A Basic Income Versus the Expansion of Public Services? Part One: Critique of the Social-democratic Idea that the Expansion of Public Services is Socialist


Simran Dunnah and David Bush have written an article that criticizes moves towards a universal basic income (see https://springmag.ca/against-the-market-we-can-do-better-than-basic-income).

The Aim or Goal of Their Intervention

The first question to ask is: What is the aim or goal of their intervention? What are they seeking to achieve?

They write:

But those committed to principled class struggle should strive for the decommodification of public services. Compared with universal basic income, universal basic services cost less, meaningfully improve the material realities of working class and oppressed people, and affirm the power of publicly owned and operated infrastructure. That’s our bread and butter.

They seek to achieve three things, it seems:

  1. “meaningfully improve the material realities of working-class and oppressed people”
  2. affirm the power of publicly owned and operated infrastructure
  3. achieve points 1 ad 2 at minimal cost.

In this post, I will critically look at the first point.

In another post, I will look at the second point, and in a final post I will address the issue of costs–and how they create a strawman of a minimal basic income.

Meaningfully Improving the Material Realities of Working-Class and Oppressed People

Part of the title of their article claims that they are against the market–apparently against the market providing certain services; their alternative is having the government provide those services (hence the term “decommodification”–the conversion of services from services or commodities that are purchased on the market via money to the offering of such services without the direct mediation of money). This idea of supporting the working class by means of state services rather than through the capitalist market is supposed to “meaningfully improve the material realities of working-class and oppressed people.”

They write:

At the cost of $29 billion annually, we could have free transit in major cities ($10 billion), clean drinking water for every First Nation ($4.5 billion), eliminate tuition fees at all universities ($11 billion), and end homelessness ($4.5 billion). If we are spending $177 billion dollars a year (the cost of a negative income tax model to raise people to $21,810), we could have all of the above plus a universal pharmacare program, universal childcare, universal dental care, and begin to implement a robust public housing policy.  

It may not appear that they are social democrats since they evidently state that class struggle from below will be necessary to realize the provision of such services:

But those committed to principled class struggle should strive for the decommodification of public services.

The state is supposed to be forced to provide such services through class struggle (I will address the adequacy of the term “decommodification” later in this post). Now, I certainly agree with the need to engage in class struggle in order to provide as many services as possible without the direct mediation of the market. The realization of free tuition, for example, would have saved me the need to work for an employer in order to pay off students loans that I had needed three times in my adult life. Struggles to achieve such services furnished by the state rather than directly through the market should therefore be supported.

One of the questions to be asked is: What is the purpose or aim of shift from the provision of services provided by the market to the provision of services provided by the state or public services? Is it to move towards the elimination of the power of employers as a class? Towards the elimination of corresponding oppressive and exploitation structures at work in the private sector (see for example a general outline of such oppressive and exploitative structures in Employers as Dictators, Part One)? Towards the elimination of oppressive structures of the government as a public power (the oppressive structures of the government in relation to citizens and residents internally and military structures externally)? Towards the oppressive and exploitative relations of the government as an employer? (See the post referenced above as well as The Money Circuit of Capital). It would seem not.

Rather, the main aim is to “meaningfully improve the material realities of working-class and oppressed people” in order, ultimately, to eliminate “the level of poverty and inequality”–presumably measured according to the level of income. The focus is on the elimination of poverty and inequality (defined according to level of income):

Some of the appeal of UBI comes from the wishful idea that it can solve all of our problems at once, lifting people out of poverty and making education and public services accessible. But the basic costs show that UBI is, by any measure, a terrible use of resources to address inequality and poverty. As the CCPA’s David MacDonald noted in his study, the $29 billion spent on such a UBI scheme would achieve — at best — less than a 2 percent reduction in the poverty rate, which would “be quite wasteful” when considering the amount of money spent.

The first aim of the authors, then, is limited to an enhanced welfare state–something like what John Cartwright, president of Toronto and York Labour District Council, called for (see my critique in The Limitations of Social-Democracy in the Face of the Coronavirus). Mr. Cartwright wrote:

Reinvestment in our public services and social safety net is the right thing to do – not only now, during COVID-19, but permanently in Canadian society.

The Feasibility of Their Goal

Are such reforms feasible? There is evidence that their proposals could indeed be achievable within the existing social structure and social relations, and such reforms should be supported–all the while criticizing any attempt to limit the class struggle to such goals.

I have pointed out in another post how free transit has already been implemented in various capitalist countries (see What’s Left, Toronto? Part Four). Free tuition at the undergraduate level is available in Germany.

Homelessness has been addressed without changing the basic class structure by combining the aim of eliminating it with other measures that facilitate achieving that aim. In the northern Italian city of Trieste, for example, homelessness was reduced by providing supports for those with mental health problems since around half of those homeless have mental health issues (https://www.theguardian.com/cities/2019/dec/10/homelessness-is-not-inevitable-and-can-be-solved-these-cities-show-us-how). Helsinki, the capital of Finland, by contrast, addressed the issue of homelessness by providing access to housing while providing other social supports through the Housing First program. From https://borgenproject.org/homelessness-in-helsinki/:

In Helsinki, homelessness decreased to 35 percent, with 1,345 people now off the streets. Rough sleeping is almost non-existent, and there is only one 50-bed night shelter remaining. This is good news for street sleepers who have endured deadly winter temperatures as low as -7C° (19F°). “If you’re sleeping outside [in the middle of winter], you might die,” said Thomas Salmi, a tenant at a housing facility in Helsinki. Deputy Mayor Sanna Vesikansa, who witnessed a large number of homeless people in Helsinki as a child, said, “We hardly have that any more [sic]. Street sleeping is very rare now.”

Since 2008, Housing First has spent over 250 million euros in creating new homes and hiring staff. Meanwhile, Helsinki has seen savings upward of 15,000 euros a year in emergency healthcare, social services and the justice system. In 2018, some tenants moved out of Rukilla, able to live independent lives. The benefits outweigh the cost.

Eradicating homelessness in Helsinki is far from complete. However, the major reduction in long-term homelessness must be applauded. Helsinki has proven when authorities are fully committed, positive change can occur.

There is therefore room for reform in various social domains within societies dominated by the class of employers. Such reforms undoubtedly improve the lives of some of the workers and community members, and as a consequence they should be praised and fought for.

