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The 2-month-old with hearing problems also makes a leap. Nine days after receiving a hearing aid, his irregular, choked cries have given way to confident experiments with vowel sounds.

All parents, Dr. Wermke said, have an innate ability to understand and respond to their babies. Indeed, it was mothers who supported her research from the beginning, even as other scientists were skeptical. In the 1980s, when Dr. Wermke first began recording babies’ sounds, many researchers viewed crying as a mere biological alarm signal, worth investigating only in the context of problems such as colic. But mothers never doubted that their tiny babies were worth studying. As Judith Fricke, little Joris’s mother, said, “I think you’d recognize the sound of your own child among a hundred others. You develop an ear for that.”

We can never totally escape them, but we can be more aware of them, and, just maybe, take efforts to minimize their influence.

these shortcuts -- called cognitive biases or heuristics -- are numerous and innate.

we are biased against actions that could lead to regret

The halo effect is a cognitive bias in which we judge a person's character based upon our rapid, and often oversimplified, impressions of him or her.

Confirmation bias is the tendency of people to favor information that confirms their beliefs.

Hearing or reading information that backs our beliefs feels good, and so we often seek it out.

Figuring out exactly what happened that Saturday night will take time and require generous listening to reveal important details about exactly what events took place, how law enforcement became involved and whether permitting and operational procedures were followed.

I'm convinced that the depiction of the event and the actions of law enforcement is contrary to what was initially reported. This was not a pop-up Spring Hill block party that spontaneously became massive, disruptive and violent. Instead, it involved groups gathered for a series of events (including, among others, a car show, a concert and memorial for a former Spring Hill resident who in 2008 was a victim of gun violence) that were promoted successfully enough to attract attendees from as far away as Orlando, Tampa and Jacksonville.

And instead of becoming yet another incident where unarmed African Americans were shot by law enforcement officers who felt threatened based on preconceived fears and racist assumptions, there have been no reports or claims that these law enforcement officers shot, killed or inflicted life-threatening injury on any residents or visitors

law enforcement officers claim they were hit and injured that night by a sucker punch and the hurling of bottles, a bar stool and a mason jar; that they recovered one loaded Ruger 9 mm and other guns, some narcotics and $3,840 in cash; that they made seven arrests and issued five traffic citations. It remains the subject of further investigation and reporting to resolve community complaints in social media posts about undue provocation, escalation and unlawful business interruption. Videos of the incident shed some light but do not capture all aspects of a crowd this large -- the Volusia sheriff's office estimated it at 3,000 -- moving across multiple locations.

To facilitate effective community policing during this pandemic crisis, law enforcement leaders and African American leaders and residents need to further discuss and endeavor to reach consensus on four practical steps: suspending plans for any large gatherings until public health officials say they are safe; advocating for national and state leaders to put health over politics by warning about the continuing risks of asymptomatic virus transmission as the economy reopens; using social media to promote a consistent message about the danger of asymptomatic spread, especially given that the African American community is experiencing a disproportionate number of Covid-19 deaths, and ensuring that when large events are permissible organizers comply with local permitting requirements, which should be consistently enforced in ALL communities, not just in African American neighborhoods.

Ironically, on the same morning as the Spring Hill neighborhood events in question, I was part of a group of 19 racially, politically and socially diverse individuals from eight states and 11 cities gathered for a virtual "Color Line Roundtable."

participants thoughtfully discussed what values, beliefs and principles would guide their votes -- or abstentions -- in the November election. Each of us had a slightly different way of articulating those foundational beliefs, but, as one first-time participant emailed me after the discussion, it was "affirming to hear the commonality of beliefs and principles amongst a group of people who obviously also have some significant differences in opinions and positions."

upon further reflection, I have come to appreciate the value of our community's years-long series of roundtable discussions. Covid-19 restrictions and Floyd's murder might have complicated relations with law enforcement officials, but they offer yet another opportunity for us to talk candidly about the complex issues of effective community policing, racial diversity, equity and inclusion.

Sleep is tied to many positive health outcomes according to a constant stream of medical research, much of which recommends more than seven hours a night. My goal was to sleep eight hours each night, and for the first two weeks of the month I tried and failed. I didn't manage it once. It started stressing me out.Wake up, people: You're fooling yourself about sleep, study says I did get more sleep than I would have otherwise because I prioritized getting to bed earlier. But between work, training for a marathon, kids' bedtimes and evening plans, my life was not conducive to that schedule. But since I'm making up the rules (and you make up yours) I gave up on sleep.

Research ties nature exposure to both longevity and happiness, so I made it a goal to commune with nature every day. This could include a run through a park, stopping to hug a tree (which I did at least once), or watching a convoy of ants cross a sidewalk.

Another super-habit for mental and physical health, I made an effort to incorporate meditation in some form -- whether it was 10 breaths, 30 minutes, guided, formal, mantra-led, what have you -- every day.

To complement March's switch-up, my plan for June was the same split: 8 hours of sleep at night and active listening with the kids. I didn't think I could pull a straight fortnight of great sleep, so my aim was for 15 nights of sleep and 15 days of not doing something else while listening.

At CNN, I sit near a constant pile of sweets. And that combined with my weakness for them equals a snacking problem. So in July, my goal was to make fresh fruit my standard snack of choice and eat at least one piece or serving a day. And more water -- at least a pint before coffee in the morning.

