Group items tagged

Belarus has dropped by six points since 2020, when a rigged election saw Alexander Lukashenko become president. The killing of human-rights defenders under Rodrigo Duterte in the Philippines, and the strangling of the free press in Nicaragua and Venezuela, contributed to low scores.

Countries usually move by only a point or two from one year to the next, if at all. But regime change can prompt faster improvement: Armenia’s score has risen by 14 points since 2017.

Some countries at least enforce anti-bribery laws. Britain and Switzerland are among the “active” enforcers while Germany, Norway and Sweden are “moderate” ones, according to Transparency International.

The attack Russia is preparing, said Budanov, would be far more devastating than anything before seen in the conflict that began in 2014 that has seen some 14,000 Ukrainians killed.

Budanov said U.S. and Ukraine intelligence assessments about the timing of a Russian attack are very similar.

Those efforts include ongoing anti-COVID-19 vaccination protests that Budanov said have been organized by Russia, which is also trying to stoke unrest related to the economy and energy supplies.

The ongoing border conflict between Poland and Belarus, which is trying to send refugees into Europe through Poland’s border, is part of that effort, he said.

Any such attack, however, would first follow a series of psychological operations currently underway designed to destabilize Ukraine and undermine its ability to fight

The Russian embassy did not respond to a request for comment Saturday. The Pentagon on Saturday declined to comment on Budanov’s assessments about the timing and nature of any potential Russian attack, instead pointing to comments made Wednesday and Thursday by Defense Secretary Lloyd Austin.

The U.S. continues to see “troubling behavior from Russia,” Austin told reporters Wednesday.

Budanov said that ideally, the U.S. would help deter any Russian incursion, through additional military aid and increased diplomatic and economic pressure, including more sanctions against Russia and the seizure and blocking of Russian banking accounts.

Also, in addition to U.S. aid already promised and delivered, including Mark VI patrol boats, Javelin anti-armor systems and AN/TPQ-53 light counter-fire radar systems, Ukraine seeks additional air, missile and drone defense systems and electronic jamming devices,

Patriot missile batteries and counter rocket, artillery and mortar systems are on Ukraine’s wish list.

The AN/TPQ-53 systems were used to great effect, Ukraine military officials have previously told Military Times.

Still, he said, Ukraine needs more help from America.

For all the challenges confronting him, the president attempted to stay optimistic. As Biden departed the news conference, he offered a thumbs up when asked if West Virginia Sen. Joe Manchin and Arizona Sen. Kyrsten Sinema — key Democratic votes — were on board with his $1.75 trillion spending package for families, health care and renewable energy. The president also shrugged off his recent decline in the polls, saying that numbers go up and down

Biden’s overall take on his efforts: On climate change, he’s got $900 billion planned for renewable energy, and Congress will vote this coming week.

The president did leave the G-20 with commitments by his fellow leaders on a global minimum tax that would make it harder for large companies to avoid taxes by assigning their profits to countries with low tax rates.

The president met Sunday with Turkish President Recep Tayyip Erdogan, whose office said the meeting was held in a “positive atmosphere” despite tensions over human rights and Turkey’s purchase of a Russian missile system, among other issues.

Biden heads Monday to the U.N. climate summit in Scotland, where he’ll once again face questions about whether the world’s wealthiest are doing enough to stop the warming of the Earth by moving away from fossil fuels.

citing the high number of Austrians who had refused to get a shot and the divisive political climate that supported them.

will last for at least 10 days and affect both vaccinated and unvaccinated people.

the lead-time of several months was needed to prepare for the mandate, including clarifying the legal situation.

A handful of countries in Asia have imposed mandatory vaccinations against coronavirus for their adult populations

Current rates of vaccinations, albeit among the highest in the world, have not been enough to prevent a surge of infections as winter sets in and more people remain indoors.

Most inoculated people have been protected from hospitalization in intensive-care units and death from the virus.

His voice was a powerful force for nonviolence in the anti-apartheid movement, earning him a Nobel Peace Prize in 1984.

“You are overwhelmed by the extent of evil,” he said. But, he added, it was necessary to open the wound to cleanse it. In return for an honest accounting of past crimes, the committee offered amnesty, establishing what Archbishop Tutu called the principle of restorative — rather than retributive — justice.

Archbishop Tutu preached that the policy of apartheid was as dehumanizing to the oppressors as it was to the oppressed. At home, he stood against looming violence and sought to bridge the chasm between Black and white; abroad, he urged economic sanctions against the South African government to force a change of policy.

But as much as he had inveighed against the apartheid-era leadership, he displayed equal disapproval of leading figures in the dominant African National Congress, which came to power under Nelson Mandela in the first fully democratic elections in 1994.

“many, too many, of our people live in grueling, demeaning, dehumanizing poverty.”

“We are sitting on a powder keg,” he said.

The cause of death was cancer, the Desmond and Leah Tutu Legacy Foundation said, adding that Archbishop Tutu had died in a care facility.

“I think we are at a bad place in South Africa,” Archbishop Tutu told The New York Times Magazine in 2010, “and especially when you contrast it with the Mandela era. Many of the things that we dreamed were possible seem to be getting more and more out of reach. We have the most unequal society in the world.”

This government, our government, is worse than the apartheid government,” he said, “because at least you were expecting it with the apartheid government.”

In elections in 2016, while still under the leadership of Mr. Zuma, the party’s share of the vote slipped to its lowest level since the end of apartheid. Mr. Ramaphosa struggled to reverse that trend, but earned some praise later for his robust handling of the coronavirus crisis.

Politics were inherent in his religious teachings. “We had the land, and they had the Bible,” he said in one of his parables. “Then they said, ‘Let us pray,’ and we closed our eyes. When we opened them again, they had the land and we had the Bible. Maybe we got the better end of the deal.”

Although Archbishop Tutu, like other Black South Africans of his era, had suffered through the horrors and indignities of apartheid, he did not allow himself to hate his enemies.

He coined the phrase “rainbow nation” to describe the new South Africa emerging into democracy, and called for vigorous debate among all races.

Archbishop Tutu had always said that he was a priest, not a politician, and that when the real leaders of the movement against apartheid returned from jail or exile he would serve as its chaplain.

While he never forgot his father’s shame when a white policeman called him “boy” in front of his son, he was even more deeply affected when a white man in a priest’s robe tipped his hat to his mother, he said.

But Archbishop Tutu did not stay entirely out of the nation’s business.

When Desmond was hospitalized with tuberculosis, Father Huddleston visited him almost every day. “This little boy very well could have died,” Father Huddleston told an interviewer many years later, “but he didn’t give up, and he never lost his glorious sense of humor.”

After his recovery, Desmond wanted to become a doctor, but his family could not afford the school fees. Instead he became a teacher, studying at the Pretoria Bantu Normal College and earning a bachelor’s degree from the University of South Africa. He taught high school for three years but resigned to protest the Bantu Education Act, which lowered education standards for Black students.

By then he was married to Nomalizo Leah Shenxane, a major influence in his life

He was named Anglican dean of Johannesburg in 1975 and consecrated bishop of Lesotho the next year. In 1978 he became the first Black general secretary of the South African Council of Churches, and began to establish the organization as a major force in the movement against apartheid.

Under Bishop Tutu’s leadership, the council established scholarships for Black youths and organized self-help programs in Black townships. There were also more controversial programs: Lawyers were hired to represent Black defendants on trial under the security laws, and support was provided for the families of those detained without trial.

A month after he was awarded the Nobel Peace Prize in 1984, Desmond Tutu became the first Anglican bishop of Johannesburg when the national church hierarchy intervened to break a deadlock between Black and white electors. He was named archbishop of Cape Town in 1986, becoming spiritual head of the country’s 1.5 million Anglicans, 80 percent of whom were Black.

“I am a man of peace, but not a pacifist.”

