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10 Things You May Not Know About the Mexican-American War - HISTORY - 0 views

  • 1. Before invading Mexico, the U.S. tried to buy some of its territory. In late-1845, President James K. Polk sent diplomat John Slidell on a secret mission to Mexico. Slidell was tasked with settling a longstanding disagreement about the border between the two countries, but he was also authorized to offer the Mexicans up to $25 million for their territories in New Mexico and California. 
  • Nevertheless, on May 13, 1846, Congress voted to declare war on Mexico by an overwhelming margin.
  • 3. Santa Anna used the war to reclaim power in Mexico. Most Americans considered Antonio Lopez de Santa Anna a mortal enemy for his actions at 1836’s Battle of the Alamo, but the charismatic general returned to power during the Mexican-American War thanks to a surprising ally: James K. Polk. 
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  • In August 1846, he convinced the Polk administration that he would negotiate a favorable peace if he were allowed to return home through an American naval blockade.
  • who took to the House floor in 1847 and introduced a series of resolutions demanding to know the location of the “spot of soil” where the war’s first skirmish took place. 
  • Having secured Veracruz, Scott’s army launched the war’s final thrust: a six-month, 265-mile fighting march to the “Halls of Montezuma” at Mexico City.
  • The 200-man outfit was mostly made up of Irish Catholics and other immigrants who resented the prejudice they faced from Protestants in the United States.
  • Under the leadership of an Irishman named John Riley, the “San Patricios” defected and became Santa Anna’s elite artillery force. They served with distinction at the Battles of Buena Vista and Cerro Gordo, but most of their unit was later killed or captured during an August 1847 clash at Churubusco
  • U.S. forces found the western route into the capital blocked by Chapultepec Castle, an imposing fortress that was home to Mexico’s military academy. General Scott ordered an artillery bombardment, and on September 13 his troops stormed the citadel and used ladders to scale its stone façade. Most of the Mexican defenders soon withdrew, but a group of six teenaged military cadets remained at their posts and fought to the last. 
  • Trist, however, would do no such thing. Believing that he was on the verge of a breakthrough with Mexicans, he disobeyed the President’s order and instead wrote a 65-page letter defending his decision to continue his peace efforts. Polk was left seething. He called Trist “destitute of honor or principle” and tried to have him removed from the U.S. Army headquarters, but he was unable to stop the negotiations. 
  • a plot larger than the size of Peru. The lands ceded by Mexico would later encompass all or part of the future states of California, New Mexico, Nevada, Utah, Arizona, Colorado, Wyoming, Oklahoma and Kansas.
Javier E

How America's Realtors Repurposed Freedom to Defend Segregation - The Atlantic - 0 views

