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In interviews with senior American and European officials in recent days, there is a consensus on one point: Just as the last two weeks revealed that Russia’s vaunted military faltered in its invasion plan, the next two or three may reveal whether Ukraine can survive as a state, and negotiate an end to the war.

And there is the possibility that Mr. Putin, angered by the slowness of his offensive in Ukraine, may reach for other weapons: chemical, biological, nuclear and cyber.

A French government account of a call to Mr. Putin on Saturday by Mr. Macron and Mr. Scholz termed it “disappointing with Putin’s insincerity: He is determined to continue the war.”

Quietly, the White House and the senior American military leadership have been modeling how they would respond to a series of escalations, including major cyberattacks on American financial institutions and the use of a tactical or “battlefield” nuclear weapon by Mr. Putin to signal to the rest of the world that he would brook no interference as he moves to crush Ukraine.

Even with Ukrainians begging for more offensive weapons and American intervention, Mr. Biden has stuck to his determination that he will not directly engage the forces of a nuclear-armed superpower.

The idea that we’re going to send in offensive equipment,” Mr. Biden said in Philadelphia to the House Democratic Caucus on Friday, “and have planes and tanks and trains going in with American pilots and American crews, just understand — and don’t kid yourself, no matter what you all say — that’s called ‘World War III.’ OK? Let’s get it straight here.”

Mr. Sullivan said that Russia would suffer “severe consequences” if it used chemical weapons, without specifying what those would be.

The fear now is that the war could expand.The more the fighting moves west, the more likely it is that an errant missile lands in NATO territory, or the Russians take down a NATO aircraft.

Despite his military’s logistical problems, Mr. Putin appears intent on intensifying his campaign and laying siege to Kyiv, the capital; Kharkiv, the country’s second-largest city; and other Ukrainian urban centers.

“I think Putin is angry and frustrated right now,” Mr. Burns said. He is likely to “try to grind down the Ukrainian military with no regard for civilian casualties,” he added.

Mr. Putin has demonstrated in past conflicts in Syria and Chechnya a willingness not only to bomb heavily populated areas but also to use civilian casualties as leverage against his enemies. Senior U.S. officials said the coming weeks could see a long, drawn-out fight with thousands of casualties on both sides, as well as among the roughly 1.5 million citizens remaining in the city.

“It will come at a very high price in Russian blood,” said retired Adm. James G. Stavridis, the former supreme allied commander for Europe. That high cost, he added, could cause Mr. Putin to destroy the city with an onslaught of missiles, artillery and bombs — “continuing a swath of war crimes unlike any we have seen in the 21st century.”

Russian forces are still subjecting Mariupol to siege and bombardment, but are close to securing that strategic southern port city and, with it, a land bridge from Crimea in the south to the Donbas region in the east that has been controlled by Russian-backed separatists since 2014.

And if Russia can seize Odessa, a pivotal Black Sea port city, and perhaps the remaining Ukrainian coast to the southeast, it would deprive Ukraine of important access to the sea.

“The most probable endgame, sadly, is a partition of Ukraine,” said Mr. Stavridis, pointing to the outcome of the Balkan wars in the 1990s as a model. “Putin would take the southeast of the country, and the ethnic Russians would gravitate there. The rest of the nation, overwhelmingly Ukrainian, would continue as a sovereign state.”

no evidence from the conversations so far that Mr. Putin has changed course; he remains “intent on destroying Ukraine.”

So far there are none of the procedures in place that American and Russian pilots use over Syria, for example, to prevent accidental conflict. And Mr. Putin has twice issued thinly veiled reminders of his nuclear capabilities, reminding the world that if the conflict does not go his way he has far larger, and far more fearsome, weapons to call into play.

In the ’90s, when Ericsson looked into the numbers for the two dozen or so clinics that use his process, he discovered, to his surprise, that couples were requesting more girls than boys, a gap that has persisted, even though Ericsson advertises the method as more effective for producing boys. In some clinics, Ericsson has said, the ratio is now as high as 2 to 1.

A newer method for sperm selection, called MicroSort, is currently completing Food and Drug Administration clinical trials. The girl requests for that method run at about 75 percent.

Even more unsettling for Ericsson, it has become clear that in choosing the sex of the next generation, he is no longer the boss. “It’s the women who are driving all the decisions,”

Now the centuries-old preference for sons is eroding—or even reversing. “Women of our generation want daughters precisely because we like who we are,”

what if equality isn’t the end point? What if modern, postindustrial society is simply better suited to women?

Even Ericsson, the stubborn old goat, can sigh and mark the passing of an era. “Did male dominance exist? Of course it existed. But it seems to be gone now. And the era of the firstborn son is totally gone.”

Ericsson’s extended family is as good an illustration of the rapidly shifting landscape as any other. His 26-year-old granddaughter—“tall, slender, brighter than hell, with a take-no-prisoners personality”—is a biochemist and works on genetic sequencing. His niece studied civil engineering at the University of Southern California. His grandsons, he says, are bright and handsome, but in school “their eyes glaze over. I have to tell ’em: ‘Just don’t screw up and crash your pickup truck and get some girl pregnant and ruin your life.’

Man has been the dominant sex since, well, the dawn of mankind. But for the first time in human history, that is changing—and with shocking speed. Cultural and economic changes always reinforce each other

And the global economy is evolving in a way that is eroding the historical preference for male children, worldwide

Over several centuries, South Korea, for instance, constructed one of the most rigid patriarchal societies in the world.

As recently as 1985, about half of all women in a national survey said they “must have a son.” That percentage fell slowly until 1991 and then plummeted to just over 15 percent by 2003. Male preference in South Korea “is over,” says Monica Das Gupta, a demographer and Asia expert at the World Bank. “It happened so fast. It’s hard to believe it, but it is.” The same shift is now beginning in other rapidly industrializing countries such as India and China.