In 2021, as he approached his 90th birthday, he pitched into a fraught debate as disinformation about coronavirus vaccines swirled.

He remained equally outspoken even in later years. In 2003 he criticized his own government for backing Zimbabwe’s president, Robert Mugabe, who had a long record of human rights abuses.

On his frequent trips abroad during the apartheid era, Archbishop Tutu never stopped pressing the case for sanctions against South Africa. The government struck back and twice revoked his passport, forcing him to travel with a document that described his citizenship as “undetermined.”

Still, when the Truth and Reconciliation Commission issued its final findings in 2003, Archbishop Tutu’s imprint was plain. It warned the government against issuing a blanket amnesty to perpetrators of the crimes of apartheid and urged businesses to join with the government in delivering reparations to the millions of Black people victimized by the former white minority government.

Archbishop Tutu officially retired from public duties in 2010. One of his last major appearances came that year, when South Africa hosted the World Cup

But he did not retreat from the public eye entirely. In June 2011, he joined Michelle Obama at the new Cape Town Stadium, built for the tournament, where she was promoting physical fitness during a tour of southern Africa.

In an interview in the early 1980s, he said: “Blacks don’t believe that they are introducing violence into the situation. They believe that the situation is already violent.”

“There is nothing to fear,” he said. “Don’t let Covid-19 continue to ravage our country, or our world. Vaccinate.”

"And for people who continue to hesitate or to choose not to get vaccinated, they are losing privileges to do certain things, whether it's get on a train or a plane, whether it's travel internationally, whether it's move forward with a job in the public service," said Trudeau

Last week, Quebec, where nearly a quarter of all Canadians live, announced that residents would have to be vaccinated to buy alcohol or cannabis. Proof of vaccination is required in order to eat in restaurants, go to the gym or attend sporting events.

"We have also demonstrated at the federal level that vaccine mandates work, 99% of public servants, almost 99% of public servants at the federal level are either fully vaccinated or soon to be fully vaccinated,"

islands.“Communication with Tonga remains very limited. And I know that is causing a huge amount of anxiety for the Tongan community here,” Ardern said.

water a vital need.Aid agencies said thick ash and smoke had prompted authorities to ask people to wear masks and drink bottled water.

Tsunami advisories were earlier issued for Japan, Hawaii, Alaska and the U.S. Pacific coast. The U.S. Geological Survey estimated the eruption caused the equivalent of a magnitude 5.8 earthquake. Scientists said tsunamis generated by volcanoes rather than earthquakes are relatively rare.

“It’s really bad. They told us to stay indoors and cover our doors and windows because it’s dangerous,” she said. “I felt sorry for the people. Everyone just froze when the explosion happened. We rushed home.” Outside the house, people were seen carrying umbrellas for protection.

One complicating factor to any international aid effort is that Tonga has so far managed to avoid any outbreaks of COVID-19. Ardern said New Zealand's military staff were all fully vaccinated and willing to follow any protocols established by Tonga.

In a video posted on Facebook, Nightingale Filihia was sheltering at her family's home from a rain of volcanic ash and tiny pieces of rock that turned the sky pitch black.

The tsunami waves caused damage to boats as far away as New Zealand and Santa Cruz, California, but did not appear to cause any widespread damage. Snider said he anticipated the tsunami situation in the U.S. and elsewhere to continue improving.

“We are praying that the damage is just to infrastructure and people were able to get to higher land,” she said.U.S. Secretary of State Antony Blinken wrote on Twitter he is “deeply concerned for the people of Tonga as they recover from the aftermath of a volcanic eruption and tsunami. The United States stands prepared to provide support to our Pacific neighbors.”

On Tonga, which is home to about 105,000 people, video posted to social media showed large waves washing ashore in coastal areas and swirling around homes, a church and other buildings. A Twitter user identified as Dr. Faka’iloatonga Taumoefolau posted video showing waves crashing ashore

The explosion of the Hunga Tonga Hunga Ha’apai volcano, about 64 kilometers (40 miles) north of Nuku’alofa, was the latest in a series of dramatic eruptions. In late 2014 and early 2015, eruptions created a small new island and disrupted international air travel to the Pacific archipelago for several days.

“The surface area of the island appears to have expanded by nearly 45% due to ashfall,” Planet Labs said days before the latest activity.

Savannah Peterson watched in shock as the water rose several feet in a matter of minutes in front of her oceanfront house in Pacifica, California, just south of San Francisco.

In northern Peru's Lambayeque region, two women drowned after being swept away by ″abnormal waves″ following the eruption, authorities said. A dozen restaurants and a coastal street were also flooded along El Chaco beach in Paracas district.

the Great Resignation, it turns out, is largely an American phenomenon. European nations have been much more successful than we have at getting people back to work. In France, in particular, employment and labor force participation are now well above prepandemic levels. What explains this difference?

Europe, on the other hand, mainly relied on job retention schemes — government aid intended to keep people on employer payrolls even if they weren’t working at the moment.

where European labor support helped keep workers linked to their old jobs, facilitating a rapid return, U.S. policy allowed many of those links to be severed, making an employment recovery harder.

Perhaps one reason Europeans aren’t engaging in an American-style Great Resignation is that they don’t hate their jobs quite as much.

a significant number may have realized that low-paying jobs with lousy working conditions weren’t worth having

some jobs that are grueling and poorly paid here are less awful on the other side of the Atlantic. Famously, in Denmark McDonald’s pays more than $20 an hour and offers six weeks of paid vacation each year

the U.S. does stand out among wealthy countries for having a low minimum wage, for offering very little vacation time and for failing to offer parental and sick leave

the clash is nonetheless a giant step away from globalization — and, unlike World War I, it comes at a time when the world has already been moving away from economic integration: Trade’s share of global GDP peaked in 2008, and has been falling for the past decade.

the war in Ukraine doesn’t necessarily mark sharp a break in history. But it underlines and will perhaps cement the decline of globalization.

Similarly, the U.S. and Europe got vaccinated not only before low-income countries, but also before other rich countries — because they had the production capabilities.

Eventually, the logic of geopolitical conflict entered the equation. President Xi Jinping’s “Made in China 2025” initiative, for example, isn’t about creating jobs, it’s about securing economic space for China to operate with political autonomy.

even actors more benign than Putin can see the value of autonomy.

When the Covid-19 pandemic hit, national sovereignty took precedence over free trade almost everywhere.

That decline started with a populist backlash to the Great Recession and sluggish employment growth that made the politics of saving jobs more appealing than the politics of efficiency.

Meanwhile, in the U.S., one issue on which President Joe Biden hasn’t broken with his predecessor is trade with China.

Foreign nations see this, too. The sanctions regime against Russia is both extremely tough and surprisingly non-global.

There are good reasons for all this deglobalization. But it’s important to note that it will come at a cost.

Consumers around the world reaped large benefits from a world of specialization, comparative advantage, just-in-time shipping and elaborate supply chains.

But the populist economics that powered the current wave a decade ago are basically wrong. Mass unemployment after the financial crisis was a tragic mistake of demand-side policy, not a sin of globalization. America can absolutely drill more oil and gas, build more cars and microchips, and make more steel. But there is not a vast army of unemployed people to do that work.

If the U.S. reshores a large segment of tradeable goods, then it will have fewer people left to build houses, clean teeth, cut hair, cook food and care for children and the elderly.

To meet real security imperatives, these may be prices worth paying. Make no mistake, however: There is a price.

as more countries step away from globalization, the price will get steeper. A poorer world offers fewer customers for everyone’s exports, and a world less economically connected is one in which disruptions and conflict are more thinkable.

Are these costs unavoidable? Probably.

But they can be mitigated

One alternative to importing foreign-made goods, for example, is to import foreign-born workers. In an inflationary, supply-constrained, deglobalizing world, immigrants — including the so-called “unskilled” ones who clean houses, wash dishes and pick crops — are a valuable asset.

