
Edward W. Younkins
AM: Thank you for taking the time to do this interview. I’d like to start by asking why you chose to write Exploring Capitalist Fiction. Was there a void you were seeking to fill?
EY: The origins of this book go back to the Spring of 1992 when I began teaching a course called Business Through Literature in Wheeling Jesuit University’s MBA program. Exploring Capitalist Fiction is heavily based on my lectures and notes on the novels, plays, and films used in this popular course over the years and on what I have learned from my students in class discussions and in their papers.
The idea to write this book originated a few years ago when one of Wheeling Jesuit University’s MBA graduates, who had taken and enjoyed the Business Through Literature course, proposed that I write a book based on the novels, plays, and films covered in that course. I agreed as I concluded that the subject matter was important and bookworthy and that the book would be fun for me to write and for others to read. I went on to select twenty-five works to include in the book out of the more than eighty different ones that had been used in my course over the years. I have endeavored to select the ones that have been the most influential, are the most relevant, and are the most interesting. In a few instances, I have chosen works that I believe to be undervalued treasures.
I was not intentionally trying to fill a void as there are a number of similar books by fine authors such as Joseph A. Badaracco, Robert A. Brawer, Robert Coles, Emily Stipes Watts, and Oliver F. Williams, among others. Of course, I did see my evenhanded study of business and capitalism in literature as a nice complement and supplement to these works.
AM: I assume that you’ll use this book to teach your own courses, and I suspect other teachers will also use the book in their courses. Anyone who reads the book will quickly understand the reason you believe that imaginative literature and film have pedagogical value in business courses, but would you mind stating some of those reasons for the benefit of those who haven’t read the book yet?
EY: The underpinning premise of this book and of my course is that fiction, including novels, plays, and films, can be a powerful force to educate students and employees in ways that lectures, textbooks, articles, case studies, and other traditional teaching approaches cannot. Works of fiction can address a range of issues and topics, provide detailed real-life descriptions of the organizational contexts in which workers find themselves, and tell interesting, engaging, and memorable stories that are richer and more likely to stay with the reader or viewer longer than lectures and other teaching approaches. Imaginative literature can enrich business teaching materials and provide an excellent supplement to the theories, concepts, and issues that students experience in their business courses. Reading novels and plays and watching films are excellent ways to develop critical thinking, to learn about character, and to instill moral values. It is likely that people who read business novels and plays and watch movies about business will continue to search for more of them as sources of entertainment, inspiration, and education.
AM: Who are the intended audiences for your new book?
EY: My target audiences include college students, business teachers, general readers, and people employed in the business world. My summaries and analyses of twenty-five works are intended to create the feel of what it is like to work in business. The premise of the book is that fiction can provide a powerful teaching tool to sensitize business students without business experiences and to educate and train managers in real businesses. Studying fictions of business can provide insights to often inexperienced business students and new employees with respect to real-life situations.
In each of my 25 chapters I provide a sequential summary of the fictional work, interspersed with some commentary that highlights the managerial, economic, and philosophical implications of the ideas found in the work. My emphasis is on the business applications of the lessons of particular novels, plays, and films. This book highlights the lessons that an individual can take from each work and apply to his or her own life. It is not literary analysis for its own sake.
I do not delve deeply into these novels, plays, and films in order to identify previously-covered and previously-uncovered themes in existing scholarship. My book is essentially a study guide for people interested in becoming familiar with the major relevant themes in significant works of literature and film. The book can also serve as a guide for professors who desire to expand their teaching approaches beyond the traditional ones employed in schools of business.
Of course, literary scholars can use my book as a starting point, catalyst, or reference work for their own in-depth scholarly studies of these and other works. For example, I can envision a number of scholars, from a variety of viewpoints, contributing essays to book collections devoted to different literary works. One possible collection that readily comes to mind would be devoted to David Mamet’s Glengarry Glen Ross. Other candidates for potential collections might include Howell’s The Rise of Silas Lapham, Norris’s The Octopus, Dreiser’s The Financer, Cahan’s The Rise of David Levinsky, Lewis’s Babbitt, Miller’s Death of a Salesman, Hawley’s Executive Suite, Lodge’s Nice Work, Sterner’s Other People’s Money, among others. It would be great if some of the contributing literary scholars to these volumes would come from pro-business, pro-capitalist thinkers such as Paul Cantor, Stephen Cox, Ryan McMaken, Sarah Skwire, Amy Willis, Michelle Vachris, and yourself. As you know most literary critics are from the left. Those mentioned above celebrate individualism and freedom in place of collectivism and determinism.