In August I attempted to not stay seated for more than 30 minutes during waking hours. Recent research has associated a number of poor health conditions with a sedentary lifestyle. And while no one can definitively say how much sitting is bad for us, moving every 30 minutes has emerged as a good guideline.

My commitment in September was 15 minutes of some form of creative writing each day, almost entirely in a writer's notebook that I've had since college. It's full of random dialogue, lists and story plots, and I used to write in it often but not so much in recent years.

Read a novel. That was it. Given that I mainly read non-fiction, this idea seemed rather novel (sorry).

My intention was to make a daily gesture of gratitude -- an emotional state with its own positive health outcomes -- and I quickly fell behind. I decided instead (because, again, I make up the rules) to make the goal a total of 30 thank yous, one for each day of the month, and I managed to cram them all in.

In another attempt to combat unhealthy snacking, my final goal for 2019 was to convert my diet into one filled with non-processed, whole foods. Carrots and peanut butter instead of donuts; almonds instead of old Halloween candy -- you get the idea. I also declared my intention to track my progress and give myself a daily score.

The Russian connection echoes a long-running theme of the Trump presidency, which has cast doubt on his ability to lead the nation -- from Trump's criticism of the NATO alliance to his request for Russia to be admitted to the G7 economic summit countries, to his withdrawal of American troops from Syria. Indeed, last week Speaker of the House Nancy Pelosi noted that "all roads lead" to Russian President Vladimir Putin.

When we hear the gears of the Trump machine grind and see the decorative pieces of chrome loosen and fall, we are witnessing the results of a confrontation between reality and fantasy. This observation doesn't diminish the power of Trump's marketing method. It does, however, suggest its limits.

I realized that the issue isn’t about being afraid to go to Korea. The real issue is that I have an overall fear of making the “wrong” decisions in my life.

Understand that there are no “wrong” decisions.

Listening closely to my fears about Korea made me aware of some pretty negative beliefs I held about myself and doubts I had in my abilities.

Make peace with your emotions.

I’m hearing the messages my mind, body, and spirit are trying to tell me because I’ve made a conscious decision to listen

Intuition can use fear to help you grow.

Fear is often described as a psychological response to a perceived threat.

It only makes sense to avoid things that can potentially harm you.

many of us have developed fear from negative experiences in our past.

We have built a protective fence around our emotional scars, and learned to ward off anybody or anything that triggers an unconscious fear.

The next time you feel fear, embrace it, examine it, and if guided to do so, move boldly toward it.

You’ve probably heard it said that a happy customer only influences a handful of others, while an unhappy customer will influence dozens about a negative experience they had with your event, venue or service.

Mr. Pesca, who is white, said he felt there were contexts in which the slur could be used, according to screen shots of the Slack conversation that were shared with The Times

In November 2019, Slate introduced a policy that required podcast hosts and producers to discuss the use of racist terms in a pending episode, in or out of quoted material, before recording it.

Mr. Pesca explored the argument over the use of the slur in a 2019 podcast about a Black security guard who was fired for using it. In one recording of the episode, Mr. Pesca said, he used the term while quoting the man, but asked his producer to make a version without the term. After consulting with his producers and his supervisor, who objected to his quotation of the slur, they decided to go with the version without it, he said

“The version of the story with the offensive word never aired, and this is how I think the editorial process should go,” Mr. Pesca said in the interview.

No action was taken against him after a human resources investigation into his quotation of the slur, Mr. Pesca said

He said he had apologized to the producers involved.

Mr. Pesca said Mr. Check, the chief executive, and Jared Hohlt, Slate’s editor in chief, had brought up the previous instance of his quoting the slur when they spoke with him after the Slack conversation

Mr. Pesca, whose interview style at times seemed to embody Slate's contrarian brand, said he was told on Friday that he would be suspended for a week without pay. On Monday he was informed that the suspension was indefinite,

Mr. Pesca, who has worked at Slate for seven years, said he was “heartsick” over hurting his colleagues but added, “I hate the idea of things that are beyond debate and things that cannot be said.”

“I don’t think he did anything that merits discipline or consequences, and I think it’s an example of a kind of overreaction and a lack of judgment and perspective that is unfortunately spreading,”

Joel Anderson, a Black staff member at Slate who hosted the third season of the podcast “Slow Burn,” disagreed. “For Black employees, it’s an extremely small ask to not hear that particular slur and not have debate about whether it’s OK for white employees to use that particular slur,”

“The idea of guiding savages out of the darkness into the light was omnipresent in France’s discourse,” he said. “The idea of the savage is still deeply rooted in French society.”

“The word benefits from ambiguity and works in France’s collective consciousness by letting the person using it avoid being directly called a racist,

“Césaire goes further by saying that Nazism was the product of the ensauvagement of Europe,” said Pap Ndiaye, a historian who led efforts to establish Black studies in France, adding that a genocide committed by Germans in their former African colony in what is now Namibia in the early 20th century is widely regarded as a precursor of the Holocaust.

But stripped of its historical meaning, ensauvagement can literally mean, in French, the state of becoming wild.

Aimé Césaire, the anticolonial writer from Martinique, even tried to turn the word ensauvagement against Europe in the 1950s. In “Discourse on Colonialism,” he wrote that Europeans had dehumanized themselves through the brutality of colonialism in Africa and that they themselves had turned into savages.

