CONSPIRACY THEORIES

CONSPIRACY THEORIES

Due Week 10, Value: 30% (see also the one-page marking rubric + the pdf called ″How To Fail This Course″) Submission of Report: In Blackboard, you will find instructions on how to submit your report. Unless you make prior arrangements with me, or you are finding difficulties with Blackboard, do not e-mail your report via my GBC e-mail. The following are detailed instructions on how to present your report (form; structure), and on what must be included in the content itself. Please read carefully and if you still have questions, let me know at least one week before the report is due. As you read, note that ITEMS IN BOLD SIGNIFY EVALUATION CRITERIA; AS YOU WORK, IT IS RECOMMENDED THAT YOU USE THESE AS A CHECKLIST FOR ENSURING THAT YOU HAVE COMPLETED ALL ASSIGNED TASKS Write a 1500 word critical report analyzing and critiquing one very specific Conspiracy Theory (CT) concerning a famous person, armed/unarmed struggle, war, society, or event. Your thesis statement should be carefully laid out in the introductory paragraph of your report. Immediately after your thesis statement, in your introduction, be clear (in one sentence) about whether you agree or disagree with the CT (your later ″Personal Opinion″ section will correspond to this). By very specific CTs, I mean: choose (a) both a subject and (b) the specific person or group allegedly responsible for exerting an influence on the subject. Here are two examples among many available to you: (i) Environmental activist and former Vice President Al Gore is actually working on behalf of a large group of green entrepreneurs who benefit financially from his thesis on environmental decline and his ″Inconvenient Truth″ campaign; (ii) the CIA was responsible for the assassination of Che Guevara. (1) Unique Research For a number of different reasons (see ″How To Fail This Course″ for clarification of the various rationales for avoiding certain CTs) including the fact that many CTs are already covered on the course website, I have decided NOT to accept CTs concerning the following subjects.

Read this “no fly” list very carefully, since usage of a no-fly topic will result in an automatic 5-mark deduction: AIDS, Aliens, Ancient Alien Astronauts, Area 51, Bermuda Triangle, Chemtrails, Crop Circles, Princess Diana′s death, Elvis′ death, Flat Earth theory, Freemasons, the HAARP array, Hollow Earth theory, The Illuminati, The Kardashians, Kennedy & Lincoln, The Kennedy Assassination, Malaysian Airlines flight MH370, Mandela Effect, Michael Jackson′s death, The Moon Landings, Marilyn Monroe′s death, 911 (The September 11 Attacks on the WTC), Reptilians (David Icke′s theories), Who built the Pyramids?, Natalie Wood′s death, the 27 Club, Water Fluoridation, the Sandy Hook massacre, plus any theory posited/bellowed by Alex Jones, and any theory involving Hitler. Writing a report on CTs already covered extensively in the course is neither unique nor does it employ critical thinking skills—it’s a regurgitation of the material. Try unusual and challenging subjects for your studies, not discussed in detail in your readings. Here are some examples of fresh topics (not to be confused with thesis statements): The theft/monopolization and appropriation of common resources, such as water, by large multinationals who use water in their manufacturing processes; The exclusion of women and/or people of colour from positions of social and economic power; The regulation of birth and/or population; The distribution of drugs, tobacco or alcohol by multinationals for the encouragement of addiction; Political intrigue (ie. assassinations, etc.) in your own country of origin. If you do choose a CT from the reading modules, you must offer a different or fresh take on the information, and introduce new ideas and a significant degree of research/evidence that was not introduced in the readings. (2) Analysis This section should be the largest section of your paper. !!!! Complete parts a and b (of this section, section 2). Now, choose two of the remaining five (c through g) methods and apply them in an analysis of the conspiracy theory you have chosen and the theorists who assert it. Remember: even for parts c through g (as you did for parts a and b), you must provide primary sources + in-text references/citations to support any assertions. (a) Daniel Pipes [mandatory] Whether or not you feel a theory has merit, critique it. Discuss how your conspiracy theory might be specious, insubstantial, or over-the-top according to Daniel Pipes’ analytic tools and assumptions: common sense; a knowledge of history; distinct patterns; + evidence: obscurity of evidence; reluctance to divulge information; reliance on forgeries; inconsistencies; overabundant learned factoids; piling on conspiracy theories; dismissing contradictory evidence as a sign of conspiracy; indiscriminately accepting any argument that points to conspiracy; oblivious to the passage of time; cavalier attitude toward facts; + assumptions, etc . This section is worth four marks. Note: the work of Daniel Pipes (Conspiracy: How the Paranoid Style Flourishes and Where it Comes From, 1997) is dedicated to deconstructing/dispelling conspiracy theories and the very style of conspiracism itself. I am aware of Pipes′ political affiliations; he is a right-wing pundit. The purpose in using Pipes is to lend balance and an opposing view to the analysis. Remember that Daniel Pipes’ analytic tools, evidence, and assumptions, should be used to refute your conspiracy theory, not to support it. (b) Documentation Analysis [mandatory] Discuss and analyze ALL of the available documentation that has been used to assert/support your conspiracy theory. What this means is that you must find scholarly articles, journal articles and articles from reputable publications in order to support or refute your chosen CT. In addition, you must critique the documentation itself. Here are the questions you want to