  • Conservatives in America have, in recent months, used the idea of freedom to argue against wearing masks, oppose vaccine mandates, and justify storming the Capitol. They routinely refer to themselves as “freedom-loving Americans.” Freedom, as a cause, today belongs almost entirely to the right.
  • The right to be treated equally, to not be discriminated against, to choose where to live, was not part of American freedom but a special privilege.
  • The conservative use of the idea of absolute freedom, of freedom as your personal property, to shift American politics to the right came shortly after King’s speech, and indeed was a direct reaction to his argument that one’s own freedom depended on everyone else’s
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  • conservative activists and business leaders designed an opposite idea of American freedom to protect their own interests
  • Realtors had big incentives for maintaining segregation. Having invented it in the early 1900s as a marketing tool for selling homes, they had made segregation central to their business practices. They created racial covenants to exclude members of minority groups from new developments, existing neighborhoods, and entire cities and shaped federal redlining maps, all premised on the idea that anyone selling to minority families was destroying the future of all the neighbors.
  • Despite the Supreme Court outlawing court enforcement of racial covenants in 1948, Realtors used racial steering—such as lying to minority prospective buyers that a home had just been sold and controlling newspaper real-estate listings—so effectively that by the early ’60s, Black Americans were excluded from 98 percent of new homes and 95 percent of neighborhoods.
  • in asking voters to constitutionally authorize residential discrimination in Proposition 14, Realtors had a fundamental problem. How, at the height of the civil-rights movement, could they publicly campaign for sanctioning discrimination in California?
  • Victory would depend, realized Spike Wilson, the president of the California Real Estate Association, on convincing the large majority of white voters—who did not want to see themselves as racially prejudiced in any way—that the Realtors were campaigning not for discrimination but for American freedom.
  • Realtors would need to secretly and systematically redefine American freedom as the freedom to discriminate—to challenge the idea at the heart of the civil-rights movement itself.
  • the national Realtors’ organization created a secret action kit to oppose fair housing everywhere.
  • The kit’s detailed scripts instructed Realtors to “focus on freedom” and avoid “discussion of emotionally charged subjects,” such as “inferiority of races.”
  • Freedom, the kit explained, meant each owner’s right to discriminate, and Realtors were in favor of “freedom for all”: the equal rights of all owners to choose whom to sell to. Realtors claimed that they, unlike civil-rights advocates, were color-blind.
  • Wilson drafted a Property Owners’ Bill of Rights that Realtors advertised in newspapers nationwide, emphasizing owners’ absolute right to dispose of their property—never mentioning anyone’s right to buy or rent a home in the first place
  • This was not always the case. In the early 1960s, civil-rights activists invoked freedom as the purpose of their struggle. Martin Luther King Jr. used the word equality once at the March on Washington, but he used the word freedom 20 times.
  • Realtors thus made government the enemy, not minority groups
  • Thus, the more disparate the issues on which this idea of freedom was invoked—abortion, guns, public schools, gender rights, campaign finance, climate change—the more powerful the message became.
  • By making state bureaucrats the enemy, Realtors could be on the side of the underdog, the individual owner. Proposition 14, Realtors claimed, was not about race but about “the rights of the individual.”
  • To discriminate simply means to choose, Realtors insisted. Freedom of choice required the right to discriminate.
  • To be in favor of Proposition 14, to limit where millions of fellow Americans could live, did not mean that you were prejudiced but that you believed in individual freedom.
  • Wilson cited Abraham Lincoln: “We are involved in a great battle for liberty and freedom. We have prepared a final resting place for the drive to destroy individual freedom.”
  • King’s terms evoked his speech at the March on Washington, but he was now defending shared freedom not against southern diehards but against northern salesmen promoting color-blind “freedom of choice.”
  • Proposition 14’s sweeping passage stunned politicians in both parties. The Realtors’ victory was overwhelming, with 65 percent of the total votes in favor, including 75 percent of the white vote and 80 percent of the white union vote.
  • Color-blind freedom meant that government must be oblivious to, must forever allow, organized private discrimination.
  • Reagan and other conservatives saw that the Realtors had zeroed in on something extremely powerful—something whose full force would not be limited to housing segregation but could be used on virtually any issue.
  • Realtors had shown how conservatives could succeed. If this idea of freedom could triumph in California, it could work anywhere.
  • though Realtors have disavowed their past arguments, the vision of freedom they created has had lasting effects on American politics as a whole.
  • This vision of freedom proved so enduring because it solved three structural problems for American conservatism.
  • First, Realtors used the language of individual freedom, of libertarianism, to justify its seeming opposite, community conformity.
  • Here was a way to unite the two separate and competing strands of conservatism, to link libertarians and social conservatives in defense of American freedom—and create the way many, if not most, Americans understand freedom today.
  • Reagan, running for governor, adopted the Realtors’ cause and their message as his own: “If an individual wants to discriminate against Negroes or others in selling or renting his house, he has a right to do so.”
  • a unifying idea: freedom of choice.
  • Second, by defining as freedom what government seemed to be taking away from “ordinary Americans,” Realtors helped create a polarizing, transcendent view of what was at stake in our politics
  • This picture of government taking away your rights would provide a compelling reason, far beyond economics, for millions of union members, Catholics, and white Americans who had long been part of Franklin D. Roosevelt’s coalition to see, in issue after issue, why they should define themselves as conservatives.
  • Timeliest of all, the Realtors’ redefinition of freedom offered a common ideology for something new in modern America: a national conservative political party
  • The Realtors’ color-blind freedom, which had proved so successful in California, could unite southerners, working-class northern Democrats, and conservative and moderate Republicans in a new national majority party—one very different from the Republican Party whose congressmen had voted 80 percent in favor of the Civil Rights and Voting Rights Acts.
  • Over time, the internal dynamics of a national conservative party would only push it further and further toward those who most ardently embraced the Realtors’ vision of freedom as the only meaning of American freedom. This dynamic has produced today’s Republican Party.
  • Republican politicians now view every issue through this single lens: that American freedom means placing one’s own absolute rights over those of others.
  • To go against that credo, to view freedom as belonging to the country itself and, as such, to everyone equally, threatens the party’s most basic tenet.
  • This idea of freedom is based on a technique that the Realtors perfected. They identified a single, narrow, obscure right, an owner’s right to choose a buyer—which Realtors themselves had restricted for decades with racial covenants—as American freedom itself.
  • Elevating as absolute a right rarely mentioned before, so government cannot limit it or protect the rights of others, became the model for the conservative movement
  • The concept can be and has been used regarding virtually any issue.
  • Everything that is not one of these carefully selected rights becomes, by definition, a privilege that government cannot protect, no matter how fundamental.
  • Since January 6, two-thirds of Republicans—more than 40 percent of all Americans—now see voting not as a basic right, an essential part of our freedom, but as a privilege for those who deserve it.
  • This picture of freedom has a purpose: to effectively prioritize the freedoms of certain Americans over the freedoms of others—without directly saying so
Javier E

The Enchantments of Mammon by Eugene McCarraher review - an epic blend of history, prop... - 0 views

