Responding to Classical Liberalism
Chapter # 4
Is child labour like this present today?
where?
Child Labour
• 218 million child labourers
• 70% in agriculture, 22% in service
industries and 8% in industry.
• Asia-Pacific claims the greatest share of
underage workers (122million)
Key Concepts
• Analyzing the evolution of classical Liberalism
• Analyzing ideologies that developed in
response to classical Liberalism
Key terms
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Classical conservatism
Command economy
Communism
Feminism
Human rights
Labour standards
Marxism
Mixed economy
Progressivism
Socialism
Universal suffrage
Welfare capitalism
Industrial Revolution
• During the IR a number of groups claimed
collective rights
• Workers rights
• The right to a minimum wage
Opposition to Liberalism
• Four ideologies that arose in opposition to classical
liberalism– utopian socialism, Marxism ( scientific socialism
or communism), moderate socialism, and classical
conservatism.
• Classical liberalism was challenged by grassroots
movements of Luddites and Chartists
• a society established on the beliefs and values of utopian
socialists such as Robert Owen
• A revolutionary society lead by Karl Marx
• A society founded on ideals of classical conservatism as
envisioned by Edmond Burke
Overview
Classical Liberalism
theory
practice
Opposition to liberalism
Luddites
Chartists
Socialists
Classical
Conservatism
Reaction by Liberals
Welfare capitalism
Welfare state
Keynesian economics
Ideologies that developed in reaction to liberalism
Response
Luddites
Chartists
Utopian.
Socialism
Socialism /
Marxism
Classical
Conservatism
Ideas /Actions
Supporting Classical
Liberalism
Ideas/Actions Critiquing
Classical Liberalism
Response
Ideas /Actions
Supporting Classical
Liberalism
Luddites
Ideas/Actions Critiquing
Classical Liberalism
Protested economic actions by factory
owners to replace workers with machines
(profit motive). Broke into factories and
destroyed machines that threatened their
quality
Chartists
Supported principles of individual
rights and freedoms and extended
economic freedoms to benefit larger
society.
Advocated for greater political and social
reform to include working classes and not
only the wealthy. Viewed by government
(ruling elite) as rebels because of their
attacks on established order. Greater
equality eventually granted by 1880’s
Utopian.
Socialism
Supported principles of individual
rights and freedoms and extended
economic freedoms to benefit larger
society.
Argued gains inequality and subsequent
social injustices in classical liberalism. Aimed
to reform rather than eliminate economic,
political and social systems. Worked to
decrease abuses of capitalism.
Socialism/
Marxism
Classical.
Conservatism
Radical form of socialism that believed in the
eradication of classical liberal ideas such as
capitalism. Views capitalism as incapable of
reform. A confrontation between the
proletariat (workers) and the bourgeoisie
(owners) was inevitable and would lead to
the restructuring of society in the interests of
the collective (group) over the individual.
Equality for all could only be attained
through a revolution, likely a violent one.
Advocated for governments to be
responsive to individual rights and
freedoms but only so far as to avoid
Individualism subjected to rule of society
incorporating past present, and future
considerations. Hierarchy within society
Luddites
The Luddites were a social
movement of British textile artisans
in the early nineteenth century who
protested—often by destroying
mechanized looms—against the
changes produced by the Industrial
Revolution, which they felt were
leaving them without work and
changing their entire way of life.
Chartist
• Chartism was a movement for political and social reform in
the United Kingdom during the mid-19th century between
1838 and 1850. It takes its name from the People's Charter of
1838, which stipulated the six main aims of the movement
as:[1]
• A VOTE for every man twenty-one years of age
• THE BALLOT. - To protect the elector in the exercise of his
vote.
• EQUAL CONSTITUENCIES, securing the same amount of
representation for the same number of electors, instead of
allowing small constituencies to swamp the votes of large
ones.
Socialism
• Associated with the writings of Karl Marx.
• Based on the concepts of class struggle.
• Where Marxism focused on violent revolution
to create a classless society, Socialism focused
on peaceful social change in the interest of
the working class.