As thinking and communicating have come to eclipse physical strength and stamina as the keys to economic success, those societies that take advantage of the talents of all their adults, not just half of them, have pulled away from the rest. And because geopolitics and global culture are, ultimately, Darwinian, other societies either follow suit or end up marginalized

None of the 30 or so men sitting in a classroom at a downtown Kansas City school have come for voluntary adult enrichment. Having failed to pay their child support, they were given the choice by a judge to go to jail or attend a weekly class on fathering, which to them seemed the better deal.

in the U.S., the world’s most advanced economy, something much more remarkable seems to be happening. American parents are beginning to choose to have girls over boys. As they imagine the pride of watching a child grow and develop and succeed as an adult, it is more often a girl that they see in their mind’s eye.

What if the modern, postindustrial economy is simply more congenial to women than to men?

what if men and women were fulfilling not biological imperatives but social roles, based on what was more efficient throughout a long era of human history? What if that era has now come to an end? More to the point, what if the economics of the new era are better suited to women?

Once you open your eyes to this possibility, the evidence is all around you. It can be found, most immediately, in the wreckage of the Great Recession, in which three-quarters of the 8 million jobs lost were lost by men.

The recession merely revealed—and accelerated—a profound economic shift that has been going on for at least 30 years

Earlier this year, for the first time in American history, the balance of the workforce tipped toward women, who now hold a majority of the nation’s job

With few exceptions, the greater the power of women, the greater the country’s economic success

Women dominate today’s colleges and professional schools—for every two men who will receive a B.A. this year, three women will do the same. Of the 15 job categories projected to grow the most in the next decade in the U.S., all but two are occupied primarily by women

Indeed, the U.S. economy is in some ways becoming a kind of traveling sisterhood: upper-class women leave home and enter the workforce, creating domestic jobs for other women to fill.

The postindustrial economy is indifferent to men’s size and strength. The attributes that are most valuable today—social intelligence, open communication, the ability to sit still and focus—are, at a minimum, not predominantly male. In fact, the opposite may be true

Yes, women still do most of the child care. And yes, the upper reaches of society are still dominated by men. But given the power of the forces pushing at the economy, this setup feels like the last gasp of a dying age rather than the permanent establishment

In his final book, The Bachelors’ Ball, published in 2007, the sociologist Pierre Bourdieu describes the changing gender dynamics of Béarn, the region in southwestern France where he grew up. The eldest sons once held the privileges of patrimonial loyalty and filial inheritance in Béarn. But over the decades, changing economic forces turned those privileges into curses. Although the land no longer produced the impressive income it once had, the men felt obligated to tend it. Meanwhile, modern women shunned farm life, lured away by jobs and adventure in the city

The role reversal that’s under way between American men and women shows up most obviously and painfully in the working class

The working class, which has long defined our notions of masculinity, is slowly turning into a matriarchy, with men increasingly absent from the home and women making all the decisions

“Let’s see,” he continues, reading from a worksheet. What are the four kinds of paternal authority? Moral, emotional, social, and physical. “But you ain’t none of those in that house. All you are is a paycheck, and now you ain’t even that. And if you try to exercise your authority, she’ll call 911. How does that make you feel? You’re supposed to be the authority, and she says, ‘Get out of the house, bitch.’ She’s calling you ‘bitch’!”

Just about the only professions in which women still make up a relatively small minority of newly minted workers are engineering and those calling on a hard-science background, and even in those areas, women have made strong gains since the 1970s.

“Who’s doing what?” he asks them. “What is our role? Everyone’s telling us we’re supposed to be the head of a nuclear family, so you feel like you got robbed. It’s toxic, and poisonous, and it’s setting us up for failure.” He writes on the board: $85,000. “This is her salary.” Then: $12,000. “This is your salary. Who’s the damn man? Who’s the man now?” A murmur rises. “That’s right. She’s the man.”

In 1950, roughly one in 20 men of prime working age, like Henderson, was not working; today that ratio is about one in five, the highest ever recorded.

Men dominate just two of the 15 job categories projected to grow the most over the next decade: janitor and computer engineer. Women have everything else—nursing, home health assistance, child care, food preparation

Many of the new jobs, says Heather Boushey of the Center for American Progress, “replace the things that women used to do in the home for free.” None is especially high-paying. But the steady accumulation of these jobs adds up to an economy that, for the working class, has become more amenable to women than to men.

The list of growing jobs is heavy on nurturing professions, in which women, ironically, seem to benefit from old stereotypes and habits.

The men in that room, almost without exception, were casualties of the end of the manufacturing era. Most of them had continued to work with their hands even as demand for manual labor was declining.

Many professions that started out as the province of men are now filled mostly with women—secretary and teacher come to mind. Yet I’m not aware of any that have gone the opposite way. Nursing schools have tried hard to recruit men in the past few years, with minimal success. Teaching schools, eager to recruit male role models, are having a similarly hard time

The range of acceptable masculine roles has changed comparatively little, and has perhaps even narrowed as men have shied away from some careers women have entered. As Jessica Grose wrote in Slate, men seem “fixed in cultural aspic.” And with each passing day, they lag further behind.

women are also starting to dominate middle management, and a surprising number of professional careers as well. According to the Bureau of Labor Statistics, women now hold 51.4 percent of managerial and professional jobs—up from 26.1 percent in 1980

About a third of America’s physicians are now women, as are 45 percent of associates in law firms—and both those percentages are rising fast.

When we look back on this period, argues Jamie Ladge, a business professor at Northeastern University, we will see it as a “turning point for women in the workforce.”