  • The Enchantments of Mammon by Eugene McCarraher
  • It is almost impossible to categorise Enchantments of Mammon. This monumental labour of love took two decades to write.
  • this is an extraordinary work of intellectual history as well as a scholarly tour de force, a bracing polemic and a work of Christian prophecy
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  • it is beautifully written and a magnificent read, whether or not one follows the author all the way to his final destination in this journey of the pilgrim soul in the capitalist wilderness.
  • McCarraher challenges more than 200 years of post-Enlightenment assumptions about the way we live and work. He rails against “the ensemble of falsehoods that comprise the foundation of economics”, which offer “a specious portrayal of human beings and a fictional account of their history”.
  • Homo economicus, driven by instrumental self-interest and controlled by the power of money, is condemned as a shabby and degrading construct that betrays the truth of human experience.
  • After capitalism has delivered what the author describes as “two centuries of Promethean technics and its irreparable ecological impact” there must be a return to an earlier, gentler, more sacramental vision of the world; one that has a greater sense of natural limits and a restored sense of wonder at creation.
  • McCarraher embarks on a kind of genealogy of neoliberal morals, barrelling his way through the tracts, studies, theories and literature that have constituted the “symbolic universe” of capitalism since the Renaissance.
  • From the English Puritans who made money for the greater glory of God, through the machine idolatry rampant in 1920s Fordism, to the cult of the ruthless entrepreneur
  • capitalism is best understood, he concludes, as a secular faith. It operates through myths and dogma, just as any religion does.
  • Modernity is not, as Max Weber maintained, the culmination of a process of intellectual “disenchantment”, in which societies lost their sense of the sacred and embraced the rational
  • Instead, a different enchantment took hold of our minds; the material culture of production and consumption. “Its moral and liturgical codes are contained in management theory and business journalism,” writes McCarraher. “Its iconography consists of advertising, marketing, public relations and product design.”
  • This brave new era produced a “predatory and misshapen love of the world
  • Spiritually diminished by the commodification of things and people, and the desire to consume, we have lost sight of what the Catholic poet Gerard Manley Hopkins described as the “dearest freshness deep down things”.
  • On Avarice. This work, says McCarraher, signalled a transition: the growth of commerce and banking was beginning to loosen the grip of biblical disdain for “filthy lucre”
  • the Florentine then makes an argument that is precociously modern, suggesting that without it, there would be “no temples, no colonnades, no palaces…”
  • The 17th-century Puritans are presented as a capitalist “avant garde”, driven by notions of a divine calling to turn common land into private property and then turn a profit on it
  • Milton mourns this sellout of the English revolution, using Paradise Lost to portray Mammon as a fallen angel, driven to blasphemous self-aggrandisement on eart
  • by the 20th century such satanic cunning is the new common sense in business circles
  • McCarraher leaves the poetry of Milton to move, via the Industrial Revolution, to the outlandish business utopias dreamed up in early 20th-century America
  • In February 1928, Vanity Fair caught the mood, praising Henry Ford as “a divine master-mind”
  • the epilogue of this mammoth portrait of the religious longings at the heart of secular materialism carries a bleak message: 20th-century fantasies of the world as one global business have been realised. Capital’s empire now extends to all corners of the world. Globalisation has built a “paradise of capital”
  • But Mammon is delivering an unsustainable future dominated by wage stagnation, tech-led unemployment, deepening inequality and environmental peril. As disaster looms, distraction is being sought in “a tranquillising repertoire of digital devices and myriad forms of entertainment” along with “the analgesic pleasures of consumption”.
  • “get back to the garden”. A new Romantic left is needed to reinhabit a sacramental imagination, which values people and things in themselves rather than as factors of production, and places collaboration over competition
  • recalling John Ruskin’s principle of “amazement”, which teaches that the gifts of nature should be admired and nurtured, rather than ravished and depleted
  • where pessimism might take hold, the author’s Christian faith gives him a trump card. For McCarraher, it is simply the case that “the Earth is a sacramental place, mediating the presence and power of God”
  • however obscured the truth is by a destructive lust for power and accumulation. It is simply a question of seeing things as they truly are.
Javier E

Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

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  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
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  • 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
Javier E

No rides, but lots of rows: 'reactionary' French theme park plots expansion | France | ... - 0 views

  • Nicolas de Villiers said the theme park – whose subject matter includes Clovis, king of the Franks, and a new €20m (£17m) show about the birth of modern cinema – was not about politics. He said: “What we want when an audience leaves our shows – which are works of art and were never history lessons – is to feel better and bigger, because the hero has brought some light into their hearts … Puy du Fou is more about legends than a history book.”
  • He said the park’s trademark high-drama historical extravaganzas worked because, at a time of global crisis, people had a hunger to understand their roots and traditions. “The artistic language we invented corresponds to the era we live in. People have a thirst for their roots, a thirst to understand what made them what they are today, which means their civilisation. They want to understand what went before them.” He called it a “profound desire to rediscover who we are”.
  • e added: “People who come here don’t have an ideology, they come here and say it’s beautiful, it’s good, I liked it.”
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  • Guillaume Lancereau, Max Weber fellow at the European University Institute in Florence, was part of a group of historians who published the book Puy du Faux (Puy of Fakes), analysing the park’s take on history. They viewed the park as having a Catholic slant, questionable depictions of nobility and a presentation of rural peasants as unchanged through the ages.
  • Lancereau did not question the park’s entertainment value. But he said: “Professional historians have repeatedly criticised the park for taking liberties with historical events and characters and, more importantly, for distorting the past to serve a nationalistic, religious and conservative political agenda. This raises important questions about the contemporary entanglement between entertainment, collective memory and politically oriented historical production …
  • “At a time when increasing numbers of undergraduates are acquiring their historical knowledge from popular culture and historical reenactments, the Puy du Fou’s considerable expansion calls for further investigation of a phenomenon that appears to be influencing the making of historical memory in contemporary Europe.”
  • Outside the park’s musketeers show, André, 76, had driven 650km (400 miles) from Burgundy with his wife and grandson. “We came because we’re interested in history,” he said. “The shows are technically brilliant and really make you think. You can tell it’s a bit on the right – the focus on war, warriors and anti-revolution – but I don’t think that matters.”
Javier E

Opinion | One Reason the Trump Fever Won't Break - The New York Times - 0 views

  • most observers and critics are paying too much attention to the wrong group of Christian nationalists. We mainly think of Christian nationalism as a theology or at least as a philosophy
  • In reality, the Christian nationalist movement that actually matters is rooted in emotion and ostensibly divine revelation, and it’s that emotional and spiritual movement that so stubbornly clings to Donald Trump.
  • Arguments about the proper role of virtue in the public square, for example, or arguments over the proper balance between order and liberty, are helpless in the face of prophecies, like the declarations from Christian “apostles” that Donald Trump is God’s appointed leader, destined to save the nation from destruction.
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  • Essays and books about philosophy and theology are important for determining the ultimate health of the church, but on the ground or in the pews? They’re much less important than emotion, prophecy and spiritualism.
  • Christians will claim that the Holy Spirit spoke to them directly. As one longtime friend told me, “David, I was with you on opposing Trump until the Holy Spirit told me that God had appointed him to lead.”
  • a key part of Trump’s appeal is the joy and fellowship that Trump supporters feel with each other. But there’s one last element that cements that bond with Trump: faith, including a burning sense of certainty that by supporting him, they are instruments of God’s divine plan.
  • It’s not a serious position to argue that this diverse, secularizing country will shed liberal democracy for Catholic or Protestant religious rule. But it’s exceedingly dangerous and destabilizing when millions of citizens believe that the fate of the church is bound up in the person they believe is the once and future president of the United States.
  • That’s why the Trump fever won’t break. That’s why even the most biblically based arguments against Trump fall on deaf ears. That’s why the very act of Christian opposition to Trump is often seen as a grave betrayal of Christ himself.
  • In 2024, this nation will wrestle with Christian nationalism once again, but it won’t be the nationalism of ideas. It will be a nationalism rooted more in emotion and mysticism than theology. The fever may not break until the “prophecies” change, and that is a factor that is entirely out of our control.
Javier E