AM: What can be learned from business fiction?
EY: Fiction can be used to teach, explicate, and illustrate a wide range of business issues and concepts. Many fictional works address human problems in business such as managing interpersonal conflict and office politics; using different styles of management; the potential loss of one’s individuality as a person tends to become an “organization man”; the stultifying effect of routine in business; the difficulty in balancing work life and home life; hiring and keeping virtuous employees; maintaining one’s personal integrity while satisfying the company’s demands for loyalty, conformity and adaptation to the firm’s culture; communication problems a business may experience; fundamental moral dilemmas; depersonalization and mechanization of human relationships; and so on. Fictional works tend to describe human behavior and motivations more eloquently, powerfully, and engagingly than texts, articles, or cases typically do. Literary authors and filmmakers are likely to develop and present ideas through individual characters. They depict human insights and interests from the perspective of individuals within an organizational setting. Reading imaginative literature and watching films are excellent ways to develop critical thinking and to learn about values and character.
Many novels, plays, and films are concerned with the actual operation of the business system. Some deal directly with business problems such as government regulation, cost control, new product development, labor relations, environmental pollution, health and safety, plant openings and closings, tactics used and selection of takeover targets, structuring financial transactions, succession planning, strategic planning, the creation of mission statements, the company’s role in the community, social responsibility, etc. Assessing fictional situations makes a person more thoughtful, better prepared for situations, and better able to predict the consequences of alternative actions. Fiction can address both matters of morality and practical issues. There are many fine selections in literature and film which prompt readers to wrestle with business situations.
Older novels, plays, and films can supply information on the history of a subject or topic. They can act as historical references for actual past instances and can help students to understand the reasons for successes and failures of the past. Older literature can provide a good history lesson and can help people to understand the development of our various businesses and industries. These stories can be inspiring and motivational and can demonstrate how various organizations and managers were able to overcome obstacles, adapt, and survive. Fictional works are cultural artifacts from different time periods that can be valuable when discussing the history of business. Many fictional works present history in a form that is more interesting than when one just reads history books.
Imaginative literature reflects a variety of cultural, social, ethical, political, economic, and philosophical perspectives that have been found in American society. Various images of businessmen have appeared in fictional works. These include the businessman as Scrooge-like miser, confidence man, robber baron, hero, superman, technocrat, organization man, small businessman, buffoon, rugged individualist, corporate capitalist, financial capitalist, man of integrity, etc.
AM: How will your teaching approach change in your Business Through Literature course now that you have published your own book on the subject?
EY: In the past students in this course have read, analyzed, and discussed novels, plays, and films. Each student prepared a minimum of 6 short papers (2000 words each) on the assigned works. Grades were based on these papers and class discussions.
I am experimenting this semester using my book in the class for the first time. I am requiring each student to take notes on each chapter of the book to help them in bringing up topics for class discussion and in participating in class discussions. Each student is also required to prepare and turn in three essay questions on each chapter. These are turned in before each relevant class. Grades for the class are based on class participation and two essay tests.
AM: Isn’t the reverse also true that literature students ought to study economics or at least gain an understanding of business from something besides imaginative literature and film, which tend not to portray capitalists in a favorable light?
EY: It would definitely be beneficial for literature students to study classes in business areas such as management, marketing, accounting, and finance. It would help them somewhat if they took a course or two in economics. Unfortunately, almost all college-level economics courses are based on Keynesian economics. I would encourage anyone who takes such courses to read and study Austrian economics in order to gain a more realistic perspective.
AM: You’ve written a great deal about Ayn Rand, and the chapter on Atlas Shrugged is the longest one in your book. Rand can be a divisive figure, even, perhaps especially, among what you might call “libertarians” or “free marketers” or “capitalists” and the like. But even the people in those categories who reject Objectivism tend to praise Rand’s novels. What do you make of that, and do you think there’s a lesson there about the novel as a medium for transmitting philosophy?
EY: I suspect that there are a lot of people like me who value “novels of ideas.” There have been many good philosophical novels but none have been as brilliantly integrated and unified as Atlas Shrugged. Rand characterizes grand themes and presents an entire and integrated view of how a man should live his life. Rand’s great power comes from her ability to unify everything in the novel to form an integrated whole. The theme and the plot are inextricably integrated. Rand is a superb practitioner of synthesis and unity whose literary style and subject are organically linked and fused to the content of her philosophy. She unifies the many aspects of Atlas Shrugged according to the principles of reality. People from the various schools of “free-market” thought are in accord in promoting an appropriate reality-based social system in which each person is free to strive for his personal flourishing and happiness.