“It is necessary to stop the ensauvagement of a certain part of the society,” Mr. Darmanin, the interior minister, told the newspaper Le Figaro in late July.

That is why the word appeared to have slipped into the mainstream recently, he said.

“There are no savages in France,” Sacha Houlié, a lawmaker, told the minister in Parliament. “There are only citizens.”

The minister defended himself, saying that his use of the word had nothing to do with immigration or ethnicity, adding, “I’m miles away from that.”

In an interview this week, Mr. Houlié said that Mr. Macron and his party came to power in 2017 promising to reconcile the French. But by using ensauvagement, he said, “We recreate divisions, we create new fractures.”

The justice minister, Eric Dupont-Moretti, told a French radio station on Monday that he would not use the term because “ensauvagement is a word that fuels the feeling of insecurity.”

The very same day, Marlène Schiappa, a junior minister for equality, said, “It doesn’t bother me to talk about an ensauvagement of society, because it’s a reality, quite simply.”

Mr. Darmanin hardened his position by insisting its usage was legitimate — a stance considered especially significant because he oversees the national police as interior minister

“Ensauvagement is coded language to mean young, violent youths of sub-Saharan or North African origin,” Mr. Ndiaye said. “And that opens the door to policies on immigration, police checkpoints, and it could be used to justify police violence.”

“If police officers are dealing with savages, well, then, it’s legitimate that they use violent means to control these so-called savages,” he said

There are a hundred other. things to remember that may help one to warm to the United States, including the fact that it has been, and perhaps always will be, a series of experiments that the world watches with wonder. Three. such experiments are of particular importance.

who refuse to allow·psychology or any "social science" to pre-empt the language and thought of common sense;

You must try to be a loving resistance fighter. That is the doctrine, as Hillel might say. Here is the commentary: By "loving," I mean that, in spite of the confusion, errors, and stupidities you see around you, you must always keep close to your heart the narratives and symbols that once made the United States the hope of the world and that may yet have enough vitality to do so again.

Which brings me to the "resistance fighter" part of my principle. Those who resist the American T echnopoly are people

who pay no attention to a poll unless they know what questions were asked, and why;

perhaps the most important contribution schools can make to 186 Technopoly the education of our youth is to give them a sense of coherence in their studies, a sense of purpose, meaning, and interconnectedness in what they learn.

who refuse to accept efficiency as the pre-eminent goal of human relations;

who have freed themselves from the belief in the magical powers of numbers, do not regard calculation as an adequate substitute for judgment, or precision as a synonym for truth;

In short, a technological resistance fighter maintains an epistemol(?gical and psychic distance from any technology, so that it always appears somewhat strange, never inevitable, never natural.

it is possible that one's education may help considerably not only in promoting the general conception of a resistance fighter but in helping the young to fashion their own ways of giving it expression. It is with education, then, that I will conclude this book.

who are, at least, suspicious of the idea of progress, and who do not confuse information with understanding;

who do not regard the aged as irrelevant;

who take seriously the meaning of family loyalty and honor, and who, when they "reach out and touch som~one," expect that person to be in the same room;

who take the great narratives of religion seriously and who do not believe that science is the only system of thought capable of producing truth;

who know the difference between the sacred and the profane, and who do not wink at tradition for modernity's sake;

it is the best way I can think of for the culture to address the problem. School, to be sur~, is a technology itself, but of a special kind in that, unlike most technologies, it is customarily and persistently scrutinized, criticized, and modified. It is America's principal instrument for correcting mistakes and for addressing problems that mystify and paralyze other social institutions.

who admire technological ingenuity but do not think it represents the highest possible form of human achievement.

the education of our youth is to give them a sense of coherence in their studies, a sense of purpose, meaning, and interconnectedness in what they learn.

I would propose as a possibility the theme that animates Jacob Bronowski's The Ascent of Man. It is a book, and a philosophy, filled with optimism and suffused with the transcendent belief that humanity's destiny is the discovery of knowledge. Moreover, although Bronowski' s emphasis is on science, he finds ample warrant to include the arts and humanities as part of our unending quest to gain a unified understanding of nature and our place in it.

we must not overestimate the capability of schools to provide coherence in the face of a culture in which almost all coherence seems to have disappeared. In our technicalized, present-centered information environment, it is not easy to locate a rationale for education, let alone impart one convincingly.

we must join art and science. But we must also join the past and the present, for the ascent of humanity is above all a continuous story. It is, in fact, a story of creation,

It is the story of humanity's creativeness in trying to conquer loneliness, ignorance, and disorder. And it certainly includes the development of various religious systems as a means of giving order and meaning to existence.

is also otherworldly, inasmuch as it does not assume that what one learns in school must be directly and urgently related to a problem of today.

with a few exceptions which I shall note, it does not require that we invent new subjects or discard old ones. The structure of the subject-matter curriculum that exists in most schools at present is entirely usable.

it is a theme that can begin in the earliest grades and extend through college in ever-deepening and -widening dimensions.

Better still, it provides students with a point of view from which to understand the meaning of subjects, for each subject can be seen as a bat,tleground of sorts, an arena in which fierce intellectual struggle has taken place and continues to take place.

