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any department that regularly offers courses only on Western philosophy should rename itself “Department of European and American Philosophy.”

Non-European philosophical traditions offer distinctive solutions to problems discussed within European and American philosophy, raise or frame problems not addressed in the American and European tradition, or emphasize and discuss more deeply philosophical problems that are marginalized in Anglo-European philosophy.

Ordinary people do not fret over the reality of tables or chairs or billiard balls. They do, however, wonder if ideas like freedom and justice are merely fantasies. Kant’s main goal was to show they are not.

In fact Kant was driven by a question that still plagues us: Are ideas like freedom and justice utopian daydreams, or are they more substantial? Their reality can’t be proven like that of material objects, for those ideas make entirely different claims on us — and some people are completely impervious to their claims.

Could philosophy show that acting morally, if not particularly common, is at least possible?

Kant always emphasized the limits of our knowledge, and none of us know if we would crumble when faced with death or torture. Most of us probably would. But all of us know what we should do in such a case, and we know that we could.

This experiment shows we are radically free. Not pleasure but justice can move human beings to deeds that overcome the deepest of animal desires, the love of life.

We want to determine the world, not only to be determined by it. We are born and we die as part of nature, but we feel most alive when we go beyond it: To be human is to refuse to accept the world we are given.

At the heart of Kant’s metaphysics stands the difference between the way the world is and the way the world ought to be.

But if we long, in our best moments, for the dignity of freedom and justice, Kant’s example has political consequences. It’s no surprise he thought the French Revolution confirmed our hopes for moral progress — unlike the followers of his predecessor David Hum

who thought it was dangerous to stray from tradition and habit.

This provides an answer to contemporary critics whose reading of Kant’s work focuses on the ways in which it violates our understanding of racism and sexism. Some of his remarks are undeniably offensive to 21st-century ears. But it’s fatal to forget that his work gave us the tools to fight racism and sexism, by providing the metaphysical basis of every claim to human rights.

Kant argued that each human being must be treated as an end and not as a means — which is why he called colonialism “evil” and congratulated the Chinese and Japanese for denying entry to European invaders. Contemporary dismissals of Enlightenment thinkers forget that those thinkers invented the concept of Eurocentrism, and urged their readers to consider the world from non-European perspectives

At a time when the advice to “be realistic” is best translated as the advice to decrease your expectations, Kant’s work asks deep questions about what reality is

He insisted that when we think morally, we should abstract from the cultural differences that divide us and recognize the potential human dignity in every human being.

This requires the use of our reason. Contrary to trendy views that see reason as an instrument of domination, Kant saw reason’s potential as a tool for liberation.

Should we discard Kant’s commitment to universalism because he did not fully realize it himself — or rather celebrate the fact that we can make moral progress, an idea which Kant would wholeheartedly applaud?

In Germany, it’s now common to hear that the Enlightenment was at very best ambivalent: While it may have been an age of reason, it was also an age of slavery and colonialism.

many contemporary intellectuals from formerly colonized countries reject those arguments. Thinkers like the Ghanaian Ato Sekyi-Otu, the Nigerian Olufemi Taiwo, the Chilean Carlos Peña, the Brazilian Francisco Bosco or the Indian Benjamin Zachariah are hardly inclined to renounce Enlightenment ideas as Eurocentric.

The problem with ideas like universal human rights is not that they come from Europe, but that they were not realized outside of it. Perhaps we should take a lesson from the Enlightenment and listen to non-Western standpoints?

But since the mid 1990s research journals and books that are multi-regional or global in scope are common. Jared Diamond’s provocative Guns, Germs, and Steelis the best known. Accordingly, new textbooks have incorporated the major arguments from this research into their pages. So has the high school course that gives college credit - Advanced Placement World History.  

The creators of the proposed world history standards for Massachusetts have chosen to ignore these changes in the field of world history.

To put it in a US history context, this would be like teaching the history of the New England states to 1945, followed by the Mid-Atlantic states to 1945 so on and so forth and then having a majority of the course before and after 1945 focus on those two regions. This would not fly in a US history course. The regional approach could not work in an AP World History course. Yet, somehow in the Massachusetts standards it miraculously persists. 