AM: I want to ask about Henry Hazlitt’s Time Will Run Back, the subject of chapter twelve of your book. Why do you think this book has not received much attention? It has been, I’d venture to say, all but forgotten or overlooked by even the most ardent fans of Hazlitt. Is the book lacking something, or are there other factors at play here?
EY: Hazlitt’s novel may not be “literary” enough for many people. However, in my opinion, the author does skillfully use fiction to illustrate his teachings on economics. I think that the book also has a good story line. Economics professors tend to shy away from using it in their classes. Some may be so quantitatively oriented that they cannot envision using a novel to teach economics. Others may perceive the Austrian economics principles found in Time Will Run Back to not fit in with the Keynesian economics principles found in most textbooks (and of course they are right).
AM: Thank you again for doing this interview. All the best in 2014.
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Edward W. Younkins. Exploring Capitalist Fiction: Business Through Literature and Film. Lanham,
Maryland: Lexington Books, 2014.
"The king can do no wrong", Commentaries on the Laws of England, Elizabeth I, England, government, Ludwig von Mises Institute Canada, qualified immunity, Sir William Blackstone, sovereign immunity, The Eleventh Amendment, The U.S. Supreme Court, United States
The Immunity Community
In America, American History, Arts & Letters, Britain, History, Humanities, Jurisprudence, Justice, Law, Libertarianism, Philosophy on September 10, 2014 at 8:45 amThis piece first appeared here as a Mises Emerging Scholar article for the Ludwig von Mises Institute Canada.
The doctrine of sovereign immunity derives from the English notion that “the king can do no wrong” and hence cannot be sued without his consent. The purpose of this doctrine was, in England, from at least the Middle Ages until eighteenth century, to bar certain lawsuits against the monarch and his or her ministers and servants. With the rise of the English Parliament after the death of Elizabeth I, government officers and politicians sought to gain the power of immunity that the monarch and his or her agents had enjoyed.
In practice, however, English subjects were not totally deprived of remedies against the monarch or the government. The doctrine of sovereign immunity was not an absolute prohibition on actions against the crown or against other branches of government;[1] subjects could avail themselves of petitions of right or writs of mandamus, for instance, and monarchs fearful of losing the support of the people would often consent to be sued.
It was not until the monarchy had been demonstrably weakened that the doctrine of sovereign immunity began to be espoused with added urgency and enforced with added zeal. In the late eighteenth century, Sir William Blackstone intoned in his Commentaries on the Laws of England that the king “is not only incapable of doing wrong, but ever of thinking wrong: he can never mean to do an improper thing: in him is no folly of weakness.” These lines convert sovereign immunity into sovereign infallibility, a more ominous yet more dubious pretension.
Once the monarchy had been abolished altogether, the idea that the sovereign had to consent to be sued no longer held credence. As Louis L. Jaffe explains, “Because the King had been abolished, the courts concluded that where in the past the procedure had been by petition of right there was now no one authorized to consent to suit! If there was any successor to the King qua sovereign it was the legislature,” which, having many members subject to differing constituencies, was not as accountable as the monarch had been to the parties seeking to sue.[2]
The principle of sovereign immunity carried over from England to the United States, where most states have enshrined in their constitution an absolute bar against suing the State or its agencies and officers whose actions fall within the scope of official duties. The Eleventh Amendment to the U.S. Constitution likewise states that “the Judicial power of the United States shall not be construed to extend to any suit in law or equity, commenced or prosecuted against one of the United States by Citizens of another State, or by Citizens or Subjects of any Foreign State.” This provision, which applies only in federal courts and which does not on its face prohibit a lawsuit against a state by a citizen of that same state, was adopted in response to the ruling in Chisholm v. Georgia (1793), a case that held sovereign immunity to have been abrogated and that vested in federal courts the authority to preside over disputes between private citizens and state governments.