A white-collar economy values raw intellectual horsepower, which men and women have in equal amounts. It also requires communication skills and social intelligence, areas in which women, according to many studies, have a slight edge. Perhaps most important—for better or worse—it increasingly requires formal education credentials, which women are more prone to acquire,

The men are black and white, their ages ranging from about 20 to 40. A couple look like they might have spent a night or two on the streets, but the rest look like they work, or used to. Now they have put down their sodas, and El-Scari has their attention, so he gets a little more philosophical

Companies began moving out of the city in search not only of lower rent but also of the “best educated, most conscientious, most stable workers.” They found their brightest prospects among “underemployed females living in middle-class communities on the fringe of the old urban areas.” As Garreau chronicles the rise of suburban office parks, he places special emphasis on 1978, the peak year for women entering the workforce. When brawn was off the list of job requirements, women often measured up better than men. They were smart, dutiful, and, as long as employers could make the jobs more convenient for them, more reliable

Near the top of the jobs pyramid, of course, the upward march of women stalls. Prominent female CEOs, past and present, are so rare that they count as minor celebrities,

Only 3 percent of Fortune 500 CEOs are women, and the number has never risen much above that.

What are these talents? Once it was thought that leaders should be aggressive and competitive, and that men are naturally more of both. But psychological research has complicated this picture. In lab studies that simulate negotiations, men and women are just about equally assertive and competitive, with slight variations. Men tend to assert themselves in a controlling manner, while women tend to take into account the rights of others, but both styles are equally effective,

Researchers have started looking into the relationship between testosterone and excessive risk, and wondering if groups of men, in some basic hormonal way, spur each other to make reckless decisions. The picture emerging is a mirror image of the traditional gender map: men and markets on the side of the irrational and overemotional, and women on the side of the cool and levelheaded.

the perception of the ideal business leader is starting to shift. The old model of command and control, with one leader holding all the decision-making power, is considered hidebound. The new model is sometimes called “post-heroic,” or “transformational”

he aim is to behave like a good coach, and channel your charisma to motivate others to be hardworking and creative. The model is not explicitly defined as feminist, but it echoes literature about male-female differences

Most important, women earn almost 60 percent of all bachelor’s degrees—the minimum requirement, in most cases, for an affluent life.

Firms that had women in top positions performed better, and this was especially true if the firm pursued what the researchers called an “innovation intensive strategy,” in which, they argued, “creativity and collaboration may be especially important”

he association is clear: innovative, successful firms are the ones that promote women. The same Columbia-Maryland study ranked America’s industries by the proportion of firms that employed female executives, and the bottom of the list reads like the ghosts of the economy past: shipbuilding, real estate, coal, steelworks, machinery.

To see the future—of the workforce, the economy, and the culture—you need to spend some time at America’s colleges and professional schools

emographically, we can see with absolute clarity that in the coming decades the middle class will be dominated by women.

Women now earn 60 percent of master’s degrees, about half of all law and medical degrees, and 42 percent of all M.B.A.s

“We never explicitly say, ‘Develop your feminine side,’ but it’s clear that’s what we’re advocating,” s

n a stark reversal since the 1970s, men are now more likely than women to hold only a high-school diploma.

ne would think that if men were acting in a rational way, they would be getting the education they need to get along out there,” says Tom Mortenson, a senior scholar at the Pell Institute for the Study of Opportunity in Higher Education. “But they are just failing to adapt.”

I visited a few schools around Kansas City to get a feel for the gender dynamics of higher education. I started at the downtown campus of Metropolitan Community College. Metropolitan is the kind of place where people go to learn practical job skills and keep current with the changing economy, and as in most community colleges these days, men were conspicuously absent.

the tidal wave of women continues to wash through the school—they now make up about 70 percent of its students. They come to train to be nurses and teachers

As for the men? Well, little has changed. “I recall one guy who was really smart,” one of the school’s counselors told me. “But he was reading at a sixth-grade level and felt embarrassed in front of the women. He had to hide his books from his friends, who would tease him when he studied. Then came the excuses. ‘It’s spring, gotta play ball.’ ‘It’s winter, too cold.’ He didn’t make it.”

“The economy isn’t as friendly to men as it once was,” says Jacqueline King, of the American Council on Education. “You would think men and women would go to these colleges at the same rate.” But they don’t.

Men, it turned out, had a harder time committing to school, even when they desperately needed to retool. They tended to start out behind academically, and many felt intimidated by the schoolwork. They reported feeling isolated and were much worse at seeking out fellow students, study groups, or counselors to help them adjust.

Mothers going back to school described themselves as good role models for their children. Fathers worried that they were abrogating their responsibilities as breadwinner.

it began showing up not just in community and liberal-arts colleges but in the flagship public universities—the UCs and the SUNYs and the UNCs.

Guys high-five each other when they get a C, while girls beat themselves up over a B-minus. Guys play video games in each other’s rooms, while girls crowd the study hall. Girls get their degrees with no drama, while guys seem always in danger of drifting away.

realized how much the basic expectations for men and women had shifted. Many of the women’s mothers had established their careers later in life, sometimes after a divorce, and they had urged their daughters to get to their own careers more quickly. They would be a campus of Tracy Flicks, except that they seemed neither especially brittle nor secretly falling apart.

Among traditional college students from the highest-income families, the gender gap pretty much disappears. But the story is not so simple. Wealthier students tend to go to elite private schools, and elite private schools live by their own rules.

Quietly, they’ve been opening up a new frontier in affirmative action, with boys playing the role of the underprivileged applicants needing an extra boost

among selective liberal-arts schools, being male raises the chance of college acceptance by 6.5 to 9 percentage points

the U.S. Commission on Civil Rights has voted to investigate what some academics have described as the “open secret” that private schools “are discriminating in admissions in order to maintain what they regard as an appropriate gender balance.”

To avoid crossing the dreaded 60 percent threshold, admissions officers have created a language to explain away the boys’ deficits: “Brain hasn’t kicked in yet.” “Slow to cook.” “Hasn’t quite peaked.” “Holistic picture.”

