of power recognises this; that the mechanisms of power and the way it operates can go beyond what meets the eye. Power is not only reflected in struggles within a system, but is also present in deciding what can get into the system and what cannot; defining the boundaries of the system (Lukes, 1974: 20). Crensons book The Un-Politics of Air Pollution: A Study of Non-Decision making in the Cities, a good example, of the two dimensional theory, is provided. Lukes asserts that the example also borders on the third dimension of power (Lukes, 1974: 42). The example focuses on two cities in Indiana; Gary and East Chicago. Both cities had similar populations and were facing a similar level and problem of pollution (Lukes, 1974: 42). East Chicago took measures to clean its air in 1949, while Gary only took action in 1962 (Lukes, 1974: 42). Crenson explains that the reason behind Garys inaction was that the citys prosperity was based on the only major industrial company in it; U.S. Steel (Lukes, 1974: 42). The issue was kept out of discourse for so long because of the reputation of U.S. Steel (Lukes, 1974: 43). The company exercised ‘silent power and did not need to act, but it was simply its potential to act that kept policy-makers silent on the issue (Lukes, 1974: 43). The two dimensional view of power is a good critique on the one dimensional view as it aptly points out the flaws of the one dimensional view as it aptly points out the flaws of the one dimensional view, then goes on to set out a theory that holds water better than the first one. It fails, however, to satisfactorily examine the bias and control of power; â€Å"it lacks sociological perspective† that is used to observe the methods by which â€Å"latent conflicts within society† are suppressed (Lukes, 1974: 57). Lukes is not satisfied with the two dimensional view of power as set out by Bachrach and Baratz (Lukes, 1974: 21). He offers three criticisms, which in his opinion, are the shortcomings of this view (Lukes, 1974: 21). From these, Lukes suggests that power can go deeper, into a ‘third dimension. The first criticism, of the two dimensional view, put forward by Lukes is that it, like the one dimensional view, is still too behaviourist (Lukes, 1974: 21). The argument of Bachrach and Baratz implies that the power exercised in the exclusion of information is deliberate; a conscious decision made by the decision-maker (Lukes, 1974: 21). This, however, is not the case. Such selection of issues may merely be the unconscious following of bias within a system and not an intentional attempt at exercising power by any particular group (Lukes, 1974: 22). The exclusion of certain issues from an agenda may also result from the norms of a particular society due to the prevailing modes of thought in the time and place in question (Lukes, 1974: 22). For example, before the twentieth century, women were generally viewed as naturally subordinate to men, thus issues of empowering women would not be seen as issues meriting consideration or attention. Lukes second criticism of the two dimensional of power argues that the theory still refers to the potential of conflict (Lukes, 1974: 23). The theory asserts that if people were made aware of the exclusion of certain matters, of interest to them, and the agenda they would react in order to protect their rights (Lukes, 1974: 23). Contrary to Bachrach and Baratzs theory, the ‘air-pollution example showed that the decision makers, who had the interests of the people in mind, knew all of the relevant facts pertaining to the situation; however, they still took no action against U.S. Steel (Lukes, 1974: 43). This shows that power can act in a further ‘dimension and take an even more insidious form. The third criticism Lukes has, of the two dimensional view of power, is that when it analyses if power has been exercised or not, it looks only at the subjective interests, policy preferences and grievances that are overridden (Lukes, 1974: 24). The view holds that if the observer can find no grievances there is the assumption that there is ‘genuine consensus on the issue at hand (Lukes, 1974: 24). The view, however, does not consider the possibility of a group having preferences that do not necessarily include all of its real interest (Lukes, 1974: 24). For example, in 2009 the number of American workers in trade unions was 12.3% and only 7.2% in the private sector (White, 2010). The ‘peak in the private sector was 30% in 1958 (White, 2010). Trade unions can organise and empower workers if they have significant membership and worker support. It is a real interest for workers to be involved in them, but partly due to the historical linking of trade unions with communism a nd partly due to other factors, few American workers choose to exercise their rights to join trade unions (White, 2010). Lukes sets out his own idea of how the most effective forms of power operate. He calls it three dimensional power (Lukes, 1974: 23). Lukes asserts that this form of power, to operate effectively, requires an acceptance of the status quo because of an accepted underlying ideology (Lukes, 1974: 23). Those who hold power within the system will be accepted by the people, due to the peoples belief in the system (Lukes, 1974: 23). In such a situation the preferences of the people can be manipulated to fall into line with the agenda of the rulers (Lukes, 1974: 23). Lukes calls his three dimensional view the â€Å"supreme and most insidious exercise of power† as it allows rulers to shape the preferences and perception of the masses as well as prevent them from having grievances (Lukes, 1974: 23). This is because, as Lukes argues, the people will â€Å"see or imagine no alternative† to the existing order â€Å"or because they see it as natural and unchangeable, or because they value it as divinely ordained and beneficial† (Lukes, 1974: 23). Three dimensional power works by means of a mechanism called adaptive policy formation (Barber, 2007). This refers to a human reaction of reconciling oneself to ones misery, or altering ones attitude to console oneself in difficult circumstances (Barber, 2007). In embracing a particular system, people accept its consequences and thus resort to cognitive dissonance reduction as a functional means of dealing with oppression (Barber, 2007). It is, however, ironic to note that the worse off a people are, the less they demand (Barber, 2007). Rather than acting in favour of their interests, they accept repression and adapt to oppressive conditions. An example of three dimensional power at play is Sen and Nussbaums analysis of Bengal, where of the millions affected by the post 1944 famine, it was primarily men who reported to relief centres for aid, despite both sexes being similarly affected (Sen, 2008). In accepting their ‘place, of having limited rights in society, the women were n ot prepared to step forward and claim their rights to healthcare (Sen, 2008). Three dimensional power is the most supreme form of power as it gives rulers almost totalitarian power over the masses (Lukes, 1974: 23). Steven Lukes provides three theories of power and evaluates them, and at the same time building on their scope and complexity. His third dimension of power does a good job of exploring and explaining the mechanisms behind complex and entrenched power. The other two dimensions account for weaker forms of power that can be exercised. Lukes third dimension of power can be applied in explaining corporate power in the modern world. Corporate power is built on an unquestioned and accepted ideology, founded on the premise that it is the natural way of being of as Margaret Thatcher voiced out, â€Å"There is no alternative†. Acceptance of the free market ideology inevitably means acceptance of its consequences; the status quo of our world today. Lukes theory also helps us to explain why despite the destruction that is done to the planet, and the disregard for humanity, that characterises the system, it has survived and still thrives. Lukes, then, very aptly describes this form of powe r as both â€Å"insidious† and â€Å"supreme† (Lukes, 1974: 23). Bibliography S. Lukes, 1974, Power: A Radical View ed.1, Macmillan: London. H. E. Barber, â€Å"Social Theory and Practice†, 2007, at http://www.encyclopedia.com/doc/1G1-160421643.html. G. W. Domhoff, â€Å"Who Really Ruled in Dahls New Haven?† 2005, at http://sociology.ucsc.edu/whorulesamerica/local/new_haven.html. A. Sen, â€Å"Gender and Hunger Issues and Misconceptions†, 2010, at http://athome.harvard.edu/food/4.html. J. White, â€Å"US trade union membership at lowest level in more than a century†, 2010, at http://www.wsws.org/articles/2010/feb2010/unio-f03.shtml.