The result of teaching a not so world history where “civilizations” don’t meet until 1800, where a student can take an entire course (World History I c. 500CE-1800CE) and not see any documents outside of the Western Civilization canon, and finally where the global era is much too focused on the West will lead to students who see the world from outdated, Eurocentric, and racist views. And the fault of this would be the standards makers and the teachers who teach them. We can do better. We need to do better. 

Caryl brings forward a fierce contest over ideas, religious beliefs, and methods of government. The twenty-first century has not escaped from the age of ideology bequeathed to it by the twentieth century. It has perpetuated an ideological age, no longer in the name of socialism but often enough in the name of religion. The largest personalities of this age, from Thatcher to Khomeini and beyond, were men and women of transformative conviction. We must struggle to understand their convictions as much as their policies.

Mr. Hirsch’s newfound popularity comes largely because of the Common Core, a set of learning goals for kindergarten through 12th grade that have been adopted by almost every state in the last few years.

Mr. Hirsch did not write the Common Core, but his curriculums — lesson plans, teaching materials and exercises — are seen as matching its heightened expectations of student progress. And philosophically, the Common Core ideal of a rigorous nationwide standard has become a vindication of Mr. Hirsch’s long campaign against what he saw as the squishiness — a lack of specific curriculums for history, civics, science and literature — in modern education.

Two things happened,” Mr. Hirsch said in a recent interview. “I had become less controversial, and people actually agreed with or appreciated the general argument I’d been making.”

The Soviets’ launching of Sputnik led to a new rigor devoted to math and science in the late 1950s and ’60s, but Dewey’s theories still held sway, and his ideas inspired generations of teachers and education professors to move away from classical notions — stressing facts, figures and memorization — of what and how students should be taught.

“Cultural Literacy.” He said that if poor students were ever to achieve equity in American society, they needed to be taught a core body of knowledge.

it was eviscerated as promoting a Eurocentric view of the world, and elevating rote memorization over critical thought.

Mr. Hirsch explained his work as an effort to help the underprivileged. “They had me pegged as a reactionary, but my impulses were more revolutionary,” he said. “You have to give the people who are without power the tools of power, and these tools of power don’t care who’s wielding them.”

Meanwhile, a broader range of sources were incorporated into the Core Knowledge curriculums with input from teachers and a multicultural advisory board.

Mr. Hirsh said he still worries that Common Core proponents might doom the standards by saddling them with test preparation and meaningless assessments, rather than ones that measure learning in history and civics, science and literature.

“That is the real battle to overcome,” he said, “whether anybody will have the courage to specify the content a first grader needs to know.” <img src="http://meter-svc.nytimes.com/meter.gif"/>

We should accept the truth of history, which is that white men have dominated intellectual life in the west. Let’s not resist this; let’s run with it.

championing a Eurocentric canon can help reinforce the prejudice that white is cerebral and black is physical.

the way the canon has been refracted through racist lenses does need to be incisively and intelligently critiqued.

here’s the rub—and the main reason why I come to praise dead white men, not to bury them: the overwhelming majority of black thought and literature of the last 400 years, by simple dint of the painful exigencies of human history, is devoted to chronicling man’s inhumanity to man. Naturally, if someone has me in shackles, is holding a gun to my head and denying me my basic human rights because of the colour of my skin, I would choose to firstly devote my intellectual energies to addressing that injustice. But it is undeniable that man’s inhumanity to man is only one part of the human condition.

Our perspective is impoverished if we only seek knowledge from the writings of those sharing the same colour skin as ourselves. Black school students today are not shackled in the way their predecessors were, so they should not seek to limit themselves, and can only benefit from access to a wider range of intellectual riches.

When teachers seek eagerly to give black students “relevant” literature, they inadvertently send patronising, and essentially racist, messages about expectations and aspirations—ultimately denying black students their own humanity.

It’s the kind of theory situated between the hyper-theory of Marx or Hegel and the thick description that certain anthropologists and historians aim at,” he said.

it provides “a new foundation for understanding political development.” It is neither Eurocentric nor monocausal, but provides a complex, multifactor explanation of political development, Dr. Sorensen said. “In terms of discussing political order this will be a new classic,

The book traces the development of political order from the earliest human societies, which were small groups of hunter-gatherers. The first major social development, in Dr. Fukuyama’s view, was the transition from hunter-gatherer bands to tribes, made possible by religious ideas that united large numbers of people in worship of a common ancestor. Since a tribe could quickly mobilize many men for warfare, neighboring bands had to tribalize too, or be defeated.