• Belief that resources should be controlled by
the public for the benefit of everyone in
society.
• Examples
– Utopian Socialism
– Marxism
Socialism
• refers to any one of various theories of economic
organization advocating state, public or common worker
ownership and administration of the means of production
and distribution of goods
• Modern socialism originated in the late 18th-century
intellectual and working class political movement that
criticized the effects of industrialization and private
ownership on society, however, socialism itself is not a
political system; it is instead an economic system distinct
from capitalism.
Proponent of Socialism
• Robert Owen believed that the harshness of
life under capitalism corrupted human
nature.
• Believed that education was the key to a
humane society.
• Belief that everyone should be beneficially
employed.
• Believed that living and working conditions
needed to improve for all.
Utopian Socialist
• :is a term used to define the first currents of modern
socialist thought.
• the term is most often applied to those utopian
socialists who lived in the first quarter of the 19th
century. From the mid-19th century onwards, the other
branches of socialism, most notably Marxism, overtook
the utopian version in terms of intellectual
development and number of adherents. Utopian
socialists were important in the formation of modern
movements for cooperatives.
Robert Owen
• no one was responsible for his will and his own
actions, because his whole character is formed
independently of himself; people are products
of their environment, hence his support for
education and labour reform, rendering him a
pioneer in human capital investment.
New Lanark
•
a clean, healthy industrial environment with a content, vibrant workforce
and a prosperous, viable business venture all rolled into one. Owens's
philosophy was contrary to contemporary thinking, but he was able to
demonstrate that it was not necessary for an industrial enterprise to
treat its workers badly to be profitable. Owen was able to show visitors
the village’s excellent housing and amenities, and the accounts showing
the profitability of the mills.
http://learnalberta.ca/content/sspes/index.html
MARXISM
Communism
• Radical form of socialism
• According to Karl Marx, the only way to overthrow
capitalism was through a class struggle between the
proletariat and the bourgeoisie—which would then
bring about significant change to society.
• Belief that society should be classless.
• The state should direct the economy to achieve
economic equality for all citizens.
Proponents of Communism
• Karl Marx and Friedrich Engles elaborated on the ideas of
Marxism in the Communist Manifesto.
• Ideas such as abolition of private property, centralization of
factories and free education for all were promoted.
• Vladimir Lenin expanded on Marx’s ideas for the purpose of
carrying out the Russian Revolution and establishing a
dictatorship of the proletariat in the USSR.
Dictatorship of the
Proletariat
• Centrally planned economy
• Distribution of income according to
work performed
• Increasing economic equality
• A gradual disappearance of the
classes
• An increasing desire to work for the
good of society rather than for
personal profit
Withering Away of the State
• Poverty and crime would disappear
• Human history would replace class history: A
classless society
• “from each according to his ability, to each
according to his need”. At first individuals might
tend to be greedy, but as they discover that there
would always be sufficient goods to meet their
basic needs, such feelings would disappear.
Marxism
• What societal conflicts caused by classical
liberalism could be resolved by the adoption
of Marxism?
• Pause and Reflect p.137
• How are these Marxist ideas a response to
classical liberal ideas in society?
Marx’s: Theory of the
Decline of Capitalism
• Figure 8:1 Ideologies pg. 319 into your notes
• Table 8:1 Ideologies pg. 323 into your
notes
Classical Conservatism
• Classical conservatism as a reaction (reactionary) to classical
liberalism
• Wanted to revert back to the way things were before
• Edmund Burke and classical conservatives beliefs:
– Society should be hierarchical (people are not equal—some
people suited for leadership)
– Limited electorate to choose government
– Care for the welfare of others
– Stability of society is paramount—achieved through law and
order and the maintenance of the customs and traditions
that bind society together.
New Ideologies challenged the following
classical liberal beliefs and values READ
• Supremacy of the individual; as challenged by socialism
• Economic freedoms found in capitalism; as challenged
by Luddites and socialism.
• Humans can by themselves make rational decisions that
benefit themselves and society; as challenged by
socialism.
