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adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults.

What teenagers want most of all are social rewards, especially the respect of their peers

In contemporary life, the relationship between these two systems has changed dramatically. Puberty arrives earlier, and the motivational system kicks in earlier too. At the same time, contemporary children have very little experience with the kinds of tasks that they'll have to perform as grown-ups.

The second crucial system in our brains has to do with control; it channels and harnesses all that seething energy. In particular, the prefrontal cortex reaches out to guide other parts of the brain, including the parts that govern motivation and emotion. This is the system that inhibits impulses and guides decision-making, that encourages long-term planning and delays gratification.

This control system depends much more on learning. It becomes increasingly effective throughout childhood and continues to develop during adolescence and adulthood, as we gain more experience.

Expertise comes with experience.

In gatherer-hunter and farming societies, childhood education involves formal and informal apprenticeship. Children have lots of chances to practice the skills that they need to accomplish their goals as adults, and so to become expert planners and actors.

In the past, to become a good gatherer or hunter, cook or caregiver, you would actually practice gathering, hunting, cooking and taking care of children all through middle childhood and early adolescence—tuning up just the prefrontal wiring you'd need as an adult. But you'd do all that under expert adult supervision and in the protected world of childhood

there is more and more evidence that genes are just the first step in complex developmental sequences, cascades of interactions between organism and environment, and that those developmental processes shape the adult brain. Even small changes in developmental timing can lead to big changes in who we become.

The experience of trying to achieve a real goal in real time in the real world is increasingly delayed, and the growth of the control system depends on just those experiences.

Becoming an adult means leaving the world of your parents and starting to make your way toward the future that you will share with your peers. Puberty not only turns on the motivational and emotional system with new force, it also turns it away from the family and toward the world of equals.

An ever longer protected period of immaturity and dependence—a childhood that extends through college—means that young humans can learn more than ever before. There is strong evidence that IQ has increased dramatically as more children spend more time in school

children know more about more different subjects than they ever did in the days of apprenticeships.

Wide-ranging, flexible and broad learning, the kind we encourage in high-school and college, may actually be in tension with the ability to develop finely-honed, controlled, focused expertise in a particular skill, the kind of learning that once routinely took place in human societies.

this new explanation based on developmental timing elegantly accounts for the paradoxes of our particular crop of adolescents.

First, experience shapes the brain.

the brain is so powerful precisely because it is so sensitive to experience. It's as true to say that our experience of controlling our impulses make the prefrontal cortex develop as it is to say that prefrontal development makes us better at controlling our impulses

Second, development plays a crucial role in explaining human nature

Today's adolescents develop an accelerator a long time before they can steer and brake.

Brain research is often taken to mean that adolescents are really just defective adults—grown-ups with a missing part.

But the new view of the adolescent brain isn't that the prefrontal lobes just fail to show up; it's that they aren't properly instructed and exercised

Instead of simply giving adolescents more and more school experiences—those extra hours of after-school classes and homework—we could try to arrange more opportunities for apprenticeship

Summer enrichment activities like camp and travel, now so common for children whose parents have means, might be usefully alternated with summer jobs, with real responsibilities.

If the Afghan government signs a security agreement, the president said, then “a small force of Americans could remain in Afghanistan with NATO allies.” He described the potential follow-on deployment as intended “to carry out two narrow missions: training and assisting Afghan forces, and counterterrorism operations to pursue any remnants of Al Qaeda.”

Many nations are watching with concern as Mr. Karzai demurs on signing a deal with Washington — a requirement for a similar deal with NATO — because the efficient and lawful disbursement of billions of dollars of pledged international assistance is viewed as dependent on oversight by foreign troops in a country known for corruption.

Economists have historically rejected what we call the “lump of labor” fallacy: the supposition that an increase in labor productivity inevitably reduces employment because there is only a finite amount of work to do. While intuitively appealing, this idea is demonstrably false.

Labor-saving technological change necessarily displaces workers performing certain tasks — that’s where the gains in productivity come from — but over the long run, it generates new products and services that raise national income and increase the overall demand for labor.

The multi-trillionfold decline in the cost of computing since the 1970s has created enormous incentives for employers to substitute increasingly cheap and capable computers for expensive labor.

Computers excel at “routine” tasks: organizing, storing, retrieving and manipulating information, or executing exactly defined physical movements in production processes. These tasks are most pervasive in middle-skill jobs

Logically, computerization has reduced the demand for these jobs, but it has boosted demand for workers who perform “nonroutine” tasks that complement the automated activities

At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity.

On the other end are so-called manual tasks, which require situational adaptability, visual and language recognition, and in-person interaction.

Computerization has therefore fostered a polarization of employment, with job growth concentrated in both the highest- and lowest-paid occupations, while jobs in the middle have declined.

overall employment rates have largely been unaffected in states and cities undergoing this rapid polarization.

So computerization is not reducing the quantity of jobs, but rather degrading the quality of jobs for a significant subset of workers. Demand for highly educated workers who excel in abstract tasks is robust, but the middle of the labor market, where the routine task-intensive jobs lie, is sagging.

