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Her words made me realize that Chernov’s film left me feeling something that was quite the opposite of futility. Morgan, like Chernov, is a journalist committed to going to and staying in the hard places, the painful ones, and telling the stories of the people she finds there. These brave journalists do this work not because they think they can make an immediate difference, but because doing nothing in the face of such cruelty is intolerable. Their work is humbling, inspiring and necessary. It demands and requires our rapt attention.

The former federal judge and Stanford law professor Michael McConnell cautions that “we are talking about empowering partisan politicians such as state Secretaries of State to disqualify their political opponents from the ballot … If abused, this is profoundly anti-democratic.” He also believes, as we do, that insurrection and rebellion are “demanding terms, connoting only the most serious of uprisings against the government,” and that Section 3 “should not be defined down to include mere riots or civil disturbances.” McConnell worries that broad definitions of insurrection and rebellion, with the “lack of concern about enforcement procedure … could empower partisans to seek disqualification every time a politician supports or speaks in support of the objectives of a political riot.”

We share these concerns, and we concur that the answer to them lies in the wisdom of judicial decisions as to what constitutes “insurrection,” “rebellion,” or “aid or comfort to the enemies” of the Constitution under Section 3.

When a secretary of state or other state official charged with the responsibility of approving the placement of a candidate’s name on an official ballot either disqualifies Trump from appearing on a ballot or declares him eligible, that determination will assuredly be challenged in court by someone with the standing to do so, whether another candidate or an eligible voter in the relevant jurisdiction. Given the urgent importance of the question, such a case will inevitably land before the Supreme Court, where it will in turn test the judiciary’s ability to disentangle constitutional interpretation from political temptation

(Additionally, with or without court action, the second sentence of Section 3 contains a protection against abuse of this extraordinary power by these elections officers: Congress’s ability to remove an egregious disqualification by a supermajority of each House.)

The entire process, with all its sometimes frail but thus far essentially effective constitutional guardrails, will frame the effort to determine whether the threshold of “insurrection” or “rebellion” was reached and which officials, executive or legislative, were responsible for the January 6 insurrection and the broader efforts to reverse the election’s results.

The process that will play out over the coming year could give rise to momentary social unrest and even violence. But so could the failure to engage in this constitutionally mandated process. For our part, we would pray for neither unrest nor violence from the American people during a process of faithful application and enforcement of their Constitution.

f Donald Trump were to be reelected, how could any citizen trust that he would uphold the oath of office he would take upon his inauguration? As recently as last December, the former president posted on Truth Social his persistent view that the last presidential election was a “Massive Fraud,” one that “allows for the termination of all rules, regulations, and articles, even those found in the Constitution.”

No person who sought to overthrow our Constitution and thereafter declared that it should be “terminated” and that he be immediately returned to the presidency can in good faith take the oath that Article II, Section 1 demands of any president-elect

The notion has spurred a boom in beekeeping, most notably among corporations eager to demonstrate their green bona fides.

A malady originally dubbed disappearing disease had been afflicting honey bees for decades. In the fall of 2006, an American beekeeper named Dave Hackenberg checked on his 400 hives and found that in many, most of the worker bees had disappeared. Other beekeepers started to report that they were losing upward of 90 percent of their colonies. The phenomenon was renamed colony collapse disorder. The cause remains unclear, but experts tend to blame pesticides, an invasive parasite, a reduction in forageable habitat and climate change. An alarm was sounded, and “save the bees” became a rallying cry.

“There are now more honey bees on the planet than there have ever been in human history.”

there is a widespread and now deeply rooted belief that the global population of honey bees has been running dangerously low for more than a decade.

Still, the save-the-bees narrative persists. Its longevity stems from confusion about what kind of bees actually need to be rescued. There are more than 20,000 species of wild bees in the world, and many people don’t realize they exist. That’s because they don’t produce honey and live all but invisibly, in ground nests and cavities like hollow tree trunks. But they are indispensable pollinators of plants, flowers and crops.

Researchers have found that many species of wild bees are, in fact, declining. So trying to save them makes eminent sense. But hobbyists and corporations, not to mention luminaries like Beyoncé and Queen Camilla, are drawn only to the seven or so species of honey bees — the one group supported by a multibillion-dollar agribusiness and that doesn’t need the help.

Hives are now getting installed at what beekeeping association leaders say is a record pace. As with the B&B Hotel, they are typically motivated by an impulse to do something positive for the environment that is also highly visible — an apiary form of greenwashing

New York City has a similar problem, says Andrew Coté, president of the New York City Beekeepers Association. In February, MoMA asked him to install the hives it recently showed off. He declined.“The population is already overwhelming the finite floral resources,” he said. “We don’t need more honey bees here.”

Today, hives are so ubiquitous in some places, especially urban areas, that the amount of honey each yields is dropping. Slovenia now produces less honey than it did 15 years ago, according to government figures, even though it has more than doubled the number of hives in the country. That’s because there is not enough nectar to go around, said Matjaz Levicar, a Slovenian beekeeping instructor, and honey bees are consuming it to survive rather than turning it into honey.

