1. CLASSICAL MODERNIZATION STUDIES

2. CLASSICAL MODERNIZATION STUDIES
-- studies that have become the exemplars of
modernization research, starting a chain of
empirical investigations on entrepreneurial
achievements, on modern attitudes and
behavior, on Japanese religion, and on the
social and economic correlations of democracy

3. McCLELLAND:
ACHIEVEMENT MOTIVATION

4. ACHIEVEMENT MOTIVATION
-- studies that have become the exemplars of
modernization research, starting a chain of
empirical investigations on entrepreneurial
achievements, on modern attitudes and
behavior, on Japanese religion, and on the
social and economic correlations of democracy

5. ACHIEVEMENT MOTIVATION
Motivation research has long considered human
motives and needs. However, isolating
people's motivational needs can be a difficult
process because most people are not
explicitly aware of what their motives are.

6. ACHIEVEMENT MOTIVATION
In attempting to understand employee
motivation, Abraham Maslow proposed a
hierarchy of needs. David McClelland furthered
this idea in his learned needs theory.
McClelland's experimental work identified sets of
motivators present to varying degrees in
different people. He proposed that these needs
were socially acquired or learned. That is, the
extent to which these motivators are present
varies from person to person, and depends on
the individual and his or her background.

7. ACHIEVEMENT MOTIVATION
Which group is ultimately responsible for the
economic modernization of the 3rd world
countries?
According to McClelland (1964), domestic
entrepreneurs play the critical role. Thus he
argued that researchers need to go beyond the
study of economic indicators to study the
entrepreneur. He also said that policymakers
need to invest in human beings, not just in
economic infrastructures.

8. ACHIEVEMENT MOTIVATION
How can achievement motivation be
measured?
McClelland used the projection method to
measure individual achievement motivation.
After showing a picture to his research subjects
he asked them to write a story. Content analysis
of each story was then used to assess the
achievement motivation of the storyteller.

9. ACHIEVEMENT MOTIVATION
What are the sources of achievement
motivation? Where does it come from?
-- McClelland locates it in family, especially
in the process of parental
socialization.
The policy implications of this line of research is
to promote economic development in 3rd world
countries, it is necessary to promote
achievement motivation among 3rd world
entrepreneurs.

10. INKELESS: MODERN MAN

11. INKELESS: MODERN MAN
Inkeless is concerned with the following research
questions:
1.What is the impact of modernization on the
individual's attitudes, values, and ways of
living?
2.When world people are exposed to western,
modern influence, will they adopt more
modern attitudes than before?

12. INKELESS: MODERN MAN
Inkeless discovered a stable pattern of “modern
men” across countries. In other words, the
criteria used to define men as modern in one
nation can be used to define men as modern
in other countries as well. These are some of
the traits shared by modern men, according
to Inkeless:
Openness to new experience
Increasing independence from authority figures
Belief in science
Mobility orientation
Use of long-term planning
Activity in civil politics

13. INKELESS: MODERN MAN
What makes men modern? What are the crucial
factors that have led 3rd world men to adopt
modern values?
Education is the most important indicator of
modern values. Occupation, as measured by
the factory work, also has independent effect
on modern values.

14. INKELESS: MODERN MAN
Whether modernization produces psychological
stress among 3rd world people.
The literature on 3rd world modernization has
tended to stress the negative impacts of
modernization-- social disorganization,
personal demoralization, deviance, and
alienation.

15. BELLAH: TOKUGAWA RELIGION

16. BELLAH: TOKUGAWA RELIGION
Bellah’s (1957) study examines how the
Tokugawa religion has contributed to the
rapid economic development of Japan.
Bellah focuses on Japan because of its peculiar
patter of industrialization. Japan’s initial
wave of industrialization was promoted by a
samurai class. It was them who restored the
emperor, Supplied a large number of vigorous
entrepreneurs, and lay foundation for
Japanese modernization.

17. BELLAH: TOKUGAWA RELIGION
Despite the fact that there are many religion in
Japan (Confucianism, Buddhism, and Shinto,)
it is possible to speak of Japanese religion as a
single entity.
Religion constituted the central value system of
the society. Japanese religion historically
began as the ethics of the samurai warrior
class; it then became so popularized through
the influence of Confucianism and Buddhism
that it became the ethics of the entire
Japanese population.

18. BELLAH: TOKUGAWA RELIGION
Linkages between religion and economic
development:
First, diligent work in this word, especially in one's
occupation, occupied the central place
among ethical duties. Second, an ascetic
attitude toward consumption was also
present, as can be seen from the following:
Always think of divine protection.
Cheerfully do not neglect diligent activity, morning and evening.
Work hard at the family occupation.
Be temperature in luxury
Do not gamble
Rather than take a lot, take a little.