Spurred by growing demand for workers performing abstract job tasks, the payoff for college and professional degrees has soared; despite its formidable price tag, higher education has perhaps never been a better investment.

The good news, however, is that middle-education, middle-wage jobs are not slated to disappear completely. While many middle-skill jobs are susceptible to automation, others demand a mixture of tasks that take advantage of human flexibility

we predict that the middle-skill jobs that survive will combine routine technical tasks with abstract and manual tasks in which workers have a comparative advantage — interpersonal interaction, adaptability and problem-solving.

this category includes numerous jobs for people in the skilled trades and repair: plumbers; builders; electricians; heating, ventilation and air-conditioning installers; automotive technicians; customer-service representatives; and even clerical workers who are required to do more than type and file

Lawrence F. Katz, a labor economist at Harvard, memorably called those who fruitfully combine the foundational skills of a high school education with specific vocational skills the “new artisans.”

The outlook for workers who haven’t finished college is uncertain, but not devoid of hope. There will be job opportunities in middle-skill jobs, but not in the traditional blue-collar production and white-collar office jobs of the past

we expect to see growing employment among the ranks of the “new artisans”: licensed practical nurses and medical assistants; teachers, tutors and learning guides at all educational levels; kitchen designers, construction supervisors and skilled tradespeople of every variety; expert repair and support technicians; and the many people who offer personal training and assistance, like physical therapists, personal trainers, coaches and guides

No matter how fierce play may look on the playground or in the social scrimmage of the school day, the more grueling competition is the one your child faces each day to measure up in her peer group. At around age eight, children start to compare themselves to each other in more competitive ways.

media and much of life online introduce an adult context for a child’s self-assessment. The behaviors they see there that set the bar for cool, cute, bold, and daring come from the wrong age and life stage. The mix suddenly includes adolescents and adults, media coverage of fame-addled celebrities and jaded politicians, teen magazines, and Victoria’s Secret at the mall and in the mail.

As the inner critic grows, parents become indispensable as the voice of the inner ally, the voice that helps balance a child’

innermost sense of himself

Day by day, kids need time to process their experiences intellectually and emotionally, to integrate new information with their existing body of knowledge and experience. They need time to consolidate it all so that it has meaning and relevance for them. Ideally, they do that with their parents and in the context of family and community.

Kids don’t get home from school anymore; they bring school—and an even larger online community—home with them.

t in the ways that matter most, speed derails the natural pace of development. Pressure to grow up faster or exposing children to content or influences beyond their developmental ken does not make them smarter or savvier sooner. Instead, it fast-forwards them past critical steps in the developmental process.

Developmentally, this is the time children need parents and teachers to help them learn to tame impulsivity—learning to wait their turn, not cut in line, not call out in a class discussion—and for developing the capacity to feel happy and alone, connected to oneself and empathetic toward others.

Some things in life you just have to do in order to learn, and do a lot of to grow adept at it. Like learning to ride a bike, developing these inner qualities of character and contemplation calls for real-life practice. In the absence of that immersion-style learning, time on screens can undermine a child’s development of these important social skills and the capacity to feel empathy

With nature pressing for human interaction and a child’s world of possibility expanding in the new school environment, to trade it all for screen time is a terrible waste of a child’s early school years.

Emotional and social development, like cognitive development, can benefit from “judicious use” of tech

“But if it is used in a nonjudicious fashion, it will shape the brain in what I think will actually be a negative way,”

“the problem is that judicious thinking is among the frontal-lobe skills that are still developing way past the teenage years. In the meantime, the pull of technology is capturing kids at an ever earlier age, when they are not generally able to step back and decide what’s appropriate or necessary, or how much is too much.”

in school, they take their cues from the crowd-sourced conversations they hear among friends and on social media. For girls, even seven-year-olds on the school playground, sexy is the new cute. Thin is still in, but for ever younger girls. In a study of the effects of media images on gender perceptions, one study reported that by age three, children view fatness negatively, and free online computer games for girls trend toward fashion, beauty, and dress-up games, reinforcing messages that your body is your most important asset.

prior to Britney Spears, most girls had ten years of running around, riding their bikes, and experiencing their bodies as a source of energy, movement, confidence, and skills. That was before children’s fashions included thong panties for kindergarten girls, stylish bras for girls not much older, lipstick or lip gloss as a top accessory for nearly half of six-to nine-year- old girls, and “Future Pimp” T-shirts for schoolboys.

Boys, too, are under pressure. They must measure up to the super-masculine ideal of the day, portrayed and defined by more graphic, sadistic, and sexual violence than the superheroes of yesterday. Homophobia and the slurs used to express it remain a common part of boy culture, but now at an earlier age, as does a derogatory view of all things female and an increasingly sexualized attitude toward girls.

Children do best when they are free and flexible to try on and cross over the gender codes—girls who skateboard and play ice hockey, boys who draw or dance, boys and girls who enjoy each other without “dating” overtones.