ask: From where does the documentation originate? Are there specific authors of the papers/journal articles asserting your theory? Who are these authors? What is their background? Do they have a background/expertise in the subject matter? Why should we listen to them? Do the authors present a logical train-of-thought, or do their arguments seem to jump randomly, from one idea or genre of ideas to the next? Do the authors actually have any access to documents (ie. declassified C.I.A. operation assignments, letters, etc.) that would elevate their assertions above the realm of speculation and into the realm of credible research? What are their sources? Are your authors’ papers, themselves, well-documented (ie. providing author name, title, location of research, publisher, date)? Do your authors consult a wide variety of sources, including people who have had personal involvement in the subject matter of the conspiracy theory, or are the views expressed confined only to those of the authors? When you do Documentation Analysis, BE SPECIFIC. Do not generalize and say, eg. “all of the authors I read seemed to conduct themselves and their research in a scholarly manner.” Give names, and provide detailed background on each of your primary sources, one after the other, accompanied by in-text citations. [mandatory] Now, choose and apply two analytic methods from the selection provided in c through g. (c) Semiotic Analysis Review the Professor’s Icons PowerPoint. Now, perform a basic Semiotic analysis of the icons in your study. Use precise, accurate Semiotic terminology (i.e signifier, signified). Of what ideas are your icons symbolic? What does your icon represent in the culture? Consider what the iconographic figure in your CT (i.e. the subject of your conspiracy theory) represents/represented to different types of people. Discuss your icon’s meaning for all perceivers– eg, to many Americans, George W. Bush is a hero; to some, he is a war-hawk and a poor business manager; to many people internationally, he is an imperialist. To some, a hip-hop star is a champion of free speech; to others, he may be offensive; to feminists or pacifists, he may be considered misogynistic or violent. It is imperative that you present a balanced view of your icons that discusses all aspects of meaning for all potential perceivers. Be critical, even if you are a “fan.” (d) Psychological analysis Re-read your psychology Power Points (Disorders, Freud, Jung, Maslow). What would psychology (psychiatry, Freud, Jung, Maslow) say about the assertion of the theory you have chosen? Try to briefly analyze the conspiracy theory and its theorists using as many psychological paradigms (at least three) as possible… Psychiatry: As Daniel Pipes describes, paranoia and other disorders may play a prominent role in the psychological background of a conspiracy theorist. Even if it has facts to support it, does your theory sound crazy to ordinary listeners? If so, according to which disorder? Is a secret cabal of powerful people running the world, listening to our private conversations, brainwashing us? If your theory asserts such things but lacks proof, perhaps it sounds paranoid to some listeners. Explain why theorists who support your theory may be disordered, and how. Freud: defenses (ie. projection, denial), parent complexes. Does your theory involve the little man struggling against (often unnamed) powerful leaders? If your theory asserts such things but lacks proof, perhaps it sounds like a Freudian parent complex to some listeners. Do some research. Explore the defence mechanisms that may come into play in the assertion of your theory. Jung: archetypes, parents as spiritual figures. Is your conspiracy theorist (ie. Jesse Ventura or Barry Zwicker) a type of prophet? Does your conspiracy theory involve an unwilling hero (ie. Bob Lazar of Area 51) up against a unified establishment? A loner hero? (See the ‘List of Jungian Archetypes’) Maslow: hierarchy of needs. To what level(s) of Maslow′s Hierarchy of Needs does your chosen conspiracy theory appeal? Is your safety/security threatened by your conspiracy theory? This is the most common Maslowian need to which conspiracy theories often appeal. Of course, if we are examining the activities of a secret society, like the Masons or the Bilderbergers, then Maslow′s Social/Belonging level is an important level of analysis, both regarding membership in a closed group, or exclusion from it. Pipes: Don’t use a writer such as Pipes for a primary source in the realm of Psychology. Psychology is not his field of expertise. (e) Sociological / Cultural Anthropology There are certain rituals, beliefs, and ways of communication that are distinctive to Western culture, but are not found in some other cultures. With respect to Western culture, the following are the kinds of things sociologists are concerned with: The West is an individualistic rather than a communitarian culture; In theory (rather than in practice), there is a belief in egalitarianism, i.e. that all are created equal. Thus, in principle, Westerners reject the idea of hierarchies (while paradoxically maintaining a class system); Westerners are taught to question authority and to question things that they don’t understand; Rather than addressing others using family names or titles, Westerners are generally taught to address people (strangers, neighbours, bosses) using first names; like the ancient Egyptians, Westerners are obsessed with death—i.e. when performers whom we have forgotten about pass away, suddenly they are famous once again; In the West, we are obsessed with time, with being on time, and with saving time; Westerners are accustomed to receiving brief, trivial information, i.e. soundbites, about things—the Internet, Twitter, texting and other technologies have enculturated us to accept superficiality. Thus, we yearn for deeper explanations about cultural narratives; Western analysis entails taking something apart