Meanwhile, donors such as Tesla CEO Elon Musk, disgraced FTX founder Sam Bankman-Fried, Skype founder Jaan Tallinn and ethereum co-founder Vitalik Buterin — as well as institutions like Open Philanthropy, a charitable organization started by billionaire Facebook co-founder Dustin Moskovitz — have worked to push doomsayers from the tech industry’s margins into the mainstream.

More recently, wealthy tech philanthropists have begun recruiting an army of elite college students to prioritize the fight against rogue AI over other threats

Other skeptics, like venture capitalist Marc Andreessen, are AI boosters who say that hyping such fears will impede the technology’s progress.

Critics call the AI safety movement unscientific. They say its claims about existential risk can sound closer to a religion than research

And while the sci-fi narrative resonates with public fears about runaway AI, critics say it obsesses over one kind of catastrophe to the exclusion of many others.

Open Philanthropy spokesperson Mike Levine said harms like algorithmic racism deserve a robust response. But he said those problems stem from the same root issue: AI systems not behaving as their programmers intended. The theoretical risks “were not garnering sufficient attention from others — in part because these issues were perceived as speculative,” Levine said in a statement. He compared the nonprofit’s AI focus to its work on pandemics, which also was regarded as theoretical until the coronavirus emerged.

Among the reputational hazards of the AI safety movement is its association with an array of controversial figures and ideas, like EA, which is also known for recruiting ambitious young people on elite college campuses.

The foundation began prioritizing existential risks around AI in 2016,

there was little status or money to be gained by focusing on risks. So the nonprofit set out to build a pipeline of young people who would filter into top companies and agitate for change from the insid

Colleges have been key to this growth strategy, serving as both a pathway to prestige and a recruiting ground for idealistic talent

The clubs train students in machine learning and help them find jobs in AI start-ups or one of the many nonprofit groups dedicated to AI safety.

Many of these newly minted student leaders view rogue AI as an urgent and neglected threat, potentially rivaling climate change in its ability to end human life. Many see advanced AI as the Manhattan Project of their generation

Despite the school’s ties to Silicon Valley, Mukobi said it lags behind nearby UC Berkeley, where younger faculty members research AI alignment, the term for embedding human ethics into AI systems.

Mukobi joined Stanford’s club for effective altruism, known as EA, a philosophical movement that advocates doing maximum good by calculating the expected value of charitable acts, like protecting the future from runaway AI. By 2022, AI capabilities were advancing all around him — wild developments that made those warnings seem prescient.

At Stanford, Open Philanthropy awarded Luby and Edwards more than $1.5 million in grants to launch the Stanford Existential Risk Initiative, which supports student research in the growing field known as “AI safety” or “AI alignment.

from the start EA was intertwined with tech subcultures interested in futurism and rationalist thought. Over time, global poverty slid down the cause list, while rogue AI climbed toward the top.

In the past year, EA has been beset by scandal, including the fall of Bankman-Fried, one of its largest donors

Another key figure, Oxford philosopher Nick Bostrom, whose 2014 bestseller “Superintelligence” is essential reading in EA circles, met public uproar when a decades-old diatribe about IQ surfaced in January.

Programming future AI systems to share human values could mean “an amazing world free from diseases, poverty, and suffering,” while failure could unleash “human extinction or our permanent disempowerment,” Mukobi wrote, offering free boba tea to anyone who attended the 30-minute intro.

Open Philanthropy’s new university fellowship offers a hefty direct deposit: undergraduate leaders receive as much as $80,000 a year, plus $14,500 for health insurance, and up to $100,000 a year to cover group expenses.

Student leaders have access to a glut of resources from donor-sponsored organizations, including an “AI Safety Fundamentals” curriculum developed by an OpenAI employee.

Interest in the topic is also growing among Stanford faculty members, Edwards said. He noted that a new postdoctoral fellow will lead a class on alignment next semester in Stanford’s storied computer science department.

Edwards discovered that shared online forums function like a form of peer review, with authors changing their original text in response to the comments

Mukobi feels energized about the growing consensus that these risks are worth exploring. He heard students talking about AI safety in the halls of Gates, the computer science building, in May after Geoffrey Hinton, another “godfather” of AI, quit Google to warn about AI. By the end of the year, Mukobi thinks the subject could be a dinner-table topic, just like climate change or the war in Ukraine.

Luby, Edwards’s teaching partner for the class on human extinction, also seems to find these arguments persuasive. He had already rearranged the order of his AI lesson plans to help students see the imminent risks from AI. No one needs to “drink the EA Kool-Aid” to have genuine concerns, he said.

Edwards, on the other hand, still sees things like climate change as a bigger threat than rogue AI. But ChatGPT and the rapid release of AI models has convinced him that there should be room to think about AI safety.

Interested students join reading groups where they get free copies of books like “The Precipice,” and may spend hours reading the latest alignment papers, posting career advice on the Effective Altruism forum, or adjusting their P(doom), a subjective estimate of the probability that advanced AI will end badly. The grants, travel, leadership roles for inexperienced graduates and sponsored co-working spaces build a close-knit community.

