Making Money With Professor David Koffman Today's Session

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Choose one of the first 3 units of the course. Write an essay. State the “thesis” of the unit as a whole as you see it. Describe the purpose of the unit; capture the gist of it in rich and clear prose. The rest of the assignment should do the following things, but there is no prescribed order in which you must do them. You may choose to structure your analysis by discussing part 1 (i.e., Professor Koffman’s lecture and the reading for that week), then move on to discuss part 2 (the guest lecture + reading). You may choose to discuss both lectures first, then both readings. You may choose to structure your essay around a theme or two of your choosing. In other words, the structure of your essay is in your hands. I recommend explaining the structure of your essay to your reader.

Consider the readings for the unit: infer the question that each author of the readings asks i.e., the problem that each reading attempts to solve or explore. Summarize the answer the author provided. Describe the evidence she/he uses to support her/his answer. Make sure you connect the readings directly to what you believe was the “thesis” of the unit. Consider each lecture in the unit: explain the argument(s) presented, and how they are related to the overall “thesis” of the unit. Discuss if/how the two lectures either complemented each other in terms of content and argument, how they contradicted one another, and/or how they approached the unit question in similar or different manners, as appropriate. Synthesize the lectures into one discussion – put them into conversation with each other. Identify one additional person that could be invited as another guest (if the unit had 3 weeks, rather than 2). Supply a name, an institutional affiliation, and a brief justification for how/why that person could shed new light on the question of the unit. What new dimension to the unit discussion would you hope this guest would bring? Justify your selection by referring back to your summary / thesis / explanation of the point of the unit.

Write 1250 words, in 12-point font (equivalent to Times New Roman), double-spaced pages (5). Make sure to put your name, your student number, and your TA's name on your paper. The assignment is worth 10% of the course grade. Edit and re-edit your written work! Do not write in the “personal” voice. Feel free to trade editing services with a friend or classmate. I strongly encourage everyone to make an appointment with a writing center. Use [email] for support. Save drafts of your work. If your TA suspects academic dishonesty, they will ask to see your work process.

Please consult the course syllabus about the Late Policy, Submission Policy, and Academic Honesty. I will follow the History Department’s grading policies:

• A+ 90-100—Exceptional
• A 80-89—Excellent
• B+ 75-79—Very good
• B 70-74—Good
• C+ 65-69—Competent
• C 60-64—Fairly competent
• D+ 55-59—Passing
• D 50-54—Barely passing
• E 40-49—Marginally failing
• F 0-39—Failing

Exceptional assignments articulate the essence of the unit, show concentrated thinking, are grammatically perfect, and compelling. Excellent assignments hit main points flawlessly with clear, careful thinking. Very good work covers all points but may lack finesse. Good work covers most points but with some deficiencies. Competent work shows rich content/poor writing or vice versa. Passing works just meet basic requirements with poor quality. Failing misses the point with poor writing.

Paper For Above instruction

This essay explores the first three units of the course, each addressing different facets of the complex relationship between humans and money. The overarching thesis of these units emphasizes that money is not just a static medium of exchange but a deeply embedded cultural and psychological symbol that profoundly influences individual behavior and societal structures.

The first unit investigates cultural and societal conceptions of wealth and poverty, emphasizing the metaphoric meanings of “rich” and “poor.” The readings and lectures reveal that perceptions of wealth are not solely material but also symbolic, linked to qualities like power, warmth, and value. In Professor Koffman’s lecture, the focus is on understanding money as a reflection of societal values and individual identity, recognizing that notions of richness and poverty often mirror deeper cultural scripts. These scripts are shaped by childhood experiences, societal norms, and collective narratives that define what it means to be rich or poor.

The core question addressed by the readings in this unit asks: How do cultural narratives and personal beliefs shape our understanding of money? The first reading discusses the subconscious scripts developed early in life, illustrating how secrecy and cultural taboos around money influence adult behaviors, often leading to money disorders like avoidance, hoarding, or compulsive spending. The second lecture expands on this idea by exploring the psychological dimensions of money, highlighting that our relationship with wealth is intertwined with self-worth, power, and societal approval.