and examining it in a critical way. Thus, we are prepared to be suspicious when presented with any story. Consider all of these cultural norms, and others concerning human group behaviours in our society, as you formulate a sociological analysis of your CT. (f) Political science Is there a possibility that your CT is, itself, designed as a distracter? For example, many have suggested that Stanton Friedman is a CIA agent who propagates alien conspiracies in order to confuse people and to make conspiracy theorists, in general, look foolish. From what sources might your CT have been asserted, in order to distract members of society from actual ‘truths’? Is your CT a possible example of ‘bread and circuses’ or a ‘false flag’ in action? Who benefits from your CT? (e.g. Jesse Ventura’s Conspiracy Theory show concluded that the United States government actually fosters/promotes the idea of UFOs and UFO sightings in order to distract from the actual agenda of the Air Force at Nellis AFB/Area 51– the building and testing of secret, space-aged aircraft). Assuming that your CT is true, what political position or belief (ie. Liberalism, Republicanism, Libertarianism, Communism, etc.) is aligned/allied with your theory? From which political position does your political analysis emerge? (g) Literary theory Think about the ‘plot’ of your conspiracy theory. Analyze your theory as if it was a story, written by an author. Does the narrative of your conspiracy theory follow the structure of any traditional myths and legends? good vs. evil; the big guy trying to crush the little guy; the little man against the gods; gods disguised as mortals; a secret pantheon of gods (ie. on Mount Olympus) who manipulate our lives; heroes disguised as ordinary people; the good king murdered for political reasons. Analyze your CT in terms of its similarities to mythological structures such as the ones listed above or any others you may find in your research. Name a specific ancient story to which your theory can be compared. 3) Consumer Applications [mandatory] Discuss your icon’s consumer applications– discuss in detail, for example, how your CT has become a ‘brand,’ used to sell posters, t-shirts, and other merchandise (e.g. manufacturers know that the CTs surrounding her death encourage people to wear Marilyn t-shirts and buy her memorabilia). 4) Historical Background Provide only very brief historical background on the ‘story’ or ‘plot’ of your conspiracy. You should concentrate on your analysis (parts 2 and 3 of the assignment). 5) Personal Opinion [mandatory] As the last section of the report, discuss briefly (250 words) your personal opinion of the CT and its impact on your own life / consciousness. How has this CT been an influence on your beliefs. Do you agree or disagree with the theory? Use the word “I,” and reflect on your thoughts and beliefs. Note: your personal opinion of the CT ought to correspond to your agreement or disagreement with the thesis statement, provided in the introduction of the report. It is illogical to formulate an agreement or disagreement with the thesis statement which is then contradicted by your personal opinion. 6) Grammar and Structure [mandatory] Your report must be grammatically-correct and well-structured, with a clear introduction paragraph (containing thesis and preview; the preview sentence previews your entire report—ie. ‘these are the methods I will use in order to analyze this theory’), a ‘body’ section containing four analytic methods, and a conclusion, containing a recap of your research and your final thoughts on the subject. The use of subtitles, to indicate different sections of the report, is required. 7) Bibliography and In-text References [mandatory] Use 6 hard-copy sources (3 books minimum, plus 3 articles, journals, or newspapers), and create an alphabetized bibliography (MLA or APA styles are acceptable). Hard-copy sources are sources that you were able to hold in your hand: books, newspapers, magazines, scholarly journals. If you use online articles from reputable publications (ie. New York Times) or scholarly journals (ie. American Psychologist) and wish for them to count among your 6 hardcopy sources, cite them as if they were hardcopy sources, omitting the retrieval notice normally required in citations of online sources. Be sure to credit individual facts or opinions with in-text references, e.g… (Jones 1972: 34). Even if you have not directly quoted from other sources, any ideas, historical facts, or opinions of authors other than yourself must be accurately referenced– at a college level, you must give credit to all those who contribute to your report in any conceivable manner. Ask (a) is this a universal fact I learned as a child? [ie. “Jesus was crucified by the Romans” or “Muhammad is the spiritual leader who is considered to be the founder of Islam”]; and (b) is it a fact known to everyone [ie. “February is the second month of the year”]. If the answers to either of these questions is “no,” you must provide a reference for your fact or assertion. Facts and ideas that are more complex than those you learned early in life are usually facts that you read, or facts that were told to you. If your friend/sibling told you about Kurt Cobain, for example, you must provide references to articles, publications, or journals to support hearsay assertions of your sibling. You may use some web sources, but these must be included only in addition to your six books, journals, or newspaper articles. You may not use a web source unless the following information is provided: author, title of article, web publisher name (organization posting the article), and the date of the article. In addition, as per MLA/APA format, provide the date on which you ‘retrieved’ the article from the WWW. 8) Originality [mandatory] Your work must be original– the submission of even a partially-plagiarized paper will result in an automatic failure. Write in your own words and then edit!