The course will not be taught by students or outside experts. Instead, he said, it “will be a regular Stanford class.”

the power of networks has varied over time and that the relative importance of the tower and the square has ebbed and flowed. Nonetheless, Ferguson sees two specific periods as standing out as intensely “networked eras.” The first started in the late 15th century, after the introduction in Europe of the printing press, and lasted until the late 18th century. The second, “our own time,” began in the 1970s and is still going on.

from the late 1790s until the late 1960s, was terrible for networks. Ferguson writes that “hierarchical institutions re-established their control and successfully shut down or co-opted networks. The zenith of hierarchically organized power was in fact the mid-twentieth century — the era of totalitarian regimes and total war.”

“The Square and the Tower” will not disappoint readers who have come to expect from Ferguson ambition, erudition, originality and expansive historical panoramas. These often come mixed with telling anecdotes, illuminating minutiae, fun facts and even some facile one-liners that, while entertaining, don’t add much to the argument.

it is too much, and not all of it is illuminated by the “theoretical insights from myriad disciplines.” In fact, it is surprising how little Ferguson relies on the initial chapters on network theory to make his case.

In the remaining eight parts of the book, this network theory mostly disappears and the story is told in standard historical narrative.

its main unit of analysis, the social network, is too imprecise a concept to provide a solid foundation from which to launch the book’s epic theorizing. Most networks have some hierarchical features, and, as Ferguson notes, “a hierarchy is just a special kind of network

Nonetheless, the networks-and-hierarchies dichotomy does work as a narrative device that allows a gifted storyteller to take his readers on a fascinating tour of world history.

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

Besides reducing the time an immigrant must live in the country to apply, the plan will allow people to keep their original citizenship and make language requirements less onerous for older immigrants.

“The opposition does not want to accept or admit that we are a nation of immigrants; they basically want to hide from reality,” said Bijan Djir-Sarai, who came to Germany from Iran when he was 11 and is now the secretary general of the Free Democratic Party, which is part of the governing coalition.

many Germans still do not recognize the diversification of their country.

Before then, it was virtually impossible to become German without proving German ancestry, a situation that was especially fraught for the nearly one million Turkish citizens who started coming to Germany in the 1960s

The proposals are the most sweeping since 1999, when, for the first time in modern German history, people who were not born to German parents could get German citizenship under certain conditions.

the conservative opposition has staunchly resisted easing citizenship requirements, criticizing them as giving away the rights accorded German citizens too easily to people who are not integrated enough.

Over the months of negotiations, the smallest and most conservative of the parties in the governing coalition fought for changes to make sure applicants are self-sufficient and — apart from few exceptions — did not rely on social security payments.“If we want society to accept immigration reform, we also have to talk about things like control, regulation and, if need be, repatriation,” Mr. Djir-Sarai said, acknowledging the opposition’s concerns. “It is simply part of it.”

surveys show that more than two-thirds of Germans believe that changes making immigration easier are needed to alleviate rampant skilled-worker shortages, according to a recent poll. Industry; employers, like the German association of small and medium-size enterprises; and economists welcome the changes, seeing them as a way to attract skilled workers.

Although it naturalized the fifth largest number of people in the European Union in 2020, the most recent year for which such numbers are available, Germany ranks comparatively poorly in naturalizing permanent residents: 19th out of 27 E.U. member states, one spot lower than Hungary.

“Other European countries,” Professor Bendel noted, “naturalize much faster, namely mostly after five years and not after eight years, and that is why we ended up in the bottom third.”

“If you want make people to feel integrated,” she said, “you should not tear apart their identities.”

A social network is an idle, inactive system—a Rolodex of contacts, a notebook of sales targets, a yearbook of possible soul mates. But social media is active—hyperactive, really—spewing material across those networks instead of leaving them alone until needed.

As the original name suggested, social networking involved connecting, not publishing. By connecting your personal network of trusted contacts (or “strong ties,” as sociologists call them) to others’ such networks (via “weak ties”), you could surface a larger network of trusted contacts

The whole idea of social networks was networking: building or deepening relationships, mostly with people you knew. How and why that deepening happened was largely left to the users to decide.

That changed when social networking became social media around 2009, between the introduction of the smartphone and the launch of Instagram. Instead of connection—forging latent ties to people and organizations we would mostly ignore—social media offered platforms through which people could publish content as widely as possible, well beyond their networks of immediate contacts.

Social media turned you, me, and everyone into broadcasters (if aspirational ones). The results have been disastrous but also highly pleasurable, not to mention massively profitable—a catastrophic combination.

soon enough, all social networks became social media first and foremost. When groups, pages, and the News Feed launched, Facebook began encouraging users to share content published by others in order to increase engagement on the service, rather than to provide updates to friends. LinkedIn launched a program to publish content across the platform, too. Twitter, already principally a publishing platform, added a dedicated “retweet” feature, making it far easier to spread content virally across user networks.

The authors propose social media as a system in which users participate in “information exchange.” The network, which had previously been used to establish and maintain relationships, becomes reinterpreted as a channel through which to broadcast.