It’s also crucial to think pragmatically about what the actual issue any given policy is trying to address

there is a world of difference between a supply chain that depends on China and one that leads to Mexico, Central America or the Caribbean.

in any given month, about 11 percent of Americans younger than 65 are uninsured. But more than twice that number — one in four — will be uninsured for at least some time over a two-year period.

Perversely, health insurance — the very purpose of which is to provide a measure of stability in an uncertain world — is itself highly uncertain. And while the Affordable Care Act substantially reduced the share of Americans who are uninsured at a given time, we found that it did little to reduce the risk of insurance loss among the currently insured.

them do. The experience with the health insurance mandate under the Affordable Care Act makes that clear.

The risk of losing coverage is an inevitable consequence of a lack of universal coverage. Whenever there are varied pathways to eligibility, there will be many people who fail to find their path.

About six in 10 uninsured Americans are eligible for free or heavily discounted insurance coverage. Yet they remain uninsured. Lack of information about which of the array of programs they are eligible for, along with the difficulties of applying and demonstrating eligibility, mean that the coverage programs are destined to deliver less than they could.

incremental reforms won’t work. Over a half-century of such well-intentioned, piecemeal policies has made clear that continuing this approach represents the triumph of hope over experience,

The only solution is universal coverage that is automatic, free and basic.

Coverage needs to be free at the point of care — no co-pays or deductibles — because leaving patients on the hook for large medical costs is contrary to the purpose of insurance.

But it turns out there’s an important practical wrinkle with asking patients to pay even a very small amount for some of their universally covered care: There will always be people who can’t manage even modest co-pays.

Finally, coverage must be basic because we are bound by the social contract to provide essential medical care, not a high-end experience.

Keeping universal coverage basic will keep the cost to the taxpayer down as well.

as a share of its economy, the United States spends about twice as much on health care as other high-income countries. But in most other wealthy countries, this care is primarily financed by taxes, whereas only about half of U.S. health care spending is financed by taxes. For those of you following the math, half of twice as much is … well, the same amount of taxpayer-financed spending on health care as a share of the economy. In other words, U.S. taxes are already paying for the cost of universal basic coverage. Americans are just not getting it. They could be.

at a high level, the key elements of our proposal are ones that every high-income country (and all but a few Canadian provinces) has embraced: guaranteed basic coverage and the option for people to purchase upgrades.

the scope of emigration has been highly variable over time. For most of the early 2000s around half a million residents, on net, were leaving every year according to United Nations data. But after 2008 that number fell sharply—probably in part due to China’s strong recovery from the global financial crisis while the U.S. and other major economies struggled. The early 2010s, a period of strong Chinese growth, also coincided with the slow erosion of China’s working-age labor force, creating opportunities for both ambitious Chinese citizens and foreigners willing to relocate there.

by the late 2010s, this trend had begun to reverse. Net emigration from China, which had fallen as low as 125,000 in 2012 according to U.N. data, had rebounded to nearly 300,000 by 2018

Net outflows of high net-worth individuals (with more than $1 million in assets) from China were steady at around 9,000 a year for most of the early 2010s. But in the late 2010s, that number started rocketing up: In 2017, net emigration by the wealthy was over 11,000 individuals, and by 2019 it was more than 15,000.

net emigration in 2022 at over 300,000 again, after a net drain of about 200,000 in 2021.

Higher numbers of wealthy individuals leaving could indicate faster wealth creation itself—and ambitious emigrants can help facilitate flows of capital and technology back to China.

this latest emigration wave is also taking place at a time of weakening growth and an increased populist tilt by Beijing. It is also happening during a fast rise in postsecondary education that is creating a growing supply of credentialed workers. Those same workers are facing anemic job growth in the service sectors where many of them would find employment

Since 2017, average annual service-sector employment growth has been just 0.4%, according to figures from data provider CEIC. Excluding 2022, when much of the economy was shut due to Covid-19 lockdowns, only moves that average up to 1.4%. In the five years through 2017 on the other hand, service jobs grew an average of 4.4% a year.

Rising net emigration also mirrors much smaller influxes of foreign talent in recent years—another trend that threatens to slow China’s climb up the technological ladder. Foreign residents of Shanghai and Beijing numbered just 163,954 and 62,812 in 2020, according to official data, down 21% and 42%, respectively, since 2010.

For much of the new millennium, China has been a place where the ambitious, hardworking and lucky could often get ahead. But in today’s China—more focused on security and control, less on growth—it is no longer clear how true that really is.

That small dip may reflect preoccupation with economic doldrums unleashed by covid-19

While that 50 percent could be higher, the issue has seen a 21-point shift, and the polling question asks if respondents want action on climate “even at the expense of economic growth.”

while 54 percent of young voters believed in 2010 that abortion should be legal in most or all cases, that’s up to 69 percent this year.

Demographer William Frey and his colleagues calculate that by the 2036 presidential race, Gen Z will represent 35 percent of eligible voters. “They’re growing up in a 21st century America that’s far more diverse, inclusive and globally connected than the 1950s and 1960s America of the GOP base,” Frey told me. “They’re going to shun the Republican Party as they get older.”

There are major caveats. President Biden’s approval among young people remains stubbornly low

There’s some evidence that the young voters who elected Barack Obama have become somewhat more conservative as they’ve aged, which could happen again

well-meaning people everywhere from statehouses to your local middle school have responded to this surging anti-Semitism by doubling down on Holocaust education. Before 2016, only seven states required Holocaust education in schools. In the past seven years, 18 more have passed Holocaust-education mandates

These casual stories sickened me in their volume and their similarity, a catalog of small degradations. At a time when many people in other minority groups have become bold in publicizing the tiniest of slights, these American Jews instead expressed deep shame in sharing these stories with me, feeling that they had no right to complain. After all, as many of them told me, it wasn’t the Holocaust.

These people talked about bosses and colleagues who repeatedly ridiculed them with anti-Semitic “jokes,” friends who turned on them when they mentioned a son’s bar mitzvah or a trip to Israel, romantic partners who openly mocked their traditions, classmates who defaced their dorm rooms and pilloried them online, teachers and neighbors who parroted conspiratorial lies. I was surprised to learn how many people were getting pennies thrown at them in 21st-century Americ

the blood libel, which would later be repurposed as a key part of the QAnon conspiracy theory. This craze wasn’t caused by one-party control over printing presses, but by the lie’s popularity

I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism. In fact, in the total absence of any education about Jews alive today, teaching about the Holocaust might even be making anti-Semitism worse.

The Illinois Holocaust Museum & Education Center is a victim of its own success. When I arrived on a weekday morning to join a field trip from a local Catholic middle school, the museum was having a light day, with only 160 students visiting

the docent established that the ’30s featured media beyond town criers, and that one-party control over such media helped spread propaganda. “If radio’s controlled by a certain party, you have to question that,” she said. “Back then, they didn’t.”

I wondered about that premise. Historians have pointed out that it doesn’t make sense to assume that people in previous eras were simply stupider than we are, and I doubted that 2020s Americans could outsmart 1930s Germans in detecting media bias. Propaganda has been used to incite violent anti-Semitism since ancient times, and only rarely because of one-party control.

The Nazi project was about murdering Jews, but also about erasing Jewish civilization. The museum’s valiant effort to teach students that Jews were “just like everyone else,” after Jews have spent 3,000 years deliberately not being like everyone else, felt like another erasur

I was starting to see how isolating the Holocaust from the rest of Jewish history made it hard for even the best educators to upload this irrational reality into seventh-grade brains.

the docent began by saying, “Let’s establish facts. Is Judaism a religion or a nationality?