Limitations of Their Goal

I fail to see anything wrong with aiming to improve the material well being of workers and oppressed peoples. The problem arises when the advocates of such proposals simultaneously limit the goals of workers and oppressed peoples by ignoring their problems or by criticizing alternative proposals that address such problems.

It is my contention that their opposition to basic income does just that: it limits the aspirations of workers and oppressed peoples to a society that continues to be dominated by a class of employers despite calls for class struggle and material well-being. They oppose a policy of basic income in part because it might free workers from the need to work for an employer–which they implicitly identify falsely with the need to work:

Basic income would have the effect of distancing workers’ labour from their wages. Instead of being paid directly for their work, part of the wage of workers would come from their own tax dollars in the form of basic income. 

Dunnah and Bush object to aiming for the goal of “distancing workers labour from their wages.” There is, however, a tradition of aiming for the goal of separating or distancing labour from the needs of workers and others.

Distancing workers’ labour from their wages” is itself a worthy socialist goal. From Marx’s Critique of the Gotha Programme:

In a higher phase of communist society, after the enslaving subordination of the individual to the division of labor, and therewith also the antithesis between mental and physical labor, has vanished; after labor has become not only a means of life but life’s prime want; after the productive forces have also increased with the all-round development of the individual, and all the springs of cooperative wealth flow more abundantly- only then can the narrow horizon of bourgeois right be crossed in its entirety and society inscribe on its banners: From each according to his ability, to each according to his needs.

By focusing mainly on consumption, income level, the standard of living and poverty rates as defined by the level of income, Dunnah’s and Bush’s goal, ultimately, is social democratic despite the reference to class struggle; many social democrats in the past have referred to class struggle without really aiming for the abolition of the power of the class of employer nor the abolition of classes–such as the German Social Democratic Party in the late nineteenth and early twentieth century (see Reform Versus Abolition of Police, Part Three).

From Moritz Muller (2019), “Of (Anti-)Capitalism, Countermovements, and Social-democratic Bedtime Stories. A Review of Recent Literature on Polanyi,” pages 135-148, Culture, Practice & Europeanization, Volume 4, Number 1, page 136:

… social democracy’s concept of socialism centers around the idea that private ownership should be replaced by public and/or cooperative ownership, together with the state’s acceptance of its role as the responsible institution for social welfare.

Dunnah and Bush, like Cartwright, only look, one-sidedly, at the problem since their focus is on poverty rates, standard of living (defined by consumption) and level of income. Their implied emphasis on consumption as opposed to production and employment fails to consider that production and consumption are interrelated since human beings produce their own social lives. Consumption is one aspect of this process but it is part of a process of socially reproducing our live through the use of means of production (machines, buildings, tools, land, raw material, auxiliary material and so forth). There is no reference to employers and their power at work in their article at all, however.

Indeed, their focus is exclusively on issues of distribution of income; they neglect to include in the concept of “the Material Realities of Working-Class and Oppressed People” material interests of workers in controlling their own lives as they produce those lives over time. The “material realities” or workers include being oppressed and being exploited–which they never address (see for example The Rate of Exploitation of Workers at Magna International Inc., One of the Largest Private Employers in Toronto, Part One and The Rate of Exploitation of Magna International Inc., One of the Largest Private Employers in Toronto, Part Two, Or: Intensified Oppression and Exploitation).

Their article reflects Marx’s characterization of the liberal reformist John Stuart Mill. From Grundrisse: Foundations of the Critique of Political Economy, page 87:

The aim is, rather, to present production – see e.g. Mill – as distinct from distribution etc., as encased in eternal natural laws independent of history, at which opportunity bourgeois relations
are then quietly smuggled in as the inviolable natural laws on which society in the abstract is founded.

Here is what the reformist John Stuart Mill wrote (quoted from Judith Janoska, Martin Bondeli, Konrad Kindle and Marc Hofer, page 104, The Chapter on Method of Karl Marx: An Historical and Systematic Commentary (in German, but the quote is in English):

The laws and conditions of the production of wealth partake of the character of physical truths [they cannot be changed–they are natural and eternal]. There is nothing optional or arbitrary in them. … It is not so with the Distribution of wealth. That is a matter of human institutions solely.

I have criticized the definition of poverty mainly according to level of income (the poverty rate) (and the corresponding standard of living) in another post since the definition fails to capture the continuing lack of freedom characteristic of work relations characterized by a market for workers (see “Capitalism needs economic coercion for its job market to function” (Ontario Coalition Against Poverty: OCAP)). I also criticized, in two other posts, Mr Bush’s inconsistent views (see Basic Income: A Critique of the Social-Reformist Left’s Assumptions and Analysis: Part One and Basic Income: A Critique of the Social-Reformist Left’s Assumptions and Analysis: Part Two). At least in his earlier writing, he tried to link production to distribution (though inadequately). Now he has abandoned all pretense of being concerned about the working lives of worker–despite the rhetoric of “class struggle.”

The push for a shift of many services from the private sector to the public sector will meet substantial opposition when it begins to affect the market for workers since the market for workers is a basic condition for the continued power and existence of employers as a class. Of course, the fact that there will be determined resistance and violence by employers and the government to ensure a ready supply of workers does not mean that such a policy should not be pursued. The authors do indeed imply that class struggle will be necessary to achieve their limited aims, but their form of class struggle works well within the limits of the continued existence of the class power of employers. However ironic it may sound, their form of class struggle is a reformist class struggle. Its aim is not the abolition of classes and therefore the class struggle, but rather the permanence of class struggle.

Their aim, in other words, is to humanize the class power of employers through class struggle rather than abolishing that class power. Their concept of socialism is really an enhanced welfare state–not the abolition of the class power of employers.

Struggles for an Expansion of Public Services and Socialism

There is no necessary connection between struggles for the expansion of free public services (free in terms of the consumer of such services not having to pay personally for such services and everyone having access to such services) and socialism. Should socialists, though, ignore such struggles? Of course not. The expansion of free public services can indeed enhance the life of workers and oppressed peoples, and it can, perhaps, permit a great possibility for the creation of a socialist society (I say perhaps for all the reasons above–the expansion of free public services often becomes a substitute for the creation of a socialist society–a society without the existence of a class of employers).

Socialists should support the expansion of free public services while simultaneously criticizing the limitations of such proposals. As Daniel Ankarloo (2009) writes, “The Swedish Welfare Model:
A Road Ahead? A Road to Socialism? Or a Dead End?,” Rethinking Marxism Conference:

the first presupposition for the Left of coming out of this impasse in welfare policies is the abandonment of ‘the social policy road to socialism’ [the kind of socialism advocated by Dunnah and Bush]. And in its place embrace the seeming paradox – that even if the welfare state model in Sweden is not socialism, not even a road to socialism, as a precondition for socialism, it is vital to fight for.