Why Rotterdam Wouldn't Allow a Bridge to Be Dismantled for Bezos' Yacht - The New York ... - 0 views

  • we think that rich people are not acting normal. Here in Holland, we don’t believe that everybody can be rich the way people do in America, where the sky is the limit. We think ‘Be average.’ That’s good enough.”
  • “When I was about 11 years old, we had an American boy stay with us for a week, an exchange student,” she recalled. “And my mother told him, just make your own sandwich like you do in America. Instead of putting one sausage on his bread, he put on five. My mother was too polite to say anything to him, but to me she said in Dutch, ‘We will never eat like that in this house.’”
  • The streak of austerity in Dutch culture can be traced to Calvinism, say residents, the most popular religious branch of Protestantism here for hundreds of years. It emphasizes virtues like self-discipline, frugality and conscientiousness. Polls suggest that most people in the Netherlands today are not churchgoers, but the norms are embedded, as evidenced by Dutch attitudes toward wealth.
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  • “Calvin teaches that you’re given stewardship over your money, that you have a responsibility to take care of it, which means giving lots of it away, being generous to others,”
  • “Work is a divine calling for which you will be held accountable. It’s considered bad for society and bad for your soul if you spend in ostentatious ways.”
  • “He doesn’t pay his taxes,” is a common refrain in this city, and it doesn’t mean that Mr. Bezos is considered a tax cheat. It means that he isn’t fighting inequality by sharing his money, an obligation that transcends the tax code.
  • An ethos endures that nobody is any better than anyone else, or deserves more, and it stems from an unignorable geographic fact. Roughly one-third of the Netherlands is below sea level and citizens for centuries have had little choice but to band together to create an infrastructure of dikes and drainage systems to remain alive.
  • “The Netherlands is built on cooperation,” said Paul van de Laar, a professor of history at Erasmus University. “There were constant threats of disaster from the 15th and 16th century. Protestants and Catholics knew that to survive, they could not quarrel too much.”
  • Chip in. Blend in. Help others. These are among the highest ideals of the Netherlands
  • The Dutch once ran one of the world’s largest empires but there’s a certain pride here that the prime minister of the country rides a bicycle to pay visits to the king — yes, the Netherlands has a royal family, which is also relatively low-key — and locks the bicycle outside the palace.
  • At the time, it was said in the Netherlands that putting both butter and cheese on your bread was “the devil’s sandwich.” Choose one, went the thinking. You don’t need both.
  • explaining the anger that Mr. Bezos and Oceanco, the maker of the three-masted, $500 million schooner, inspired after making what may have sounded like a fairly benign request. The company asked the local government to briefly dismantle the elevated middle span of the Hef, which is 230 feet tall at its highest point, allowing the vessel to sail down the King’s Harbor channel and out to sea.
  • The whole process would have taken a day or two and Oceanco would have covered the costs.AdvertisementContinue reading the main story
  • The bridge, a lattice of moss-green steel in the shape of a hulking “H,” is not actually used by anyone. It served as a railroad bridge for decades until it was replaced by a tunnel and decommissioned in the early 1990s. It’s been idle ever since.
  • In sum, the operation would have been fast, free and disrupted nothing. So why the fuss?
  • “What can you buy if you have unlimited cash? Can you bend every rule? Can you take apart monuments?”
  • “There’s a principle at stake,”
  • The first problem was the astounding wealth of Mr. Bezos.
  • “The Dutch like to say, ‘Acting normal is crazy enough,’
Javier E

An Epic Pilgrimage Across Three Great Religions - The New York Times - 0 views

  • In their 1978 book, “Image and Pilgrimage in Christian Culture,” the British and British American anthropologists Victor and Edith Turner imagine pilgrimage as two roads, one inbound and one outbound — one sacred, the other profane. The road in is a spiritual journey, “exteriorized mysticism,” to use the Turners’ phrase. The road out is less about faith and more about travel itself — that radical business of leaving the safety of one’s home to journey
  • The word “pilgrim” itself derives from the Latin peregrinus, meaning “one from abroad” — a foreigner
  • I was interested in this other human side of pilgrimage — the road out, as it were. I imagined it to be full of danger and fun, populated with bawdy characters such as Chaucer’s Wife of Bath. I had chosen three faiths that were at odd angles to my own background — my father was Muslim, but not Shiite; my paternal grandmother was Christian, but not Catholic; my mother was Sikh, which made her part of the Indic fold, but not Buddhist
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  • In India, where I grew up, and where the sacred topography of pilgrimage stitches the land together, the Hindi word for traveler, yatri, is still the same as the word for pilgrim.
  • “We have millions more red blood cells than other people,” Monica said, “plus our lungs are bigger.” It was Casey who had introduced me to Monica, a veteran journalist in her 50s
Javier E