Clearly, some percentage of boys are just temperamentally unsuited to college, at least at age 18 or 20, but without it, they have a harder time finding their place these days

“Forty years ago, 30 years ago, if you were one of the fairly constant fraction of boys who wasn’t ready to learn in high school, there were ways for you to enter the mainstream economy,” says Henry Farber, an economist at Princeton. “When you woke up, there were jobs. There were good industrial jobs, so you could have a good industrial, blue-collar career. Now those jobs are gone.”

the disparities start before college. Throughout the ’90s, various authors and researchers agonized over why boys seemed to be failing at every level of education, from elementary school on up

identified various culprits: a misguided feminism that treated normal boys as incipient harassers (Christina Hoff Sommers); different brain chemistry (Michael Gurian); a demanding, verbally focused curriculum that ignored boys’ interests (Richard Whitmire)

t’s not all that clear that boys have become more dysfunctional—or have changed in any way. What’s clear is that schools, like the economy, now value the self-control, focus, and verbal aptitude that seem to come more easily to young girls.

movement is growing for more all-boys schools and classes, and for respecting the individual learning styles of boys

In their desperation to reach out to boys, some colleges have formed football teams and started engineering programs.

allowing generations of boys to grow up feeling rootless and obsolete is not a recipe for a peaceful future. Men have few natural support groups and little access to social welfare; the men’s-rights groups that do exist in the U.S. are taking on an angry, antiwoman edge.

Marriages fall apart or never happen at all, and children are raised with no fathers. Far from being celebrated, women’s rising power is perceived as a threat.

his is the first time that the cohort of Americans ages 30 to 44 has more college-educated women than college-educated men, and the effects are upsetting the traditional Cleaver-family dynamics. In 1970, women contributed 2 to 6 percent of the family income. Now the typical working wife brings home 42.2 percent, and four in 10 mothers—many of them single mothers—are the primary breadwinners in their familie

ncreasing numbers of women—unable to find men with a similar income and education—are forgoing marriage altogether. In 1970, 84 percent of women ages 30 to 44 were married; now 60 percent are.

or all the hand-wringing over the lonely spinster, the real loser in society—the only one to have made just slight financial gains since the 1970s—is the single man, whether poor or rich, college-educated or not. Hens rejoice; it’s the bachelor party that’s over.

The sociologist Kathryn Edin spent five years talking with low-income mothers in the inner suburbs of Philadelphia. Many of these neighborhoods, she found, had turned into matriarchies, with women making all the decisions and dictating what the men should and should not do. “I think something feminists have missed,” Edin told me, “is how much power women have” when they’re not bound by marriage

he women, she explained, “make every important decision”—whether to have a baby, how to raise it, where to live. “It’s definitely ‘my way or the highway,’

Thirty years ago, cultural norms were such that the fathers might have said, ‘Great, catch me if you can.’ Now they are desperate to father, but they are pessimistic about whether they can meet her expectations.” The women don’t want them as husbands, and they have no steady income to provide. So what do they have?

Nothing,” Edin says. “They have nothing. The men were just annihilated in the recession of the ’90s, and things never got better. Now it’s just awful.”

The phenomenon of children being born to unmarried parents “has spread to barrios and trailer parks and rural areas and small towns,” Edin says, and it is creeping up the class ladder. After staying steady for a while, the portion of American children born to unmarried parents jumped to 40 percent in the past few years.

Many of their mothers are struggling financially; the most successful are working and going to school and hustling to feed the children, and then falling asleep in the elevator of the community college.

Still, they are in charge. “The family changes over the past four decades have been bad for men and bad for kids, but it’s not clear they are bad for women,”

Over the years, researchers have proposed different theories to explain the erosion of marriage in the lower classes: the rise of welfare, or the disappearance of work and thus of marriageable men

the most compelling theory is that marriage has disappeared because women are setting the terms—and setting them too high for the men around them to reach.

The whole country’s future could look much as the present does for many lower-class African Americans: the mothers pull themselves up, but the men don’t follow. First-generation college-educated white women may join their black counterparts in a new kind of middle class, where marriage is increasingly rare.

Japan is in a national panic over the rise of the “herbivores,” the cohort of young men who are rejecting the hard-drinking salaryman life of their fathers and are instead gardening, organizing dessert parties, acting cartoonishly feminine, and declining to have sex. The generational young-women counterparts are known in Japan as the “carnivores,” or sometimes the “hunters.”

American pop culture keeps producing endless variations on the omega male, who ranks even below the beta in the wolf pack.

At the same time, a new kind of alpha female has appeared, stirring up anxiety and, occasionally, fear. The cougar trope started out as a joke about desperate older women. Now it’s gone mainstream, even in Hollywood,

the more women dominate, the more they behave, fittingly, like the dominant sex. Rates of violence committed by middle-aged women have skyrocketed since the 1980

Together with—and perhaps because of—its economic malaise, the country is living through a political earthquake. Germany’s wealth, its exemplary parliamentary democracy, and its big efforts to confront its Nazi history are no longer keeping nativist parties at bay.

Outside the EU, “made in Germany” goods struggle to find new clients. Exports to China have been roughly flat since mid-2015 and may even start to drop, as President Xi Jinping has made clear that he wants to make his country less dependent on European industry

The Federal Republic is the only big Euro member whose economy has not yet fully recovered to pre-pandemic levels. In fact, German GDP has roughly stagnated since 2019. And German manufacturing is the main problem: Industrial output lags pre-pandemic levels by some 5 percent.

The reason Germany ceased to be Europe’s growth engine has less to do with Russian energy than with changing circumstances in the export markets where the country’s industrial champions once flourished

In the 2000s, former Chancellor Gerhard Schröder slashed unemployment benefits and created a low-wage sector to help German exporters increase their market shares across Europe. Since then, many other European countries, including France and Italy, have made reforms to cut labor costs themselves, and Germany faces tougher competition in its biggest export market and has been running a trade deficit in goods with other EU members since 2020.