TV viewing helped white boys feel better about themselves, and left white girls, black girls, and black boys feeling worse. White boys saw male media comparisons as having it good: “positions of power, prestigious jobs, high education, glamorous houses, a beautiful wife” all easily attained, as if prepackaged. Girls and women saw female media comparisons in more simplistic and limited roles, “focused on the success they have because of how they look, not what they do, what they think or how they got there.” Black boys also saw their media comparisons in the negative, limited roles of “criminals, hoodlums and buffoons, with no other future options.”

there is “a clear link between media violence exposure and aggression” as well as to other damaging consequences including eating disorders, poor body image, and unhealthy practices in an effort to achieve idealized appearances. “Failure to live up to the specific media stereotypes for one’s sex is a blow to a person’s sense of social desirability,”

“The French signed off on it; we signed off on it,” Mr. Kerry said. “There was unity, but Iran couldn’t take it.”

He offered familiar arguments as well: Without diplomacy, he said, Iran is much more likely to obtain a nuclear bomb, which would set off an arms race in the Middle East and leave everyone less secure.

On Wednesday, Mr. Kerry is to testify behind closed doors before the Senate Banking Committee to urge senators not to move ahead with a new, tougher set of sanctions on Iran

A 10-day pause before the next round of talks is an added danger, giving opponents time to marshal their ammunition and stoke enough doubt about a deal that the United States and its partners could have less flexibility to work out differences the next time.

Put simply, they worry that we are fair-weather friends who can’t be depended on to cover their backs,”

Standing next to Mr. Kerry in Abu Dhabi, the foreign minister, Abdullah bin Zayed, said he was satisfied with the level of consultation with the United States on Iran. He offered Mr. Kerry polite encouragement to keep trying for a deal, though he left little doubt he would oppose any agreement that would give Iran the right to enrich uranium.

But given that Iran already has 19,000 centrifuges, many experts and former administration officials say that such an accommodation will inevitably have to be part of a final agreement.

“President Obama himself will have to step up and lead this effort,” said Cliff Kupchan, an Iran expert at the Eurasia Group, a risk consultancy. “U.S. assurance will have to come from the very top.”

The organizers assessed skills in literacy and facility with basic math, or numeracy, in all 23 countries. In 19 countries, there was a third assessment, called “problem-solving in technology-rich environments,” on using digital devices to find and evaluate information, communicate, and perform common tasks.

In all three fields, Japan ranked first and Finland second in average scores, with the Netherlands, Sweden and Norway near the top. Spain, Italy and France were at or near the bottom in literacy and numeracy, and were not included in the technology assessment.

The United States ranked near the middle in literacy and near the bottom in skill with numbers and technology. In number skills, just 9 percent of Americans scored in the top two of five proficiency levels, compared with a 23-country average of 12 percent, and 19 percent in Finland, Japan and Sweden.

“Our economic advantage has been having high skill levels at the top, being big, being more flexible than the other economies, and being able to attract other countries’ most skilled labor. But that advantage is slipping.”

Compared with other countries with similar average scores, the United States, in all three assessments, usually had more people in the highest proficiency levels, and more in the lowest. The country also had an unusually wide gap in skills between the employed and the unemployed.

In the most highly educated population, people with graduate and professional degrees, Americans lagged slightly behind the international averages in skills. But the gap was widest at the bottom; among those who did not finish high school, Americans had significantly worse skills than their counterparts abroad.

Among 55- to 65-year-olds, the United States fared better, on the whole, than its counterparts. But in the 45-to-54 age group, American performance was average, and among younger people, it was behind.

Social skills have the most value when it comes to the ability to work on a team, trading off tasks based on skill sets or ability. “Human interaction in the workplace involves team production, with workers playing off of each other’s strengths and adapting flexibly to changing circumstances

Why can’t Europeans enjoy the conveniences of a common currency?Two reasons. First, unlike Europe, the United States has a fiscal union in which prosperous regions of the country subsidize less prosperous ones. Second, the United States has fewer barriers to labor mobility than Europe. In the United States, when an economic downturn affects one region, residents can pack up and find jobs elsewhere. In Europe, differences in language and culture make that response less likely.

As a result, Mr. Friedman and Mr. Feldstein contended that the nations of Europe needed a policy tool to deal with national recessions. That tool was a national monetary policy coupled with flexible exchange rates. Rather than heed their counsel, however, Europe adopted a common currency for much of the Continent and threw national monetary policy into the trash bin of history.

The motive was more political than economic. Europeans believed that their continent, once united with a common market and currency, would provide a better counterweight to American hegemony in world affairs. They also hoped that a united Europe in the 21st century would damp down the nationalist sentiments that led to two world wars in the 20th.