Opinion | On Satanic Idols and Free Speech - The New York Times - 0 views

  • To understand the moment, one has to understand the extent to which many religious activists believe that free speech itself is responsible for America’s ongoing secularization and alleged moral decline. They believe the doctrine of viewpoint neutrality — that is, the requirement that the government treat private speakers equally in their access to government facilities — is a proxy for “moral relativism.” Moral relativism is a truly poisonous accusation in conservative and Christian communities, in part because it implies a rejection of immutable or universal truth in favor of a subjective, individual standard — a concept alien, for example, to traditional Christianity.
  • As a free speech advocate, I’ve been fending off the “moral relativism” accusation for years. In 2019, when I wrote in support of the right of drag queens to enjoy the same access to public facilities as anyone else, that was “moral relativism.” When I wrote earlier this month that the right of free speech includes even the right to calls for non-imminent violence — again, this is a matter of settled constitutional law — a scholar named John Grondelski wrote in a Catholic journal that my position was “the offspring of the dictatorship of relativism.”
  • much of my legal career was dedicated to protecting minority religious expression — including evangelical expression — from censorship on American campuses and in American communities. In the course of that representation, I learned three practical truths of free expression.
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  • First, few people are more eager to take advantage of free speech rights than people who possess deep moral convictions. When you watch a furious campus debate, the last thing you think is, “Watch the relativists fight.” The combatants possess burning convictions
  • Second, humility isn’t relativism, and even people who believe that absolute truth exists should possess enough humility to recognize they don’t know all that truth.
  • Third, prudent people know that they will not always rule. This is the most pragmatic case for free speech.
  • One of my favorite expressions of American pluralism comes from my friend Barry Corey, president of Biola University, an evangelical college in California. He advocates a life lived with a “firm center and soft edges.” The firm center is the “commitment to that which is true,” and for a Christian that means God’s truth. Soft edges, on the other hand, “means hospitality and kindness, especially toward those we don’t think like, or vote like, or believe like.”
  • American free speech doctrine represents a legal version of that marvelous moral rule. The First Amendment protects our firm center. It’s what ensures our ability to walk into the public square, express our convictions and challenge our nation’s moral and political norms. Does anyone for a moment think that Frederick Douglass, the great abolitionist, was a moral relativist? Yet he’s also the author of one of the most powerful arguments in support of free speech in American history.
  • At the same time, we protect the free speech of others and thereby manifest “hospitality and kindness.” We declare to our opponents that they are equal citizens of our Republic, possessing the same dignity and liberty that we possess ourselves.
  • That’s the key to making pluralism work. Enforced conformity is a recipe for violent conflict, regardless of whether the demand is made from the right, left or middle
  • The defense of liberty, meanwhile, makes diversity sustainable. It allows individuals and communities of differing convictions to flourish across those differences
  • Treating them all equally under the law isn’t relativism. It’s justice, and justice is a fundamental moral obligation of the state.
criscimagnael

Italian Bishops to Examine Clerical Abuse, but Only to a Point - The New York Times - 0 views

  • The Italian Bishops’ Conference on Friday presented its plan to investigate clerical abuse, but critics say it is insufficient and disappointing.
  • Seeking to address the concerns about the revelations of abuse that have devastated the church worldwide, the bishops announced that they would commission a report examining cases from 2020-21, to be published in November, as well as a second report that would analyze how clerical abuse had been handled in Italy in the past two decades.
  • Victims groups and their advocates in Italy have been frustrated by the church’s failure to follow in the footsteps of other countries — including Australia, Ireland and the United States — that have commissioned fully independent investigations carried out by third parties.
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  • “It is insufficient,” Federica Tourn, a member of a recently created umbrella group called ItalyChurchToo, said Friday. “Why didn’t they order up a completely independent investigation? It’s one thing to give third parties access to documentation and archives, quite another to let the church decide what gets to be seen.”
  • In 2019, Pope Francis held a landmark meeting at the Vatican on clerical sexual abuse and called “for an all-out battle against the abuse of minors.” But the Italian church still dragged its feet.
  • will only analyze cases reported to local church centers from the years 2020-21, essentially “only a small percentage of reported cases of abuse,”
  • “I was abused in 1980, so I wouldn’t qualify,” he said.
  • Critics of the Italian bishops’ plan said that capping the investigation to the past 22 years risked leaving out thousands of cases.
  • “We have nothing to fear by telling the truth,” he said. “The truth will set us free.
  • There is a kind of reluctance to deal with this phenomenon because politics knows that it is going against the church and in Italy the church is still a point of reference.”
Javier E

Schools to blame for boys idolising Andrew Tate, says sacked teacher | News | The Times - 0 views