Socialists must strive to integrate the present and future rather than separating them–which is typical of both social democrats and the extreme left:

as regards the welfare state, the Left in Sweden has for the most part … been unable to deal adequately with the relation of ‘welfare’ to socialism. Some in the Left – having found out that ‘welfare’ is not socialism – have denounced previous welfare achievements and current popular welfare struggles in Sweden altogether. This has left the playing field open for social democrats to
lead the movement on issues of ‘welfare’ and subsequently ‘the social policy road to
socialism’ has largely remained unchallenged. More prevalent, however, has been to try to
overcome this impasse by balancing the ‘reformist’ policies of ‘welfare’ with the
‘revolutionary’ goal of ‘socialism’ as the overthrow of capitalist relations.

Unfortunately within the Swedish Left this has almost exclusively led to a de-habilitating
gap between theory and practice, between today and tomorrow. Just as historical social
democracy in Sweden in the 1940s tried to overcome its contradictions between the Marxian
vision of socialism and ‘Functional Socialism’, … by ‘pushing socialism ahead in time’, the Left in Sweden has inherited the same problematic. Hence, for this Left, socialism is always something that happens ‘in the future’ or ‘somewhere else’ – but it is never something existing in Sweden here and now. From this perspective, at best, all we can do is to support the ‘reformist’ Swedish welfare
model, in wait for socialism. In theory the Left has adhered to ‘revolutionary socialism’, but
since this is never an immediate presence, and only happens ‘tomorrow’, in practice one is at
best ‘reformist’ in welfare issues, i.e. exponents of ‘the social policy road to socialism’.

But, the challenge of the Left today is to break with ‘the social policy road to socialism’,
with the realization that although the Swedish welfare model is not socialism, not even a road
to socialism, there is indeed an alternative way to connect welfare struggles to socialism.

We have seen the issue of how the social-democratic or reformist left break the link between the present and future before (see Reform Versus Abolition of Police, Part Three and Reform Versus Abolition of the Police, Part Five: More Philosophical Considerations).

Fighting for welfare reforms that enhance the immediate lives of workers and oppressed peoples–the “bread and butter issues” to which Dunnah and Bush refer–while striving for socialism in the present–this is what is needed (and this is what this blog is for).

Returning to the issue of basic income–there is no reason for socialists to see welfare reforms that enhance the lives of workers and oppressed peoples and the proposal for a robust basic income as mutually exclusive; we should struggle for both. However, the struggle for a robust basic income is more fundamental since it has greater potentiality for questioning the power of employers as a class at work than the distributional struggles over what is produced.

Both a robust basic income and the expansion of public services, however, are means to the end of the creation of a socialist society and not ends in themselves.


Dunnah and Bush’s first aim–to “meaningfully improve the material realities of working class and oppressed people”–sounds both practical and radical. It is actually conservative since its focus is entirely on distributional struggles rather than struggles over control of working conditions at both the micro and macro levels. Indeed, since this is their primary goal, they practically define a socialist society as an enhanced welfare state–capitalism with a more human face.

By focusing on distributional struggles, they imply, without ever saying it, that wider struggles to control working conditions are impractical and utopian. They, the realists, know what “bread and butter issues” are relevant for the working class, and such “bread and butter issues” are purely distributional struggles. Such a stance is conservative–its aim is not to end class rule, but to perpetuate it–though in a more humanized form than at present.

So much for Dunnah and Bush’s first aim. In a second post, I will address the second aim, probably more briefly–the aim of affirming the power of publicly owned and operated infrastructure.

The issue of basic income and costs and how Dunnah and Bush present mainly a straw basic income model, however, will be addressed only in the last post of this series.

Working and Living in a Society Dominated by a Class of Employers May Be Dangerous to Your Health

In some previous posts, the title was “Working for an Employer May Be Dangerous to Your Health.” I have changed the title since this post is not just directly about working for an employer.

As has been implied in the previous post on this topic, the shift to legislative measures to address health and safety concerns removed workers’ definition of problems of health and safety in relation to social causes and transformed the definition into a technical issue over health and safety.

This shift in turn involved a shift from concerns for legislation to concerns for administrative measures. This shift to administrative measures protects employers better by limiting democratic pressure by means of legislative processes. Of course, such legislative processes should not be idealized. They, too, are subject to pressures of various kinds, such as economic pressures, political (power) pressures and ideological pressures.

Legislative and Administrative Processes as Inadequate to Protect Workers

As a result, legislative measures to protect workers from dangers at work often end up being watered down–as I pointed out in another post:

However, peeling back the veneer of the federal government’s so-called crackdown on violent crime reveals a much different story. To start, it took more than ten years to introduce a new law in response to a single and violent mass killing in which twenty-six Canadians died. What is more, despite widespread political support, many politicians – particularly those with an affinity for law-and-order policies – cautioned against going too far in terms of holding offenders criminally responsible for their harmful acts (Bittle and Snider 2006).

The implicit attitude of many legislators and administrators–that deaths at work are simply unintended and inevitable facts of the world that cannot be changed–points to the inadequacy of legislative and administrative measures for protecting life and limb of workers. From Steven Bittle, doctoral dissertation, Still Dying for a Living: Shaping Corporate Criminal Liability After the Westray Mine Disaster, pages 88-89:

… we argued that conservative conceptualizations of corporate crime dominated the process leading to the enactment of the Westray bill, thereby limiting the reform options that were given serious consideration. Three main arguments supported the analysis. First, legislators emphasized the importance of traditional legal language–particularly the doctrine of mens rea, or the legal need to establish the guilty mind of an individual – which downplayed alternative approaches to combating corporate criminal liability (also see Wells 1993: 1). Second, neo-liberal discourses helped ensure that the legislative framework conceptualized workplace safety as a shared responsibility amongst workers, managers and employers, despite the fact that few employees, namely those who carry out day-to-day production processes, have control over their working conditions (even though they bear the costs of unsafe working environments). Third, dominant conceptualizations of corporate capitalism, the idea that corporations are vital for the effective functioning of the Canadian economy, helped protect against the enactment of overly stringent legislation. Overall, given the convergence of various conservative discourses that dominated the reform process, we questioned the ability of the Westray bill to hold corporations to account for their harmful actions.