Warfare also forced the second major social transition, from tribe to state. States are better organized than tribes and more stable, since tribes tend to dissolve in fighting after the death of a leader. Only because states offered a better chance of survival did people give up the freedom of the tribe for the coercion of the state.

Much of Dr. Fukuyama’s analysis concerns how states develop from tribes. This transition, in his view, is affected by geography, history, and in particular by the order in which the different institutional components of the state are put in place. Depending on the order of events, several very different kinds of state emerged in China, India, the Islamic world and Europe, and even within Europe there have been several major variations on a common theme.

Euro-bashing became a unifying conservative trope.

The fundamental arrangements of our world are being remade.

We’ve lost the bonds that might enable us to fight them together. Worse, the wolves are not only in the henhouse; they are in the Executive Mansion.

As Professor Peter Steinberger details in a 2011 piece for Reed magazine, “What Hum 110 Is All About,” the course is intended to train students whose “primary goal” is “to engage in original, open-ended, critical inquiry.”

But for RAR, Hum 110 is all about oppression. “We believe that the first lesson that freshmen should learn about Hum 110 is that it perpetuates white supremacy—by centering ‘whiteness’ as the only required class at Reed,” according to a RAR statement delivered to all new freshmen

The texts that make up the Hum 110 syllabus—from the ancient Mediterranean, Mesopotamia, Persia, and Egypt regions—are “Eurocentric,” “Caucasoid,” and thus “oppressive,” RAR leaders have stated. Hum 110 “feels like a cruel test for students of color,” one leader remarked on public radio. “It traumatized my peers.”

Reed is home to the most liberal student body of any college, according to The Princeton Review. It’s also ranked the second most-studious—a rigor inculcated in Hum 110.

A major crisis for Reed College started when RAR put those core qualities—social justice and academic study—on a collision course.

Beginning on boycott day, RAR protested every single Hum lecture that school year.

A Hum protest is visually striking: Up to several dozen RAR supporters position themselves alongside the professor and quietly hold signs reading “We demand space for students of color,” “We cannot be erased,” “Fuck Hum 110,” “Stop silencing black and brown voices; the rest of society is already standing on their necks,” and so on. The signs are often accompanied by photos of black Americans killed by police.

One of the first Hum professors to request that RAR not occupy the classroom was Lucía Martínez Valdivia, who said her preexisting PTSD would make it difficult to face protesters. In an open letter, RAR offered sympathy to Martínez Valdivia but then accused her of being anti-black, discriminating against those with disabilities, and engaging in gaslighting—without specifying those charges. When someone asked for specifics, a RAR leader replied, “Asking for people to display their trauma so that you feel sufficiently satisfied is a form of violence.”

But another RAR member did offer a specific via Facebook: “The​ ​appropriation​ ​of​ ​AAVE [African American Vernacular English]​ ​on​ ​her​ ​shirt​ ​during​ ​lecture:​ ​‘Poetry​ ​is​ ​lit’ ​is​ ​a​ ​form​ ​of​ ​anti-blackness.”

During Martínez Valdivia’s lecture on Sappho, protesters sat together in the seats wearing all black; they confronted her after class, with at least one of them yelling at the professor about her past trauma, bringing her to tears. “I am intimidated by these students,” Martínez Valdivia later wrote, noting she is “scared to teach courses on race, gender, or sexuality, or even texts that bring these issues up in any way—and I am a gay mixed-race woman.” Such fear, she revealed in an op-ed for The Washington Post, prompted some of her colleagues— “including people of color, immigrants, and those without tenure”—to avoid lecturing altogether.

what about the majority of students not in RAR? I spoke with a few dozen of them to get an understanding of what campus was like last year, and a clear pattern emerged: intimidation, stigma, and silence when it came to discussing Hum 110, or racial politics in general.

Raphael, the founder of the Political Dissidents Club, warned incoming students over Facebook that “Reed’s culture can be stifling/suffocating and narrow minded.”