Flash-forward to today. Greece finds itself overwhelmed by its accumulated debts. To be sure, it bears primary responsibility. The Greek government borrowed too much, and for years it hid its fiscal problems from its creditors. Once the truth came to light, a large dose of austerity was the only course left. The result was an economic downturn with a quarter of the Greek labor force now unemployed. Continue reading the main story 136 Comments Making matters worse, however, was the common currency. In an earlier era, Greece could have devalued the drachma, making its exports more competitive on world markets. Easy monetary policy would have offset some of the pain from tight fiscal policy. Mr. Friedman and Mr. Feldstein were right: The euro has turned into an economic liability that has exacerbated political tensions. For this, the European elites who pushed for the currency union bear some responsibility

many women who started out with all the ambition in the world find themselves in a place they never expected to be. They do not choose to leave their jobs; they are shut out by the refusal of their bosses to make it possible for them to fit their family life and their work life together. In her book “Opting Out? Why Women Really Quit Careers and Head Home,” the sociologist Pamela Stone calls this a “forced choice.” “Denial of requests to work part time, layoffs or relocations,” she writes, will push even the most ambitious woman out of the work force.

The problem is even more acute for the 42 million women in America on the brink of poverty. Not showing up for work because a child has an ear infection, schools close for a snow day, or an elderly parent must go to the doctor puts their jobs at risk, and losing their jobs means that they can no longer care properly for their children — some 28 million — and other relatives who depend on them.

This looks like a “women’s problem,” but it’s not. It’s a work problem — the problem of an antiquated and broken system.

there’s good news. Men are also beginning to ask for and take paternity leave and to take lead parent roles. According to a continuing study by the Families and Work Institute, only a third of employed millennial men think that couples should take on traditional gender roles

we cannot do this alone, as individuals trying to make our lives work and as workers and bosses trying to make room for care. Some other company can always keep prices down by demanding more, burning out its employees and casting them aside when they are done

To be fully competitive as a country, we are going to have to emulate other industrialized countries and build an infrastructure of care. We used to have one; it was called women at home.

To support care just as we support competition, we will need some combination of the following: high-quality and affordable child care and elder care; paid family and medical leave for women and men; a right to request part-time or flexible work; investment in early education comparable to our investment in elementary and secondary education; comprehensive job protection for pregnant workers; higher wages and training for paid caregivers; community support structures to allow elders to live at home longer; and reform of elementary and secondary school schedules to meet the needs of a digital rather than an agricultural economy.

Change in our individual workplaces and in our broader politics also depends on culture change: fundamental shifts in the way we think, talk and confer prestige. If we really valued care, we would not regard time out for caregiving — for your children, parents, spouse, sibling or any other member of your extended or constructed family — as a black hole on a résumé.

The economy can’t be played like a piano — press a fiscal key here and the right job creation notes come out over there. Instead, economic management is more like parenting. If you instill good values and create a secure climate then, through some mysterious process you will never understand, things will probably end well.

The crucial issue is getting the fundamentals right. The Germans are doing better because during the past decade, they took care of their fundamentals and the Americans didn’t. The situation can be expressed this way: German policy makers inherited a certain consensus-based economic model. That model has advantages. It fosters gradual innovation (of the sort useful in metallurgy). It also has disadvantages. It sometimes leads to rigidity and high unemployment.

In the U.S., policy makers inherited a different economic model, one that also has certain advantages. It fosters disruptive innovation (of the sort useful in Silicon Valley). It also has certain disadvantages — a penchant for over-consumption and short term thinking.

Nations rise and fall on the intertwined strength of their cultures and governing institutions. Despite all the normal shortcomings, German governing institutions have functioned reasonably well, ushering in painful but necessary reforms. The U.S. has a phenomenally creative culture, but right now it’s an institutional weakling.

Some experts displayed a top-down style of reasoning: politics as a deductive art. They started with a big-idea premise about human nature, society, or economics and applied it to the specifics of the case. They tended to reach more confident conclusions about the future. And the positions they reached were easier to classify ideologically: that is the Keynesian prediction and that is the free-market fundamentalist prediction and that is the worst-case environmentalist prediction and that is the best case technology-driven growth prediction etc. Other experts displayed a bottom-up style of reasoning: politics as a much messier inductive art. They reached less confident conclusions and they are more likely to draw on a seemingly contradictory mix of ideas in reaching those conclusions (sometimes from the left, sometimes from the right). We called the big-idea experts “hedgehogs” (they know one big thing) and the more eclectic experts “foxes” (they know many, not so big things).

The most consistent predictor of consistently more accurate forecasts was “style of reasoning”: experts with the more eclectic, self-critical, and modest cognitive styles tended to outperform the big-idea people (foxes tended to outperform hedgehogs).

Lehrer: Can non-experts do anything to encourage a more effective punditocracy?

Tetlock: Yes, non-experts can encourage more accountability in the punditocracy. Pundits are remarkably skillful at appearing to go out on a limb in their claims about the future, without actually going out on one. For instance, they often “predict” continued instability and turmoil in the Middle East (predicting the present) but they virtually never get around to telling you exactly what would have to happen to disconfirm their expectations. They are essentially impossible to pin down. If pundits felt that their public credibility hinged on participating in level playing field forecasting exercises in which they must pit their wits against an extremely difficult-to-predict world, I suspect they would be learn, quite quickly, to be more flexible and foxlike in their policy pronouncements.