Why is it that the social-democratic left and unions do not discuss openly and thoroughly the issue of the systemic inadequacy of legislative and administrative efforts to protect workers? There is a definite need to enter into debate over such an issue, but there is an equally definite lack of discussion of such an issue. The current pandemic should have been an occasion to reassess the whole issue of the health and safety of workers–and indeed of the general population–in the context of a society dominated by a class of workers.

There has not been much real discussion about the need to overcome the power of the class of employers if we are to address adequately the health and safety of workers and the general population.

Indeed, the Trump’s administration’s efforts to downplay the tragedy of the pandemic has antecedents in the downplaying of the real cost of life, health and limb of workers and the general population in the context of a society dominated by a class of employers.

Reported Statistics on Health and Safety Versus the Probable Real Situation of Workers and the General Population

In a previous post, I indicated that official statistics show that around 1,000 workers die at work yearly when compared to around 550 murders years (see The Issue of Health and Safety in the Workplace Dominated by a Class of Employers). Official statistics are, however, just that, official. They are produced through administrative processes that define what constitutes an “official death.” By contrast, there have been estimates that express a much larger number of deaths in Canada due to work-related incidents. Thus, Steven Bittle, Ashley Chen and Jasmine Hébert report a much higher figure in their article (Fall 2018), ““Work-Related Deaths in Canada,”, pages 159-187, in Labour/Le Travail, Volume 82, page 186:

Relying on a range of data sources, and adopting a broad definition of what constitutes a work-related fatality, we generated a revised estimate of the number of annual work-related fatalities. Based on our analysis, we estimate that the number of annual work-related fatalities in Canada is at least ten to thirteen times higher than the approximately 900 to 1,000 annual average fatalities reported by the AWBC [The Canadian Association of Workers’ Compensation Boards of Canada]. This makes work-related fatalities one of the leading causes of death in this country

Undoubtedly the 554 murders reported in Canada are also an underestimate–probably due to racist and sexist attitudes and organizations (the underreporting of, for example, murdered Aboriginal women). However, it is highly unlikely that the number of unreported murders even approaches half the number of estimated work-related deaths.

The authors provide the following table to substantiate their claims (slightly modified to accommodate the formatting of this post), page 169:

Work-related cause of deathEstimated fatalitiesEstimated fatalities
Injury fatalitiesOccupational-disease fatalities
AWCB’s average from 2014–16 (see note a below)332
Commuting/Driving to and from work466
Non-reporting/reporting errors20
Non-working victims90 (see note b below)
Work-related suicides400–789
Other cancers5,959–8,939
copd (see note c below)2,062
Estimated injury total972
Estimated disease total8,906–12,275
ESTIMATED TOTAL: 9,878–13,246

Note a: The AWCB’s statistics include only deaths from a traumatic incident or “accident.” We exclude occupational diseases and cancers to avoid duplication with our revised numbers concerning these fatalities.
Note b: This figure is based on TSB (Transportation Safety Board of Canada) information and is thus a conservative estimate. There are a significant number of unknown cases that could also be included in this category.
Note c: copd (chronic obstructive pulmonary disease) refers to progressive and incurable lung diseases, including emphysema, chronic bronchitis, and refractory asthma.

Given the threat to their health of many workers and citizens, there should be persistent discussions of how legislation (and administration procedures) fail to protect workers–systematically, and not accidentally–in the context of a society dominated by a class of employers.

Accidents there will always be–but it is necessary to create a society that minimizes the probability of such accidents. Where is the movement or organization that is consciously aiming to abolish this carnage?

Is there fear among the social-democratic left and union reps to do so? What else would explain such silence over an issue that is of vital concern for workers? Union reps and the social-democratic left may complain about such facts and try to reduce the number of deaths, but unless the root cause of such deaths–the lack of control by workers and citizens over their own lives–is addressed, all complaints and proposed solutions will be measures that may reduce but not eliminate unnecessary deaths.

I have quoted this before, but it is often appropriate when addressing the inadequacies of social-democratic deficiencies. From Capital: A Critique of Political Economy. Volume 1: The Process of Production of Capital (page 91):

Perseus wore a magic cap so that the monsters he hunted down might not see him. We draw the magic cap down over our own eyes and ears so as to deny that there are any monsters.

The Monster Pandemic

The monster called the COVID-19 pandemic still exists, but there is little direct questioning of the kind of society that permits millions to die–while the stock market rises.

For example, it is implied that there is a crisis in Ontario health care, especially in long-term care homes, due to the Covid pandemic in a post on the Socialist Project’s website on January 8 (see https://socialistproject.ca/2021/01/covid19-crisis-situation-ontario/). The title of the post is “COVID-19 Crisis Situation In Ontario: Deadliest Day of the Pandemic,” produced by the Ontario Health Coalition. It is divided into four sections: a short introduction, a section titled “Hospitals,” another titled “Long-Term Care,” and a final section titled “Stronger Public Health Measures Needed Now.”

The introduction points out that January 7, 2021 constituted the highest number of deaths in Ontario (a province in Canada) since the pandemic became official. It argues that stronger measures are required and greater supports are required for the most vulnerable. In other words, it outlines some of the problems and offers some solutions.

The sections on hospitals and long-term care outline the dire situation of hospitals and long-term care homes–such as hospitals filled to capacity, morgues in some cities full, a dramatic rise in the number of deaths in long-term care homes.

The final section outlines some immediate solutions:

  1. “stronger safety and infection control measures in open businesses, full public reporting of outbreaks, more effective and coherent shutdowns.”
  2. “individuals whose employment has been or will be impacted need full support for income and housing, and local businesses need full supports to survive the pandemic.”
  3. “Our government can do a much better job of providing coordination and supports for these protections.” Including:
  • “Stronger, more coherent public health measures, including a fast ramp up of testing, contact tracing and quarantine capacity in public health and labs must be undertaken now so that the province can get the spread of the virus under control.
  • There must be fewer contacts among people to reduce community and workplace transmission and stronger public health measures across the board, including shutdowns and stronger safety measures in open businesses, must be undertaken.
  • The crisis in staffing capacity in long-term care must be addressed without any further delay.
  • The vaccine roll-out needs to be coherent, competent and much faster.
  • Community care, which is taking more of the burden of COVID-19 cases as hospitals are full, must be provided with clear directives to ensure staff have proper PPE including N95 masks.”