My stomach sank. The question betrayed a fundamental misunderstanding of Jewish identity—Jews predate the concepts of both religion and nationality. Jews are members of a type of social group that was common in the ancient Near East but is uncommon in the West today: a joinable tribal group with a shared history, homeland, and culture, of which a nonuniversalizing religion is but one feature

Millions of Jews identify as secular, which would be illogical if Judaism were merely a religion. But every non-Jewish society has tried to force Jews into whatever identity boxes it knows best—which is itself a quiet act of domination.

“Religion, right,” the docent affirmed. (Later, in the gallery about Kristallnacht, she pointed out how Jews had been persecuted for having the “wrong religion,” which would have surprised the many Jewish converts to Christianity who wound up murdered. I know the docent knew this; she later told me she had abbreviated things to hustle our group to the museum’s boxcar.)

The docent motioned toward the prewar gallery’s photos showing Jewish school groups and family outings, and asked how the students would describe their subjects’ lives, based on the pictures.“Normal,” a girl said.“Normal, perfect,” the docent said. “They paid taxes, they fought in the wars—all of a sudden, things changed.”

the museum had made a conscious decision not to focus on the long history of anti-Semitism that preceded the Holocaust, and made it possible. To be fair, adequately covering this topic would have required an additional museum

The bedrock assumption that has endured for nearly half a century is that learning about the Holocaust inoculates people against anti-Semitism. But it doesn’t

Then there was the word normal. More than 80 percent of Jewish Holocaust victims spoke Yiddish, a 1,000-year-old European Jewish language spoken around the world, with its own schools, books, newspapers, theaters, political organizations, advertising, and film industry. On a continent where language was tightly tied to territory, this was hardly “normal.” Traditional Jewish practices—which include extremely detailed rules governing food and clothing and 100 gratitude blessings recited each day—were not “normal” either.

the idea of sudden change—referring to not merely the Nazi takeover, but the shift from a welcoming society to an unwelcoming one—was also reinforced by survivors in videos around the museum

Teaching children that one shouldn’t hate Jews, because Jews are “normal,” only underlines the problem: If someone doesn’t meet your version of “normal,” then it’s fine to hate them.

When I asked about worst practices in Holocaust education, Szany had many to share, which turned out to be widely agreed-upon among American Holocaust educators.

First on the list: “simulations.” Apparently some teachers need to be told not to make students role-play Nazis versus Jews in class, or not to put masking tape on the floor in the exact dimensions of a boxcar in order to cram 200 students into i

Szany also condemned Holocaust fiction such as the international best seller The Boy in the Striped Pajamas, an exceedingly popular work of ahistorical Christian-savior schlock

She didn’t feel that Anne Frank’s diary was a good choice either, because it’s “not a story of the Holocaust”—it offers little information about most Jews’ experiences of persecution, and ends before the author’s capture and murder.

Other officially failed techniques include showing students gruesome images, and prompting self-flattery by asking “What would you have done?

Yet another bad idea is counting objects. This was the conceit of a widely viewed 2004 documentary called Paper Clips, in which non-Jewish Tennessee schoolchildren, struggling to grasp the magnitude of 6 million murdered Jews, represented those Jews by collecting millions of paper clips

it is demeaning to represent Jewish people as office supplies.

Best practices, Szany explained, are the opposite: focusing on individual stories, hearing from survivors and victims in their own words. The Illinois museum tries to “rescue the individuals from the violence,

In the language I often encountered in Holocaust-education resources, people who lived through the Holocaust were neatly categorized as “perpetrators,” “victims,” “bystanders,” or “upstanders.” Jewish resisters, though, were rarely classified as “upstanders.

I felt as I often had with actual Holocaust survivors I’d known when I was younger: frustrated as they answered questions I hadn’t asked, and vaguely insulted as they treated me like an annoyance to be managed. (I bridged this divide once I learned Yiddish in my 20s, and came to share with them a vast vocabulary of not only words, but people, places, stories, ideas—a way of thinking and being that contained not a few horrific years but centuries of hard-won vitality and resilience

Szany at last explained to me what the dead Elster couldn’t: The woman who sheltered his sister took only girls because it was too easy for people to confirm that the boys were Jews.

I realized that I wouldn’t have wanted to hear this answer from Elster. I did not want to make this thoughtful man sit onstage and discuss his own circumcision with an audience of non-Jewish teenagers. The idea felt just as dehumanizing as pulling down a boy’s pants to reveal a reality of embodied Judaism that, both here and in that barn, had been drained of any meaning beyond persecution

Here I am in a boxcar, I thought, and tried to make it feel real. I spun my head to take in the immersive scene, which swung around me as though I were on a rocking ship. I felt dizzy and disoriented, purely physical feelings that distracted me. Did this not count as a simulation

I had visited Auschwitz in actual reality, years ago. With my headset on, I tried to summon the emotional intensity I remembered feeling then. But I couldn’t, because all of the things that had made it powerful were missing. When I was there, I was touching things, smelling things, sifting soil between my fingers that the guide said contained human bone ash, feeling comforted as I recited the mourner’s prayer, the kaddish, with others, the ancient words an undertow of paradox and praise: May the great Name be blessed, forever and ever and ever

Students at the Skokie museum can visit an area called the Take a Stand Center, which opens with a bright display of modern and contemporary “upstanders,” including activists such as the Nobel laureate Malala Yousafzai and the athlete Carli Lloyd. Szany had told me that educators “wanted more resources” to connect “the history of the Holocaust to lessons of today.” (I heard this again and again elsewhere too.) As far as I could discern, almost nobody in this gallery was Jewish.

As Szany ran a private demo of the technology for me, I asked how visitors react to it. “They’re more comfortable with the holograms than the real survivors,” Szany said. “Because they know they won’t be judged.”

t the post-Holocaust activists featured in this gallery were nearly all people who had stood up for their own group. Only Jews, the unspoken assumption went, were not supposed to stand up for themselves.

Visitors were asked to “take the pledge” by posting notes on a wall (“I pledge to protect the Earth!” “I pledge to be KIND!”)

It was all so earnest that for the first time since entering the museum, I felt something like hope. Then I noticed it: “Steps for Organizing a Demonstration.” The Nazis in Skokie, like their predecessors, had known how to organize a demonstration. They hadn’t been afraid to be unpopular. They’d taken a stand.

I left the museum haunted by the uncomfortable truth that the structures of a democratic society could not really prevent, and could even empower, dangerous, irrational rage. Something of that rage haunted me too.

the more I thought about it, the less obvious it seemed. What were students being taught to “take a stand” for? How could anyone, especially young people with little sense of proportion, connect the murder of 6 million Jews to today without landing in a swamp of Holocaust trivialization, like the COVID-protocol protesters who’d pinned Jewish stars to their shirt and carried posters of Anne Frank?

weren’t they and others like them doing exactly what Holocaust educators claimed they wanted people to do?

The 2019 law was inspired by a changing reality in Washington and around the country. In recent years, Kennedy said, she’s received more and more messages about anti-Semitic vandalism and harassment in schools. For example, she told me, “someone calls and says, ‘There’s a swastika drawn in the bathroom.’ ”

Maybe not, Kennedy admitted. “What frightens me is that small acts of anti-Semitism are becoming very normalized,” she said. “We’re getting used to it. That keeps me up at night.”“Sadly, I don’t think we can fix this,” Regelbrugge said. “But we’re gonna die trying.”

Almost every city where I spoke with Holocaust-museum educators, whether by phone or in person, had also been the site of a violent anti-Semitic attack in the years since these museums had opened

I was struck by how minimally these attacks were discussed in the educational materials shared by the museums.

In fact, with the exception of Kennedy and Regelbrugge, no one I spoke with mentioned these anti-Semitic attacks at all.