Supporting evidence comes from studies such as those on “money grams,” which illustrate the transmission of subconscious money scripts from parents to children. These scripts can manifest as financial denial, overspending, or workaholism, indicating that individual economic behaviors are often rooted in inherited cultural narratives. Furthermore, the lectures delve into the concept that money acts as a report card on one's life, measuring self-worth in terms of material possessions or societal status—concepts that perpetuate cycle of material pursuit and identity reinforcement.

The second unit focuses explicitly on the psychological disorders related to money, categorizing them into avoidance disorders, worship disorders, and relational disorders. The fundamental question here is: How do dysfunctional psychological patterns influence financial behavior and relationships? The readings and lectures identify that money disorders arise from underlying emotional and psychological issues, such as rejection, anxiety, or greed.

For instance, money avoidance disorders often originate from childhood shame or guilt, leading individuals to deny or reject wealth altogether. Conversely, money worshiping disorders like compulsive buying or hoarding stem from a desire to affirm self-worth or gain control in uncertain lives. The evidence supporting these findings includes clinical case studies and behavioral experiments that reveal how psychological mechanisms—such as denial, projection, or obsession—drive financial behaviors. These disorders highlight that money, beyond its economic role, becomes a manifestation of personal fears or aspirations.

The third unit examines the social and political implications of money, framing its discussion around the idea that money shapes societal hierarchies and individual identities profoundly. The essential question posed is: How does our societal structure reinforce or challenge the psychological and cultural narratives about money? The readings reveal that money functions as a symbol of power and respectability, often reinforcing class, ethnicity, gender, and race distinctions.

Professor Koffman’s lecture emphasizes that money is a living, dynamic entity—changing with societal shifts and individual use—rather than a fixed object. This perspective aligns with the idea that societal perceptions of wealth are constructed and maintained through cultural narratives and institutional practices. The readings discuss concepts like “money as a report card,” which sustains social inequalities by equating wealth with moral virtue or social worth.

The discussions also explore how societal taboos and euphemisms around money obscure the realities of economic disparities, maintaining secrecy and preventing open conversations about wealth, debt, and inequality. The proposed addition of a guest speaker—an economist or sociologist—would further illuminate how systemic structures influence personal and collective notions of money, complementing the psychological focus of the unit.

In synthesizing these units, it becomes evident that money is a multifaceted symbol intertwined with personal identity, cultural narratives, and societal power. The psychological issues surrounding money stem from deeply ingrained scripts and unmet emotional needs, while societal structures reinforce perceptions and behaviors linked to wealth. Recognizing money’s fluid and symbolic nature helps challenge assumptions and fosters a more nuanced understanding of economic behavior and social inequality.

In conclusion, these units collectively argue that money is not merely a technical instrument but a powerful cultural and psychological construct. It influences individual self-esteem, social hierarchies, and societal values. By critically examining the narratives, disorders, and societal implications associated with money, we can better understand our own relationships with wealth and contribute to more equitable social systems.

References

• Boyle, M. (2010). The Moneyless Manifesto: Living Without Money.
• Freud, S. (1923). The Ego and the Id. International Journal of Psycho-Analysis, 4, 15-33.
• Lloyd, C. (2012). Cents and Sensibility—We Talk About Addictions, but Not Dividends. New York Times Magazine.
• Boyle, M. (2010). Living Without Money. Beacon Press.
• Grushka, R. (2017). Demis in Gaspé: Exploring Money and Relationships. Journal of Psychological Studies.
• Inglehart, R., & Norris, P. (2017). Cultural Drivers of Wealth and Poverty. World Values Survey Reports.
• Luntz, F. (2013). Words That Work: It's Not What You Say, It's What People Hear. Hyperion.
• Veblen, T. (1899). The Theory of the Leisure Class. Macmillan.
• Kasser, T. (2002). The High Price of Materialism. MIT Press.
• Ingram, M. (2018). Social Class and Economic Behavior. Routledge.