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The language of slavery is everywhere in the debates. It appears as an economic engine, a means of civilizing Africans, an essential security against black uprisings and as a right guaranteed in the United States Constitution. Secessionists and Unionists, who disagreed on so much, agreed on the necessity of slavery, a defining feature of Virginia for over 200 years.

The language of slavery, in fact, became ever more visible as the crisis mounted to the crescendo of secession in mid-April. Slavery in Virginia, delegates warned, would immediately decay if Virginia were cut off from fellow states that served as the market for their slaves and as their political allies against the Republicans. A Virginia trapped, alone, in the United States would find itself defenseless against runaways, abolitionists and slave rebellions.

But the omnipresence of the language of slavery does not settle the 150-year debate over the relative importance of slavery and states’ rights, for the language of rights flourished as well. The debate over the protection of slavery came couched in the language of governance, in words like “state,” “people,” “union,” “right,” “constitution,” “power,” “federal” and “amendment.” Variants of the word “right,” along with variants of “slave,” appear once for every two pages in the convention minutes.

When the Virginians talked of Union they talked of a political entity built on the security and sanction of slavery in all its dimensions, across the continent and in perpetuity.

the Republicans miscalculated, underestimating the unanimity of white Southerners, whatever their other divisions, over slavery. Entire states, not merely individuals, possessed and were possessed by slavery. Secessionists and Unionists in Virginia sought to protect the single greatest unifying interest in the state — enslaved labor — with the single language they possessed for doing so, a language of political right.

In short, the records of the Virginia secession debate demonstrate how the vocabularies of slavery and rights, entangled and intertwined from the very beginning of the United States, became one and the same in the secession crisis.

The “disease which has called together this convention,” Leake lamented, was the North’s fixation on slavery. That fixation was not a mere “derangement; it is chronic, it is deep-seated,” and it must come to an end. “It is necessary for the Northern people to correct their sentiments upon the subject of slavery, it is necessary that they should abstain from intermeddling with the institution before any harmony or quiet can be restored.”

Perhaps, given new tools and perspectives, Americans can change the focus of our arguments about the “primary cause” of the Civil War. If the North fought to sustain the justice, power and authority of the federal government, the corollary, many assume, must be that the South fought for the opposite, for the power of the states.

But the equation did not balance in that way: the North did not fight at first to end slavery, but the South did fight to protect slavery. It is vital that we use the tools newly available to us to grasp this truth in its immediacy and complexity, before it fades even further from view.

unlike the Senate-passed immigration bill ignored by the House, those protected from deportation will get only a temporary reprieve that could be reversed by Obama's successor, not a clear path to citizenship or permanent legal status.

the total number of undocumented immigrants now in the U.S. is 11.4 million people.

Obama is also directing the Department of Homeland Security to make significant changes to how it enforces immigration laws. There will be more agents at the border, as well as structural changes to Immigration and Customs Enforcement, or ICE, to make its personnel closer in line with traditional law enforcement officers.

Legal immigrants will also have more flexibility to travel to their countries of origin, and those who are working under H-1B visas will be able to change jobs more easily and get employment visas for their spouses.

The administration plans to move cases involving immigrants and families with no criminal history down the list of deportation priorities so that the government can focus on "national security threats, serious criminals, and recent border crossers."

"We’re going to keep focusing enforcement resources on actual threats to our security," Obama said in his speech on Thursday night. "Felons, not families. Criminals, not children. Gang members, not a mom who’s working hard to provide for her kids. We’ll prioritize, just like law enforcement does every day."

Some of the highest employment rates in the advanced world are in places with the highest taxes and most generous welfare systems, namely Scandinavian countries.

In Scandinavian countries, working parents have the option of heavily subsidized child care. Leave policies make it easy for parents to take off work to care for a sick child. Heavily subsidized public transportation may make it easier for a person in a low-wage job to get to and from work. And free or inexpensive education may make it easier to get the training to move from the unemployment rolls to a job.

In short, more people may work when countries offer public services that directly make working easier, such as subsidized care for children and the old; generous sick leave policies; and cheap and accessible transportation. If the goal is to get more people working, what’s important about a social welfare plan may be more about what the money is spent on than how much is spent.

, it could mean that more direct aid to the working poor could help coax Americans into the labor force more effectively than the tax credits that have been a mainstay for compromise between Republicans and Democrats for the last generation.

In Denmark, someone who enters the labor force at an average salary loses 86 percent of earnings to a combination of taxes and lost eligibility for welfare benefits; that number is only 37 percent in the United States. Yet the percentage of Danes between the ages of 20 and 59 with a job is 10 percentage points higher than in the United States.

In the United States, the major policies aimed at helping the working poor are devised around tax subsidies that put more cash in people’s pockets so long as they work, most notably through the Earned-income tax credit and Child Tax Credit.