The failure to address contemporary anti-Semitism in most of American Holocaust education is, in a sense, by design

the story of the (mostly non-Jewish) teachers in Massachusetts and New Jersey who created the country’s first Holocaust curricula, in the ’70s. The point was to teach morality in a secular society. “Everyone in education, regardless of ethnicity, could agree that Nazism was evil and that the Jews were innocent victims,” Fallace wrote, explaining the topic’s appeal. “Thus, teachers used the Holocaust to activate the moral reasoning of their students”—to teach them to be good people.

The idea that Holocaust education can somehow serve as a stand-in for public moral education has not left us. And because of its obviously laudable goals, objecting to it feels like clubbing a baby seal. Who wouldn’t want to teach kids to be empathetic?

by this logic, shouldn’t Holocaust education, because of its moral content alone, automatically inoculate people against anti-Semitism?

Apparently not. “Essentially the moral lessons that the Holocaust is often used to teach reflect much the same values that were being taught in schools before the Holocaust,”

(Germans in the ’30s, after all, were familiar with the Torah’s commandment, repeated in the Christian Bible, to love their neighbors.) This fact undermines nearly everything Holocaust education is trying to accomplish, and reveals the roots of its failure.

One problem with using the Holocaust as a morality play is exactly its appeal: It flatters everyone. We can all congratulate ourselves for not committing mass murder.

This approach excuses current anti-Semitism by defining anti-Semitism as genocide in the past

When anti-Semitism is reduced to the Holocaust, anything short of murdering 6 million Jews—like, say, ramming somebody with a shopping cart, or taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries—seems minor by comparison.

If we teach that the Holocaust happened because people weren’t nice enough—that they failed to appreciate that humans are all the same, for instance, or to build a just society—we create the self-congratulatory space where anti-Semitism grow

One can believe that humans are all the same while being virulently anti-Semitic, because according to anti-Semites, Jews, with their millennia-old insistence on being different from their neighbors, are the obstacle to humans all being the same

One can believe in creating a just society while being virulently anti-Semitic, because according to anti-Semites, Jews, with their imagined power and privilege, are the obstacle to a just society

To inoculate people against the myth that humans have to erase their differences in order to get along, and the related myth that Jews, because they have refused to erase their differences, are supervillains, one would have to acknowledge that these myths exist

To really shatter them, one would have to actually explain the content of Jewish identity, instead of lazily claiming that Jews are just like everyone else.

one of several major Holocaust-curriculum providers, told me about the “terrible Jew jokes” she’d heard from her own students in Virginia. “They don’t necessarily know where they come from or even really why they’re saying them,” Goss said. “Many kids understand not to say the N-word, but they would say, ‘Don’t be such a Jew.’ ”

There’s a decline in history education at the same time that there’s a rise in social media,”

“We’ve done studies with our partners at Holocaust centers that show that students are coming in with questions about whether the Holocaust was an actual event. That wasn’t true 20 years ago.”

Goss believes that one of the reasons for the lack of stigma around anti-Semitic conspiracy theories and jokes is baked into the universal-morality approach to Holocaust education. “The Holocaust is not a good way to teach about ‘bullying,’ 

Echoes & Reflections’ lesson plans do address newer versions of anti-Semitism, including the contemporary demonization of Israel’s existence—as opposed to criticism of Israeli policies—and its manifestation in aggression against Jews. Other Holocaust-curriculum providers also have material on contemporary anti-Semitism.

providers rarely explain or explore who Jews are today—and their raison d’être remains Holocaust education.

Many teachers had told me that their classrooms “come alive” when they teach about the Holocaust

Holocaust-education materials are just plain better than those on most other historical topics. All of the major Holocaust-education providers offer lessons that teachers can easily adapt for different grade levels and subject areas. Instead of lecturing and memorization, they use participation-based methods such as group work, hands-on activities, and “learner driven” projects.

A 2019 Pew Research Center survey found a correlation between “warm” feelings about Jews and knowledge about the Holocaust—but the respondents who said they knew a Jewish person also tended to be more knowledgeable about the Holocaust, providing a more obvious source for their feelings

In 2020, Echoes & Reflections published a commissioned study of 1,500 college students, comparing students who had been exposed to Holocaust education in high school with those who hadn’t. The published summary shows that those who had studied the Holocaust were more likely to tolerate diverse viewpoints, and more likely to privately support victims of bullying scenarios, which is undoubtedly good news. It did not, however, show a significant difference in respondents’ willingness to defend victims publicly, and students who’d received Holocaust education were less likely to be civically engaged—in other words, to be an “upstander.”

These studies puzzled me. As Goss told me, the Holocaust was not about bullying—so why was the Echoes study measuring that? More important, why were none of these studies examining awareness of anti-Semitism, whether past or present?

One major study addressing this topic was conducted in England, where a national Holocaust-education mandate has been in place for more than 20 years. In 2016, researchers at University College London’s Centre for Holocaust Education published a survey of more than 8,000 English secondary-school students, including 244 whom they interviewed at length.

The study’s most disturbing finding was that even among those who studied the Holocaust, there was “a very common struggle among many students to credibly explain why Jews were targeted” in the Holocaust—that is, to cite anti-Semitism

“many students appeared to regard [Jews’] existence as problematic and a key cause of Nazi victimisation.” In other words, students blamed the Holocaust on the Jews

This result resembles that of a large 2020 survey of American Millennials and Gen Zers, in which 11 percent of respondents believed that Jews caused the Holocaust. The state with the highest percentage of respondents believing this—an eye-popping 19 percent—was New York, which has mandated Holocaust education since the 1990s.

Worse, in the English study, “a significant number of students appeared to tacitly accept some of the egregious claims once circulated by Nazi propaganda,” instead of recognizing them as anti-Semitic myths.

One typical student told researchers, “Is it because like they were kind of rich, so maybe they thought that that was kind of in some way evil, like the money didn’t belong to them[;] it belonged to the Germans and the Jewish people had kind of taken that away from them?

Another was even more blunt: “The Germans, when they saw the Jews were better off than them, kind of, I don’t know, it kind of pissed them off a bit.” Hitler’s speeches were more eloquent in making similar points.

One of the teachers I met was Benjamin Vollmer, a veteran conference participant who has spent years building his school’s Holocaust-education program. He teaches eighth-grade English in Venus, Texas, a rural community with 5,700 residents; his school is majority Hispanic, and most students qualify for free or reduced-price lunch. When I asked him why he focuses on the Holocaust, his initial answer was simple: “It meets the TEKS.”

The TEKS are the Texas Essential Knowledge and Skills, an elaborate list of state educational requirements that drive standardized testing

it became apparent that Holocaust education was something much bigger for his students: a rare access point to a wider world. Venus is about 30 miles from Dallas, but Vollmer’s annual Holocaust-museum field trip is the first time that many of his students ever leave their town.

“It’s become part of the school culture,” Vollmer said. “In eighth grade, they walk in, and the first thing they ask is, ‘When are we going to learn about the Holocaust?’

Vollmer is not Jewish—and, as is common for Holocaust educators, he has never had a Jewish student. (Jews are 2.4 percent of the U.S. adult population, according to a 2020 Pew survey.) Why not focus on something more relevant to his students, I asked him, like the history of immigration or the civil-rights movement?

I hadn’t yet appreciated that the absence of Jews was precisely the appeal.“Some topics have been so politicized that it’s too hard to teach them,” Vollmer told me. “Making it more historical takes away some of the barriers to talking about it.”

Wouldn’t the civil-rights movement, I asked, be just as historical for his students?He paused, thinking it through. “You have to build a level of rapport in your class before you have the trust to explore your own history,” he finally said.

“The Holocaust happened long ago, and we’re not responsible for it,” she said. “Anything happening in our world today, the wool comes down over our eyes.” Her colleague attending the conference with her, a high-school teacher who also wouldn’t share her name, had tried to take her mostly Hispanic students to a virtual-reality experience called Carne y Arena, which follows migrants attempting to illegally cross the U.S.-Mexico border. Her administrators refused, claiming that it would traumatize students. But they still learn about the Holocaust.