The toxicity of social media makes it easy to forget how truly magical this innovation felt when it was new. From 2004 to 2009, you could join Facebook and everyone you’d ever known—including people you’d definitely lost track of—was right there, ready to connect or reconnect. The posts and photos I saw characterized my friends’ changing lives, not the conspiracy theories that their unhinged friends had shared with them

Twitter, which launched in 2006, was probably the first true social-media site, even if nobody called it that at the time. Instead of focusing on connecting people, the site amounted to a giant, asynchronous chat room for the world. Twitter was for talking to everyone—which is perhaps one of the reasons journalists have flocked to it

on Twitter, anything anybody posted could be seen instantly by anyone else. And furthermore, unlike posts on blogs or images on Flickr or videos on YouTube, tweets were short and low-effort, making it easy to post many of them a week or even a day.

a “web 2.0” revolution in “user-generated content,” offering easy-to-use, easily adopted tools on websites and then mobile apps. They were built for creating and sharing “content,”

When we look back at this moment, social media had already arrived in spirit if not by name. RSS readers offered a feed of blog posts to catch up on, complete with unread counts. MySpace fused music and chatter; YouTube did it with video (“Broadcast Yourself”)

This is also why journalists became so dependent on Twitter: It’s a constant stream of sources, events, and reactions—a reporting automat, not to mention an outbound vector for media tastemakers to make tastes.

Other services arrived or evolved in this vein, among them Reddit, Snapchat, and WhatsApp, all far more popular than Twitter. Social networks, once latent routes for possible contact, became superhighways of constant content

Although you can connect the app to your contacts and follow specific users, on TikTok, you are more likely to simply plug into a continuous flow of video content that has oozed to the surface via algorithm.

In the social-networking era, the connections were essential, driving both content creation and consumption. But the social-media era seeks the thinnest, most soluble connections possible, just enough to allow the content to flow.

The ensuing disaster was multipar

“influencer” became an aspirational role, especially for young people for whom Instagram fame seemed more achievable than traditional celebrity—or perhaps employment of any kind.

social-media operators discovered that the more emotionally charged the content, the better it spread across its users’ networks. Polarizing, offensive, or just plain fraudulent information was optimized for distribution. By the time the platforms realized and the public revolted, it was too late to turn off these feedback loops.

When network connections become activated for any reason or no reason, then every connection seems worthy of traversing.

Rounding up friends or business contacts into a pen in your online profile for possible future use was never a healthy way to understand social relationships.

when social networking evolved into social media, user expectations escalated. Driven by venture capitalists’ expectations and then Wall Street’s demands, the tech companies—Google and Facebook and all the rest—became addicted to massive scale

Social media showed that everyone has the potential to reach a massive audience at low cost and high gain—and that potential gave many people the impression that they deserve such an audience.

On social media, everyone believes that anyone to whom they have access owes them an audience: a writer who posted a take, a celebrity who announced a project, a pretty girl just trying to live her life, that anon who said something afflictive

Facebook and all the rest enjoyed a massive rise in engagement and the associated data-driven advertising profits that the attention-driven content economy created. The same phenomenon also created the influencer economy, in which individual social-media users became valuable as channels for distributing marketing messages or product sponsorships by means of their posts’ real or imagined reach

people just aren’t meant to talk to one another this much. They shouldn’t have that much to say, they shouldn’t expect to receive such a large audience for that expression, and they shouldn’t suppose a right to comment or rejoinder for every thought or notion either.

From being asked to review every product you buy to believing that every tweet or Instagram image warrants likes or comments or follows, social media produced a positively unhinged, sociopathic rendition of human sociality.

That’s no surprise, I guess, given that the model was forged in the fires of Big Tech companies such as Facebook, where sociopathy is a design philosophy.

If change is possible, carrying it out will be difficult, because we have adapted our lives to conform to social media’s pleasures and torments. It’s seemingly as hard to give up on social media as it was to give up smoking en masse

Quitting that habit took decades of regulatory intervention, public-relations campaigning, social shaming, and aesthetic shifts. At a cultural level, we didn’t stop smoking just because the habit was unpleasant or uncool or even because it might kill us. We did so slowly and over time, by forcing social life to suffocate the practice. That process must now begin in earnest for social media.

Something may yet survive the fire that would burn it down: social networks, the services’ overlooked, molten core. It was never a terrible idea, at least, to use computers to connect to one another on occasion, for justified reasons, and in moderation

The problem came from doing so all the time, as a lifestyle, an aspiration, an obsession. The offer was always too good to be true, but it’s taken us two decades to realize the Faustian nature of the bargain.

when I first wrote about downscale, the ambition seemed necessary but impossible. It still feels unlikely—but perhaps newly plausible.

To win the soul of social life, we must learn to muzzle it again, across the globe, among billions of people. To speak less, to fewer people and less often–and for them to do the same to you, and everyone else as well

We cannot make social media good, because it is fundamentally bad, deep in its very structure. All we can do is hope that it withers away, and play our small part in helping abandon it.

This battalion of free-market thinkers has now been welcomed into 10 Downing Street. Five of the new prime minister’s closest advisers are Tufton Street alumni, including Ms. Truss’s chief economic adviser and her political secretary, and at least nine Tufton Street alumni are scattered across other major government departments. Tellingly, Mr. Littlewood says that Ms. Truss has spoken at his think tank’s events more than “any other politician over the past 12 years.”