The most popular public forum at Reed is Facebook, where social tribes coalesce and where the most emotive and partisan views get the most attention. “Facebook conversations at Reed bring out the extreme aspects of political discourse on campus,” said Yuta, a sophomore who recently co-founded a student group, The Thinkery, “dedicated to critical and open discussion.”

In mid-April, when students were studying for finals, a RAR leader grew frustrated that more supporters weren’t showing up to protest Hum 110. In a post viewable only to Reed students, the leader let loose: To all the white & able(mentally/physically) who don’t come to sit-ins(ever, anymore, rarely): all i got is shade for you. [... If] you ain’t with me, then I will accept that you are against me. There’s 6 hums left, I best be seein all u phony ass white allies show-up. […] How you gonna be makin all ur white supremacy messes & not help clean-up your own community by coming and sitting for a frickin hour & still claim that you ain’t a laughin at a lynchin kinda white.

Nonwhite students weren’t spared; a group of them agreed to “like” Patrick’s comment in a show of support. A RAR member demanded those “non-black pocs [people of color]” explain themselves, calling them “anti-black pos [pieces of shit].”

As tensions continued to mount, one student decided to create an online forum to debate Hum 110. Laura, a U.S. Army veteran who served twice in Afghanistan, named the Facebook page “Reed Discusses Hum 110.” But it seemed like people didn’t want to engage publicly:

Another student wrote to Laura in a private message, “I'm coming into this as a ‘POC’ but I disagree with everything [RAR has been] saying for a long time [and] it feels as if it isn't safe for anyone to express anything that goes against what they're saying.”

Laura could relate—her father “immigrated from Syria and was brown”—so she stood in front of Hum 110 just before class to distribute an anonymous survey to gauge opinions about the protests, an implicit rebuke to RAR. Laura, who lives in the neighboring city of Beaverton, said she saw this move as risky. “I would’ve rethought what I did had I lived on campus,” she said.

If Facebook is no place to debate Hum 110, what about the printed page? Not so much: During the entire 2016–17 school year, not a single op-ed or even a quote critical of RAR’s methods—let alone goals—was published in the student newspaper, according to a review of archived issues. The only thing that comes close?

The student magazine, The Grail, did publish a fair amount of dissent over RAR—but almost all anonymously

This school year, students are ditching anonymity and standing up to RAR in public—and almost all of them are freshmen of color

The pushback from freshmen first came over Facebook. “To interrupt a lecture in a classroom setting is in serious violation of academic freedom and is just unthoughtful and wrong,” wrote a student from China named Sicheng, who distributed a letter of dissent against RAR. Another student, Isabel, ridiculed the group for its “unsolicited emotional theater.

I met the student who shot the video. A sophomore from India, he serves as a mentor for international students. (He asked not to be identified by name.) “A lot of them told me how disappointed they were—that they traveled such a long distance to come to this school, and worked so hard to get to this school, and their first lecture was canceled,” he said. He also recalled the mood last year for many students of color like himself: “There was very much a standard opinion you had to have [about RAR], otherwise people would look at you funny, and some people would say stuff to you—a lot of people were called ‘race traitors.

Another student from India, Jagannath, responded to the canceled lecture by organizing a freshmen-only meeting on the quad. “For us to rise out of this culture of private concerns, hatred, and fear, we need to find a way to think, speak, and act together,” he wrote in a mass email. Jagannath told me that upperclassmen warned him he was “very crazy” to hold a public meeting, but it was a huge success; about 150 freshmen showed up, and by all accounts, their debate over Hum 110 was civil and constructive. In the absence of Facebook and protest signs, the freshmen were taking back their class.

In the intervening year, the Reed administration had met many of RAR’s demands, including new hires in the Office of Inclusive Community, fast-tracking the reevaluation of the Hum 110 syllabus that traditionally happens every 10 years, and arranging a long series of “6 by 6 meetings”—six RAR students and six Hum professors—to solicit ideas for that syllabus. (Those meetings ended when RAR members stopped coming; they complained of being “forced to sit in hours of fruitless meetings listening to full-grown adults cry about Aristotle.”)

the more accommodation that’s been made, the more disruptive the protests have become—and the more heightened the rhetoric. “Black lives matter” was the common chant at last year’s boycott. This year’s? “No cops, no KKK, no racist U.S.A.” RAR increasingly claims those cops will be unleashed on them—or, in their words, Hum professors are “entertaining threatening violence on our bodies.”