We are living through the end of German exceptionalism. The country’s economy is fragile, and the rise of the AfD makes its politics as unpredictable as those of Austria or Italy. In short, Germany is joining the European mainstream. And that means that trouble is ahead.

German car exports to China were down 24 percent in the first three months of 2023 compared with the same period in 2022

The U.S. is Germany’s second-largest market after the EU, accounting for 8.9 percent of its exports, but to top off Germany’s troubles, Washington is becoming more protectionist under Joe Biden.

The obvious solution is for Germany to spend more. Greater investment could raise productivity in a country where the railways have the worst delays among major European countries and cellphone and internet connectivity are underfunded

Investment could boost demand, and liberalizing policies could rebalance the economy toward services.

But a dogma of balanced budgets and debt avoidance remains deeply anchored among German politicians and voters.

Now Germany, whose effort to confront its Nazi history seemed to inoculate its politicians from having to deal with a large far-right party, is also falling prey to populism and nationalism.

ore and more governments across Europe are led by right-wing parties: in Italy, Sweden, Finland, and soon possibly Spain. In all of these countries, the center-right no longer has qualms about working with the far-right.

the penny has not yet dropped. Germany’s political elite hasn’t been moved to take the risky step of running up debts and liberalizing at the same time. But until it does, the country’s economy will likely lag European growth. And if the economy ceases to serve as a source of national pride, political forces may thrive by brandishing more nativist concepts of German identity.

The AfD’s rise to 20 percent in the polls—twice what it commanded in the 2021 parliamentary elections—has many causes. The party’s bastion is the formerly Communist east, where authoritarian attitudes and resentment of traditional parties feed off of feelings of having been the losers in Germany’s reunification

But something broader is going on. For Germans, the hallmark of good government is “Ruhe und Ordnung,” calm and order. The three parties in Scholz’s ruling coalition—the center-left SPD, the Greens, and the pro-business FDP—squabble over everything

The party has also benefited from a backlash against Germany’s progressive agenda on climate and migration

Despite the country’s reputation abroad as a climate champion, in a poll of seven European countries, Germans were the least willing among Europeans to switch to electric cars, cut meat consumption, or spend out of their own pockets to renovate their houses to save the climate.

As for migration, racist views are ingrained in Germany’s formerly Communist east

But the AfD has also been able to mobilize an anti-immigration electorate in big, rich, formerly West German states, such as Bavaria, the land of Siemens and Weisswurst, and Baden-Württemberg

the CDU will need to decide whether it will continue marginalizing the far-right or start working with it instead. The AfD is leading the polls in Thuringia and polling a strong second in Saxony

ermany is joining the European mainstream, with its political class struggling to counter rising far-right support and an economy that is no longer best-in-class. The two things that made postwar Germany unique in Europe are no more

the rise of the AfD is pushing Berlin to become an unreliable partner in Europe. The CDU was once the champion of Schengen, the EU’s policy to allow for passport-less travel across the continent. The party’s leader, Merz, clearly concerned about covering his right flank, has now called for reintroducing passport checks at Germany’s borders with other EU members, such as Czechia, in order to turn away migrants.

As the AfD criticizes the “reckless” spending of the Scholz government, the FDP and the chancellor are doubling down on spending cuts. Germany is becoming less willing to spend for itself and the EU.

The AfD may one day accede to national government, but it cannot do so on its own. To work in a coalition, the party will almost certainly have to compromise on its most radical policy propositions, such as closing the U.S. military base in Ramstein. But even with the AfD merely exerting pressure on German politics, the EU must sooner or later face an adjustment—to a future in which Germany is no longer an economic and political anchor so much as a source of instability.

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

Merkel’s successive governments also squeezed defense budgets while boosting welfare spending. Lt. Gen. Alfons Mais, commander of the army, posted an emotional article on his LinkedIn profile on the day of the invasion, lamenting that Germany’s once-mighty military had been hollowed out to such an extent that it would be all but unable to protect the country in the event of a Russian attack.

her refusal to stop buying energy from Putin after he seized Crimea from Ukraine in 2014—she instead worked to double gas imports from Russia—emboldened him to finish the job eight years later.

Joachim Gauck, who was president of Germany when Putin first invaded Ukraine in 2014, said Merkel’s decision to boost energy imports from Russia in the wake of Putin’s aggression was clearly a mistake. “Some people recognize their mistakes earlier, and some later,” he said.

Since leaving office, Merkel has defended the pipeline project as a purely commercial decision. She had to choose, she said, between importing cheap Russian gas or liquefied natural gas, which she said was a third more expensive.

After Russia’s invasion of Crimea in 2014, Anders Fogh Rasmussen, then NATO secretary general, warned her against making Germany more dependent on a rogue Putin, who had just occupied and annexed part of a European nation. For Putin, he said, the pipeline “had nothing to do with business or the economy—it was a geopolitical weapon.”

Officials who served under Merkel, including Schäuble and Frank-Walter Steinmeier (her former foreign minister and now Germany’s federal president), have apologized or expressed regret for their roles in these decisions. They believe that Merkel’s policies empowered Putin without setting boundaries to his imperial ambitions.

At an event last year, Merkel recalled that after annexing Crimea, Putin had told her that he wanted to destroy the European Union. But she still forged ahead with plans to build the Nord Stream 2 pipeline, linking Germany directly to Siberia’s natural gas fields, in the face of protests from the U.S. Merkel’s government also approved the sale of Germany’s largest gas storage facilities to Russia’s state-controlled gas giant Gazprom.