Notoriously opaque about their sources of funding, something they defend as a right to privacy for donors, they have been found by investigative reporters to have financial links to the oil giants BP and Exxon Mobil, big tobacco companies and American libertarian groups. But the picture depicted is only partial. We simply do not know who is bankrolling the groups now at the heart of the British government.

First and foremost, they are significant operatives in Conservative circles: The Center for Policy Studies, for example, claims that it was “responsible for developing the bulk of the policy agenda that became known as Thatcherism.” Given that Margaret Thatcher herself co-founded the think tank, it’s not an idle boast. In the decades since, groups like it have multiplied as the Tufton Street network evolved from a pseudo-academic forum to an orchestrated lobbying outfit whose influence stretches well beyond the Conservative Party.

It’s common for a representative from these groups to appear on flagship current affairs programs, blandly presented as an impartial expert. There are striking parallels with America, where — as described by Jane Mayer in “Dark Money” — libertarian billionaires fund an assembly line of anti-tax, anti-regulation politics, gamely diffused through the media. In setting the terms of political debate, skewing perceptions of the state and the economy to the right, it has been a remarkably successful strategy.

Under Ms. Truss, once nicknamed the “human hand grenade” for her ideological obduracy, the libertarian right has detonated the British economy. The cost, for all but the richest, could be incalculable.

as the editor of The Washington Post’s Sunday Outlook section several years ago, I assigned and edited dozens of “5 Myths” articles

This regular exercise forced me to wrestle with the form’s basic challenges: How entrenched and widespread must a misconception be to count as an honest-to-badness myth? What is the difference between a conclusive debunking and a conflicting interpretation? And who is qualified to upend a myth or disqualified from doing so?

“Myth America: Historians Take On the Biggest Legends and Lies About Our Past,” a collection published this month and edited by Kevin M. Kruse and Julian E. Zelizer, historians at Princeton

All of our national delusions should be exposed, but I’m not sure all should be excised. Do not some myths serve a valid purpose?

Several contributors to “Myth America” successfully eviscerate tired assumptions about their subjects.

the persistent notion of extensive voter fraud in U.S. election

“Efforts to reshape narratives about the U.S. past thus became a central theme of the conservative movement in general and the Trump administration in particular,”

that a civil-rights protest or movement sparked or fomented or provoked a white backlash, as if such a response is instinctive and unavoidable.

The collection raises worthy arguments about the use of history in the nation’s political discourse, foremost among them that the term “revisionist history” should not be a slur.

“All good historical work is at heart ‘revisionist’ in that it uses new findings from the archives or new perspectives from historians to improve, to perfect — and yes, to revise — our understanding of the past,”

this revisionist impulse at times makes the myths framework feel somewhat forced, an excuse to cover topics of interest to the authors.

the idea that the United States historically has lacked imperial ambitions

overwhelmingly, the myths covered in “Myth America” originate or live on the right

Do left-wing activists and politicians in the United States never construct and propagate their own self-affirming versions of the American story? If such liberal innocence is real, let’s hear more about it

the ur-myth of the nation: American exceptionalism

When viewed with the Inflation Reduction Act, which the House is poised to pass later this week, and last year’s bipartisan infrastructure law, a major shift in congressional climate spending comes into focus. According to the RMI analysis, these three laws are set to more than triple the federal government’s average annual spending on climate and clean energy this decade, compared with the 2010s.

Within a few years, when the funding has fully ramped up, the government will spend roughly $80 billion a year on accelerating the development and deployment of zero-carbon energy and preparing for the impacts of climate change. That exceeds the GDP of about 120 of the 192 countries that have signed the Paris Agreement on Climate Change

The law, for instance, establishes a new $20 billion Directorate for Technology, which will specialize in pushing new technologies from the prototype stage into the mass market. It is meant to prevent what happened with the solar industry—where America invented a new technology, only to lose out on commercializing it—from happening again

the bill’s programs focus on the bleeding edge of the decarbonization problem, investing money in technology that should lower emissions in the 2030s and beyond.

The International Energy Association has estimated that almost half of global emissions reductions by 2050 will come from technologies that exist only as prototypes or demonstration projects today.

To get those technologies ready in time, we need to deploy those new ideas as fast as we can, then rapidly get them to commercial scale, Carey said. “What used to take two decades now needs to take six to 10 years.” That’s what the CHIPS Act is supposed to do

By the end of the decade, the federal government will have spent more than $521 billion

Congress has explicitly tasked the new office with studying “natural and anthropogenic disaster prevention or mitigation” as well as “advanced energy and industrial efficiency technologies,” including next-generation nuclear reactors.

The bill also directs about $12 billion in new research, development, and demonstration funding to the Department of Energy, according to RMI’s estimate. That includes doubling the budget for ARPA-E, the department’s advanced-energy-projects skunk works.

it allocates billions to upgrade facilities at the government’s in-house defense and energy research institutes, including the National Renewable Energy Laboratory, the Princeton Plasma Physics Laboratory, and Berkeley Lab, which conducts environmental-science research.

RMI’s estimate of the climate spending in the CHIPS bill should be understood as just that: an estimate. The bill text rarely specifies how much of its new funding should go to climate issues.