Let us consider history first, for it is in some ways the central discipline in all this.

history is our most potent intellectual means of achieving a "raised consciousness."

history is not merely one subject among many that may be taught; every subject has a history, including biology, physics, mathematics, literature, music, and art. I would propose here that every teacher must be a history teacher. To teach, for example, what we know about biology today without also teaching what we once knew, or thought we knew, is to reduce knowledge to a mere consumer product. It is to deprive students of a sense of the meaning of what we know, and of how we know.

Best of all, the theme of the ascent of humanity gives us a nontechnical, noncommercial definition of education. It is a definition drawn from an honorable humanistic tradition and reflects a concept of the purposes of academic life that goes counter to the biases of the technocrats.

For to know about your roots is not merely to know where your grandfather came from and what he had to endure. It is also to know where your ideas come from and why you happen to believe them; to know where your moral and aesthetic sensibilities come from. It is to

know where your world, not just your family, comes from. To complete the presentation of Cicero's thought, begun above: "What is a human life worth unless it is incorporated into the lives of one's ancestors and set in an historical context?

point of view that will reflect his particular theory of social development. And historians also know that they write histories for some particular purpose--more often than not, either to glorify or to condemn the present. There is no definitive history of anything; there are only histories, human inventions which do not give us the answer, but give us only those answers called forth by the questions that have been asked.

The task of the history teacher, then, is to become a "histories teacher.

it does mean that a histories teacher will be concerned, at all times, to show how histories are themselves products of culture; how any history is a mirror of the conceits and even metaphysical biases of the culture that produced. it; how the religion, politics, geography, and economy of a people lead them to re-create their past along certain lines. The histories teacher must clarify for students the meaning of "objectivity" and "events," must show what a "point of view" and a "theory" are, must provide some sense of how histories may be evaluated.

the history of subjects teaches connections; it teaches that the world is not created anew each day, that everyone stands on someone else's shoulders.

such a definition is not childcentered, not training-centered, not skill-centered, not even problem-centered. It is idea-centered and coherence-centered. It

If every subject is taught with a historical dimension, the history teacher will be free to teach what histories are: hypotheses and theories about why change occurs. In one sense, there is no such thing as "history," for every historian from Thucydjdes to Toynbee has known that his stories must be told from a speci

That is why the controversies that develop around wha

Technopoly events ought to be included in the "history" curriculum have a somewhat hollow ring to them.

ducation, is to step out of the mainstream. But I believe it nonetheles.s.

Would it be an exaggeration to say that not one student in fifty knows what "induction" means? Or knows what a scientific theory is? Or a scientific model? Or knows what are the optimum conditions of a valid scientific experiment? Or has ever considered the question of what scientific truth is

Whatever events may be included in the study of the past, the worst thing we can do is to present them devoid of the coherence that a theory or theories can provide-that is to say, as meaningless. This, we can be sure, Technopoly does daily.

I would propose that every school--elementary through college-offer and require a course in the philosophy of science. Such a course should consider the language of science, the nature of scientific proof, the source of scientific hypotheses, the role of imagination, the conditions of experimentation, and especially .the value of error and disproof.

I have already stressed the importance of teaching the history of science in every science course, but this is no more important than teaching its "philosophy."

To suggest, therefore, that science is an exercise in human imagination, that it is something quite different from technology, that there are "philosophies" of science, and that all of this ought to form part of a scientific

It ·would be important for students. to learn that one becomes scientific not by donning· a white coat (which is what television teaches) but by practicing a set of canons of thought, many of which have to do with the disciplined use of language. Science involves a method of employing language that is accessible to everyone. The ascent of humanity has rested largely on that.

Of all the disciplines tbat might be included in the curriculum, semantics is certainly among the most "basic." Because it deals with the processes by which we make and interpret meaning, it has great potential ~o affect the deepest levels of student intelligence.

I should like to propose that, in addition to courses in the philosophy of science, every school-again, from ele'mentary school through college--offer a course in semantics-in the processes by which people make meaning.

There is certainly ample ev1de~ce that the study of semantics will improve the writing and reading of students. But it invariably does more. It helps students to reflect on the sense and truth of what they are writing and of what they are asked to read. It teaches them to discover the underlying assumptions of what they are told. It emphasizes the manifold ways in which language can distort reality. It assists students in becoming what Charles Weingartner and I once called "crap-detectors."

it would be extremely useful to the growth of.their intelligence if our youth had available a special course in which fundamental principles of language were identified and explained. Such a course would deal not only with the various uses of language but with the relationship between things and words, symbols and signs, factual statements and judgments, and grammar and thought.

The most obvious reason for such prominence is that their subject matter contains the best evidence we have of the unity and continuity of human experience and feeling. And that is why I would propose that, in our teaching of the humanities, we should emphasize the enduring cr~ations of the past.

The point I want to make is that the products of the popular arts are amply provided by the culture itself. The schools must make available the products of classical art forms precisely . because they are not so available and because they demand a different order of sensibility and response.

there is no subject better suited to freeing us from the tyranny of the present than the historical study of art. Painting, for example, is more than three times as old as writing, and contains in its changing styles and themes a fifteen-thousand-year-old record of the ascent of humanity.

What is to the point is that they spoke, when they did, in a language and from a point of view different from our own and yet continuous with our own. These artists are relevant not only because they established the standards with which civilized people approach the arts. They are relevant because the culture tries to mute their voices and render their standards invisible.

art is much more than a historical artifact. To have meaning for us, it must connect with those levels of feeling that are in fact not expressible in discursive language. The question therefore arises whether it is possible for students of today to relate, through feeling, to the painting, architecture, music, sculpture, or literature of the past.