19. BELLAH: TOKUGAWA RELIGION
Indirect influence of religion via the political system.
• Japanese Confucianism advocated the selfless
subordination of all the parts to single
collective whole.
• Adaptation of samurai ethics to modern
entrepreneurship:
1. Operate all enterprise with the national interest
in mind.
2. Never forget the pure spirit of the public service.
3. Be hardworking, frugal, and thoughtful to others.
4. Utilize proper personnel.
5. Treat your employees well
6. Be bold in starting an enterprise but meticulous in
its prosecution.

20. LIPSET: ECONOMIC DEVELOPMENT
AND DEMOCRACY

21. ECONOMIC DEV’T & DEMOCRACY
Lipset’s (1963) work is concerned with how
political democracy is related to economic
development.
Lipset addresses the question of whether only
wealthy societies can give rise to democracy,
and whether poor societies with a large
impoverished mass lead to oligarchy or to
tyranny.

22. ECONOMIC DEV’T & DEMOCRACY
Variables: Four types of Political systems in
Europe and Latin America
1. European stable democracies: countries with an
uninterrupted continuation of political democracy since
World War I and the absence of a major political
movement opposed to the democratic “rule of the
game”
2. European unstable democracies and dictatorships:
countries in Europe that do not meet the above criteria
3. Latin American democracies and unstable dictatorships:
countries with a history of more or less free elections since
WWI
4. Latin America stable dictatorships: countries in Latin

23. ECONOMIC DEV’T & DEMOCRACY
Various indices for the concept of economic
development
• Wealth, as measured by per capita income, number of
persons per motor vehicle, and the number of physicians,
radios, telephones, and newspaper per 1,000 persons
• Industrialization, as measured by the percentage of
employed labor in agriculture and per capita energy
consumed
• Urbanization, as measured by the percentage of
population in cities over 20,000, in cities over 100,000 and
in metropolitan areas
• Education, as measured by primary education
enrollment, post primary enrollment, and higher
education enrollment per 1,000 persons

24. ECONOMIC DEV’T & DEMOCRACY
Lipset found that no matter what index is used
for economic development, it is always higher
for democratic countries than for
dictatorships. Thus more democratic countries
have higher average wealth, higher degree of
industrialization and urbanization, and a higher
level of education than do less democratic
nations.

25. ECONOMIC DEV’T & DEMOCRACY
What explains the strong relationship between
economic development and democracy?
Lipset basically provides a social class
explanation: “Economic development,
producing increased income, greater
economic security, and widespread higher
education, largely determines the form of the
‘class struggle’ ” that lays the foundation of
democracy.

26. ECONOMIC DEV’T & DEMOCRACY
In sum, Lipset has documented and explained
this strong relationship between economic
development and democracy. Lipset’s
qualifies his findings by adding a new factor of
the rate of industrialization.
In Lipset’s words, “Wherever industrialization
occurred rapidly, introducing sharp
discontinuities between pre-industrial and
industrial situation, more rather than less
extremist working-class movements.”

27. POWERS OF CLASSICAL
MODERNIZATION THEORY

28. POWERS OF C.M.T.
• has focused on ways in which past and present
pre-modern societies become modern (i.e.,
Westernized) through processes of economic
growth and change in social, political, and
cultural structures.
• contemporary developing societies are at a pre-
modern stage of evolution and they eventually
will achieve economic growth and will take on
the social, political, and economic features of
western European and North American societies
which have progressed to the highest stage of
social evolutionary development

29. POWERS OF C.M.T.
• advanced industrial technology produces not
only economic growth in developing societies but
also other structural and cultural changes.
• he common characteristics that societies tend to
develop as they become modern may differ from
one version of modernization theory to another.
• but, in general, all assume that institutional
structures and individual activities become more
highly specialized, differentiated, and integrated
into social, political, and economic forms
characteristic of advanced Western societies.

30. CRITICISMS OF CLASSICAL
MODERNIZATION THEORY

31. CRITICISMS OF C.M.T.
Modernization theory has been criticized, mainly
because it conflated modernization
with Westernization -- a process
whereby societies come under or
adopt Western culture in such matters as
industry, technology, law, politics,
economics, lifestyle, diet, language,
alphabet, religion, philosophy,
and/or values.

32. CLASSICAL MODERNIZATION THEORY
• The modernization of a society required the
destruction of the indigenous culture and its
replacement by a more Westernized one.
• This view sees un-modernized societies as
inferior even if they have the same standard of
living as western societies.
• Opponents of this view argue that modernity
is independent of culture and can be
adapted to any society.

33. References for powers and criticisms of classic modernization theory
slides:
• http://www.springerlink.com/content/y0w1282p70191613/
• http://en.wikipedia.org/wiki/Modernization
• http://what-when-how.com/sociology/modernization-theory/