That mistake had its roots in another decision by Merkel: Her move to greatly accelerate Germany’s planned phasing out of nuclear energy in 2011, in response to the Fukushima disaster in Japan. The gap in energy supply created by this dramatic shift meant that Germany had to import more energy, and it had to do so as cheaply as possible.

Merkel’s role in shaping NATO policy toward Ukraine goes back to 2008, when she vetoed a push by the Bush administration to admit Ukraine and Georgia into the alliance, said Fiona Hill, a former National Security Council official and presidential adviser on Russia.

Merkel instead helped to broker NATO’s open but noncommittal invitation to Ukraine and Georgia, an outcome that Hill said was the “worst of all worlds” because it enraged Putin without giving the two countries any protection. Putin invaded Georgia in 2008 before marching into Ukraine.

After Putin first attacked Ukraine, Merkel led the effort to negotiate a quick settlement that disappointed Kyiv and imposed no substantial punishment on Russia for occupying its neighbor, Hill added. “No red lines were drawn for Putin,” she said. “Merkel took a calculated risk. It was a gambit, but ultimately it failed.”

Merkel still has supporters, and as Germany begins to grapple with her complicated legacy, many still hold a more nuanced view of her role in laying the groundwork for today’s crises

Kaeser, who now chairs the supervisory board of Siemens Energy, a listed subsidiary, agrees that Germany’s dependence on Russian natural gas grew under Merkel, but he says that there was—and is—no alternative for powering Europe’s industrial engine at a viable price.

“We didn’t expect that there would be war in Europe with the methods of the 20th century. This never featured in our thinking,” said Kaeser, who himself met Putin several times. He believes that Merkel’s Russia policy was justified. Even Germany’s new government has not found a sustainable and affordable replacement for Russian energy exports, he said, which could lead to deindustrialization.

Many defenders of Merkel say that she merely articulated a consensus. Making her country dependent on Washington for security, on Moscow for energy and on Beijing for trade (China became Germany’s biggest trade partner under her chancellorship) was what all of Germany’s political parties wanted at the time, said Constanze Stelzenmüller of the Brookings Institution.

“Without backing from the U.S.A., which was very restrained at the time, any tougher German reaction to the annexation of Crimea could hardly have been possible,” said Jürgen Osterhammer, a historian whose work on globalization and China has been cited by Merkel as an influence on her thinking.

In retirement, Merkel told the German news magazine Der Spiegel, she has watched “Munich,” a Netflix movie about Prime Minister Neville’s Chamberlain’s infamous negotiations with Hitler in the run-up to World War II. Though Chamberlain’s name has become synonymous with the delusions of appeasement, the film offers a more nuanced picture of the British leader as a realist statesman working to postpone the inevitable conflict. That reinterpretation appealed to Merkel, the magazine reported.

In April, Merkel was again asked on stage at a book fair whether she would not reconsider her refusal to admit having made some mistakes. “Frankly,” she responded, “I don’t know whether there would be satisfaction if I were to say something that I simply don’t think merely for the sake of admitting error.”

While a lack of transparency by the Bukele government makes it hard to assess the credibility of official crime data, experts say there is little doubt that there has been a notable reduction in violence since the start of the emergency decree.

“This crackdown has been unprecedented,” said Tiziano Breda, Central America analyst at the International Crisis Group, an independent research organization. “Without a doubt this has weakened the gangs.”

if criminal groups have been crippled, so too have many of El Salvador’s civil liberties.

“Similar policies of mass incarceration and an iron fist in El Salvador and the rest of the region have shown that in the long term they don’t achieve sustainable results and bring back surges of violence,”

Mr. Bukele’s approval ratings, according to polls, have remained above 80 percent, suggesting that many Salvadorans crave greater safety, even if it means a more repressive system.

“They were so desperate because of the levels of violence and the control of the gangs,” said José Miguel Cruz, an expert on El Salvador’s gang violence at Florida International University, “that they will accept that sort of deal with the devil.”

even if there is less violence in El Salvador, such a dip is likely to be temporary without addressing the root causes, including grinding poverty and corruption, some analysts warn.

And indiscriminately imprisoning young men who may have done nothing wrong alongside gang members could result in a large population of disaffected youth who might make easier recruits for gangs.

Since March, the Legislative Assembly, controlled by Mr. Bukele’s party, has approved legislation allowing judges to imprison children as young as 12, limiting freedom of expression, expanding the use of pretrial detention and permitting prosecutors and judges to try people in absentia.

The state of emergency has been used as a blunt instrument, according to the Human Rights Watch report, with police commanders establishing a quota system requiring officers to arrest a certain number of people every day.

The prison system is at a breaking point, with close to 100,000 people behind bars as of November, more than three times the capacity of the country’s penal system

At least 90 people have died in custody since the state of emergency began

The crackdown has swept up not just gang members, but also children, women and the physically and mentally disabled. Some residents in poor neighborhoods who once feared gang members, say they are more fearful of the Salvadoran police.

“The government can do many worse things to you,”

Ms. Solórzano’s younger brother Adrián, 30, was arrested in April and accused of terrorism. “It was a shock when the police arrived and said that they had to take him away,” she said, adding that her brother had done nothing wrong.

Then on July 5, representatives from a funeral home came to the family’s home and gave them the news: Adrián was dead, strangled to death while in custody. It was unclear how he was killed or by whom.

In the American system, it is the voters, the courts, and Congress that are meant to serve as checks on a president’s behavior, not the generals. Civilians provide direction, funding, and oversight; the military then follows lawful orders.

“As chairman, you swear to support and defend the Constitution of the United States, but what if the commander in chief is undermining the Constitution?” McMaster said to me.

“General Milley has done an extraordinary job under the most extraordinary of circumstances,” Gates said. “I’ve worked for eight presidents, and not even Lyndon Johnson or Richard Nixon in their angriest moments would have considered doing or saying some of the things that were said between the election and January 6.