Rollo later told me that RAR “had a beautiful opportunity to address police violence” but squandered it with extreme rhetoric. “Identity politics is divisive,” he insisted. As far as Hum 110, “I like to do my own interpreting,” and he resents RAR “playing the race card on ancient Egyptian culture.

Reed is just one college—and a small one at that. But the freshman revolt against RAR could be a blueprint for other campuses. If the “most liberal student body” in the country can reject divisive racial rhetoric and come together to debate a diversity of views, others could follow.

superior weaponry, a strong profit motive, and Eurocentric confidence.

At first, the European powers in Asia were solely interested in trade, but over time, the acquisition of territory grew in importance. Among the nations looking for a piece of the action was Britain.

Britain had been trading in India since about 1600, but it did not begin to seize large sections of land until 1757, after the Battle of Plassey. This battle pitted 3,000 soldiers of the British East India Company against the 5,000-strong army of the young Nawab of Bengal, Siraj ud Daulah, and his French East India Company allies.

Heavy rain spoiled the Nawab's cannon powder (the British covered theirs), leading to his defeat.

The East India Company traded in cotton, silk, tea, and opium. Following the Battle of Plassey, it functioned as the military authority in growing sections of India, as well.

heavy Company taxation and other policies had left millions of Bengalis impoverished. While British soldiers and traders made their fortunes, the Indians starved.

Indians also were barred from high office in their own land. The British considered them inherently corrupt and untrustworthy.

Many Indians were distressed by the rapid cultural changes imposed by the British. They worried that Hindu and Muslim India would be Christianized.

new type of rifle cartridge was given to the soldiers of the British Indian Army.

Rumors spread that the cartridges had been greased with pig and cow fat, an abomination to both major Indian religions.

During World War I, Britain declared war on Germany on India's behalf, without consulting Indian leaders.

It should be noted that the British Raj included only about two-thirds of modern India, with the other portions under the control of local princes. However, Britain exerted a lot of pressure on these princes, effectively controlling all of India.

Queen Victoria promised that the British government would work to "better" its Indian subjects. To the British, this meant educating them in British modes of thought and stamping out cultural practices such as sati.

The British also practiced "divide and rule" policies, pitting Hindu and Muslim Indians against one another.

Muslim League of India in 1907. The Indian Army was made up mostly of Muslims, Sikhs, Nepalese Gurkhas, and other minority groups, as well.

Following the Rebellion of 1857–1858, the British government abolished both the Mughal Dynasty, which had ruled India more or less for 300 years, and the East India Company. The Emperor, Bahadur Shah, was convicted of sedition and exiled to

When World War II broke out, once again, India contributed hugely to the British war effort.

The Indian independence movement was very strong by this time, though, and British rule was widely resented

. Some 30,000 Indian POWs were recruited by the Germans and Japanese to fight against the Allies, in exchange for their freedom. Most, however, remained loyal. Indian troops fought in Burma, North Africa, Italy, and elsewhere.

In any case, Gandhi and the INC did not trust the British envoy and demanded immediate independence in return for their cooperation. When the talks broke down, the INC launched the "Quit India" movement, calling for the immediate withdrawal of Britain from India.

The offer of independence had been made, however. Britain may not have realized it, but it was now just a question of when the British Raj would end.

violent fighting broke out between Hindus and Muslims in Calcutta. The trouble quickly spread across India. Meanwhile, cash-strapped Britain announced its decision to withdraw from India

Sectarian violence flared again as independence approached. In June of 1947, representatives of the Hindus, Muslims, and Sikhs agreed to divide India along sectarian lines. Hindu and Sikh areas stayed in India, while predominantly Muslim areas in the north became the nation of Pakistan.

I’d been talking with DiAngelo for a year when Floyd was killed, and with other antiracism teachers for almost as long. Demand has recently spiked throughout the field, though the clamor had already been building, particularly since the election of Donald Trump

As their teaching becomes more and more widespread, antiracism educators are shaping the language that gets spoken — and the lessons being learned — about race in America.