First day in college Essay

Most people’s first day at college is the most stressful day of their lives because they don’t know what to expect or they just don’t want to go through an embarrassing situation, but for me it was the most exciting day of my life. First, I met new people who shared my interests, second it was a whole new experience for me in which success depended on me, and third it was the first day that I started studying something that I really liked. Finally I won’t forget it very easily because lots of things were accomplished in my first day at UNACH. First I met lots of people who were as excited as me for their first day at college. I really enjoyed that day because everybody I talked to were people who were going to study English with me, so we shared the same interest. My new friends and I talked a lot that day about the first things that crossed our minds, and then we exchanged our emails. In my case I tried to look for the people who where completely interested in the program, the ones that were 100% of what they were doing and that they were not going to drop out the program in afew months. Second, for me it was an amazing experience that I had never gone through in my life. For the first time in my entire life I was studying something that I was really into of. Studying English for me was the best choice because I knew that I was meant to study languages. The other new thing is that succeeding depended exclusively on me; nobody was going to be pushing me to study or to prepare my homework. This new stage in my life was totally new for me and it was something that I had to get used to. Third, it was the first day I started studying something that I really liked, I have always liked languages not just English, But I always said to myself that the first one that I was going to learn world be English. Although I didn’t speak much English I remember that in my first day I tried to practice my English as much as possible, but it was difficult to find the person who dared to speak English. After some unsuccesful tries I found the person who took the risk and she didn’t care about others, she was Leticia. I know that we made lots of mistakes but we didn’t care, we just did our best and were able to understand each other, which was the point. Finally, I won’t forget that day because it was one of the most special moments of my life. That day I received more things of what I had expected, I got friends, I was the first day of my English program, I realized that there was something that I was really good at. Now that I am in my third year and I look back and I see that it was the best choice I have ever made, I have no regrets, these last three years have been the most remarkable and greatest years of my life.