Trump called Gallagher a hero and said he didn’t understand why he was being punished.“Because he slit the throat of a wounded prisoner,” Milley said.“The guy was going to die anyway,” Trump said.

Milley answered, “Mr. President, we have military ethics and laws about what happens in battle. We can’t do that kind of thing. It’s a war crime.” Trump answered that he didn’t understand “the big deal.” He went on, “You guys”—meaning combat soldiers—“are all just killers. What’s the difference?”

There’s a little bit of a ‘There but for the grace of God go I’ feeling in all of this. What happened to Gallagher can happen to many human beings.” Milley told me about a book given to him by a friend, Aviv Kochavi, a former chief of staff of the Israel Defense Forces. The book, by an American academic named Christopher Browning, is called Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland.

“It’s a great book,” Milley said. “It’s about these average police officers from Hamburg who get drafted, become a police battalion that follows the Wehrmacht into Poland, and wind up slaughtering Jews and committing genocide. They just devolve into barbaric acts. It’s about moral degradation.”

During Milley’s time in the Trump administration, the disagreements and misunderstandings between the Pentagon and the White House all seemed to follow the same pattern: The president—who was incapable of understanding or unwilling to understand the aspirations and rules that guide the military—would continually try to politicize an apolitical institution.

The image of a general in combat fatigues walking with a president who has a well-known affection for the Insurrection Act—the 1807 law that allows presidents to deploy the military to put down domestic riots and rebellions—caused consternation and anger across the senior-officer ranks, and among retired military leaders.

According to Esper, Trump desperately wanted a violent response to the protesters, asking, “Can’t you just shoot them? Just shoot them in the legs or something?” When I raised this with Milley, he explained, somewhat obliquely, how he would manage the president’s eruptions.“It was a rhetorical question,” Milley explained. “ ‘Can’t you just shoot them in the legs?’ ”“He never actually ordered you to shoot anyone in the legs?” I asked.“Right. This could be interpreted many, many different ways,” he said.

Milley and others around Trump used different methods to handle the unstable president. “You can judge my success or failure on this, but I always tried to use persuasion with the president, not undermine or go around him or slow-roll,” Milley told me. “I would present my argument to him. The president makes decisions, and if the president ordered us to do X, Y, or Z and it was legal, we would do it. If it’s not legal, it’s my job to say it’s illegal, and here’s why it’s illegal. I would emphasize cost and risk of the various courses of action. My job, then and now, is to let the president know what the course of action could be, let them know what the cost is, what the risks and benefits are. And then make a recommendation. That’s what I’ve done under both presidents.”

He went on to say, “President Trump never ordered me to tell the military to do something illegal. He never did that. I think that’s an important point.”

For his part, General Chiarelli concluded that his friend had simply been in the wrong place at the wrong time. Quoting Peter Feaver, an academic expert on civil-military relations, Chiarelli said, “You have to judge Mark like you judge Olympic divers—by the difficulty of the dive.”

That summer, Milley visited Chiarelli in Washington State and, over breakfast, described what he thought was coming next. “It was unbelievable. This is August 2, and he laid out in specific detail what his concerns were between August and Inauguration Day. He identified one of his biggest concerns as January 6,” the day the Senate was to meet to certify the election. “It was almost like a crystal ball.”

Chiarelli said that Milley told him it was possible, based on his observations of the president and his advisers, that they would not accept an Election Day loss. Specifically, Milley worried that Trump would trigger a war—an “October surprise”­—to create chaotic conditions in the lead-up to the election. Chiarelli mentioned the continuous skirmishes inside the White House between those who were seeking to attack Iran, ostensibly over its nuclear program, and those, like Milley, who could not justify a large-scale preemptive strike.

In the crucial period after his road-to-Damascus conversion, Milley set several goals for himself: keep the U.S. out of reckless, unnecessary wars overseas; maintain the military’s integrity, and his own; and prevent the administration from using the military against the American people. He told uniformed and civilian officials that the military would play no part in any attempt by Trump to illegally remain in office.

The desire on the part of Trump and his loyalists to utilize the Insurrection Act was unabating. Stephen Miller, the Trump adviser whom Milley is said to have called “Rasputin,” was vociferous on this point. Less than a week after George Floyd was murdered, Miller told Trump in an Oval Office meeting, “Mr. President, they are burning America down. Antifa, Black Lives Matter—they’re burning it down. You have an insurrection on your hands. Barbarians are at the gate.”

According to Woodward and Costa in Peril, Milley responded, “Shut the fuck up, Steve.” Then he turned to Trump. “Mr. President, they are not burning it down.”

In the weeks before the election, Milley was a dervish of activity. He spent much of his time talking with American allies and adversaries, all worried about the stability of the United States. In what would become his most discussed move, first reported by Woodward and Costa, he called Chinese General Li Zuocheng, his People’s Liberation Army counterpart, on October 30, after receiving intelligence that China believed Trump was going to order an attack

“General Li, I want to assure you that the American government is stable and everything is going to be okay,” Milley said, according to Peril. “We are not going to attack or conduct any kinetic operations against you. General Li, you and I have known each other for now five years. If we’re going to attack, I’m going to call you ahead of time. It’s not going to be a surprise … If there was a war or some kind of kinetic action between the United States and China, there’s going to be a buildup, just like there has been always in history.”

Milley later told the Senate Armed Services Committee that this call, and a second one two days after the January 6 insurrection, represented an attempt to “deconflict military actions, manage crisis, and prevent war between great powers that are armed with the world’s most deadliest weapons.”

Milley also spoke with lawmakers and media figures in the days leading up to the election, promising that the military would play no role in its outcome. In a call on the Saturday before Election Day, Milley told news anchors including George Stephan­opoulos, Lester Holt, and Norah O’Donnell that the military’s role was to protect democracy, not undermine it.