The Liberal Response NOTES
Welfare Capitalism NOTES
Reforms of the Progressive Party 1912
• How progressive was the platform of the
Progressive Party of 1912?
• RM 4.2
• Read each plank in the party platform
• Notes in point form. P.143-144
The National Progressive Party Points
you should have picked up
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Legislation protecting workers
Establishing safety and health standards
Prohibition of child labour
Setting minimum wage standard for working
women
• Promoting government intervention in the
economy to promote public health
What Role should the Government
play in a Capitalist Economy ?
The Welfare State and the Great Depression
1929-1939 NOTES
We will discuss this in more detail in Chapter 6
• A direct result of a free-market economic
system
• Stock market crash
• Banks failed
• Factories closed, causing unemployment
• International trade declined
• Is this 2009?
Discuss
The Great Depression
HANDOUT TO FILL IN
FROM NEXT SLIDE
DISCUSS
The Crowsnest Pass Coal Strike 1932
READING
• This 7-month strike, involving all but one mine in Alberta's
CROWSNEST PASS, was the most bitter strike in the region's
turbulent history. It began in Coleman in January 1932 with
demands that companies divide available work in the depressed
coal-mining industry equally among miners rather than playing
favorites. Coal companies refused to deal with the workers'
militant union, the Mine Workers' Union of Canada, and
showdowns between the coal operators and the MWUC caused
the strike to spread through the Pass. The RCMP were required to
separate strikers and "scabs" and numerous confrontations came
to pass. The strike left a left-wing legacy in the Pass because of
resentment against the companies, the RCMP and provincial
authorities.
Crowsnest Pass Coal Stike 1932
Fig. 4-10
p.146
What was at stake for both strikers and employers in this strike?
Indicative Planning
READ DISCUSS
• The government indicates certain policies
depending on the state of the economy.
Government can manipulate the economy through
such devices as altering the interest rates, and
spending on “ public works programs.”.
• Increase spending during times of high
unemployment.
• This is called “Deficit Spending”, where
governments spend even at the risk of going into
debt.
Monetary Policy
Bank of Canada NOTES 
Fiscal Policy: Taxation &
Government Spending
NOTES 
READ PAGES 145-150

A supporter of Keynesian economics believes it is the
government's job to smooth out the bumps in business
cycles. Intervention would come in the form of
government spending and tax breaks in order to
stimulate the economy, and government spending cuts
and tax hikes in good times, in order to curb inflation.
Keynesian Economics
• John Maynard Keynes—British economist
• Recession deepened through the 1930s
• Observing this, Keynes believed that classical liberal
economic theory was based on a fundamental error.
He believed that when supply and demand were in
balance, that this would not necessarily result in full
employment, etc.
Figure 4-11, pages 146-147
BOLD GO IN NOTES 
• Keynesian Economics
• Keynes believed that in order to lesson the severity of a
recession, governments should spend more money and reduce
taxes. This would leave individuals more money to spend and
invest into the economy.
• He also believed that in times of inflation (boom times),
government should spend less money and raise taxes.
• Also known as demand-side economics
• To what extent can Keynes be considered the originator of the
mixed economy (modified market economy)?
Keynesian Model
• Demand Side Economics
• Government spending
• reduce taxes to “kick start” the
economy
• higher social security benefits
Keynesian Economics
• Pause and Reflect p.148
• To what extent can Keynes be considered the
originator of the mixed economy, also referred
to as the modified market economy?
Keynes Chart
COPY INTO NOTES
Business Cycle Chart NOTES

• INFLATIONARY PERIOD
• RECESSION
President Roosevelt and Keynesian
Economic APPICATION
• The alphabet agencies were the U.S. federal
government agencies created as part of the New
Deal of President Franklin D. Roosevelt. The earliest
agencies were created to combat the Great
Depression in the United States and were
established during Roosevelt's first 100 days in office
in 1933;
• Some alphabet agencies were established by
Congress, such as the Tennessee Valley Authority.
