Power: Interpersonal, Organizational, and Global Dimensions Wednesday, 14 September 2005 TOPIC: continue elaborating definition of power as capacity to produce intended and foreseen effects on others. Professor Silbey tells us the story of aliens observing the humans. They observe that the cars stop for traffic lights and infer that the traffic lights are totems -- causal artifacts. This goes to show how observable behavior can be misleading because it doesn't include the whole story. Something about how people think must be included! *Power is enacted and exercised rather than owned. Reviewing exercises class completed on first day of the course. Examples of power. For example, a senator votes with the president in order to obtain future favors. But we don't know what the president thinks – and we need to know the response to be able to discern whether or not power was exercised. How can we reliably discern someone's motivations? What can we learn from just observing? We must situate the subject in a universe of forces within which the person acts. But Dahl argued that it is unreliable to go into people's heads, to try and mete out motivations. Example: A random man stands on the side of the road and commands that the cars drive on the right side of the road. The cars do, of course, but not because of the man. In another instance, a policeman stands in the road and directs traffic, and the cars follow his commands. This traffic example is a reversal of the earlier senator example. But what is the difference between the policeman and the random man? We must recognize the difference between correlation and causation: Rules of the road are independent of the random man's behavior. But the policeman has authority and people fear his threat. Here we've gotten inside people's heads. There are several elements here: First, using Dahl's conceptual language, A's (policeman) power has a source/base, set of resources open to exploitation. The different resources of power manifest in different forms. Because power derives from recourses (capacity to achieve effects), A's range/scope of power is limited to the specific arena in which his/her resources play/exist. Second, we have information about the intentions of the power holder and the state of the object of power – the drivers of the cars. The objects of power (drivers) are influenced by the policeman because they know something about the police; they have information and experience that frames the observable behavior. They know that if they do not follow the policeman's instructions, sanctions may follow. The uniform, the raised hand, the placement of the policeman in the traffic intersection all communicate to the driver information that then leads to the car stopping. If we strictly adhere to and deploy the formal (behavioral, non-cognitive) model of power, we 09/14/05, page 1 of 5end up ignoring what people think, or more precisely that people can think, and then we simply get silly results – effects without causation. For example, there is no power in the traffic light itself, the power is from conventional learned habits. Highway code had become habituated and drivers act in terms of that highway code. There is not particular authority in the person standing in the road, stopping traffic. There is, however, institutionalized authority in the police, signaled by the uniform etc. *Must understand that people have knowledge of the world in which they live. The police wear a uniform which is part of an institution which is part of the general norm of law obedience. He exercises power on the basis of rules – he is not powerful because he is an individual, but because he is an embodied symbol (wearing the uniform, which is an extension of the institution of Law). *Action, intention, and cultural rules all must be considered to provide context of social action.09/14/05, page 2 of 5As for tacit knowledge and background rules – to what extent are they causes of action? There are three levels of analysis: • observable behavior • what subjects think, “get inside people's heads” • the culture in which the situation is embedded, informing what people do – Dahl (political scientists) studied New Haven community, concluding it was a pluralist society of districted, power-sharing among different groups/ sectors of the community. – Hunter (sociologist) studied an Atlanta community and asked subjects who holds power and he concluded that there was a power-elite. He is considered to be part of a critical /progressive strand of scholarship (along with Mills, Domhoff, Block, others) because he found/commented on inequality in the distribution of power. interaction + context implication theorist idea A ↔ B justify existing Wrong, Dahl only the interaction arrangements A ↔ B critical/progress Hunter, Mills interaction + thoughts A ↔ B Lukes, Foucault interaction + thoughts + social forces 1970s saw emergence of more scholarship that argued that people often defer the power of others through a culture that enables power through diffuse institutional resources. Other examples from exercises: e.g. In 1968-1970, Draper Laboratory was evicted from the MIT campus in response to student protest. Students had more resources in the immediate context (publicity and physical bodies sitting in president's office, ability to disrupt institution, so they were the ones to exercise the power. Did they get what they wanted in the long run? Military research continues, next to campus, without university oversight. Who won? e.g. A professor fails a student because the student turns in a paper late after explicitly being told late papers would not be accepted. The professor uses deadlines to discipline rather than punish, uses the threat of a grade in order to teach the student to work. Even though the student fails, the professor accomplishes some, but not all, of what she wanted. The examples beg the question: does there have to be change for there to be power? The definition of power thus far has been to achieve intended and foreseen effects. In the long run, this allows for institutionalization that ensures that rules and discipline persist. Max Weber – (1864-1920) German social theorist who studied intention and motive from “close-up to further out” offered us a means of studying human motivation and intention. 09/14/05,