Given the emergency situation, certainly the identification of such immediate problems and proposed solutions to such problems is warranted. They are necessary and urgent. We need, as the post does, guidelines about what needs to be done immediately to address the inadequate responses by the Doug Ford government to the crisis in health care in the context of the pandemic.

However, this short-term could at least have been linked to both the specification of the longer-term problems that led to the pandemic and to longer-term goals that address the problem of overcoming economic, political and social structures that treat human beings as expendable costs in the production and exchange of commodities or as costs in long-term home care.

Some of the longer-term conditions for the emergence of Covid-19 are outlined by Mike Davis in his work (2020) The Monster Enters: COVID-19, Avian Flu and the Plagues of Capitalism:

But this time around there was little mystery about the identity of the microbe—SARS-CoV-2 was sequenced almost overnight in January—or the steps necessary to fight it. Since the discovery of the HIV virus in 1983 and the recognition that it had jumped from apes to humans, science has
been on high alert against the appearance of deadly new diseases with pandemic potential that have crossed over from wild fauna. This new age of plagues, like previous pandemic epochs, is directly the result of economic globalization. … Today, as was the case when I wrote Monster fifteen years ago, multinational capital has been the driver of disease evolution through the burning or logging out of tropical forests, the proliferation of factory farming, the explosive growth of slums and
concomitantly of “informal employment,” and the failure of the pharmaceutical industry to find profit in mass producing lifeline antivirals, new-generation antibiotics, and universal vaccines.

Forest destruction, whether by multinationals or desperate subsistence farmers, eliminates the barrier between human populations and the reclusive wild viruses endemic to birds, bats, and mammals. Factory farms and giant feedlots act as huge incubators of novel viruses while appalling
sanitary conditions in slums produce populations that are both densely packed and immune compromised. The inability of global capitalism to create jobs in the so-called “developing world” means that a billion or more subsistence workers (the “informal proletariat”) lack an employer link to healthcare or the income to purchase treatment from the private sector, leaving them dependent upon collapsing public hospitals systems, if they even exist. Permanent bio-protection against new plagues, accordingly, would require more than vaccines. It would need the suppression of these
“structures of disease emergence” through revolutionary reforms in agriculture and urban living that no large capitalist or state-capitalist country would ever willingly undertake.

Does the Ontario Health Coalition look at not only the immediate threat and its solutions but also the wider social context? The indirect criticism of neoliberal cuts in health care are implied: “The crisis in staffing capacity in long-term care must be addressed without any further delay.” The longer-term problems associated with the kind of society that is dominated by a class of employers is shuffled off into outer space, where it will be addressed who knows when or how.

Surely, the issue of health and safety in a society dominated by a class of employers should be a center-point for discussion and what can be done about it. Short-term problems and appropriate measures to be taken do indeed need to be discussed, but this pandemic is no longer something a few weeks or months old. We are now in 2021. Why are not the longer-term problems associated with an economic, political and social structure that has not only fostered conditions for the emergence of deadly viruses and their spread not discussed? Why are there not deep discussions about possible solutions to this large-scale problem?

The Ontario Health Coalition, in its article, instead of providing such a discussion and a vision of how we can prevent this situation from ever happening again, mainly focuses on immediate problems. These are indeed necessary–but they are hardly sufficient.

One last point. The Ontario Health Coalition is just that, a coalition. The interests of the working class do indeed require entering into coalitions, but first workers need to create their own independent position so that their interests are not absorbed into high-sounding phrases that lead nowhere. For example, this is what we find on the Ontario Health Coalition website in its section on “About Us” ( https://www.ontariohealthcoalition.ca/index.php/about-us/mission-mandate/):

Our primary goal is to protect and improve our public health care system. We work to honour and strengthen the principles of the Canada Health Act. We are led by our shared commitment to core values of equality, democracy, social inclusion and social justice; and by the five principles of the Act: universality; comprehensiveness; portability; accessibility and public administration. We are a non-profit, non-partisan public interest activist coalition and network.

What is meant by “equality, democracy and social justice?” Can such goals ever be achieved in a society dominated by a society characterized by the dominance of a class of employers? How is that possible, given that workers are means to be used by employers and costs to the employers (see The Money Circuit of Capital)? Is it possible where workers are dictated to by management as the representative of employers in various ways (see, for example, Management Rights, Part One: Private Sector Collective Agreement, British Columbia and, more generally, Employers as Dictators, Part One)?

We do not need rhetoric. We need an accurate assessment of what threatens us in the world and what we can do about it.

Or do we deserve less than this?


The Radical Left Needs to Call into Question Existing Social Institutions at Every Opportunity, Part Four