“I will not coddle your comfort,” she went on. She gestured crisply with her hands. “I’m going to name and admit to things white people rarely name and admit.” Scattered Black listeners called out encouragement. Then she specified the predominant demographic in the packed house: white progressives. “I know you. Oh, white progressives are my specialty. Because I am a white progressive.” She paced tightly on the stage. “And I have a racist worldview.”

“White supremacy — yes, it includes extremists or neo-Nazis, but it is also a highly descriptive sociological term for the society we live in, a society in which white people are elevated as the ideal for humanity, and everyone else is a deficient version.” And Black people, she said, are cast as the most deficient. “There is something profoundly anti-Black in this culture.”

White fragility, in DiAngelo’s formulation, is far from weakness. It is “weaponized.” Its evasions are actually a liberal white arsenal, a means of protecting a frail moral ego, defending a righteous self-image and, ultimately, perpetuating racial hierarchies, because what goes unexamined will never be upended

At some point after our answers, DiAngelo poked fun at the myriad ways that white people “credential” themselves as not-racist. I winced. I hadn’t meant to imply that I was anywhere close to free of racism, yet was I “credentialing”?

the pattern she first termed “white fragility” in an academic article in 2011: the propensity of white people to fend off suggestions of racism, whether by absurd denials (“I don’t see color”) or by overly emotional displays of defensiveness or solidarity (DiAngelo’s book has a chapter titled “White Women’s Tears” and subtitled “But you are my sister, and I share your pain!”) or by varieties of the personal history I’d provided.

But was I being fragile? Was I being defensive or just trying to share something more personal, intimate and complex than DiAngelo’s all-encompassing sociological perspective? She taught, throughout the afternoon, that the impulse to individualize is in itself a white trait, a way to play down the societal racism all white people have thoroughly absorbed.

One “unnamed logic of Whiteness,” she wrote with her frequent co-author, the education professor Ozlem Sensoy, in a 2017 paper published in The Harvard Educational Review, “is the presumed neutrality of White European Enlightenment epistemology.”

she returned to white supremacy and how she had been imbued with it since birth. “When my mother was pregnant with me, who delivered me in the hospital — who owned the hospital? And who came in that night and mopped the floor?” She paused so we could picture the complexions of those people. Systemic racism, she announced, is “embedded in our cultural definitions of what is normal, what is correct, what is professionalism, what is intelligence, what is beautiful, what is valuable.”

“I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious,” one of the discipline’s influential thinkers, Peggy McIntosh, a researcher at the Wellesley Centers for Women, has written. “White privilege is like an invisible weightless knapsack of special provisions, assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass, emergency gear and blank checks.”

Borrowing from feminist scholarship and critical race theory, whiteness studies challenges the very nature of knowledge, asking whether what we define as scientific research and scholarly rigor, and what we venerate as objectivity, can be ways of excluding alternate perspectives and preserving white dominance

the Seattle Gilbert & Sullivan Society’s casting of white actors as Asians in a production of “The Mikado.” “That changed my life,” she said. The phrase “white fragility” went viral, and requests to speak started to soar; she expanded the article into a book and during the year preceding Covid-19 gave eight to 10 presentations a month, sometimes pro bono but mostly at up to $15,000 per event.

For almost everyone, she assumes, there is a mingling of motives, a wish for easy affirmation (“they can say they heard Robin DiAngelo speak”) and a measure of moral hunger.

Moore drew all eyes back to him and pronounced, “The cause of racial disparities is racism. If I show you data that’s about race, we need to be talking about racism. Don’t get caught up in detours.” He wasn’t referring to racism’s legacy. He meant that current systemic racism is the explanation for devastating differences in learning, that the prevailing white culture will not permit Black kids to succeed in school.