“The context was ‘We know how fraught things are, and we have a sense of what might happen, and we’re not going to let Trump do it,’ ” Stephanopoulos told me. “He was saying that the military was there to serve the country, and it was clear by implication that the military was not going to be part of a coup.” It seemed, Stephanopoulos said, that Milley was “desperately trying not to politicize the military.

“The motto of the United States Army for over 200 years, since 14 June 1775 … has been ‘This we will defend,’ ” Milley said. “And the ‘this’ refers to the Constitution and to protect the liberty of the American people. You see, we are unique among armies. We are unique among militaries. We do not take an oath to a king or queen, a tyrant or dictator. We do not take an oath to an individual. No, we do not take an oath to a country, a tribe, or religion. We take an oath to the Constitution … We will never turn our back on our duty to protect and defend the idea that is America, the Constitution of the United States, against all enemies, foreign and domestic.”

He closed with words from Thomas Paine: “These are times that try men’s souls. And the summer soldier and the sunshine Patriot will in this crisis shrink from the service of their country. But he who stands by it deserves the love of man and woman. For tyranny, like hell, is not easily conquered.”

“World War II ended with the establishment of the rules-based international order. People often ridicule it—they call it ‘globalism’ and so on—but in fact, in my view, World War II was fought in order to establish a better peace,” Milley told me. “We the Americans are the primary authors of the basic rules of the road—and these rules are under stress, and they’re fraying at the edges. That’s why Ukraine is so important. President Putin has made a mockery of those rules. He’s making a mockery of everything. He has assaulted the very first principle of the United Nations, which is that you can’t tolerate wars of aggression and you can’t allow large countries to attack small countries by military means. He is making a direct frontal assault on the rules that were written in 1945.”

“It is incumbent upon all of us in positions of leadership to do the very best to maintain a sense of global stability,” Milley told me. “If we don’t, we’re going to pay the butcher’s bill. It will be horrific, worse than World War I, worse than World War II.”

If Trump is reelected president, there will be no Espers or Milleys in his administration. Nor will there be any officials of the stature and independence of John Kelly, H. R. McMaster, or James Mattis. Trump and his allies have already threatened officials they see as disloyal with imprisonment, and there is little reason to imagine that he would not attempt to carry out his threats.

Stoics are making a comeback—and they have been for several years. From discussions among Silicon Valley elites to podcasts and newsletters, the school of thought that once flourished in ancient Greece and Rome has been seeing a revival in recent years. The pandemic supercharged this.

men react poorly to loss of status. A 2005 study by the University of Newcastle upon Tyne found that men who experience downward mobility are four times more likely to suffer from depression—and although women are twice as likely to be downwardly mobile, they don’t experience the same drop in well-being.

Today’s backlash against diversity and inclusion efforts can also be seen through this lens: a third leg of men’s status being chopped off.

The Roman Empire did not invent the patriarchy—but it did codify it into law. Pater familias was a legal status that gave the patriarch authority over the family and its estate, two status-granting privileges that contemporary men took for granted but may never achieve

The Roman legal concept of bonus pater familias, or diligens pater familias, became the benchmark for reasonable and diligent behavior when courts seek to establish negligence, from Spain to Canada.

Status (and gender) no longer mattered. What matters is the behavior: Is it that of a proverbial good family father? This has become a stand-in for the standard of care required, underpinning how we may not all think of the Roman Empire all that often, but it’s all around us.

In an age of crises, competence commands a premium—but what we’re getting instead is misogyny, anger, and poor mental health

no wonder that men are vocally demanding to spend more time with their families—perhaps the most potent cure to these struggles.

Today, men are craving answers, purpose, and family. If that’s unachievable, we can expect much worse than fantasies about bygone empires.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The diversion was, for Biden, part of a regular effort to use outside experts, in private White House meetings, to help him work through his approach to multiple crises facing his presidency

The historians Biden has invited to the White House generally take a longer view, placing his presidency in the context of America’s path since its founding.

“They really wanted outside-the-box thinking of, is there any way that this war, which will be horrible for everyone involved, can be stopped? Can we stop it? How can we stop it?” Bremmer said. “All of my interactions [with the White House] in the last few years have been uniformly open, constructive and really wanting to get my best sense of where they’re getting it right and where they’re not.”

McFaul was among a socially distanced group that met to discuss Ukraine in the East Room earlier this year, along with former diplomat Richard Haass, journalist Fareed Zakaria, analyst Ian Bremmer, former National Security Council adviser Fiona Hill and retired Adm. James G. Stavridis, a former Supreme Allied Commander of NATO.

the Aug. 4 gathering was distinguished by its relatively small size and the focus of the participants on the rise of totalitarianism around the world and the threat to democracy at home. They included Biden’s occasional speechwriter Jon Meacham, journalist Anne Applebaum, Princeton professor Sean Wilentz, University of Virginia historian Allida Black and presidential historian Michael Beschloss.

Beschloss, a presidential historian who regularly appears on NBC and MSNBC, has recently become more outspoken about what he sees as the need for Biden to battle anti-democratic forces in the country.“I think he has got to talk tonight about the fact that we are all in existential danger of having our democracy and democracies around the world destroyed,”

Wilentz, prizewinning author of “The Rise of American Democracy: Jefferson to Lincoln,” has also voiced alarm in recent months about the state of the country. “We’re on the verge of what Hamilton in ‘The Federalist’ called government by brute force,” Wilentz told the Hill last month.

Biden has continued to bring up such themes in his public speeches, most recently in a July address to a law enforcement group, where he criticized Trump for taking no immediate action as the rioters he had inspired attacked the U.S. Capitol on Jan. 6, 2021

“You can’t be pro-insurrection and pro-democracy,” Biden told the National Organization of Black Law Enforcement Executives. “You can’t be pro-insurrection and pro-American.”