There is a solid correlation, by Mr. Kleven’s calculations, between what countries spend on employment subsidies — like child care, preschool and care for older adults — and what percentage of their working-age population is in the labor force.

Collectively, these policies and subsidies create flexibility such that a person on the fence between taking a job versus staying at home to care for children or parents may be more likely to take a job.

The employment subsidies Mr. Kleven cites surely help coax more Scandinavians into the work force, Mr. Greenstein agrees, but shouldn’t be viewed in isolation.

wages for entry-level work are much higher in the Nordic countries than in the United States, reflecting a higher minimum wage, stronger labor unions and cultural norms that lead to higher pay

There are countless differences between Northern European countries and the rest of the world beyond child care policies and the like. The Scandinavian countries may have cultures that encourage more people to work, especially women.

Every country has a mix of taxes, welfare benefits and policies to promote work that reflects its politics and culture. In the large, diverse United States, there is deep skepticism of social welfare programs and direct government spending, along with a greater commitment to keeping taxes low.

Goldberg: Is the damage in any way permanent here? Oren: I think the damage could be diplomatic damage. I don’t think Americans are going to stop their work for Iron Dome (an American-funded anti-missile system). The rumors are that the U.S. is cutting back on intelligence sharing, but that would a self-inflicted wound. But we could feel the damage at the U.N., or some other international body. We don’t only rely on the U.S. for a military Iron Dome, but for a diplomatic Iron Dome as well.

The kingmaker in Tuesday's election in Israel may turn out to be Moshe Kahlon, the Libyan Jewish center-rightist whose new party, Kulanu ("All of Us") stands to win at least eight seats in the next Knesset. Both Prime Minister Benjamin Netanyahu and his main challenger, the centrist Isaac Herzog, will need Kahlon's party with them in order to create a viable governing coalition. Kahlon's emphasis is on economic issues; his foreign policy guru is Michael Oren, who is ranked fourth on the Kulanu list. Oren served as Israel's ambassador to the United States from 2009 until 2013,

Perhaps Fisher offers the nation an opportunity to divorce, once and for all, memory from history. History may be an attempt to memorialize and preserve the past, but it is not memory; memories can serve as primary sources, but they do not stand alone as history. A history is essentially a collection of memories, analyzed and reduced into meaningful conclusions—but that collection depends on the memories chosen.

Memories make for a risky foundation: As events recede further into the past, the facts are distorted or augmented by entirely new details

people construct unique memories while informing perfectly valid histories. Just as there is a plurality of memories, so, too, is there a plurality of histories.

Scholars who read a diverse set of historians who are all focused on the same specific period or event are engaging in historiography

This approach exposes textbooks as nothing more than a compilation of histories that the authors deemed to be most relevant and useful.

In historiography, the barrier between historian and student is dropped, exposing a conflict-ridden landscape. A diplomatic historian approaches an event from the perspective of the most influential statesmen (who are most often white males), analyzing the context, motives, and consequences of their decisions. A cultural historian peels back the objects, sights, and sounds of a period to uncover humanity’s underlying emotions and anxieties. A Marxist historian adopts the lens of class conflict to explain the progression of events. There are intellectual historians, social historians, and gender historians, among many others. Historians studying the same topic will draw different interpretations—sometimes radically so, depending on the sources they draw from

Jacoba Urist points out that history is "about explaining and interpreting past events analytically." If students are really to learn and master these analytical tools, then it is absolutely essential that they read a diverse set of historians and learn how brilliant men and women who are scrutinizing the same topic can reach different conclusions

The country’s founding fathers crafted some of the finest expressions of personal liberty and representative government the world has ever seen; many of them also held fellow humans in bondage. This paradox is only a problem if the goal is to view the founding fathers as faultless, perfect individuals. If multiple histories are embraced, no one needs to fear that one history will be lost.

Although, as Urist notes, the AP course is "designed to teach students to think like historians," my own experience in that class suggests that it fails to achieve that goal.

The course’s framework has always served as an outline of important concepts aiming to allow educators flexibility in how to teach; it makes no reference to historiographical conflicts. Historiography was an epiphany for me because I had never before come face-to-face with how historians think and reason

When I took AP U.S. History, I jumbled these diverse histories into one indistinct narrative. Although the test involved open-ended essay questions, I was taught that graders were looking for a firm thesis—forcing students to adopt a side. The AP test also, unsurprisingly, rewards students who cite a wealth of supporting details

By the time I took the test in 2009, I was a master at "checking boxes," weighing political factors equally against those involving socioeconomics and ensuring that previously neglected populations like women and ethnic minorities received their due. I did not know that I was pulling ideas from different historiographical traditions. I still subscribed to the idea of a prevailing national narrative and served as an unwitting sponsor of synthesis, oblivious to the academic battles that made such synthesis impossible.