Student discomfort has been a legal issue in Texas. The state’s House Bill 3979, passed in 2021, is one of many “anti-critical-race-theory” laws that conservative state legislators have introduced since 2020. The bill forbade teachers from causing students “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s race or sex,” and also demanded that teachers introduce “diverse and contending perspectives” when teaching “controversial” topics, “without giving deference to any one perspective.

These vaguely worded laws stand awkwardly beside a 2019 state law mandating Holocaust education for Texas students at all grade levels during an annual Holocaust Remembrance Week

the administrator who’d made the viral remarks in Southlake is a strong proponent of Holocaust education, but was acknowledging a reality in that school district. Every year, the administrator had told Higgins, some parents in her district object to their children reading the Nobel laureate Elie Wiesel’s memoir Night—because it isn’t their “belief” that the Holocaust happened.

In one model lesson at the conference, participants examined a speech by the Nazi official Heinrich Himmler about the need to murder Jews, alongside a speech by the Hebrew poet and ghetto fighter Abba Kovner encouraging a ghetto uprising. I only later realized that this lesson plan quite elegantly satisfied the House bill’s requirement of providing “contending perspectives.”

The next day, I asked the instructor if that was an unspoken goal of her lesson plan. With visible hesitation, she said that teaching in Texas can be like “walking the tightrope.” This way, she added, “you’re basing your perspectives on primary texts and not debating with Holocaust deniers.” Less than an hour later, a senior museum employee pulled me aside to tell me that I wasn’t allowed to interview the staff.

Many of the visiting educators at the conference declined to talk with me, even anonymously; nearly all who did spoke guardedly. The teachers I met, most of whom were white Christian women, did not seem to be of any uniform political bent. But virtually all of them were frustrated by what administrators and parents were demanding of them.

Two local middle-school teachers told me that many parents insist on seeing reading lists. Parents “wanting to keep their kid in a bubble,” one of them said, has been “the huge stumbling block.”

“It is healthy to begin this study by talking about anti-Semitism, humanizing the victims, sticking to primary sources, and remaining as neutral as possible.”

Wasn’t “remaining as neutral as possible” exactly the opposite of being an upstander?

In trying to remain neutral, some teachers seemed to want to seek out the Holocaust’s bright side—and ask dead Jews about i

We watched a brief introduction about Glauben’s childhood and early adolescence in the Warsaw Ghetto and in numerous camps. When the dead man appeared, one teacher asked, “Was there any joy or happiness in this ordeal? Moments of joy in the camps?”

These experiences, hardly unusual for Jewish victims, were not the work of a faceless killing machine. Instead they reveal a gleeful and imaginative sadism. For perpetrators, this was fun. Asking this dead man about “joy” seemed like a fundamental misunderstanding of the Holocaust. There was plenty of joy, just on the Nazi side.

In the educational resources I explored, I did not encounter any discussions of sadism—the joy derived from humiliating people, the dopamine hit from landing a laugh at someone else’s expense, the self-righteous high from blaming one’s problems on others—even though this, rather than the fragility of democracy or the passivity of bystanders, is a major origin point of all anti-Semitism

To anyone who has spent 10 seconds online, that sadism is familiar, and its source is familiar too: the fear of being small, and the desire to feel big by making others feel small instead.

Nazis were, among other things, edgelords, in it for the laughs. So, for that matter, were the rest of history’s anti-Semites, then and now. For Americans today, isn’t this the most relevant insight of all?

“People say we’ve learned from the Holocaust. No, we didn’t learn a damn thing,”

“People glom on to this idea of the upstander,” she said. “Kids walk away with the sense that there were a lot of upstanders, and they think, Yes, I can do it too.”

The problem with presenting the less inspiring reality, she suggested, is how parents or administrators might react. “If you teach historical anti-Semitism, you have to teach contemporary anti-Semitism. A lot of teachers are fearful, because if you try to connect it to today, parents are going to call, or administrators are going to call, and say you’re pushing an agenda.”

But weren’t teachers supposed to “push an agenda” to stop hatred? Wasn’t that the entire hope of those survivors who built museums and lobbied for mandates and turned themselves into holograms?

I asked Klett why no one seemed to be teaching anything about Jewish culture. If the whole point of Holocaust education is to “humanize” those who were “dehumanized,” why do most teachers introduce students to Jews only when Jews are headed for a mass grave? “There’s a real fear of teaching about Judaism,” she confided. “Especially if the teacher is Jewish.”

Teachers who taught about industrialized mass murder were scared of teaching about … Judaism? Why?

“Because the teachers are afraid that the parents are going to say that they’re pushing their religion on the kids.”

“Survivors have told me, ‘Thank you for teaching this. They’ll listen to you because you’re not Jewish,’ ” she said. “Which is weird.”

perhaps we could be honest and just say “There is no point in teaching any of this”—because anti-Semitism is so ingrained in our world that even when discussing the murders of 6 million Jews, it would be “pushing an agenda” to tell people not to hate them, or to tell anyone what it actually means to be Jewish

The Dallas Museum was the only one I visited that opened with an explanation of who Jews are. Its exhibition began with brief videos about Abraham and Moses—limiting Jewish identity to a “religion” familiar to non-Jews, but it was better than nothing. The museum also debunked the false charge that the Jews—rather than the Romans—killed Jesus, and explained the Jews’ refusal to convert to other faiths. It even had a panel or two about contemporary Dallas Jewish life. Even so, a docent there told me that one question students ask is “Are any Jews still alive today?”

American Holocaust education, in this museum and nearly everywhere else, never ends with Jews alive today. Instead it ends by segueing to other genocides, or to other minorities’ suffering

But when one reaches the end of the exhibition on American slavery at the National Museum of African American History and Culture, in Washington, D.C., one does not then enter an exhibition highlighting the enslavement of other groups throughout world history, or a room full of interactive touchscreens about human trafficking today, asking that visitors become “upstanders” in fighting i

That approach would be an insult to Black history, ignoring Black people’s current experiences while turning their past oppression into nothing but a symbol for something else, something that actually matters.

It is dehumanizing to be treated as a symbol. It is even more dehumanizing to be treated as a warning.

How should we teach children about anti-Semitism?

Decoster began her conference workshop by introducing “vocabulary must-knows.” At the top of her list: anti-Semitism.

“If you don’t explain the ism,” she cautioned the teachers in the room, “you will need to explain to the kids ‘Why the Jews?’ Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”

She asked the teachers, “What’s the first example of the persecution of the Jews in history?”

“Think ancient Egypt,” Decoster said. “Does this sound familiar to any of you?”“They’re enslaved by the Egyptian pharaoh,” a teacher said

I wasn’t sure that the biblical Exodus narrative exactly qualified as “history,” but it quickly became clear that wasn’t Decoster’s point. “Why does the pharaoh pick on the Jews?” she asked. “Because they had one God.”

I was stunned. Rarely in my journey through American Holocaust education did I hear anyone mention a Jewish belief.

“The Jews worship one God, and that’s their moral structure. Egyptian society has multiple gods whose authority goes to the pharaoh. When things go wrong, you can see how Jews as outsiders were perceived by the pharaoh as the threat.”

This unexpected understanding of Jewish belief revealed a profound insight about Judaism: Its rejection of idolatry is identical to its rejection of tyranny. I could see how that might make people uncomfortable.

Decoster moved on to a snazzy infographic of a wheel divided in thirds, each explaining a component of anti-Semitism

“Racial Antisemitism = False belief that Jews are a race and a threat to other races,”

Anti-Judaism = Hatred of Jews as a religious group,”

then “Anti-Jewish Conspiracy Theory = False belief that Jews want to control and overtake the world.” The third part, the conspiracy theory, was what distinguished anti-Semitism from other bigotries. It allowed closed-minded people to congratulate themselves for being open-minded—for “doing their own research,” for “punching up,” for “speaking truth to power,” while actually just spreading lies.