Before I obtained a so-called permanent teaching position (I will explain in a much later post why I use the word “so-called”), I worked for a number of years as a substitute teacher (with short periods of term teaching positions). I became an executive member of the Winnipeg Teachers’ Association (WTA) (in the province of Manitoba, Canada), representing substitute teachers. I used this situation as an opportunity to criticize the limitations of the educational experience. Of course, representatives should not limit themselves to such criticism but rather perform their representative function in order to enhance the democratic nature of the union or association to which they belong. To that end, I referred to issues and clauses in the collective agreement that were relevant to substitute teachers as well as to the Substitute Teachers’ Committee. I and others on the Substitute Teachers’ Committee created a survey for substitute teachers and used the results of such a survey to criticize the policy of the WTA of permitting only permanent teachers the right to apply for permanent positions (substitute teachers paid association dues and consisted of usually 700-900 paying members of around 4000 members, but they did not have the right to apply for permanent positions).
Letter to the Editor: For September, 2007 Some philosophers of education may be criticized—justly—for being ivory tower theoreticians, useless in the real world. On the other hand, they frequently are criticized—unjustly—because they do not help teachers function more efficiently in the present school system. Such a criticism assumes that the present school system (and its premises) forms the standard by which to guide teachers in their actions. It is the task of philosophers of education, however, to question such standards or premises and to formulate alternate standards when necessary. One standard for determining whether activities in schools are educative is the unity and continuity of means (or process) and ends (or product)–a standard developed by the philosophers of education John Dewey and Alfred Whitehead. If the end or outcome is to be educative, it must be used by children themselves as an anticipatory means by which to guide their own actions in achieving that end or outcome. The children use the end or anticipated outcome as an imaginative means by which to select and organize the material and activities in such a way that the end or outcome as a finished product is reached. In this way, the means used and the ends achieved form a unity and are continuous with each other: the end functions within the means, and the final end or outcome is the unification of the means into a coherent and harmonious result. The unity of ends and means is an artistic criterion since art is characterized by the unity of means and ends. For instance, the curriculum in the Dewey school in Chicago between 1896 and 1904 provided for the common ends of all human life (food, clothing and shelter). These ends were pursued by the children, and the children learned how to read, write and engage in mathematics as means to the pursuit of these common ends. Reading was not learned independently of a concrete purpose; the process of learning how to read (as means) was tied to the end (product) of achieving common ends as living beings on this Earth. Education was conceived as the process of the art of living. If an act is educative only if there is a unity of means and ends or process and product in the above sense, then this definition of education can be used as a standard by which to judge current practices in schools. One question to be answered is whether the process of learning to read, write and do mathematics in the elementary schools as it is presently structured by the curriculum permits the teaching of the unity of means and ends. Another question is whether the process of learning the more specialized studies in secondary schools (such as the sciences) as it is presently structured by the curriculum permits the teaching of the unity of means and ends. Can the present curriculum structure permit the unity of means and ends? If not, what are the implications for the connection between school life and the process of education? Do not children deserve the best possible education–the unity of means and ends, or the learning of the art of living. Fred Harris, substitute teacher
Communication within a committee of a union is necessary for a number of reasons, including expediting organization. As chair of the Substitute Teachers’ Committee, I wrote the following to the members of that committee:
Hello everyone. I hope your summer was enjoyable. Soon we will have our first substitute committee for the year, on September 24 at 5:00 p.m. Since I am a new chair of the committee, I am learning the procedures as we go along—as you undoubtedly will be. Pizza and drinks will be available. Are there any persons with allergies or who are vegetarians? It is important to recognize that the substitute committee has no decision-making powers as such. The substitute committee can only make recommendations to the executive. The executive has certain decision-making powers, but so too does the Council, which meets once a month and is composed of representatives from each school. The executive may recommend something, but the Council may well vote against it. With the approval of the executive (and sometimes the Council, depending on the issue), the substitute committee can go ahead with recommendations made by the substitute committee. Without the approval of the executive, it cannot. I am attaching the same agenda for the first meeting in case it got lost. Some of the items may be eliminated, depending on the results of the executive meeting of the WTA on September 19. The meeting has been set for one hour, so we need to get to work right away. To expedite matters, I will comment on many of the agenda items to begin the process. Agenda item #2. Communication between WTA and substitutes: A constant problem. The WTA does not have a list of substitute teachers, and substitute teachers do not automatically have mailboxes in each school. How the WTA (and this committee) is to communicate with substitute teachers remains open to suggestions—from substitute committee members, if possible. Which leads to point 3 on the agenda. Agenda item #3. A list of substitute teachers in the Division, since it does not exist, may have to be compiled by this committee. How this is to be done and who is to do should be the topic for discussion. Agenda item #4. The survey is to be used during the general (once a year) meeting of substitute teachers to obtain information about substitute teachers in the Division, including their priorities. The survey is subject to the approval of the executive, so we will not know whether it has been approved until after September 19. Who will distribute and collect the survey, if it is approved, during the general meeting? Agenda item #5. The major purpose of the general meeting is to obtain as many representatives for substitute teachers as possible. These representatives can attend the Council meetings, vote and raise issues. For every 20 people who show up at the general meeting, we can elect one representative to Council (up to a maximum of, perhaps, six or seven, but this issues is unlikely to arise at this time). So, we need to try to have as many substitute teachers attending as possible. Another purpose is to obtain information about substitute teachers through the survey. Fielding their possible questions and thus providing them with information is also a purpose. Henry Shyka, the MTS business agent, or Dave Nadjuch, acting president of the WTA, will probably field questions. The general meeting will require the use of a list of substitute teachers and their telephone numbers (or email addresses). Who will contact them? I suggest that we distribute the list evenly, assigning approximately the same number of people to contact for each member of the committee. Any other suggestions? The announcement for the general meeting should also be provided in the phone-in system. I will contact the Help Desk when a date has been set. What date shall be set? The meeting will probably occur in October (earlier would have been viable if I had more experience in these matters). It would be best if all of us could be there, but that is frequently not possible. Furthermore, it will depend on the availability of Henry, Dave and the MTS auditorium. We will have to be flexible on the date. What time? The place will probably be the auditorium of the MTS building. But we need to book a time and place. How about 5:00? Would that give substitute teachers sufficient time to get there (especially if they have to take the bus)? How will we finalize registration for the meeting? Do we go through the WTA office or have one of the members of the substitute committee be responsible for that (confirmation through Glenda Shepherd)? When should food be provided? At the beginning of the meeting, in the middle? Re #5: d (ii): It has been suggested that it can create problems if we go through Glenda Shepherd in that we will not be up-to-date on who will be attending. If Glenda is not to be the contact person, how will we make arrangements for confirmation of attendance? Responsibility for clean up after the meeting: All substitute committee members who attend should be responsible for clean up after the meeting. (It was recommended by the executive that we leave the remaining food for the custodians of the building since they generally treat us better if we do so. I recommend that as well. Open for discussion, though.) Does that cover most bases for now? Fred, substitute chair
I also initiated a survey of substitute teachers to determine what was important for them (the formatting is somewhat different):

Survey of the Substitute Teachers of the WTA

Information gathered from the following survey is entirely anonymous and will be used exclusively for the purpose of establishing a profile of substitute teachers as a whole in order to improve services to the substitute teachers of the WTA.
  1. For how many years have you been substituting (without a permanent contract):
0-3 years 4-6 years 7-9 years 10-12 years 13 years or longer
  1. Place in order of importance for you, with 1 being the least important to you and 10 being the most important:
1. Coverage of other teachers during preparation time 1 2 3 4 5 6 7 8 9 10 Least                  Most 2. Cancellation of a position when arriving at the school 1 2 3 4 5 6 7 8 9 10 Least                   Most 3. U.I. (now called E.I.) 1 2 3 4 5 6 7 8 9 10 Least                  Most 4. Communication with the Winnipeg Teachers’ Association 1 2 3 4 5 6 7 8 9 10 Least                   Most 5. Salary 1 2 3 4 5 6 7 8 9 10 Least                   Most
  1. (Continued) Place in order of importance for you, with 1 being the least important to you and 10 being the most important:
6. Benefits 1 2 3 4 5 6 7 8 9 10 Least                   Most 7. The lack of right to apply for posted positions 1 2 3 4 5 6 7 8 9 10 Least                    Most 8. Being banned from schools (and other disciplinary measures) 1 2 3 4 5 6 7 8 9 10 Least                   Most 9. Parking 1 2 3 4 5 6 7 8 9 10 Least                    Most 10. Lack of lesson plans 1 2 3 4 5 6 7 8 9 10 Least                   Most 11. Extent to which there is a lack of information, clarity or support concerning disciplinary procedures within schools for disruptive student behaviour 1 2 3 4 5 6 7 8 9 10 Least                    Most 12. Other (Please explain) 1 2 3 4 5 6 7 8 9 10 Least                   Most _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
  1. Please indicate with an x the category which best describes your view of the economic importance of substitute teaching for you.
primarily rely on substitute teaching within Winnipeg School Division for income primarily rely on substitute teaching and term teaching within Winnipeg School Division for income primarily rely on term teaching within Winnipeg School Division for income primarily rely on substitute teaching in two or more divisions for income primarily rely on substitute teaching and term teaching in two or more divisions for income primarily rely on term teaching in two or more divisions for income other (please explain) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
  1. Are you a retired teacher?
Yes No

