For the Marxist in Training
Apr. 6th, 2015 02:10 am1) "Ultimately, there are three reasons that I prefer the term capitalist realism to postmodernism. In the 1980s, when Jameson first advanced his thesis about postmodernism, there were still, in name at least, political alternatives to capitalism. What we are dealing with now, however, is a deeper, far more pervasive, sense of exhaustion, of cultural and political sterility. In the 80s, ‘Really Existing Socialism’ still persisted, albeit in its final phase of collapse. In Britain, the fault lines of class antagonism were fully exposed in an event like the Miners’ Strike of 1984-1985, and the defeat of the miners was an important moment in the development of capitalist realism, at least as significant in its symbolic dimension as in its practical effects."
2) "Secondly, postmodernism involved some relationship to modernism. Jameson’s work on postmodernism began with an interrogation of the idea, cherished by the likes of Adorno, that modernism possessed revolutionary potentials by virtue of its formal innovations alone. What Jameson saw happening instead was the incorporation of modernist motifs into popular culture (suddenly, for example, Surrealist techniques would appear in advertising). At the same time as particular modernist forms were absorbed and commodified, modernism’s credos – its supposed belief in elitism and its monological, top-down model of culture – were challenged and rejected in the name of ‘difference’, ‘diversity’ and ‘multiplicity’. Capitalist realism no longer stages this kind of confrontation with modernism. On the contrary, it takes the vanquishing of modernism for granted: modernism is now something that can periodically return, but only as a frozen aesthetic style, never as an ideal for living."
And instead of buying the book and adding to the steady growing amount of money spent on overpriced textbooks, here's a handy link to the pdf of that entire book:
no subject
Date: 2015-04-06 04:03 pm (UTC)no subject
Date: 2015-04-08 05:04 am (UTC)I've been thinking about #3 a lot over the past couple of years, particularly what it means when "For most people under twenty in Europe and North America, the lack of alternatives to capitalism is no longer even an issue. Capitalism seamlessly occupies the horizons of the thinkable.."
I want to have something intelligent to say but I feel like I need to go read Fischer sometime this week or next.
no subject
Date: 2015-04-08 05:29 am (UTC)no subject
Date: 2015-04-09 06:50 am (UTC)Couldn't help smiling when Fischer described so concisely one of the things that made be deeply dislike Wall-E: "A film like Wall-E exemplifies what Robert Pfaller has called ‘interpassivity’: the film performs our anti-capitalism for us, allowing us to continue to consume with impunity"
And his comments on Product Red(tm): " The fantasy being that western consumerism, far from being intrinsically implicated in systemic global inequalities, could itself solve them. All we have to do is buy the right products."
I started wondering what he thought about major events that happened after he wrote this book and google found me this interview from 2013: http://strikemag.org/capitalist-realism-by-mark-fisher/
HIs argument for the first few chapters leaves me nodding in agreement: his argument that our society's (or world's) mindset is trapped inside a capitalist worldview where, despite the faults of capitalism, people argue all other systems are worse. I could probably ramble incoherently on this for hours but I should probably finished reading the rest of it first. :)
no subject
Date: 2015-04-09 10:32 am (UTC)Fischer referenced a lot of Zizek, and it reminded me of one of Zizek's lectures on charity and ethical consumerism which I saw in one of the RSA animated lecture drawings seen on YouTube (search for Zizek RSA Animate for it, it's really well known).
And a lot of both say isn't anything new but when we're constantly reminded about where to throw support or credit for something on the Internet or in "educating oneself," there seems to me a disproportionate amount of responsibility placed upon the power of the individual whether for the person learning or for the person expected to do the teaching.