When you add CHIPS, the IRA, and the infrastructure law together, Washington appears to be unifying behind a new industrial policy, focused not only on semiconductors and defense technology but clean energy

The three bills combine to form a “a coordinated, strategic policy for accelerating the transition to the technologies that are going to define the 21st century,”

scholars and experts have speculated about whether industrial policy—the intentional use of law to nurture and grow certain industries—might make a comeback to help fight climate change. Industrial policy was central to some of the Green New Deal’s original pitch, and it has helped China develop a commanding lead in the global solar industry.

“Industrial policy,” he said, “is back.”

its original – theological - English meaning as a lesser form of repentance that had a worldly instead of a spiritual motive, lacking the sincerity of true contrition

something second-best

Attrition was therefore established as a form of warfare to avoid, as second best to beating the enemy in a decisive battle. Exhausting an enemy through constant sniping, skirmishing and harassment took time, and increasingly made victory dependent less on the conduct of military operations and more on the underlying economic and social resilience of the nation. In addition, the process worked both ways. One’s own forces also faced attrition, turning war into a contest of endurance.

inflicting attrition on your opponent can be a sensible precursor to battle

Instead of rushing an attack, exploiting surprise, it might make more sense to opt for a more methodical approach, taking out enemy capabilities and undermining morale, before embarking on an offensive – what the Americans call ‘preparing the battlefield’.

The word ‘attrition’ derives from a Latin word for rubbing away which came to refer to repressing a vice

It is easy to understand why Ukraine feels that it has no choice but to carry on fighting and why it is now confident that it is slowly taking the initiative.

we can note some of this war’s fundamental asymmetries that continue to shape its conduct:

First Russia has identified Ukraine’s dependence on external support as its greatest vulnerability and has been looking for ways to undermine this support, largely by aggravating the economic crises facing the West

Two conclusions emerge from these asymmetries

The second conclusion is that conditions on the ground should increasingly favour Ukraine because of the quality of the systems now entering service and the effectiveness with which they are being used

Ukraine is having to follow a strategy that works round its weaknesses while exploiting those of Russia. This was dubbed back in May as ‘corrosion’ by General Mick Ryan. Ukraine, he noted, has sought to hollow out ‘the Russian physical, moral, and intellectual capacity to fight and win in Ukraine, both on the battlefield, and in the global information environment.’

The problem with attrition is that it does not force a decision on the enemy. It works by persuading enemy forces and their political leadership that their position is untenable and likely to get worse. So long as they believe that they are only facing temporary difficulties and can turn the situation around, or at least must show that they have put up a decent fight before folding, then the war will continue

Attrition is not just a question of which side is suffering most but also who is best able to regenerate their combat capabilities.

Moscow appears to wish to incorporate seized territory into Russia, for which they are preparing some dubious procedures that will impress nobody but themselves. Deep down for Moscow the war may now be all about denying NATO the satisfaction of a Ukrainian victory and saving Putin’s face

There is nonetheless something increasingly desperate about Russian rhetoric and behaviour. The Russian military position is deteriorating and the West’s backing for Ukraine has yet to slacken. The trends therefore favour Ukraine. At some Putin and his cronies will have to work out how long they can continue to pretend that they have a credible path to victory.

ather than yet another history book telling you how humanity got here, they take their respective disciplines to task for dealing in myths.

this thought-provoking book is armed to the teeth with fascinating ideas and interpretations that go against mainstream thinking

Colonisation exposed us to new ideas that shocked and confused us. Graeber & Wengrow focus on the French coming into contact with Native Americans in Canada, and in particular on Wendat Confederacy philosopher–statesman Kandiaronk as an example of European traders, missionaries, and intellectuals debating with, and being criticized by indigenous people. Historians have downplayed how much these encounters shaped Enlightenment ideas.

Its legacy, shaped via several iterations, is the modern textbook narrative: hunter-gathering was replaced by pastoralism and then farming; the agricultural revolution resulted in larger populations producing material surpluses; these allowed for specialist occupations but also needed bureaucracies to share and administer them to everyone; and this top-down control led to today’s nation states. Ta-daa!

And cities did not automatically imply social stratification. The Dawn of Everything fascinates with its numerous examples of large settlements without ruling classes, such as Ukrainian mega-sites, the Harappan civilization, or Mexican city-states.

ake agriculture. Rather than humans enthusiastically entering into what Harari in Sapiens called a Faustian bargain with crops, there were many pathways and responses

Experiments show that plant domestication could have been achieved in as little as 20–30 years, so the fact that cereal domestication here took some 3,000 years questions the notion of an agricultural “revolution”. Lastly, this book includes many examples of areas where agriculture was purposefully rejected. Designating such times and places as “pre-agricultural” is misleading, write the authors, they were anti-agricultural.

The idea that agriculture led to large states similarly needs revision

correlation is not causation, and some 15–20 additional centres of domestication have since been identified that followed different paths. Some cities have previously remained hidden in the sediments of ancient river deltas until revealed by modern remote-sensing technology.

“extensive agriculture may thus have been an outcome, not a cause, of urbanization”

this simplistic tale of progress ignores and downplays that there was nothing linear or inevitable about where we have ended up.