Socialism, Part Ten: Inadequate Conception of the Nature of Freedom and Necessity, or Free Time and Necessary Time, Part Three: Education

This is a continuation of a previous post.

In a previous post, I pointed out that Mr. Gindin claimed that the expansion of educational services would involve scarcity and therefore would require external or extrinsic motivation of some sort. (Mr,. Gindin is head of the Toronto Labour Committee and former research director for the Canadian Auto Workers (CAW) (now Unifor) union.

Let us look at part of a previous quote from Mr. Gindin’s writing on socialism:

Furthermore, the calculation of scarcity can in particular not ignore leisure, with leisure representing the “realm of freedom.” Even if we produced enough of what we wanted, as long as some of that labor isn’t completely voluntary but instrumental, then effective scarcity of either labor time or the good/service remains. Workers may even like their jobs and see them as a source of creative expression and satisfaction, but as long as they’d periodically prefer to not show up or leave early, some further inducement is needed to offset the sacrifice of providing those labor hours. That inducement is a measure of the persistence of effective scarcity. And once scarcity is acknowledged as an inherent and essentially permanent frame in the restructuring of society, the question of structured incentives becomes paramount. This is not just a matter of motivating adequate hours of work, but of affecting its intensity and quality, and influencing where that work is best applied (i.e., determining society’s overall division of labor).

Mr. Gindin’s use of “scarcity” is meant to show that he is being realistic. He claims the following:

Scarcity — the need to make choices between alternative uses of labor time and resources — is unlikely to end outside of utopian fantasies because popular demands, even when transformed into collective/socialist demands, are remarkably elastic: they can continue to grow. Think especially of better health care, more and richer education,

Mr. Gindin prides himself on being realistic (his reference to “utopian fantasies” is meant to show this). In reality, he is a most conservative “socialist” (really a social democrat) who operates in terms of the capitalist economy and its social institutions.

He converts the relation between necessity and freedom in a socialist society into a false relation of mutual exclusivity. Thus, for him in the educational sphere an expansion of educational services necessarily leads to a diminution of resources in other areas. If, however, freedom and necessity are united and reinforce each other in the educational sphere and in other spheres (an internal relation of freedom to necessity), there need not arise such a diminution since human activity in other areas will, in turn, be enriched.

Mr. Gindin does not explore how educational institutions may change under a socialist system and how this might effect the relationship between necessity and freedom both in work and outside work.

John Dewey, an American philosopher of education, certainly did not believe that education excluded either necessity or freedom. Operating between 1896 and 1904 in Chicago, the University Laboratory School (commonly known as the Dewey School) used the common needs or common necessities of most of humanity for food, clothing and shelter as the point of development for children’s physical, intellectual, emotional, ethical and aesthetic development. By having children try to produce food, clothing and shelter in various historical epochs through the occupations associated with these needs, Dewey hoped to bridge the gap between intellectual and physical life that deeply divided American capitalist society.

Children started with purposes that they understood (the need or necessity for food, clothing and shelter) and were to come to understand the natural and social roots of varying the means for satisfying such common needs or common necessities.

Of course, the need for food and shelter (and, in most environments, the need for clothing), are given by the natural conditions of humans as living beings. They did not choose these conditions. However, through varying the means used by diverse historical societies, children can gradually come to learn about the potentialities of the natural world in diverse geographical areas and the diverse means by which human beings have come to produce their own lives. They learn increasingly how to control their own basic lives by experiencing diverse environments and diverse means by which to address problems associated with the satisfaction of the basic needs or necessities.

What of the learning of science? Does learning how to produce our basic necessities exclude the learning of science? Is there some sort of opposition between learning how to produce such basic necessities and the need to make choices about the learning of science? Does learning how to produce basic necessities in various environments involve a waste of time since the time could be spent learning about science? Mr. Gindin, with his false dichotomy of identifying the need to make choices with scarcity, would probably consider it necessary to choose between the learning how to produce the basic necessities and learning science.

Dewey, however, did not believe that learning how to produce the basic necessities and learning science were mutually exclusive. Human beings naturally focus on ends since they are living beings; means are secondary to the ends of life. Dewey repeats in a number of works his contention that human beings naturally are more concerned with ends than with means: “For men are customarily more concerned with the consequences, the “ends” or fruits of activity, than with the operations by means of which they are instituted” (Logic: The Theory of Inquiry, 1938/1986, page 253). However, consideration of means is just as essential to the life process.

If intelligent action (which is what education needs to develop) involves the coordination and means and ends, then education needs to have children learn to shift from their concern or interest or natural proclivity towards ends to a concern with the conditions for the creation of those  ends and the coordination of the two.

Through engagement with the occupations linked to basic needs or necessities, the child gradually becomes conscious of the steps  required a as well as the material means necessary for the basic ends to be achieved. A shift in attitude gradually emerges, as means and their perfection become more important—but always-in relation to the end to be achieved.

The shifts from ends to means and their eventual coordinate relation can lead to the habit of ensuring that the ends desired are placed in the broader context of the means
required to achieve them, and the choice of means to achieve ends be placed in the wider context of the total process of their impact on oneself and others.

A shift from concern from ends to means as a temporary end in itself can thus form the basis for the development of science.

Analytic categories characteristic of the diverse sciences are to emerge gradually. For
instance, the study of chemistry emerged from the process of cooking as well as from the metallurgical processes associated with the basic occupations. Similarly, physics emerged from the processes of production and use of tools.