But our youth must be shown that not all worthwhile things are instantly accessible and that there are levels of sensibility unknown to them. Above all, they must be shown humanity's artistic roots. And that task, in our own times, falls inescapably to the schools.

I want to end my proposal by including two subjects indispensable to any understanding of where we have come from. The first is the history of technology,

historical development; in which the philosophies of science, of history, of language, of technology, and of religion are taught; and in which there is a strong emphasis on classical forms of artistic expression.

In brief, we need students who will understand the relationships between our technics and our social and psychic worlds, so that they may begin informed conversations about where technology is taking us and how.

The second subject is, of course, religion, with which so much painting, music, technology, architecture, literature, and science are intertwined. Specifically, I want to propose that the curriculum include a course in comparative religion.

do not see how we can claim to be educating our youth if we do not ask them to consider how different people of different times and places have tried to achieve a sense of transcendence. No education can neglect such sacred texts as Genesis, the New Testament, the Koran, the Bhagavad-Gita. Each of them embodies a style and a world-view that tell as much about the ascent of humanity as any book ever written. To these books I would add the Communist Manifesto,

To summarize: I am proposing, as a beginning, a curriculum in which all subjects are presented as a stage in humanity's

It isn’t clear how the American public-school system will survive the COVID years. Teachers, whose relative pay and status have been in decline for decades, are fleeing the field. In 2021, buckling under the stresses of the pandemic, nearly 1 million people quit jobs in public education, a 40 percent increase over the previous year.

These kids, and the investments that come with them, may never return—the beginning of a cycle of attrition that could continue long after the pandemic ends and leave public schools even more underfunded and dilapidated than before. “It’s an open question whether the public-school system will recover,” Steiner said. “That is a real concern for democratic education.”

The high-profile failings of public schools during the pandemic have become a political problem for Democrats, because of their association with unions, prolonged closures, and the pedagogy of social justice, which can become a form of indoctrination.

The party that stands for strong government services in the name of egalitarian principles supported the closing of schools far longer than either the science or the welfare of children justified, and it has been woefully slow to acknowledge how much this damaged the life chances of some of America’s most disadvantaged students.

Public education is too important to be left to politicians and ideologues. Public schools still serve about 90 percent of children across red and blue America.

Since the common-school movement in the early 19th century, the public school has had an exalted purpose in this country. It’s our core civic institution—not just because, ideally, it brings children of all backgrounds together in a classroom, but because it prepares them for the demands and privileges of democratic citizenship. Or at least, it needs to.

What is school for? This is the kind of foundational question that arises when a crisis shakes the public’s faith in an essential institution. “The original thinkers about public education were concerned almost to a point of paranoia about creating self-governing citizens,”

“Horace Mann went to his grave having never once uttered the phrase college- and career-ready. We’ve become more accustomed to thinking about the private ends of education. We’ve completely lost the habit of thinking about education as citizen-making.”

School can’t just be an economic sorting system. One reason we have a stake in the education of other people’s children is that they will grow up to be citizens.

Public education is meant not to mirror the unexamined values of a particular family or community, but to expose children to ways that other people, some of them long dead, think.

If the answer were simply to push more and more kids into college, the United States would be entering its democratic prime

So the question isn’t just how much education, but what kind. Is it quaint, or utopian, to talk about teaching our children to be capable of governing themselves?

The COVID era, with Donald Trump out of office but still in power and with battles over mask mandates and critical race theory convulsing Twitter and school-board meetings, shows how badly Americans are able to think about our collective problems—let alone read, listen, empathize, debate, reconsider, and persuade in the search for solutions.

democratic citizenship can, at least in part, be learned.

The history warriors build their metaphysics of national good or evil on a foundation of ignorance. In a 2019 survey, only 40 percent of Americans were able to pass the test that all applicants for U.S. citizenship must take, which asks questions like “Who did the United States fight in World War II?” and “We elect a President for how many years?” The only state in which a majority passed was Vermont.

he orthodoxies currently fighting for our children’s souls turn the teaching of U.S. history into a static and morally simple quest for some American essence. They proceed from celebration or indictment toward a final judgment—innocent or guilty—and bury either oppression or progress in a subordinate clause. The most depressing thing about this gloomy pedagogy of ideologies in service to fragile psyches is how much knowledge it takes away from students who already have so little

A central goal for history, social-studies, and civics instruction should be to give students something more solid than spoon-fed maxims—to help them engage with the past on its own terms, not use it as a weapon in the latest front of the culture wars.

Releasing them to do “research” in the vast ocean of the internet without maps and compasses, as often happens, guarantees that they will drown before they arrive anywhere.

The truth requires a grounding in historical facts, but facts are quickly forgotten without meaning and context

The goal isn’t just to teach students the origins of the Civil War, but to give them the ability to read closely, think critically, evaluate sources, corroborate accounts, and back up their claims with evidence from original documents.

This kind of instruction, which requires teachers to distinguish between exposure and indoctrination, isn’t easy; it asks them to be more sophisticated professionals than their shabby conditions and pay (median salary: $62,000, less than accountants and transit police) suggest we are willing to support.