These instead relied on collective decision-making through assemblies or councils, which questions some of the assumptions of evolutionary psychology about scale: that larger human groups require complex (i.e. hierarchical) systems to organize them.

e what is staring them in the face

humans have always been very capable of consciously experimenting with different social arrangements. And—this is rarely acknowledged—they did so on a seasonal basis, spending e.g. part of the year settled in large communal groups under a leader, and another part as small, independently roving bands.

Throughout, Graeber & Wengrow convincingly argue that the only thing we can say about our ancestors is that “there is no single pattern. The only consistent phenomenon is the very fact of alteration […] If human beings, through most of our history, have moved back and forth fluidly between different social arrangements […] maybe the real question should be ‘how did we get stuck?

Next to criticism, the authors put out some interesting ideas of their own, of which I want to quickly highlight two.

The first is that some of the observed variations in social arrangements resulted from schismogenesis. Anthropologist Gregory Bateson coined this term in the 1930s to describe how people define themselves against or in opposition to others, adopting behaviours and attitudes that are different.

The second idea is that states can be described in terms of three elementary forms of domination: control of violence, control of information, and individual charisma, which express themselves as sovereignty, administration, and competitive politics.

Asking which past society most resembles today’s is the wrong question to ask. It risks slipping into an exercise in retrofitting, “which makes us scour the ancient world for embryonic versions of our modern nation states”

I have left unmentioned several other topics: the overlooked role of women, the legacy of Rousseau’s and Hobbes’s ideas, the origins of inequality and the flawed assumptions hiding behind that question

There are so many historical details and delights hiding between these covers that I was thoroughly enthralle

If you have any interest in big history, archaeology, or anthropology, this book is indispensable. I am confident that the questions and critiques raised here will remain relevant for a long time to come.

I was particularly impressed by the in-depth critique by worbsintowords on his YouTube channel What is Politics? of (so far) five videos

I think we assume that, since most of the political violence over the last seven years has originated from the right, then it will be contained to the right.Maybe. But historically, that’s not the norm. Political violence eventually creates retaliation, which feeds escalation

Be civil. Don’t call people names. Don’t even use insulting nicknames for public figures. Don’t dehumanize people.

Look at what’s happening out there in the world: Read this long Reuters investigation on the threats being directed not even at politicians, but at civil servants just trying to carry out the basic business of governing.

Taking political violence seriously means confronting it, condemning it, and making double-sure that you’re not saying something that could contribute to it.

In July 2018, Dean published an essay with Simon G. Talbot, a plastic and reconstructive surgeon, that argued that many physicians were suffering from a condition known as moral injury. Military psychiatrists use the term to describe an emotional wound sustained when, in the course of fulfilling their duties, soldiers witnessed or committed acts — raiding a home, killing a noncombatant — that transgressed their core values.

By the time we met, the distress among medical professionals had reached alarming levels: One survey found that nearly one in five health care workers had quit their job since the start of the pandemic and that an additional 31 percent had considered leaving

the physicians I contacted were afraid to talk openly. “I have since reconsidered this and do not feel this is something I can do right now,” one doctor wrote to me. Another texted, “Will need to be anon.” Some sources I tried to reach had signed nondisclosure agreements that prohibited them from speaking to the media without permission. Others worried they could be disciplined or fired if they angered their employers, a concern that seems particularly well founded in the growing swath of the health care system that has been taken over by private-equity firms

Mona Masood, a psychiatrist who established a support line for doctors shortly after the pandemic began, recalls being struck by how clinicians reacted when she mentioned the term. “I remember all these physicians were like, Wow, that is what I was looking for,” she says. “This is it.”

I spent much of the previous few years reporting on moral injury, interviewing workers in menial occupations whose jobs were ethically compromising. I spoke to prison guards who patrolled the wards of violent

in recent years, despite the esteem associated with their profession, many physicians have found themselves subjected to practices more commonly associated with manual laborers in auto plants and Amazon warehouses, like having their productivity tracked on an hourly basis and being pressured by management to work faster.

it quickly went viral. Doctors and nurses started reaching out to Dean to tell her how much the article spoke to them. “It went everywhere,” Dean told me when I visited her last March in Carlisle, Pa., where she now lives

“I think a lot of doctors are feeling like something is troubling them, something deep in their core that they committed themselves to,” Dean says. She notes that the term moral injury was originally coined by the psychiatrist Jonathan Shay to describe the wound that forms when a person’s sense of what is right is betrayed by leaders in high-stakes situations. “Not only are clinicians feeling betrayed by their leadership,” she says, “but when they allow these barriers to get in the way, they are part of the betrayal. They’re the instruments of betrayal.”

Bertrand Russell’s observation that philosophy was born out of the ‘conflict of two very different human impulses, the one urging men towards mysticism, the other urging them towards science’.

the Odyssey is crammed with life lessons. That could be a book in itself. Each adventure yields a moral, from the dangers of drugs (the Lotus Eaters) to the superiority of brains over brawn (the Cyclops) to the nature and essential value of love (the ending)

How to Be, then, is best taken not as the self-help book its title implies but as a poetic tour of philosophical thought which persuades us that, on the contrary, the pre-Socratics are the last people to look to for life advice. As Socrates himself observed wryly about Thales’s pratfall: ‘Philosophers always look like idiots.’