Although there may be an inclination to seek to establish order where there is chaos, that urge must be resisted in teaching history. Public controversies over memory are hardly new. Students must be prepared to confront divisiveness, not conditioned to shoehorn agreement into situations where none is possible

When conflict is accepted rather than resisted, it becomes possible for different conceptions of American history to co-exist. There is no longer a need to appoint a victor.

More importantly, the historiographical approach avoids pursuing truth for the sake of satisfying a national myth

Rather than constructing a curriculum based on the muddled consensus of boards, legislatures, and think tanks, schools should teach students history through historiography. The shortcomings of one historian become apparent after reading the work of another one on the list.

History is not indoctrination. It is a wrestling match. For too long, the emphasis has been on pinning the opponent. It is time to shift the focus to the struggle itself

There is no better way to use the past to inform the present than by accepting the impossibility of a definitive history—and by ensuring that current students are equipped to grapple with the contested memories in their midst.

Liberals and conservatives could no longer think of themselves simply as political rivals competing within a common and settled American identity. That identity was no longer settled—or even legitimate—because it was stigmatized in the 1960s as racist, sexist, and imperialistic

It was no longer enough for the proponents of these perspectives merely to vie over the issues of the day. Both worldviews would now have to evolve into full-blown ideologies capable of projecting a new political and cultural vision of America.

This is how the mandate of the 1960s to reinvent America launched the infamous “culture war” between liberalism and conservatis

When we argue over health care or immigration or Middle East policy, it is as if two distinct Americas were arguing, each with a different idea of what it means to be an American. And these arguments are intense and often uncivil, because each side feels that its American identity is at risk from the other side. So the conflict is very much a culture war, with each side longing for “victory” over the other, and each side seeing itself as America’s last and best hope.

Since the 1960s, this war has divided up our culture into what might be called “identity territories.”

America’s universities are now almost exclusively left-leaning; most public-policy think tanks are right-leaning. Talk radio is conservative; National Public Radio and the major television networks are liberal. On cable television, almost every news and commentary channel is a recognizable identity territory—Fox/ right; MSNBC/left; CNN/left. In the print media our two great national newspapers are the liberal New York Times and the conservative Wall Street Journal (especially in the editorial pages). The Pulitzer Prize and MacArthur Grants are left; the Bradley Prize is right. The blogosphere is notoriously divided by political stripe. And then there are “red” and “blue” states, cities, towns, and even neighborhoods. At election time, Americans can see on television a graphic of their culture war: those blue and red electoral maps that give us a virtual topography of political identity.

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In the America envisioned by both ideologies, there is no racism or sexism or imperialism to be embarrassed by. After all, ideologies project idealized images of the near-perfect America that they promise to deliver. Thus, in one’s ideological identity, one can find the innocence that is no longer possible—since the 1960s—in America’s defamed national identity.

To announce oneself as a liberal or a conservative is like announcing oneself as a Frenchman or a Brit. It is virtually an announcement of tribal identity, and it means something much larger than ideology

Nationalism—the nationalist impulse—is passion itself; it is atavistic, beyond the reach of reason, a secular sacredness. The nationalist is expected to be intolerant of all opposition to his nation’s sovereignty, and is most often willing to defend that sovereignty with his life.

when we let nationalism shape the form of our liberal or conservative identities—when we practice our ideological leaning as if it were a divine right, an atavism to be defended at all cost—then we put ourselves on a warlike footing. We feel an impunity toward our opposition, and we grant ourselves a scorched-earth license to fight back.

yes, like my young nemesis, I could experience my ideology as a nationalism. But unlike him I wanted to discipline that impulse, to subject my ideology—and all the policies it fostered—to every sort of test of truth and effectiveness. And I was ready to modify accordingly, to disabuse myself of even long-held beliefs that didn’t pan out in reality

these disparities— and many others—most certainly had their genesis in centuries of racial oppression. But post-1960s liberalism conflates the past with the present: it argues that today’s racial disparities are caused by precisely the same white racism that caused them in the past—thus the poetic truth that blacks today remain stymied and victimized by white racism.

I had stated a hard fact: that since the 1960s, white racism had lost so much of its authority, power, and legitimacy that it was no longer, in itself, a prohibitive barrier to black advancement. Blacks have now risen to every level of American society, including the presidency. If you are black and you want to be a poet, or a doctor, or a corporate executive, or a movie star, there will surely be barriers to overcome, but white racism will be among the least of them. You will be far more likely to receive racial preferences than to suffer racial discrimination.