Wolfson clarified for his audience what this centuries-long demonization of Jews actually means, citing the scholar David Patterson, who has written: “In the end, the antisemite’s claim is not that all Jews are evil, but rather that all evil is Jewish.”

Wolfson told the teachers that it was important that “anti-Semitism should not be your students’ first introduction to Jews and Judaism.” He said this almost as an aside, just before presenting the pig-excrement image. “If you’re teaching about anti-Semitism before you teach about the content of Jewish identity, you’re doing it wrong.

this—introducing students to Judaism by way of anti-Semitism—was exactly what they were doing. The same could be said, I realized, for nearly all of American Holocaust education.

The Holocaust educators I met across America were all obsessed with building empathy, a quality that relies on finding commonalities between ourselves and others.

a more effective way to address anti-Semitism might lie in cultivating a completely different quality, one that happens to be the key to education itself: curiosity. Why use Jews as a means to teach people that we’re all the same, when the demand that Jews be just like their neighbors is exactly what embedded the mental virus of anti-Semitism in the Western mind in the first place? Why not instead encourage inquiry about the diversity, to borrow a de rigueur word, of the human experience?

I want a hologram of the late Rabbi Jonathan Sacks telling people about what he called “the dignity of difference.”

I want to mandate this for every student in this fractured and siloed America, even if it makes them much, much more uncomfortable than seeing piles of dead Jews doe

There is no empathy without curiosity, no respect without knowledge, no other way to learn what Jews first taught the world: love your neighbor

Without the counterforces that once balanced Europe’s unstable societies — such as the strong left-wing parties and unions that were defeated in the 1970s and ’80s — European rulers lost discipline. Under their watch, inequality rose, economies malfunctioned, and public services began to wither. In this parlous setting, the far right gradually managed to position itself as the only credible challenger to the system. After gathering support on the sidelines, its time has come.

Europe’s far-right drift inevitably invites historical comparisons. A prominent one has been that the continent is experiencing a return to the 1930s, a high tide for extremist forces.

Hitler and Mussolini prevailed after labor movements tried to instigate revolutions. A muscular proletariat is conspicuously absent from the European scene today, fatally weakened by deindustrialization and loose labor markets.

In contrast to the 1930s, when fascist street violence flourished, the contemporary far right thrives on demobilization. Ms. Meloni’s party won a majority of votes in an election in which nearly four out of 10 Italians stayed home, with turnout down by almost 10 percent from the country’s previous vote.

In France, Ms. Le Pen’s National Rally has long received its best tallies in parts of the country that have the highest voter abstention rates.

Hitler and Mussolini promised their national elites the equivalents of the colonial empires that their French and British competitors had long ago acquired. Today’s far right has an alternative worldview. Rather than expand outward, their main desire is to shield Europe from the rest of the world

While Hitler tried to break an Anglo-American order and made a bid for global domination, Europe’s new authoritarians are happy to occupy a niche within the existing power structure. The goal is adaptation to decline, not its reversal.

Antidepressants continue to be the most commonly prescribed of these medications in the United States, and their use has become only more widespread since the pandemic began, with an 8.7 percent rate of increase from 2019 to 2021, compared with 7.9 percent from 2017 to 2019

At the same time, life in the digital age means that people expect immediacy: immediate replies, immediate delivery, immediate improvement. “We have no tolerance for slow change,” he said. “But many of the problems we are faced with demand slow change.”

For this same 13- to 19-year-old bracket, in the first two years of the pandemic, there was a 17.3 percent change in anxiety medications. It had been a 9.3 percent rate of change between 2017 and 2019

Part of the uptick could be explained by the fact that, stuck at home, people finally had time to seek out the health care they had been delaying. But patients seeking help are doing so against a backdrop of isolation, restriction, uncertainty and grief.

Since 2017, there has been a 41 percent increase in antidepressant use for the teenagers

“The 1950s and ’60s were widely framed as the age of anxiety,” said Anne Harrington, the author of “Mind Fixers: Psychiatry’s Troubled Search for the Biology of Mental Illness” and a historian of science at Harvard. “And the ’80s and ’90s became the age of depression. And yet it’s unclear that people’s symptoms actually changed.”

Prozac was developed to answer what was then the prevalent theory of depression: that it was caused by a chemical imbalance in the brain, specifically too little serotonin. Prozac and similar drugs are called selective serotonin reuptake inhibitors, meaning they block the reabsorption of serotonin in the brain.

“Prozac was on ‘Nightline’ when you went to sleep and on the ‘Today’ show when you woke up.” Within the first two years of Prozac’s existence, 650,000 prescriptions were written for it per month.

Prozac, and its cousins like Zoloft and Lexapro — given out to treat depression but also anxiety, obsessive compulsive disorder and other disorders — are now a banal sight in American medicine cabinets,

“I think the reason doctors are more blasé about prescribing these medicines is that they’ve now been around for a long time and they can prescribe them without getting into trouble,”

t there’s one more reason, too, he thinks: our growing “intolerance” for “more mild levels of depression and neurosis.”

the writer P.E. Moskowitz, echoing a longstanding concern of some prominent skeptics, points out that antidepressants are much more difficult to get off than advertised and that the chemical-imbalance theory of depression on which it all rests has never been proved.

Admiral Lee Hsi-ming, who was chief of Taiwan’s General Staff from 2017 to 2019, has championed the shift to asymmetric capabilities and has emerged as a Cassandra-like figure in his warnings that Taiwan is not preparing fast enough

You may not be able to stop an invasion, Lee says, but you can stop China from subjugating Taiwan. This entails denying China the ability to control the battle space. The Chinese haven’t fought a war in several decades, and Taiwan has geographic advantages—including ample mountains and few beaches suitable for amphibious operations

the first three section headings: “I. Taiwan Is Part of China—This Is an Indisputable Fact,” “II. Resolute Efforts of the CPC to Realize China’s Complete Reunification,” and “III. 2fChina’s Complete Reunification Is a Process That Cannot Be Halted.”

Lee points to two possible scenarios. The first is a coercive approach in which China encircles and pressures Taiwan—perhaps even seizing outlying islands and engaging in missile strikes. The second is a full-scale invasion.

Politically, Lee said, the message from China to the U.S. and Taiwan is simple: “I can do whatever I want in Taiwan, and there’s nothing the U.S. can do about it.” This message came across unequivocally in a white paper that Beijing released in August.

Anti-ship missiles, anti-tank weapons, shoulder-fired surface-to-air missiles, drones, long-range artillery, and small arms could wreak havoc on an invading force, and disrupt the supply chains necessary to sustain an occupation.

Lee also argues that Taiwan’s civilian population should be organized into a trained Territorial Defense Force, so that any attempted occupation would be met by the broadest possible resistance. “As long as China fails, Taiwan wins the war,”

“The purpose is to make China believe that if you want to invade Taiwan, you will suffer huge losses,” Lee said. “And if you still invade Taiwan, you will not be able to succeed.

as Lee sees it, the pace must quicken. “Taiwan needs a strategic paradigm shift,”

When Chiang fled to Taiwan—with roughly 2 million Chinese from the mainland—there were some 6 million people already living on an island that was just emerging from 50 years of Japanese rule. Most of the people living on the island when Chiang arrived could claim roots in Taiwan going back hundreds of years. They had their own languages and culture. So too did the island’s many Indigenous groups, such as the Amis, the Atayal, and the Paiwan.

To subjugate the island, Chiang killed and imprisoned tens of thousands over decades—a period known as the White Terror. He set up a military dictatorship under the leadership of his Chinese nationalist Kuomintang Party (KMT) and, from this offshore platform, vowed to reclaim mainland China.