The theme of what white culture does not allow, of white society’s not only supreme but also almost-absolute power, is common to today’s antiracism teaching and runs throughout Singleton’s and DiAngelo’s programs

unning slightly beneath or openly on the surface of DiAngelo’s and Singleton’s teaching is a set of related ideas about the essence and elements of white culture

For DiAngelo, the elements include the “ideology of individualism,” which insists that meritocracy is mostly real, that hard work and talent will be justly rewarded. White culture, for her, is all about habits of oppressive thought that are taken for granted and rarely perceived, let alone questioned

if we were white and happened to be sitting beside someone of color, we were forbidden to ask the person of color to speak first. It might be good policy, mostly, for white people to do more listening than talking, but, she said with knowing humor, it could also be a subtle way to avoid blunders, maintain a mask of sensitivity and stay comfortable. She wanted the white audience members to feel as uncomfortable as possible.

The modern university, it says, “with its ‘experts’ and its privileging of particular forms of knowledge over others (e.g., written over oral, history over memory, rationalism over wisdom)” has “validated and elevated positivistic, White Eurocentric knowledge over non-White, Indigenous and non-European knowledges.”

the idea of a society rigged at its intellectual core underpins her lessons.

There is the myth of meritocracy. And valuing “written communication over other forms,” he told me, is “a hallmark of whiteness,” which leads to the denigration of Black children in school. Another “hallmark” is “scientific, linear thinking. Cause and effect.” He said, “There’s this whole group of people who are named the scientists. That’s where you get into this whole idea that if it’s not codified in scientific thought that it can’t be valid.”

“This is a good way of dismissing people. And this,” he continued, shifting forward thousands of years, “is one of the challenges in the diversity-equity-inclusion space; folks keep asking for data. How do you quantify, in a way that is scientific — numbers and that kind of thing — what people feel when they’re feeling marginalized?”

Moore directed us to a page in our training booklets: a list of white values. Along with “ ‘The King’s English’ rules,” “objective, rational, linear thinking” and “quantitative emphasis,” there was “work before play,” “plan for future” and “adherence to rigid time schedules.”

Moore expounded that white culture is obsessed with “mechanical time” — clock time — and punishes students for lateness. This, he said, is but one example of how whiteness undercuts Black kids. “The problems come when we say this way of being is the way to be.” In school and on into the working world, he lectured, tremendous harm is done by the pervasive rule that Black children and adults must “bend to whiteness, in substance, style and format.”

Dobbin’s research shows that the numbers of women or people of color in management do not increase with most anti-bias education. “There just isn’t much evidence that you can do anything to change either explicit or implicit bias in a half-day session,” Dobbin warns. “Stereotypes are too ingrained.”

he noted that new research that he’s revising for publication suggests that anti-bias training can backfire, with adverse effects especially on Black people, perhaps, he speculated, because training, whether consciously or subconsciously, “activates stereotypes.”

When we spoke again in June, he emphasized an additional finding from his data: the likelihood of backlash “if people feel that they’re being forced to go to diversity training to conform with social norms or laws.”

Donald Green, a professor of political science at Columbia, and Betsy Levy Paluck, a professor of psychology and public affairs at Princeton, have analyzed almost 1,000 studies of programs to lessen prejudice, from racism to homophobia, in situations from workplaces to laboratory settings. “We currently do not know whether a wide range of programs and policies tend to work on average,

She replied that if a criterion “consistently and measurably leads to certain people” being excluded, then we have to “challenge” the criterion. “It’s the outcome,” she emphasized; the result indicated the racism.

Another critique has been aimed at DiAngelo, as her book sales have skyrocketed. From both sides of the political divide, she has been accused of peddling racial reductionism by branding all white people as supremacist

Chislett filed suit in October against Carranza and the department. At least five other high-level, white D.O.E. executives have filed similar suits or won settlements from the city over the past 14 months. The trainings lie at the heart of their claims.

Chislett eventually wound up demoted from the leadership of A.P. for All, and her suit argues that the trainings created a workplace filled with antiwhite distrust and discrimination

whatever the merits of Chislett’s lawsuit and the counteraccusations against her, she is also concerned about something larger. “It’s absurd,” she said about much of the training she’s been through. “The city has tens of millions invested in A.P. for All, so my team can give kids access to A.P. classes and help them prepare for A.P. exams that will help them get college degrees, and we’re all supposed to think that writing and data are white values? How do all these people not see how inconsistent this is?”