  • The rise of the influencer Andrew Tate has vindicated the decision to show Eton College pupils a controversial video on masculinity, according to the master who was sacked for doing so.
  • It also stated that “male aggression is a biological fact” and aired concerns about women competing in sports against transgender women.
  • “I think Tate is a symptom of what’s currently going wrong regarding the teaching of boys in schools,” Knowland said from his home in Stowmarket, Suffolk.
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  • “In a properly functioning education system, that’s giving them really robust messaging about what it means to be a man, they would have antibodies to fight off the sick messaging that Tate is giving. All they see is the guy who’s got a Bugatti and joking about telling women to make him a sandwich.
  • “When teachers try to explain why Tate isn’t someone to look up to, the teenage boys ask them, ‘Well, what colour is your Bugatti?’
  • “The premise needs to be attacked directly, which is that ‘no, money isn’t the main index of masculinity’. Otherwise, we would all just be looking up to gangsters and criminals.”
  • Knowland, who teaches English and has forged a career as an online tutor, was sacked in 2020 after refusing to take down a video he made for his students called The Patriarchy Paradox, which repeated claims that women would revert to a primitive life without men.
  • Knowland believes the issues he was seeking to address in the lecture, which is still on his YouTube channel and has had 255,000 views, have only increased since his sacking.
  • The Teaching Regulation Agency (TRA) decided to take no action against Knowland after an inquiry. Eton College has previously said that the ruling did not undermine its decision to dismiss him.
  • The school reported the lecture to the TRA, which considered charges of undermining tolerance and failing to safeguard students but closed the case with no further action. In a statement, the school said: “This does not mean that Mr Knowland did nothing wrong or that Eton was not entitled to dismiss him.”
  • He added: “I think the most interesting part about the lecture and what resonated with my supporters was my stress on chivalry and the idea that a man’s strength should be put to the service of the weak and his family.
  • “Chivalry is the thing that we’re missing today and it’s become deformed and turned into machismo, which is masculinity without any sense of humility or meekness. I think this is what we need to return to. Some of the problems that Tate is addressing, things like men should be assertive, men should be competitive, men should be strong, etcetera, chivalry agrees with.
  • “But chivalry says, ‘Why do they need to be those things? Because it’s to serve the weak, not themselves.”
  • Knowland, 37, believes that Tate — who rose to infamy last year after videos of his diatribes led to him becoming the world’s most googled person — has tapped into a “malaise” among young men caused by the teaching of boys in schools.
  • As an example, last month Scotland had to pause movement of transgender prisoners after a row over whether a transgender female rapist should be imprisoned with biological women.
  • “For some, even saying that there are biological differences between men and women is offensive. That’s what my lecture said, that men are stronger,” Knowland added. “I don’t think that [women] should [compete in sport against transgender women]. I don’t think it’s safe.
  • The example I gave in the lecture [was] of the transgender fighter who fractured the woman’s skull, and could easily have killed her. I think there are good reasons why sporting bodies are moving towards and in some cases have already decided that there’s not going to be next events like that.”
  • During the Eton furore Simon Henderson, the head master of Eton, was criticised in some quarters for pursuing a “woke” culture at the school and his critics referred to him as “Trendy Hendy”. They pointed to pupils being asked to wear Black Lives Matter waistcoats and decolonising its curriculum as examples of the institution being captured by ideologues.
  • The content Knowland produces on his YouTube channel continues to be controversial. A recent video by the devout Catholic is entitled “Eight facts that killed evolution for me”.
  • “The lecture was addressing some very live issues at the time and it’s only got worse since then,” he said. “Women now feel that they haven’t got safe spaces to get undressed to go to a swimming pool. So those concepts in the lecture were hard hitting and provocative, because these are topics that are big ones that people have strong feelings about.”
  • While Knowland does not agree with the term transgender — “there are only two categories of sex, using the term transgender concedes too much ground” — he is alive to the issue of transphobic bullying. The issue has been in the spotlight this month after Brianna Ghey, a 16-year-old transgender girl, was stabbed to death in a park.
  • “People being subjected to transphobia is terrible,” he said. “People shouldn’t mistreat anybody just because they’ve got a mistaken idea that they are a woman. They need to be treated with compassion, not attacked or bullied.”
  • Knowland’s newfound career as an online tutor, as well as hosting a podcast, has eased some of the pressure he felt after his sacking. He said: “At Eton our family home was a benefit, so that was on my mind when I was leaving. I had to wait a couple of years after leaving to get a home because being self-employed, you have to get all the paperwork to get a mortgage.
  • “I’ve actually had parents get in touch because they supported me over what happened at Eton and wanted me to tutor their children.
  • “Losing my job was concerning but it gave me an insight into what it feels for someone to be cancelled. Fear is such a powerful weapon to stop people believing what they’re passionate about.
  • “People feel they can’t say anything, because consequences are going to be too severe, but now I’ve been through it I’ve actually found it freeing.”
Javier E

Opinion | The Global Transformation of Christianity Is Here - The New York Times - 0 views

  • in 1900, about 80 percent of the world’s Christian population lived in the Western world and about 20 percent in the majority world. By 2000, only 37 percent lived in the Western world, and nearly two-thirds lived in the majority world
  • we tend to associate Christianity with white Westerners and European influence. At this point, our assumptions about this need to change. The largest church congregation in the world belongs to Yoido Full Gospel Church in Seoul, an Assemblies of God church, which has around 480,000 members
  • “Christianity at the beginning of the 21st century,” said George, “is the most global and most diverse and the most dispersed faith.”
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  • the most explosive growth has been in Indigenous, independent Pentecostal churches
  • we ought to start talking about a new family of “spiritual” churches that have no historical ties to Western church traditions. These “spiritual” churches are largely not a result of colonial missions.
  • Sub-Saharan Africa had the most striking growth of Christianity, growing from around 9 percent Christian at the beginning of the 20th century to almost 45 percent at the end of it. There are around 685 million Christians in Africa now.
  • even conservative estimates guess there were around 98 million evangelical Christians globally in 1970. Now, there are over 342 million.
  • as Christianity booms overseas, more Christians are migrating to the United States. But there’s also evidence that migrants who come to here are finding immigrant-led churches and converting to Christianity after they arrive. These trends, George told me, are “globalizing American Christianity.”
  • Today, the three largest Protestant churches in Paris are Afro-Caribbean evangelical megachurches of a charismatic or Pentecostal bent
  • Immigration has been a huge factor in the demographic growth of the United States over the past decade. Much of that growth is attributable to Latinos, who now number around 62 million and represent just under 20 percent of the United States population. Some projections estimate that by 2060 there will be 111 million Latinos in the United States, constituting 28 percent of the population.
  • Latino evangelicals are the fastest growing segment of evangelicals in the country. It also said that “Latino Protestants, in particular, have higher levels of religiosity”
  • as of 2021, Pew reported that 29 percent of all adults identified as atheists, agnostics or “nothing in particular.”
  • alongside that trend, the changing demographics of Christianity promise to transform faith and religious discourse. We cannot assume that America will become more secular so long as the future of America is less white
  • it is difficult to provide definite statistics on how many evangelical and Pentecostal churches in America are led by Latinos, immigrants or other nonwhite or non-English-speaking pastors because many of these churches are small, non-organized and grass roots.
  • the standard American religious survey categories no longer account for the realities expressed in the church in America. “White evangelicalism,” “Protestant mainline” and “progressive” are categories that are largely defined by a white majority.
  • This “browning” of the church in America, as some scholars call it, scrambles all the categories. What we are seeing isn’t simply that white evangelicalism is changing; it’s that something new is emerging.
  • most hold convictions that overlap with traditional evangelicalism in substantial ways. They are by and large traditionally conservative about sexuality and marriage. They hold an authoritative view of the Bible and believe in miracles and supernatural occurrences.
  • But they tend to be more committed to social justice and, in George’s words, “communitarian” than many white evangelicals.
  • when he visits churches in Brazil and Argentina, “Sometimes the Catholics are more evangelical and Pentecostal” than even typical white evangelicals in America.
  • This influx of nonwhite believers will challenge white religious conservatives to choose between xenophobia and building alliances with immigrants who share their views on social issues.
  • These trends will also challenge them to unbundle their religious views on social issues from a kind of libertarian economics that harms those who are less wealthy
  • The future of American Christianity now appears to be a multiethnic community that is largely led by immigrants or the children of immigrants. And that reality ought to change our present conversations about religion in America.
Javier E