After the election of President Ma Ying-jeou, in 2008, links of trade, investment, and travel helped reduce tensions with China. Ma was from the KMT, and the party’s Chinese heritage and its ties to Taiwan’s business elite eased the way to détente with Beijing.

But many Taiwanese, particularly the young, feared that forging too close a connection could ultimately give Beijing leverage over Taiwan. In 2014, in what became known as “the Sunflower Movement,” named for the flower that served as a symbol of hope, students occupied the Taiwan legislature to oppose a free-trade agreement with China. After a tense standoff, they succeeded in stopping the deal.

tus quo is really interesting, because in the American context that is what it mean

But the idea of it here is: There is no need to declare independence, because we are already independent. This country functions like an independent nation, but someone else says it is not.” Recent polling suggests that fewer than 5 percent of people in Taiwan identify as “only Chinese.”

n Chinese and KMT officials 30 years ago, an outcome

at represents anything but consensus. To the Chinese Communist Party, the consensus is that there is one China, and the government in Beijing is the sole legitimate authority. To the KMT, the consensus is that there is one China, but the Republic of China in Taiwan is the legitimate government. To the DPP, there is no consensus, only a fraught political reality to be managed

China proposes a “one country, two systems” regime, in which Taiwan becomes a formal part of China but maintains an autonomous political system. There is one big problem with this proposal: Hong Kong

in 2020, several “national-security laws” were passed giving the authorities broad powers to crush dissent. Activists were rounded up. Independent media were shut down. One country, two systems was dead. The fate of Hong Kong has had a profound impact on Taiwan.

Ukraine inspired the Taiwanese society a lot, including how Zelensky told their story,” Chiang said. He was almost matter-of-fact when he told me, “I would say war between China and Taiwan will definitely happen. We want to win.”

In our conversation, Tsai talked about what she had learned from Ukraine. One lesson is simply the need for international support—to defend itself or, better, to avoid a war in the first place

Another lesson of Ukraine is the importance of national character. Outside support, Tsai emphasized, depends on qualities only Taiwan can provide. “You need to have good leadership,” she said, “but more important is the people’s determination to defend themselves, and the Ukrainian people showed that.

Hanging over all of this is the role of the United States. As one Taiwanese ex

ert pointedly asked me: “We can make ourselves a porcupine, but what are you going to do?”

Would the U.S. risk the biggest naval battle since World War II to break a Chinese blockade? Would the U.S. attack an invading Chinese force knowing that U.S. military personnel in Japan, Guam, and possibly Hawaii are within range of Chinese rockets? Would the American people really support a war with the world’s most populous country in order to defend Taiwan?

how the U.S. can help prepare Taiwan than on what the U.S. would do in a conflict.

small victories only point up the scale of the challenge. Wu himself has used the term cognitive warfare to describe the comprehensive nature of China’s pressure on Taiwan. “They use missiles, air, ships, disinformation, cyberattacks, and economic coercion,” he told me. As a warning sign, China has banned hundreds of exported products from Taiwan. “They claimed that our mangoes tested positive for COVID,”

. If China takes Taiwan, Wu suggested that the Chinese Communist Party’s ambitions could extend to the East China Sea, threatening Japan; to the South China Sea, where China has built militarized islands and claims an entire body of water bordering several nations; to the Indian Ocean, where China is expanding influence and could establish military bases; and to the Pacific Ocean, where China is working to establish security pacts with island nations

I sat there reading message after message, all posted in closed chat rooms, meant to bend Taiwanese minds to Beijing’s worldview. The meanings of buzzwords like cognitive warfare and resilience came into sharper focus. Facing the seemingly bottomless resources of a massive totalitarian state, here were two young people working for free on a Wednesday night, quietly insisting on the notion that there is indeed such a thing as objective reality.

to preserve this, Taiwan has to find some mix of the approaches that I’d heard about: preparing for a war while avoiding it; talking to China without being coerced by it; drawing closer to the U.S. without being reduced to a chess piece on the board of a great game; tending to a young democracy without letting divisions weaken it; asserting a unique identity without becoming an independent country.

he’s among the world’s most influential financial commentators, with loyal readerships in Washington, London, Paris, and Brussels, as well as on Wall Street

Tooze’s readers turn to him for his uncanny ability to know which numbers on a spreadsheet matter, or when a trend has hit the point at which it has started to shape history.

“Economic events have had such a huge influence on politics this century,” Robert Skidelsky, the John Maynard Keynes biographer, told me. Tooze “illustrates the interpenetration of economic policy and political events. It’s as simple as that.”

a long list of challenges: War, raising the specter of nuclear conflict. Climate change, threatening famine, flood, and fire. Inflation, forcing central banks to crush consumer demand. The pandemic,

The combination of COVID-19, buckling supply chains, and central banks’ scramble to respond constituted “the first crisis where I found my professional existence, my personal existence, and my understanding of my relationship to history were all just completely seamless, continuous,” he says. He found his niche—and thousands of new readers.

As he tells it, he’s not just circulating data or building arguments; he’s also bathing in an anarchic, unstoppable flow of information. “What does it mean to be in the present, in this constant experience of obsolescence, this constant experience of having your ideas and preconceptions consumed by the flow toward the future, which, at any given moment, is fundamentally unpredictable and then once you have consumed it, becomes obsolete?” he says effusively. “That’s my now—this literal floating on the surface tension of the current moment.”

Hitler was compelled not just by murderous anti-Semitism but by shortages of land, steel, and fuel, Tooze argued in 2006’s Wages of Destruction,

“We always wonder what drives this propulsive quality of the Nazi state, why it is so intent on blitzkrieg and fast conquest,” says Susan Pedersen, a renowned historian of Europe. “Adam lays out how they are operating in a world of economic constraint: For them, victory is possible, if it happens fast.”

As Tooze sees it, the forces of central-bank tightening, war, inflation, and climate change are reinforcing one another. He is offering no reassurance about where that might head—only the hope that perhaps this polycrisis might be knowable to us.

In the first few months of the pandemic, between March and May 2020, children on Medicaid received 44% fewer outpatient mental health services — including therapy and in-home support — compared to the same time period in 2019, according to the Centers for Medicare & Medicaid Services. That's even after accounting for increased telehealth appointments.

The Centers for Disease Control and Prevention found that, from April to October 2020, hospitals across the U.S. saw a 24% increase in the proportion of mental health emergency visits for children ages 5 to 11, and a 31% increase for children ages 12 to 17.

When states and communities fail to provide children the services they need to live at home, kids can deteriorate and even wind up in jail, like Lindsey. At that point, Glawe says, the cost and level of care required will be even higher, whether that's hospitalization or long stays in residential treatment facilities.

But given that many states have seen their revenues drop due to the pandemic, there's a concern services will instead get cut — at a time when the need has never been greater.

That didn’t give me instant access to wealthier friends, but it was still a small-enough town that public school did.

Nearly all my acquaintances were better off. This meant that by sheer virtue of seeing how other kids acted in school and going to their homes, I saw what middle class looked like — what “better” was.

it was my friendship with one family that gave me a window into how I might attain it. Alison’s parents weren’t ostentatiously wealthy, but their lives held all the hallmarks of middle-class aspiration. Books, games and art projects were scattered around the family room; they read newspapers and magazines, and they discussed current events. They not only set a high bar for their children but also reinforced their children’s ability to meet it, daily. Good grades were a baseline. Extracurriculars were not optional. Success was treated as inevitable — not some lucky break, as it had been among my class of origin.

acting “right” was the secret sauce, and that was heavily dependent on knowing what was considered acceptable and unacceptable even in normal conversations with other people. They didn’t burp the alphabet, like my sister could, or tell crass jokes, like I did. Money wasn’t discussed.

So, I memorized these behaviors and ditched my poverty tells until I figured out my own values

Middle class meant napkins neatly folded in laps, pleases and thank yous unrolling sincerely and automatically.