That was a very new idea, this idea of progress. It is not the way most people in history have understood their times. Most ancient peoples either saw history as cyclical or as declining from a past golden age. Nobody thought that humanity’s best years were ahead. Nisbet said that this idea came originally out of Christianity, but then during the Enlightenment it had been secularized.

Instead of seeking to ground that optimism in the fact that God has the future in his hands, we collectively said, “No, we’ve got the future in our hands.” That particular story about the human race, which is a modern and Western story, started to lose altitude in the first part of the 20th century. Although there was a small uptick, it went on life support as decades passed. I would say it’s really dying now.

Mark Lilla has written a couple of interesting books, one on the conservative mind and one on the liberal mind

conservatives have a nostalgia for the past. They feel like things are getting worse. Liberals and progressives have the opposite perspective. They see the past as being horrible. They think our hope is in the future. Even Lilla, who is not a believer, noted that Christianity had a different story than either. He observed that Saint Augustine’s book The City of God rejected both conservative and liberal perspectives.

Augustine believed that “the city of man” is bad and “the city of God” is good, and that eventually the city of God is going to supplant the city of man. He said you cannot identify any particular political order or any particular city of man with the city of God, and that our true hope lies in the new heavens and earth of the future. That gets rid of the conservative idea that that everything in the past was better and there is no hope. However, it also gets rid of the liberal idea that if we all just pull ourselves together we can bring about the city of God on earth. It gives us a chastened hope for the future rather than a utopian one.

Christian distinctives push against culture. But then we go into the culture with our hope. We simply try to be Christians in the culture, living with integrity and compassion

The gospel creates virtues in Christians. If Christians multiply in the culture, we can work for a more just society. And even if we do not immediately bring about a perfectly just society, we have the hope that eventually that’s going to be established on earth by God.

We do not have to become the darkness to bring this about. We do not have to say, “Well, we have to break eggs to make an omelet.” We do not have to trample on people because we think that is our only hope for a better world. It is not

We can remain faithful in our hope, even if it means that we ourselves do not necessarily see the immediate success we want. To be hopeful means to do what we are supposed to do because our eventual prospects are certain.

There is a famous short story by J.R.R. Tolkien called “Leaf by Niggle.” Niggle is a painter who spends his entire life trying to paint a mural of a tree. By the end of his life, he has only gotten one leaf completed. Then he dies. But when he gets to heaven, he sees the tree that was always there in his mind. That is the way of the Christian

My son Jonathan is an urban planner. In his mind, he has all these exciting ideas about what a great city would look like. Well, as a Christian, he realizes that in his entire life he may only get one “leaf” done of his beautiful vision. We all face that reality. Nevertheless, we live with the hope that there will be a tree. There will be a city. There is going to be a just society. Beauty will be here. Poverty and war will be gone. We are not the saviors. Instead, hope can set us free from both the despair of nihilism and the naivety of utopianism.

The word hope in English has declined in meaning. We use it as if it were a pleasant wish. What you are describing, like the Bible’s definition, is obviously richer.

We have a translation problem. Like the word shalom, which is usually translated into English as “peace.

In English, hope can mean the opposite of the biblical sense—to be uncertain. If you say, “I know it’s going to happen,” that is certainty. If you say, “I hope it will happen,” that is uncertainty

The Greek word elpis means assurance of the future—assured anticipation. You are sure of your hope. Quite the opposite of how we typically use the word in English.

Eventually everybody will get to the place where it matters personally whether the resurrection of Jesus Christ really happened. Because if it did, then there is hope for you, no matter what happens

I did not want to try to redo what N.T. Wright did. He wrote what is in my opinion the best book on the resurrection in the last 100 years, The Resurrection of the Son of God. He traces significant evidence that the resurrection accounts were not merely made up. They have all the marks of historic eyewitness testimony—including bizarre details no one would include in a fictional account.

Wright said there were only two ways that people had ever thought of resurrection before Jesus. The first was as resuscitation—like Lazarus. The person was dead, then something miraculous happens and he gets up out of the tomb, in which case you recognize him because he still looks the same, right? The second idea of resurrection is of the transformation of the person into an angelic or radiant being. But the idea that Jesus Christ was raised from the dead as recognizable, yet somehow different from the way he had looked before his death (so much so that even his closest friends didn’t at first recognize him) is so utterly counterintuitive. No one would have made that up.

Why does the resurrection matter? Well, as one reason among billions, because I have cancer. Because one of the things you do when you have cancer is ask how you are going to deal with it. That experience has required that I increase my hope, by reading the Word, especially on the resurrection of Jesus. Because if he were raised from the dead, then basically, it is going to be OK. If he were raised from the dead, then Christianity is basically right, and the hope it gives is an infallible hope.

as a mortal person facing his own death, the resurrection brings perspective to our theology. At this stage in my life, I am looking at the big things of which I can be sure

when it comes to the resurrection? If I am sure of that, then I am OK. I can handle anything that life—or death—throws at me.