Fake News: It's as American as George Washington's Cherry Tree - The New York Times - 0 views

  • What happens next in American history, according to Andersen, happens without malevolence, or even intention. Our national character gels into one that’s distinctly comfortable fogging up the boundary between fantasy and reality in nearly every realm.
  • Enterprising businessmen quickly figure out ways to make money off the Americans who gleefully embrace untruths. The 1800s see an explosion of water cures and homeopathy and something called mesmerism,
  • Cody was in this way the father of Hollywood, the industry that did the most, Andersen says, to break down the mental barriers between the real and unreal.
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  • In the 1960s fantasyland goes into overdrive. Psychedelics, academic scholarship and the New Age movement conspire to make reason and reality the realms of idiots and squares.
  • After the Kennedy assassinations, conspiracy theories become not just a fringe hobby but a “permanent feature of the American mental landscape.” U.F.O. sightings explode, and the stories become ever more elaborate
  • In the meantime, a kind of comfort with small fibs settles into the populace. When Andersen was young, he recalls, it was rare to see a woman over 50 whose hair was not gray or white. And apparently there were only eight plastic surgeons in all of Manhattan. But the market for hair color and plastic surgery explodes, as America starts writing its “national fiction of permanent youthfulness.”
  • the most persistent thread in “Fantasyland” is Christianity — the astounding number of Americans who believe in heaven and angels, which most of Europe gave up decades ago
  • Andersen reserves a starring role for the secular spiritualists. They were supposed to be a counterpoint to narrow-minded evangelicals, but Andersen says the New Agers committed an even greater sin than the faithful. What Anne Hutchinson started, Gestalt therapy finished off in the ’60s. Fritz Perls, a psychotherapist and Gestalt founder, simply put it: “I do my thing and you do your thing. I am not in this world to live up to your expectations, and you are not in this world to live up to mine.” Or put more simply: You do you.
  • If there’s a flaw in this book, it’s repetitiveness. Andersen seems by nature a collector. He goes for wide rather than deep. So he doesn’t examine, for example, how we would separate the junk from the gems
  • What we Americans need, it would seem, is something more powerful. A story to end all stories, preached by someone with the fire of Anne Hutchinson. A collective delusion so seductive that it will have us all, in Locke-step, bowing down to reason and reality.
  • our real progenitors were the Puritans, who passed the weeks on the trans-Atlantic voyage preaching about the end times and who, when they arrived, vowed to hang any Quaker or Catholic who landed on their shores. They were zealots and also well-educated British gentlemen, which set the tone for what Andersen identifies as a distinctly American endeavor: propping up magical thinking with elaborate scientific proof.
  • In Andersen’s telling, you can easily trace the line from the self-appointed 17th-century prophet Anne Hutchinson to Kanye West: She was, he writes, uniquely American “because she was so confident in herself, in her intuitions and idiosyncratic, subjective understanding of reality,” a total stranger to self-doubt.
  • As he explains in what must have been an alarmingly self-confirming last chapter: Donald Trump is “stupendous Exhibit A” in the landscape of “Fantasyland,” a fitting leader for a nation that has, over the centuries, nurtured a “promiscuous devotion to the untrue.”
Javier E

The Friar Who Became the Vatican's Go-To Guy on A.I. - The New York Times - 0 views

  • , he told a crowd of ambassadors that “global governance is needed, otherwise the risk is social collapse.” He also talked up the Rome Call, a Vatican, Italian government, Silicon Valley and U.N. effort he helped organize.
  • The author of many books (“Homo Faber: The Techno-Human Condition”) and a fixture on international A.I. panels, Father Benanti, 50, is a professor at the Gregorian, the Harvard of Rome’s pontifical universities, where he teaches moral theology, ethics and a course called “The Fall of Babel: The Challenges of Digital, Social Networks and Artificial Intelligence.”
  • his job is to provide advice from an ethical and spiritual perspective
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  • He is concerned that masters of the A.I. universes are developing systems that will expand chasms of inequality. He fears the transition to A.I. will be so abrupt that entire professional fields will be left doing menial jobs, or nothing, stripping people of dignity and unleashing floods of “despair.”
  • Father Benanti, who does not believe in the industry’s ability to self-regulate and thinks some rules of the road are required in a world where deep fakes and disinformation can erode democracy.
  • He shares his insights with Pope Francis, who in his annual World Day of Peace message on Jan. 1 called for a global treaty to ensure the ethical development and use of AI to prevent a world devoid of human mercy, where inscrutable algorithms decide who is granted asylum, who gets a mortgage, or who, on the battlefield, lives or dies.
  • all the time he applies his perspective about what it means to be alive, and to be human, when machines seem more alive and human. “This is a spiritual question,” he said.
  • raises enormous questions about redistributing wealth in an A.I. dominant universe.
  • he pursued an engineering degree at Sapienza University in Rome. It wasn’t enough.“I started to feel that something was missing,” he said, explaining that his advancement as an engineering student erased the mystique machines held for him. “I simply broke the magic.”
  • He left Rome to study in Assisi, the home of St. Francis, and over the next decade, took his final vows as a friar, was ordained as a priest and defended his dissertation on human enhancement and cyborgs. He got his job at the Gregorian, and eventually as the Vatican’s IT ethics guy.
  • In 2017, Cardinal Ravasi organized an event at the Italian embassy to the Holy See where Father Benanti gave a talk on the ethics of A.I. Microsoft officials in attendance were impressed and asked to stay in touch. That same year, the Italian government asked him to contribute to A.I. policy documents and the next year he successfully applied to sit on its commission for developing a national A.I. strategy.
  • Francis, he said, didn’t at first realize what Microsoft really did, but liked that Mr. Smith took out of his pocket one of the pope’s speeches on social media and showed the pontiff the concerns the business executive had highlighted and shared.
  • e said, arguing that as ancient Roman augurs turned to the flight of birds for direction, A.I., with its enormous grasp of our physical, emotional and preferential data, could be the new oracles, determining decisions, and replacing God with false idols.
  • “It’s something old that probably we think that we left behind,” the friar said, “but that is coming back.”
Javier E