To do that, we’ll need to help kids restore at least part of their crushed attention spans.

staring at a screen for hours is a heavy depressant, especially for teenagers.

we’ll look back on the amount of time we let our children spend online with the same horror that we now feel about earlier generations of adults who hooked their kids on smoking.

“It’s not a choice between tech or no tech,” Bill Tally, a researcher with the Education Development Center, told me. “The question is what tech infrastructure best enables the things we care about,” such as deep engagement with instructional materials, teachers, and other students.

The pandemic should have forced us to reassess what really matters in public school; instead, it’s a crisis that we’ve just about wasted.

Like learning to read as historians, learning to sift through the tidal flood of memes for useful, reliable information can emancipate children who have been heedlessly hooked on screens by the adults in their lives

Finally, let’s give children a chance to read books—good books. It’s a strange feature of all the recent pedagogical innovations that they’ve resulted in the gradual disappearance of literature from many classrooms.

The best way to interest young people in literature is to have them read good literature, and not just books that focus with grim piety on the contemporary social and psychological problems of teenagers.

We sell them insultingly short in thinking that they won’t read unless the subject is themselves. Mirrors are ultimately isolating; young readers also need windows, even if the view is unfamiliar, even if it’s disturbing

connection through language to universal human experience and thought is the reward of great literature, a source of empathy and wisdom.

The culture wars, with their atmosphere of resentment, fear, and petty faultfinding, are hostile to the writing and reading of literature.

W. E. B. Du Bois wrote: “Nations reel and stagger on their way; they make hideous mistakes; they commit frightful wrongs; they do great and beautiful things. And shall we not best guide humanity by telling the truth about all this, so far as the truth is ascertainable?”

The classroom has become a half-abandoned battlefield, where grown-ups who claim to be protecting students from the virus, from books, from ideologies and counter-ideologies end up using children to protect themselves and their own entrenched camps.

American democracy can’t afford another generation of adults who don’t know how to talk and listen and think. We owe our COVID-scarred children the means to free themselves from the failures of the past and the present.

Students are leaving as well. Since 2020, nearly 1.5 million children have been removed from public schools to attend private or charter schools or be homeschooled.

“COVID has encouraged poor parents to question the quality of public education. We are seeing diminished numbers of children in our public schools, particularly our urban public schools.” In New York, more than 80,000 children have disappeared from city schools; in Los Angeles, more than 26,000; in Chicago, more than 24,000.

a new book, The Experience Machine: How Our Minds Predict and Shape Reality, which is remarkable for how it connects the high-level concepts to everyday examples of how our brains make predictions, how that process can lead us astray, and what we can do about it.

being driven to stay within your own viability envelope is crucial to the kind of intelligence that we know about—the kind of intelligence that we are

If you ask what is a predictive brain for, the answer has to be: staying alive. Predictive brains are a way of staying within your viability envelope as an embodied biological organism: getting food when you need it, getting water when you need it.

in predictive processing, perception is structured around prediction. Perception is about the brain having a guess at what’s most likely to be out there and then using sensory information to refine the guess.

artificial curiosity. Predictive-processing systems automatically have that. They’re set up so that they predict the conditions of their own survival, and they’re always trying to get rid of prediction errors. But if they’ve solved all their practical problems and they’ve got nothing else to do, then they’ll just explore. Getting rid of any error is going to be a good thing for them. If you’re a creature like that, you’re going to be a really good learning system. You’re going to love to inhabit the environments that you can learn most from, where the problems are not too simple, not too hard, but just right.

It’s an effect that you also see in Marieke Jepma et al.’s work on pain. They showed that if you predict intense pain, the signal that you get will be interpreted as more painful than it would otherwise be, and vice versa. Then they asked why you don’t correct your misimpression. If it’s my expectation that is making it feel more painful, why don’t I get prediction errors that correct it?

The reason is that there are no errors. You’re expecting a certain level of pain, and your prediction helps bring that level about; there is nothing for you to correct. In fact, you’ve got confirmation of your own prediction. So it can be a vicious circle

Do you think this self-fulfilling loop in psychosis and pain perception helps to account for misinformation in our society’s and people’s susceptibility to certain narratives?Absolutely. We all have these vulnerabilities and self-fulfilling cycles. We look at the places that tend to support the models that we already have, because that’s often how we judge whether the information is good or not

Given that we know we’re vulnerable to self-fulfilling information loops, how can we make sure we don’t get locked into a belief?Unfortunately, it’s really difficult. The most potent intervention is to remind ourselves that we sample the world in ways that are guided by the models that we’ve currently got. The structures of science are there to push back against our natural tendency to cherry-pick.

She showed that accounts of so-called “aces” — fighters said to have heroically held off much more powerful enemies with a single tank or plane — were based on propaganda.

In making these repairs, Coffman faced resistance from a group of editors who were mainly military buffs and wanted to write about battlefield valor without too much scrutiny. She, however, kept coming back to facts and sources — how do we know what we think we know? — and an insistence that Wikipedia not be swept up in mythology.

In a speech last year, Putin strolled through 1,000 years of battles and alliances to justify his claim of the “historical unity of Russians and Ukrainians.”

Just look at the rhetoric around Russian’s invasion of Ukraine, which Vladimir Putin has described as a battle to “de-Nazify” the leadership of Ukraine.

Since the Russian invasion, the English Wikipedia articles about the historical figures and topics Putin invoked have been racking up pop-star numbers.