King Lear: Family Relationships, Human Nature and Its Failings Essay

â€Å"I love your majesty according to my bond; no more nor less† (I. i. 94-95). Good morning teachers and HSC students. King Lear, a timeless story of family relationships, human nature and its failings. But what makes this play â€Å"timeless†? The fact that it contains universal themes of love, jealousy and family relationships makes it applicable to modern times even though it was written for a 16thcentury audience. Two critics that have commented on the thematic concerns of family relationships and human nature are Maggie Tomlinson in â€Å"A violent world† and Jim Young in â€Å"Still through the hawthorn blows the cold wind†, both of which I’ll be discussing, today in detail. The concept of family relationships is a prevalent theme that can be viewed on many levels, such as the deterioration, renewal and the nature of familial bonds. There are many family relationships in the plot of King Lear, with the two major ones relating to the sub plot of Gloucester and the main plot of Lear. In both these relationships, betrayal is the major factor that contributes to the deterioration of the kinship. In Gloucester’s case, through the simple act of humiliating Edmund, where Gloucester says in his presence â€Å"There was good sport at his making and the whoreson must be acknowledged† (1. 1. 21-24), he created a rift in the relationship. Maggie Tomlinson brings up a rather significant point when she comments on the nature of the relationship and the trust that is abused. She states â€Å"The evidence is simply not the sort of thing any one let alone a father would believe in† This illustrates the trust that is built in these types of relationships and the ability of it to be exploited. Family relationships are also seen between the daughters and King Lear. Shakespeare cleverly investigates the nature of relationships through Lear’s test to see who loves him the most. Goneril and Regan are portrayed as manipulative people with the gift of words and courtly manners, but it can be noted that Cordelia also loves her father but cannot express it where she says â€Å"I am sure my love’s more ponderous than my tongue† (I. i. 76-78). With the absence of a maternal figure, one could question how much Lear love’s, let alone, knows about his daughter. The fact that he banishes Cordelia, when she cannot express her love, shows the little knowledge he has of her weaknesses and strengths or the state of his mind. After surrendering his power, Lear demands love from his daughters Goneril and Regan, but does not receive, so he begins to plead. Jim Young comments on this deteriorating relationship, where Lear’s perspective is that his daughters owe him love because of the material gifts he has given them †Thy half of the kingdom thou hast not forget, where in I thee endowed† ( II. iv. 177-181). This emphasises the obligations of the forced relationship instead of its natural occurrence. Another aspect that is deeply investigated in King Lear is human nature and its failings. To define human nature it is the attributes of humankind that are assumed to be shared by all human beings, making it a timeless theme. To be human is to fault and to learn from one’s mistakes. Temptation is a core aspect that causes these faults and is part of human nature. Throughout the play, temptation can be seen especially through that of Lear. Its human nature to feel love but one of Lear’s flaws is his pride, he wants to be praised, hear how much he is loved. But this flaw in his nature of temptation causes his downfall and the loss of his sanity. In his confusion, he becomes metaphorically blind. It is only during the storm that he receives his own test, where things might change or cease. It is in this storm that he goes back to nature as a primal being, where the only thing that distinguished him from an animal, was stripped , that is the ability to think and reason. Here, he is stripped of all clothes, and hence dignity presenting the failing of ones nature. Young goes on to say that Lear only becomes sane because of those around him especially the Fool. The Fool stands by with Lear and shares his in sufferings but is specific about one point: â€Å"Never give your power to anyone†. It is human nature to want power and respect, and when Lear gives it away, as seen through the losing of his knights, he himself becomes a fool. Lastly, Shakespeare also investigates human nature’s connection to redemption in Edmond. Edmond seeks redemption before he dies, where death is the redemptive justice. Knowing that he was not to live, he tried to change his evil nature by notifying others to go and save Cordelia from his murderous messenger, but as Maggie Tomlinson said, Shakespeare cleverly incorporates the attempts of a person to change their nature. Here, Edmond fails and is responsible for Cordelia’s death. Tomlinson brings up the question if whether this shows that we can attempt to change, but it is our human nature to be conservative and not dwell into unfamiliar territory, and hence Edmond tries to do good by saving Cordelia but only fails. King Lear will continue to remain a timeless story, and enlighten audiences about family relationships and human nature, for years to come. One could only wonder if those in Shakespeare’s time appreciated the play, the amount it is appreciated now. Thank you.

Assessment And Assessment Of Special Education - 2919 Words

Special Education Task 3: Assessment Commentary TASK 3: ASSESSMENT COMMENTARY Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward your page total. 1. Analyzing the Focus Learner†¦show more content†¦Therefore, based on his baseline data I allowed the learner to move on to the next learning objective of being able to properly work every step in a multiple step equation. However, I did plan for the focus learner to revisit that concept as a ticket out the door to see if the learner had moved to 100% accuracy on that leaning objective. The next learning objective was the student was given an organizer that had a problem that I pre-worked out for the learner to use as a model, and another problem that the learner had to fill in the blanks for the next step in the problem. The assessment for this learning objective was an informal one as well as I observed his final work to assess his learning. Lesson 2 the learner assessment was logged the same as in day one as I observed his progress and notated the percentage of problems he was able to complete correctly. Although the lesson objective varied more in lesson two because th e is now being asked to solve different types of multiple step equations, but I decided to keep the assessment the same because as long as he know to organizes his work that he would be able to answer any multiple step equation. Lesson 3, 4 and 5 I begin to do more formal assessment to determine the learners progress towards the learning objectives. At this point in the lesson the learner has been introduced to finding