But past oppression cannot be conflated into present-day oppression. It is likely, for example, that today’s racial disparities are due more to dysfunctions within the black community, and—I would argue—to liberal social policies that have encouraged us to trade more on our past victimization than to overcome the damage done by that victimization through dint of our own pride and will

The young man at Aspen demanded to speak so that he could corral people back into a prescribed correctness and away from a more open-minded approach to the complex problems that our racial history has left us to deal with—problems that the former victims of this history will certainly bear the greatest responsibility for overcoming

there also comes a time when he must stop thinking of himself as a victim by acknowledging that—existentially—his fate is always in his own hands. One of the more pernicious cor- ruptions of post-1960s liberalism is that it undermined the spirit of self-help and individual responsibility in precisely the people it sought to uplif

he truth—that  blacks had now achieved a level of freedom comparable to that of all others

what was not true—that racism was still the greatest barrier to black advancement

Poetic truth—this assertion of a broad characteristic “truth” that invalidates actual truth—is contemporary liberalism’s greatest source of power. It is also liberalism’s most fundamental corruption.

the great trick of modern liberalism is to link its poetic truths (false as they may be) with innocence from all the great sins of America’s past—racism, sexism, imperial- ism, capitalist greed

if you want to be politically correct, if you want to be seen as someone who is cleansed of America’s past ugliness, you will go along with the poetic truth that racism is still a great barrier for blacks.

A distinction must be made. During and immediately after the 1960s, racism and sexism were still more literal truth than poetic truth. As we moved through the 1970s, 1980s, and 1990s, America morally evolved so that these old American evils became more “poetic” than literal

Yet redeeming America from these evils has become liberalism’s rationale for demanding real power in the real world—the political and cultural power to create social programs, to socially engineer on a national scale, to expand welfare, to entrench group preferences in American institutions, and so on

what happens to liberal power when America actually earns considerable redemption—when there are more women than men in the nation’s medical schools, when a black can serve as the president, when public accommodations are open to anyone with the price of the ticket?

My young antagonist in Aspen was not agitated by some racial injustice. He would have only relished a bit of good old-fashioned racial injustice, since it would have justified his entire political identit

a divide like this suggests that America has in fact become two Americas, two political cultures forever locked in a “cold war” within a single society. This implies a spiritual schism within America itself, and, following from that, the prospect of perpetual and hopeless debate—the kind of ego-driven debate in which both sides want the other side to “think like us.

Today, liberal and conservative Americans are often contemptuous of each other with a passion that would more logically be reserved for foreign enemies.

Our national debate over foreign and domestic issues has come to be framed as much by poetic truths as by dispassionate assessments of the realities we face

the poetic truth that blacks are still held back from full equality by ongoing “structural” racism carries more authority than the objective truth: that today racism is not remotely the barrier to black advancement in American life that it once was.

In foreign affairs, the poetic truth that we Americans are essentially imperialistic cowboys bent on exploiting the world has more credibility than the obvious truth, which is that our wealth and power (accumulated over centuries of unprecedented innovation in a context of freedom) has often drawn us into the unwanted role of policing a turbulent world—and, it must be added, to the world’s immense benefit.

Today the actual facts fail to support the notion that racial victimization is a prevailing truth of American life. So today, a poetic truth, like “black victimization,” or the ongoing “repression of women,” or the systematic “abuse of the environment,” must be imposed on society not by fact and reason but by some regime of political correctness

Poetic license occurs when poets take a certain liberty with the conventional rules of grammar and syntax in order to achieve an effect. They break the rules in order to create a more beautiful or more powerful effect than would otherwise be possible. Adapting this idea of license and rule breaking to the realm of ideology, we might say that “poetic truth” disregards the actual truth in order to assert a larger essential truth that supports one’s ideological position

He could subscribe to “diversity,” “inclusiveness,” and “social justice” and think himself solidly on the side of the good. The problem is that these prescriptions only throw fuzzy and unattainable idealisms at profound problems

What is “diversity” beyond a vague apologia, an amorphous expression of goodwill that offers no objective assessment whatsoever of the actual problems that minority groups face?

The danger here is that the nation’s innocence— its redemption from past sins—becomes linked to a kind of know-nothingism

We can’t afford to know, for example, that America’s military might—a vulgarity in the minds of many—has stabilized vast stretches of Asia and Europe since World War II, so that nations under the umbrella of our power have become prosperous trading partners today

Today’s great divide comes from a shallowness of understanding. We don’t altogether know what to do with our history

many of our institutions are being held in thrall to the idea of moral intimidation as power. Try to get a job today as an unapologetic conservative in the average American university, or in the State Department, or on public radio.

We all know, to the point of cliché, what the solutions are: mutual respect, empathy, flexibility, compromise

We can’t admit today that the lives of minorities are no longer stunted by either prejudice or “white privilege.

hose who doubt this will always point to today’s long litany of racial disparities. Blacks are still behind virtually all other groups by the most important measures of social and economic well-being: educational achievement, home ownership, employment levels, academic test scores, marriage rates, household net worth, and so on. The fact that seven out of ten black women are single, along with the fact that 70 percent of first black marriages fail (47 percent for whites), means that black women are married at roughly half the rate of white women and divorced at twice the rate. Thus it is not surprising that nearly three-quarters of all black children are born out of wedlock. In 2008, black college students were three times more likely than whites to graduate with a grade point average below a meager 2.5—this on top of a graduation rate for blacks of only 42 percent, according to the Journal of Blacks in Higher Education. Consequently, blacks in general have the highest college dropout rate and the lowest grade point average of any student group in America