Opinion | MAGA Turns Against the Constitution - The New York Times - 0 views

  • the problem of public ignorance and fake crises transcends politics. Profound pessimism about the state of the nation is empowering the radical, revolutionary politics that fuels extremists on the right and left.
  • now, for parts of MAGA, the Constitution itself is part of the crisis. If it doesn’t permit Trump to take control, then it must be swept aside.
  • Elements of this argument are now bubbling up across the reactionary, populist right
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  • Still others believe that the advent of civil rights laws created, in essence, a second Constitution entirely, one that privileges group identity over individual liberty.
  • Protestant Christian nationalists tend to have a higher regard for the American founding, but they believe it’s been corrupted. They claim that the 1787 Constitution is essentially dead, replaced by progressive power politics that have destroyed constitutional government.
  • Catholic post-liberals believe that liberal democracy itself is problematic. According to their critique, the Constitution’s emphasis on individual liberty “atomizes” American life and degrades the traditional institutions of church and family that sustain human flourishing.
  • The original Constitution and Bill of Rights, while a tremendous advance from the Articles of Confederation, suffered from a singular, near-fatal flaw. They protected Americans from federal tyranny, but they also left states free to oppress American citizens in the most horrific ways
  • if your ultimate aim is the destruction of your political enemies, then the Constitution does indeed stand in your way.
  • Right-wing constitutional critics do get one thing right: The 1787 Constitution is mostly gone, and America’s constitutional structure is substantially different from the way it was at the founding. But that’s a good thing
  • its guardrails against tyranny remain vital and relevant today.
  • Individual states ratified their own constitutions that often purported to protect individual liberty, at least for some citizens, but states were also often violently repressive and fundamentally authoritarian.
  • The criminal justice system could be its own special form of hell. Indigent criminal defendants lacked lawyers, prison conditions were often brutal at a level that would shock the modern conscience, and local law enforcement officers had no real constitutional constraints on their ability to search American citizens and seize their property.
  • Through much of American history, various American states protected slavery, enforced Jim Crow, suppressed voting rights, blocked free speech, and established state churches.
  • As a result, if you were traditionally part of the local ruling class — a white Protestant in the South, like me — you experienced much of American history as a kind of golden era of power and control.
  • The Civil War Amendments changed everything. The combination of the 13th, 14th, and 15th Amendments ended slavery once and for all, extended the reach of the Bill of Rights to protect against government actions at every level, and expanded voting rights.
  • But all of this took time. The end of Reconstruction and the South’s “massive resistance” to desegregation delayed the quest for justice.
  • decades of litigation, activism and political reform have yielded a reality in which contemporary Americans enjoy greater protection for the most fundamental civil liberties than any generation that came before.
  • And those who believe that the civil rights movement impaired individual liberty have to reckon with the truth that Americans enjoy greater freedom from both discrimination and censorship than they did before the movement began.
  • So why are parts of the right so discontent? The answer lies in the difference between power and liberty
  • One of the most important stories of the last century — from the moment the Supreme Court applied the First Amendment to state power in 1925, until the present day — is the way in which white Protestants lost power but gained liberty. Many millions are unhappy with the exchange.
  • Consider the state of the law a century ago. Until the expansion of the Bill of Rights (called “incorporation”) to apply to the states, if you controlled your state and wanted to destroy your enemies, you could oppress them to a remarkable degree. You could deprive them of free speech, you could deprive them of due process, you could force them to pray and read state-approved versions of the Bible.
  • The argument that the Constitution is failing is just as mistaken as the argument that the economy is failing, but it’s politically and culturally more dangerous
  • Powerful people often experience their power as a kind of freedom. A king can feel perfectly free to do what he wants, for example, but that’s not the same thing as liberty.
  • Looked at properly, liberty is the doctrine that defies power. It’s liberty that enables us to exercise our rights.
  • Think of the difference between power and liberty like this — power gives the powerful freedom of action. Liberty, by contrast, protects your freedom of action from the powerful.
  • At their core, right-wing attacks on the modern Constitution are an attack on liberty for the sake of power.
  • An entire class of Americans looks back at decades past and has no memory (or pretends to have no memory) of marginalization and oppression. They could do what they wanted, when they wanted and to whom they wanted.
  • Now they don’t have that same control
  • Muslims, Sikhs, Jews, Buddhists and atheists all approach the public square with the same liberties. Drag queens have the same free speech rights as pastors, and many Americans are livid as a result.
  • when a movement starts to believe that America is in a state of economic crisis, criminal chaos and constitutional collapse, then you can start to see the seeds for revolutionary violence and profound political instability. They believe we live in desperate times, and they turn to desperate measures.
  • “You shall know the truth, and the truth shall set you free.” So much American angst and anger right now is rooted in falsehoods. But the truth can indeed set us free from the rage that tempts American hearts toward tyranny.
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