When it comes to allegations about Nazi collaboration by prominent Ukrainian nationalists like Bandera, Wikipedia has pulled no punches. Even as Putin has emphasized these Nazi ties as a reason for his invasion, Wikipedia has resisted attempts to water down this history.

When Putin’s foreign minister, Sergei Lavrov, was asked how Ukraine could be in need of de-Nazification if its president, Volodymyr Zelensky, is Jewish, Lavrov replied: “I could be wrong, but Hitler also had Jewish blood. [That Zelensky is Jewish] means absolutely nothing. Wise Jewish people say that the most ardent anti-Semites are usually Jews.” It was an appalling answer that, according to the Israeli government, Putin apologized for.

In an unusual step, the English Wikipedia article brings up this particular falsehood to explicitly refute it.

The Wikipedia project comes with a stubborn confidence that facts can guide us through the darkness. In Wikipedia’s 20-year history, this belief has never been asked to do more.

Beitman defines a coincidence as “two events coming together with apparently no causal explanation.” They can be life-changing, like his experience with his father, or comforting, such as when a loved one’s favorite song comes on the radio just when you are missing them most.

Although Beitman has long been fascinated by coincidences, it wasn’t until the end of his academic career that he was able to study them in earnest. (Before then, his research primarily focused on the relationship between chest pain and panic disorder.)

He started by developing the Weird Coincidence Survey in 2006 to assess what types of coincidences are most commonly observed, what personality types are most correlated with noticing them and how most people explain them. About 3,000 people have completed the survey so far.

he has drawn a few conclusions. The most commonly reported coincidences are associated withmass media: A person thinks of an idea and then hears or sees it on TV, the radio or the internet. Thinking of someone and then having that person call unexpectedly is next on the list, followed by being in the right place at the right time to advance one’s work, career or education.

People who describe themselves as spiritual or religious report noticing more meaningful coincidences than those who do not, and people are more likely to experience coincidences when they are in a heightened emotional state — perhaps under stress or grieving.

The most popular explanation among survey respondents for mysterious coincidences: God or fate. The second explanation: randomness. The third is that our minds are connected to one another. The fourth is that our minds are connected to the environment.

“Some say God, some say universe, some say random and I say ‘Yes,’ ” he said. “People want things to be black and white, yes or no, but I say there is mystery.”

He’s particularly interested in what he’s dubbed “simulpathity”: feeling a loved one’s pain at a distance, as he believes he did with his father. Science can’t currently explain how it might occur, but in his books he offers some nontraditional ideas, such as the existence of “the psychosphere,” a kind of mental atmosphere through which information and energy can travel between two people who are emotionally close though physically distant.

In his new book published in September, “Meaningful Coincidences: How and Why Synchronicity and Serendipity Happen,” he shares the story of a young man who intended to end his life by the shore of an isolated lake. While he sat crying in his car, another car pulled up and his brother got out. When the young man asked for an explanation, the brother said he didn’t know why he got in the car, where he was going, or what he would do when he got there. He just knew he needed to get in the car and drive.

David Hand, a British statistician and author of the 2014 book “The Improbability Principle: Why Coincidences, Miracles, and Rare Events Happen Every Day,” sits at the opposite end of the spectrum from Beitman. He says most coincidences are fairly easy to explain, and he specializes in demystifying even the strangest ones.

“When you look closely at a coincidence, you can often discover the chance of it happening is not as small as you think,” he said. “It’s perhaps not a 1-in-a-billion chance, but in fact a 1-in-a-hundred chance, and yeah, you would expect that would happen quite often.”

the law of truly large numbers. “You take something that has a very small chance of happening and you give it lots and lots and lots of opportunities to happen,” he said. “Then the overall probability becomes big.”

But just because Hand has a mathematical perspective doesn’t mean he finds coincidences boring. “It’s like looking at a rainbow,” he said. “Just because I understand the physics behind it doesn’t make it any the less wonderful.

Paying attention to coincidences, Osman and Johansen say, is an essential part of how humans make sense of the world. We rely constantly on our understanding of cause and effect to survive.

“Coincidences are often associated with something mystical or supernatural, but if you look under the hood, noticing coincidences is what humans do all the time,”

Zeltzer has spent 50 years studying the writings of Carl Jung, the 20th century Swiss psychologist who introduced the modern Western world to the idea of synchronicity. Jung defined synchronicity as “the coincidence in time of two or more causally unrelated events which have the same meaning.”

One of Jung’s most iconic synchronistic stories concerned a patient who he felt had become so stuck in her rationality that it interfered with her ability to understand her psychology and emotional life.

One day, the patient was recounting a dream in which she’d received a golden scarab. Just then, Jung heard a gentle tapping at the window. He opened the window and a scarab-like beetle flew into the room. Jung plucked the insect out of the air and presented it to his patient. “Here is your scarab,” he said.The experience proved therapeutic because it demonstrated to Jung’s patient that the world is not always rational, leading her to break her own identification with rationality and thus become more open to her emotional life, Zeltzer explained

Like Jung, Zeltzer believes meaningful coincidences can encourage people to acknowledge the irrational and mysterious. “We have a fantasy that there is always an answer, and that we should know everything,”

Honestly, I’m not sure what to believe, but I’m not sure it matters. Like Beitman, my attitude is “Yes.”