The basic occupations  provide a bridge between common-sense inquiry and scientific inquiry. Without such a bridge, science would remain vague and would likely be resisted. Moreover, hose who do tend towards an interest in scientific work as such would likely become remote from the concerns of the common person, and would fail to understand how science is, ultimately, instrumental to-the human life process.

On the other hand-, the common, person could fail to appreciate how science can enrich her life and how it does affect her life in the modern epoch. For instance, Dewey mentions how metallurgical operations performed by human beings to transform metals into something useful resulted in the identification of about half a dozen metals (Logic: The Theory of Inquiry). By abstracting from the immediate relation between human beings and substances of the Earth, science has enabled human beings to identify over 60 metals. Through scientific inquiry, differentiation of metals and their diverse uses have expanded substantially in a relatively short period of time. The common person needs to understand the, need, (or scientific inquiry in relation to the limitations of common-sense inquiry as the scientist needs to understand that scientific inquiry may be an end for her but instrumental for many people.

The point of this is to show that the allocation of resources to the expansion of educational services need not entail some sort of “scarcity” merely because the allocation of resources to schools entails the non-allocation of resources in other areas. The allocation of resources in one area can result in the transformation of individuals into individuals with expanded horizons. The expansion of horizon can, in turn, lead to enhancement of experiences in other areas in a qualitative feedback loop that enhances the totality of live experiences.

As long as the resources allocated to schools involve the enrichment of both the living and social nature of human beings in a coherent fashion (taking into account both their nature as living beings and as social beings), the allocation of resources need not involve some sort of limit to other social activities; the necessity of producing food, clothing and shelter can lead to an expanded horizon and thereby to enhanced freedom.

Schools, if they contribute to the growth of children, would form one of many institutions that would contribute to the qualitative enhancement of our lives as individuals and as social individuals in a unique way.

An analogy may help. Look at your own body. You need your own kidneys in order to clean your blood of impurities and excrete them in the form of urine.  The energy allocated to this function limits the energy that can be allocated to your other organs. However, your other organs should not have all your energy allocated to them; there must be a balance between the allocation of your total energy to the diverse organs and their functions, with some organs requiring more energy, others less, depending on a number of circumstances (level of current activity, age, gender and so forth). Merely because each organ has a limited amount of energy and resources allocated to it does not mean that there is some sort of “scarcity” of energy and resources. Your freedom to move about in an effective–and graceful–manner depends on the varying allocation of resources and energy to diverse parts of the body.

If schools develop individuals who can appreciate the continuity (and difference) between their common-sense experiences and scientific experience, the resources allocated to it will feed back into other institutions in a coherent fashion.

Furthermore, individual children will gradually discover what unique contributions they can make to others, and they will come to appreciate the unique contributions of others to their lives.

This process of receiving something unique from others and contributing something unique to others defines the nature of true individuality. True individuality means the impossibility of substitution of function. Individuality is not only unique existentially—all existences are unique–but also functionally; structure and function meld into each other. Means and ends become one unique event that persists as unique in its actualization.

Modern human relations need to “capture” individual variations since modern human nature can advance only through such variations. These variations are unique. From John Dewey, Democracy and Education (1916/2004, page 96):

… he [Plato) had no perception of’ the uniqueness of individuals. … There being no recognition that each individual constitutes his own class, there could be no recognition of the infinite diversity of active tendencies and combinations of tendencies of which an individual is capable.

Plato also did not recognize that stability or harmony could arise through unique changes. From Democracy and Education, page 97:

But it is true that lacking the perception of the uniqueness of every individual, his incommensurability with others, and consequently not recognizing that a society might change and yet be stable, his [Plato’s] doctrine of limited powers and classes came in net effect to the idea of the subordination of individuality.

The emergence of distinct .or unique individuals arises from the process of acting
within a social environment; individuality is an achievement and not a presupposition. From John Dewey (1922), Human Nature and Conduct: An Introduction to Social Psychology, page 84:

This fact is accentuated and made fundamental by the fact of infancy— the fact
that each human being begins life completely dependent upon others. The net outcome accordingly is that what can be called distinctively individual in behavior
and mind is not, contrary to traditional theory, an original datum.

The development of a unique function and the reception of unique functions from others constitutes an essential element of freedom, and the development of such unique functions can only arise in conjunction with the realm of necessity and not apart from it. From Jan Kandiyali (2017), pages 833-839, “Marx on the Compatibility of Freedom and Necessity: A Reply to David James,”  European Journal of Philosophy, volume 25, page 837:

The key point is that Marx is describing a communist society as one in which individuals achieve self‐realization through labour—by helping others to satisfy their needs. Thus, … Marx claims that in non‐alienated production, I would enjoy an individual expression of life during production and in knowing my personality to be manifest in the product I create. However, … Marx emphasizes how my production satisfies another’s need, and how that production for another contributes to my own, as well as the other’s, self‐realization. Thus, when you consume my product, I experience the enjoyment of knowing that my activity has satisfied your need. Because I have satisfied your need, you recognize me as the ‘completion’ of your essential nature. And finally, because I recognize that you appreciate my production for you, my cognizance of your appreciation completes my self‐realization.

What I want to emphasize is that this account of self‐realization through labour that meets the needs of others, labour that characterizes production in a communist society, involves a distinctive conception of the relationship between freedom and necessity. According to this conception, freedom is not merely compatible with necessity. Rather, the necessity of labour is part of the explanation for why labour is a free and self‐realizing activity. For it is only in labour that ‘I would have the direct enjoyment both of being conscious of having satisfied a human need’, and it is only when I have satisfied another’s need that I can be recognized as completing another’s ‘essential nature’.

Mr. Gindin, with his talk of scarcity, has a mechanical conception of human nature and of human relations. It is a conception which splits human beings into beings of necessity (beings of nature) and beings of freedom (social beings).

This mechanical conception if human nature and human relations is shared by his colleague, Herman Rosenfeld (see Reform Versus Abolition of the Police, Part Five: More Philosophical Considerations). There seems to be a pattern emerging here: social democrats or social reformers view other people and human relations as external to each other–like ping pong balls rather than living and breathing beings with the capacity to engage in conscious and organized self-change.

Mr. Gindin also has a mechanical view of the relation of art in a socialist society since it, too, is restricted by “scarcity.” A critical analysis of such a view will be posted in the future.