I talked with DiAngelo, Singleton, Amante-Jackson and Kendi about the possible problem. If the aim is to dismantle white supremacy, to redistribute power and influence, I asked them in various forms, do the messages of today’s antiracism training risk undermining the goal by depicting an overwhelmingly rigged society in which white people control nearly all the outcomes, by inculcating the idea that the traditional skills needed to succeed in school and in the upper levels of the workplace are somehow inherently white, by spreading the notion that teachers shouldn’t expect traditional skills as much from their Black students, by unwittingly teaching white people that Black people require allowances, warrant extraordinary empathy and can’t really shape their own destinies?

With DiAngelo, my worries led us to discuss her Harvard Educational Review paper, which cited “rationalism” as a white criterion for hiring, a white qualification that should be reconsidered

Shouldn’t we be hiring faculty, I asked her, who fully possess, prize and can impart strong reasoning skills to students, because students will need these abilities as a requirement for high-paying, high-status jobs?

I pulled us away from the metaphorical, giving the example of corporate law as a lucrative profession in which being hired depends on acute reasoning.

They’ve just refined their analysis, with the help of two Princeton researchers, Chelsey Clark and Roni Porat. “As the study quality goes up,” Paluck told me, “the effect size dwindles.”

he said abruptly, “Capitalism is so bound up with racism. I avoid critiquing capitalism — I don’t need to give people reasons to dismiss me. But capitalism is dependent on inequality, on an underclass. If the model is profit over everything else, you’re not going to look at your policies to see what is most racially equitable.”

I was asking about whether her thinking is conducive to helping Black people displace white people on high rungs and achieve something much closer to equality in our badly flawed worl

it seemed that she, even as she gave workshops on the brutal hierarchies of here and now, was entertaining an alternate and even revolutionary reality. She talked about top law firms hiring for “resiliency and compassion.”

Singleton spoke along similar lines. I asked whether guiding administrators and teachers to put less value, in the classroom, on capacities like written communication and linear thinking might result in leaving Black kids less ready for college and competition in the labor market. “If you hold that white people are always going to be in charge of everything,” he said, “then that makes sense.”

He invoked, instead, a journey toward “a new world, a world, first and foremost, where we have elevated the consciousness, where we pay attention to the human being.” The new world, he continued, would be a place where we aren’t “armed to distrust, to be isolated, to hate,” a place where we “actually love.”

I reread “How to Be an Antiracist.” “Capitalism is essentially racist; racism is essentially capitalist,” he writes. “They were birthed together from the same unnatural causes, and they shall one day die together from unnatural causes.”

“I think Americans need to decide whether this is a multicultural nation or not,” he said. “If Americans decide that it is, what that means is we’re going to have multiple cultural standards and multiple perspectives. It creates a scenario in which we would have to have multiple understandings of what achievement is and what qualifications are. That is part of the problem. We haven’t decided, as a country, even among progressives and liberals, whether we desire a multicultural nation or a unicultural nation.”

Ron Ferguson, a Black economist, faculty member at Harvard’s John F. Kennedy School of Government and director of Harvard’s Achievement Gap Initiative, is a political liberal who gets impatient with such thinking about conventional standards and qualifications

“The cost,” he told me in January, “is underemphasizing excellence and performance and the need to develop competitive prowess.” With a soft, rueful laugh, he said I wouldn’t find many economists sincerely taking part in the kind of workshops I was writing about

“When the same group of people keeps winning over and over again,” he added, summarizing the logic of the trainers, “it’s like the game must be rigged.” He didn’t reject a degree of rigging, but said, “I tend to go more quickly to the question of how can we get prepared better to just play the game.”

But, he suggested, “in this moment we’re at risk of giving short shrift to dealing with qualifications. You can try to be competitive by equipping yourself to run the race that’s already scheduled, or you can try to change the race. There may be some things about the race I’d like to change, but my priority is to get people prepared to run the race that’s already scheduled.”

DiAngelo hopes that her consciousness raising is at least having a ripple effect, contributing to a societal shift in norms. “You’re watching network TV, and they’re saying ‘systemic racism’ — that it’s in the lexicon is kind of incredible,” she said. So was the fact that “young people understand and use language like ‘white supremacy.’”

We need a culture where a person who resists speaking up against racism is uncomfortable, and right this moment it looks like we’re in that culture.”