Notwithstanding the complex issues of federalism at play in the Chisholm decision and in the Eleventh Amendment, the fact remains that the doctrine of sovereign immunity has been applied with widening scope and frequency since the states ratified the Eleventh Amendment in 1795. The U.S. Supreme Court has contributed to the doctrine’s flourishing. “The Supreme Court’s acceptance of sovereign immunity as constitutional principle,” explains one commentator, “depends on its determination of the intent of the Framers, which ignores a great deal of historical evidence from the time of the founding and relies primarily on a discredited account of the Eleventh Amendment first articulated in the 1890 case of Hans v. Louisiana.”[3]
State and federal courts have now built an impregnable wall of immunity around certain state and federal officers. The sovereign immunity that is enshrined in state constitutions is, in theory, not absolute because it is conferred only to certain agents and officers and does not prohibit lawsuits to enjoin such agents and officers from performing unconstitutional or other bad acts. In practice, however, the growth of qualified immunities, which is in keeping with the growth of government itself, has caused more and more agents of the State to cloak themselves in immunity.
Bus drivers, teachers, coroners, constables, high school coaches, doctors and nurses at university hospitals, security guards, justices of the peace, government attorneys, legislators, mayors, boards of education and health, university administrators, Indian reservations, prison guards and wardens, police officers and detectives, janitors in government facilities, licensing boards, tax assessors, librarians, railroad workers, government engineers, judges and justices, school superintendents and principals, towing companies, health inspectors, probation officers, game wardens, museum docents and curators, social workers, court clerks, dog catchers, contractors for public utilities, public notaries, tollbooth attendants, airport traffic controllers, park rangers, ambulance drivers, firefighters, telephone operators, bus drivers, subway workers, city council members, state auditors, agricultural commissioners—all have sought to establish for themselves, with mixed degrees of success, the legal invincibility that comes with being an arm of the state.
Yet the idea that “the king can do no wrong” makes no sense in a governmental system that has lacked a king from its inception. Its application as law has left ordinary citizens with limited recourse against governments (or against people claiming governmental status for the purpose of immunity) that have committed actual wrongs. When the government, even at the state level, consists of vast bureaucracies of the kind that exist today, the doctrine of sovereign immunity becomes absurd. If it is true that in nine states and in the District of Columbia the government employs more than 20% of all workers, imagine how many people are eligible to claim immunity from liability for their tortious conduct and bad acts committed on the job.
Local news reports are full of stories about government employees invoking the doctrine of sovereign immunity; few such stories find their way into the national media. Judge Wade McCree of Michigan, for instance, recently carried out an affair with a woman who was a party in a child-support case on his docket, having sexual intercourse with her in his chambers and “sexting” her even on the day she appeared as a witness in his courtroom. Although McCree was removed from office, he was immune from civil liability. An airport in Charleston, West Virginia, is invoking the doctrine of immunity to shield itself from claims that it contributed to a chemical spill that contaminated the water supply. Officer Darren Wilson may be entitled to immunity for the shooting of Michael Brown, depending on how the facts unfold in that investigation.
The U.S. Supreme Court once famously declared that the doctrine of sovereign immunity “has never been discussed or the reasons for it given, but it has always been treated as an established doctrine.”[4] A disestablishment is now in order. The size and scope of government is simply too massive on the state and national level to sustain this doctrine that undermines the widely held belief of the American Founders that State power must be limited and that the State itself must be held accountable for its wrongs. Friedrich Hayek pointed out that the ideal of the rule of law requires the government to “act under the same law” and to “be limited in the same manner as any private person.”[5] The doctrine of sovereign immunity stands in contradistinction to this ideal: it places an increasing number of individuals above the law.
If the law is to be meaningful and just, it must apply equally to all persons and must bind those who enforce it. It must not recognize and condone privileges bestowed upon those with government connections or incentivize bad behavior within government ranks. Sovereign immunity is a problem that will only worsen if it is not addressed soon. The king can do wrong, and so can modern governments. It’s time for these governments to be held accountable for the harms they produce and to stop hiding behind a fiction that was long ago discredited.
________
[1]See generally, Louis L. Jaffe, “Suits Against Governments and Officers: Sovereign Immunity,” 77 Harvard Law Review 1 (1963).
[2]Jaffe at 2.
[3]Susan Randall, “Sovereign Immunity and the Uses of History,” 81 Nebraska L. Rev. 1, 4 (2002-03).
[4]U.S. v. Lee, 106 U.S. 196, 207 (1882).
[5]F. A. Hayek, The Constitution of Liberty, Vol. 17 of The Collected Works of F.A. Hayek, ed. Ronald Hamowy(Routlege, 2011), p. 318.
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