The political and methodological stresses within the historical profession are intensified by economic troubles. For a long time, but especially since the economic crisis of 2008, university students have turned away from the humanities, preferring to major in fields that seem to offer more certain and lucrative employment. Consequently, academic jobs in the humanities and especially in history have become radically more precarious for younger faculty—even as universities have sought to meet diversity goals in their next-generation hiring by expanding offerings in history-adjacent specialties, such as gender and ethnic studies.

The result has produced a generational divide. Younger scholars feel oppressed and exploited by universities pressing them to do more labor for worse pay with less security than their elders; older scholars feel that overeager juniors are poised to pounce on the least infraction as an occasion to end an elder’s career and seize a job opening for themselves. Add racial difference as an accelerant, and what was intended as an interesting methodological discussion in a faculty newsletter can explode into a national culture war.

One of the greatest American Africanists was the late Philip Curtin. He wrote one of the first attempts to tally the exact number of persons trafficked by the transatlantic slave trade. Upon publication in 1972, his book was acclaimed as a truly pioneering work of history. By 1995, however, he was moved to protest against trends in the discipline at that time in an article in the Chronicle of Higher Education:I am troubled by increasing evidence of the use of racial criteria in filling faculty posts in the field of African history … This form of intellectual apartheid has been around for several decades, but it appears to have become much more serious in the past few years, to the extent that white scholars trained in African history now have a hard time finding jobs.

Much of academia is governed these days by a joke from the Soviet Union: “If you think it, don’t speak it. If you speak it, don’t write it. If you write it, don’t sign it. But if you do think it, speak it, write it, and sign it—don’t be surprised.”

Yet this silence has consequences, too. One of the most unsettling is the displacement of history by mythmaking

mythmaking is spreading from “just the movies” to more formal and institutional forms of public memory. If old heroes “must fall,” their disappearance opens voids for new heroes to be inserted in their place—and that insertion sometimes requires that new history be fabricated altogether, the “bad history” that Sweet tried to warn against.

If it is not the job of the president of the American Historical Association to confront those questions, then whose is it?

Sweet used a play on words—“Is History History?”—for the title of his complacency-shaking essay. But he was asking not whether history is finished, done with, but Is history still history? Is it continuing to do what history is supposed to do? Or is it being annexed for other purposes, ideological rather than historical ones?

Advocates of studying the more distant past to disturb and challenge our ideas about the present may accuse their academic rivals of “presentism.”

In real life, of course, almost everybody who cares about history believes in a little of each option. But how much of each? What’s the right balance? That’s the kind of thing that historians do argue about, and in the arguing, they have developed some dismissive labels for one another

Those who look to the more recent past to guide the future may accuse the other camp of “antiquarianism.”

The accusation of presentism hurts because it implies that the historian is sacrificing scholarly objectivity for ideological or political purposes. The accusation of antiquarianism stings because it implies that the historian is burrowing into the dust for no useful purpose at all.

In his mind, he was merely reopening one of the most familiar debates in professional history: the debate over why? What is the value of studying the past? To reduce the many available answers to a stark choice: Should we study the more distant past to explore its strangeness—and thereby jolt ourselves out of easy assumptions that the world we know is the only possible one?

Or should we study the more recent past to understand how our world came into being—and thereby learn some lessons for shaping the future?

The August edition of the association’s monthly magazine featured, as usual, a short essay by the association’s president, James H. Sweet, a professor at the University of Wisconsin at Madison. Within hours of its publication, an outrage volcano erupted on social media. A professor at Cornell vented about the author’s “white gaze.”

There are signs that at the same time, so many other people are seeking to countenance diversity of thought, disavowing the comforts of the idea that their view is the only legitimate one and fostering an ideal under which our society frames difference of opinion as a norm rather than a threat. We can see it in aspects of linguistic behavio

To us WEIRD-os, by contrast, the ever-stronger purchase of individualism in our intellectual, moral and civic development seems natural. But it’s challenging, perhaps unnatural, to be an individual.

That realization makes less shocking to me, albeit utterly dismaying, the many dogmatic behaviors exhibited today that seem outwardly irrational or close to it. The kinds of things that make it seem as if so many of us are, so to speak, losing it are actually signs of how difficult it can be to get past what we seem to be hard-wired for. Fanatic beliefs, furious ideologies and even, potentially, a sense of duty to harm people in the name of certain beliefs reflect the eternal temptation of a sense of belonging to a group, of being part of a larger story, of having a guiding sense of purpose.

Casual American English, in ways we’re not always conscious of, is more overt in allowing room for disagreement than it used to be. For example, the use of “like” that so bothers purists is in reality a useful discursive hedge, along with phrases such as “sort of,” “kind of” and “you know.” In conversation, these expressions can be read as subtle indications that someone knows that there are other ways to view things, and to be too categorical is to imply a certainty that all may not share.

Moral Courage College, an alternative to the D.E.I. ritual, a program offering training in how to productively grapple with the wide range of views and experiences found in most workplaces, as well as colleges, universities and even K-12 schools

a method called Diversity Without Division. “This program doesn’t tell anybody what to think or believe,” she has said, “it teaches everybody to lower their emotional defenses so that contentious issues can be turned into constructive conversations and healthy teamwork.”

Courage is allowing that your own view may be but one legitimate one among many, that there are no easy answers, and that being your own self is a more gracious existence than joining a herd.