The agencies were sometimes referred to as
alphabet soup
Ways in which classical liberalism responded
to competing ideologies NOTES
• Economic principles were adapted to
provide workers with limited working
hours, minimum wages, pensions and
medical insurance.
• Economists such as keynes developed
rationale for adapting laissez-faire
capitalism to moderate the boom and bust
cycles
Explore the Issues
• P. 150
• Figure 4-13
• Draw the spectrum into your notes and answer question
# 3.
• Answers: Marxism/ karl Marx
•
Socialism/Robert Owen and Claude Saint-Simon
•
Modern Liberalism/Roosevelt
•
Welfare Capitalism/Keynes and Roosevelt
•
Classical Conservatism/ Burke
The Extension of Equality
• READ PAGES 154 TO 159 TAKE NOTES 
The Extension of Equality
• http://www.histori.ca/minutes/theme.do?id=
10004&className=ca.histori.minutes.entity.Cl
assicMinute.
• Students will record how the featured
women—Agnes Macphail, Emily Murphy,
Jennie Trout, Laura Secord and Nellie McClung
impacted change and reform in Canada.
The Extension of Equality
• 19th century, Laws governing the conditions of
employment which outline the minimum rights and
obligations of the employer and employee.
• Pause and Reflect p.155
– How would a capitalist or a supporter of classical liberalism
likely have responded to the UN Declaration in the 19th
century?
– How does the recognition of this new right to organize
demonstrate the extension of equality rights?
Pause and Reflect p.155
• Answer: a capitalist would not support the UN Declaration
because it supplants economic freedoms of the marketplace.
• It expanded political rights to economic rights to form
bargaining groups to negotiate for increased wages and or
improved working conditions in the interests of the workers.
Pause and Reflect p.155
• To what extent is the Worker’s Party
supportive of, or a reaction to, classical
liberalism.
– Answer: argues against the actions of the
capitalist class and would attract workers who felt
that capitalist policies discriminated against them
Pause and Reflect p 156
• What perspective on classical liberalism do DiLorenzo’s
comment reflect?
• To whom would each of these points of view on unions seems
attractive and to whom would they appear a threat?
– Answer: argues that capitalism can raise the overall standard of living
and improve working conditions, which would attract those favouring
capitalism.
In 1911, the Triangle
Shirtwaist Company fire
• Working conditions at the turn of the
twentieth century bordered on the appalling.
• Brought working conditions to public prominence.
• Fire escape doors locked by an employer concerned that they
would slip away for brief breaks
• Having no other choice, the women ran to the windows only to
find no fire escapes on the side of the building.
• One hundred and forty-six women died, consumed by flames or
leaping to their death on the ground below.
USE OF SONG
Workers used song
They found that street corner meetings drew more
attendance if a Salvation Army-type band was there to
attract attention." They also learned that when people sing,
they remember the message of the song.
http://www.youtube.com/watch?v=0VtAhrq9S0w
Solidarity forever! Solidarity forever!
Solidarity forever! For the Union makes us strong.
When the Union's inspiration through the workers' blood shall run,
There can be no power greater anywhere beneath the sun,
Yet what force on earth is weaker than the feeble strength of one?
But the Union makes us strong.
For the union makes us strong.
Is there aught we hold in common with the greedy parasite,
Who would lash us into serfdom and would crush us with his might?
Is there anything left to us but to organize and fight?
For the union makes us strong.
Chorus
It is we who plowed the prairies; built the cities where they trade;
Dug the mines and built the workshops, endless miles of railroad laid;
Now we stand outcast and starving midst the wonders we have made;
But the union makes us strong.
Chorus
All the world that's owned by idle
drones is ours and ours alone.
We have laid the wide foundations;
built it skyward stone by stone.
It is ours, not to slave in, but to
master and to own.
While the union makes us strong.
Chorus
They have taken untold millions that
they never toiled to earn,
But without our brain and muscle not
a single wheel can turn.
We can break their haughty power,
gain our freedom when we learn
That the union makes us strong.
Chorus
In our hands is placed a power
greater than their hoarded gold,
Greater than the might of armies,
magnified a thousand-fold.
We can bring to birth a new world
from the ashes of the old
For the union makes us strong.
Bob Dylan
Times they are a Changin
This became an anthem for frustrated youth. It summed up the
anti-establishment feelings of people who would later be known
as hippies. Many of the lyrics are based on the Civil Rights
movement in the US
Times they are a Changin
Come gather 'round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You'll be drenched to the bone.
If your time to you
Is worth savin'
Then you better start swimmin'
Or you'll sink like a stone
For the times they are a-changin'.
http://www.youtube.com/watch?v=vCWdCKPtnYE
Come writers and critics
Who prophesize with your pen
And keep your eyes wide
The chance won't come again
And don't speak too soon
For the wheel's still in spin
And there's no tellin' who
That it's namin'.
For the loser now
Will be later to win
For the times they are a-changin'.
Come senators, congressman
Please heed the call
Don't stand in the doorway
Don't block up the hall
For he who gets hurt
Will be he who has stalled
There's a battle outside
And it is ragin'.
It'll soon shake your windows
And rattle your walls
For the times they are a-changin'.
Come mothers and fathers
Throughout the land
And don't criticize
What you can't understand
Your sons and your daughters
Are beyond your command
You old road is
Rapidly agin'.
Please get out of the new one
If you can't lend your hand
For the times they are a-changin'.
The line it is drawn
The curse it is cast
The slow one now
Will later be fast
As the present now
Will later be past
The order is
Rapidly fadin'.
And the first one now
Will later be last
Pause and Reflect p.155
• To what extent is the Worker’s Party
supportive of, or a reaction to, classical
liberalism.
– Answer: argues against the actions of the capitalist class
and would attract workers who felt that capitalist policies
discriminated against them
• What perspective on classical liberalism do
DiLorenzo’s comment reflect?
• To whom would each of these points of view
on unions seems attractive and to whom
would they appear a threat?
– argues that capitalism can raise the overall standard of living and
improve working conditions, which would attract those favouring
capitalism.
Universal Suffrage
• the term universal suffrage is associated only with the right
to vote the frequency that an incumbent government
consults the electorate. Historically, universal suffrage
often in fact refers to universal adult male suffrage.
• From 1867-1919 the classical liberal idea that voting was a
privilege for the few.
• First nations were provided the right to vote in 1960.
Boss. "You have the liberty of Voting for any one you please;
but we have
the Liberty of Counting in any one we please." Do your Duty as
Citizens, and leave the rest to take its course." - New York
Times.
•
•
•
•
Equality Rights for Women In Western
Define the term Democracies
Feminism
What role did the
“suffragists” play in
helping women acquire
rights?
Is women’s suffrage
common in Middle
east countries?
Can you suggest why
these counties may not
be overly supportive of
suffrage in general and
Restrictions on
Women in Saudi Arabia
1.
2.
3.
4.
5.
6.
7.
Open a bank account without her husbands permission
Go anywhere without a chaperone
Drive a car (conflicting reports on the future opportunities)
Wear clothes or make-up that “show of their beauty”
Interact with men
Go for a swim
Compete freely in sports (Did participate in the London games 1st time accompanied by a
male guardian but had to wear a “Sharia-compliant” sports kit that covered their hair. Hard-line clerics
denounced the women as “prostitutes”. https://www.youtube.com/watch?v=yFXv7XT66ng
8. Try on clothes when shopping
• Other unusual restrictions
– Enter a cemetery
– Read an uncensored fashion magazine
– Buy a Barbie
Source:
http://www.theweek.co.uk/60339/eleven-things-women-in-saudiarabia-cannot-do
Equality Rights for Women In Western
Democracies
• Define the term Feminism
• What role did the “suffragists” play in helping
women acquire rights?
• Is women’s suffrage common in Middle east
countries?
• Can you suggest why these counties may not
be overly supportive of suffrage in general and
female suffrage in particular?
End
Chapter 3-4 Test