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Javier E

Facebook will now ask users to rank news organizations they trust - The Washington Post - 0 views

  • Zuckerberg wrote Facebook is not “comfortable” deciding which news sources are the most trustworthy in a “world with so much division."
  • "We decided that having the community determine which sources are broadly trusted would be most objective," he wrote.
  • The new trust rankings will emerge from surveys the company is conducting. "Broadly trusted" outlets that are affirmed by a significant cross-section of users may see a boost in readership, while less known organizations or start-ups receiving poor ratings could see their web traffic decline
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  • The company's changes include an effort to boost the content of local news outlets, which have suffered sizable subscription and readership declines
  • The changes follow another major News Feed redesign, announced last week, in which Facebook said users would begin to see less content from news organizations and brands in favor of "meaningful" posts from friends and family.
  • Currently, 5 percent of Facebook posts are generated by news organizations; that number is expected to drop to 4 percent after the redesign, Zuckerberg said.
  • On Friday, Google announced it would cancel a two-month-old experiment, called Knowledge Panel, that informed its users that a news article had been disputed by independent fact-checking organizations. Conservatives had complained the feature unfairly targeted a right-leaning outlet.
  • More than two-thirds of Americans now get some of their news from social media, according to Pew Research Center.
  • That shift has empowered Facebook and Google, putting them in an uncomfortable position of deciding what news they should distribute to their global audiences. But it also has led to questions about whether these corporations should be considered media companie
  • "Just by putting things out to a vote in terms of what the community would find trustworthy undermines the role for any serious institutionalized process to determine what’s quality and what’s not,” he said.
  • rther criticism that the social network had become vulnerable to bad actors seeking to spread disinformation.
  • Jay Rosen, a journalism professor at New York University, said that Facebook learned the wrong lesson from Trending Topics, which was to try to avoid politics at all costs
  • “One of the things that can happen if you are determined to avoid politics at all costs is you are driven to illusory solutions,” he said. “I don’t think there is any alternative to using your judgement. But Facebook is convinced that there is. This idea that they can avoid judgement is part of their problem.”
  • Facebook revealed few details about how it is conducting its trust surveys,
  • "The hard question we've struggled with is how to decide what news sources are broadly trusted," Zuckerberg wrote. "We could try to make that decision ourselves, but that's not something we're comfortable with. We considered asking outside experts, which would take the decision out of our hands but would likely not solve the objectivity problem. Or we could ask you -- the community -- and have your feedback determine the ranking."
  • Some experts wondered whether Facebook's latest effort could be gamed.
  • "This seems like a positive step toward improving the news environment on Facebook," Diresta said. "That said, the potential downside is that the survey approach unfairly penalizes emerging publications."
Javier E

Every Culture Appropriates - The Atlantic - 0 views

  • the idea persists that there is something wrong and oppressive about people of one background adopting and adapting the artifacts of another.
  • A Canadian university cancelled its yoga classes as culturally appropriating—notwithstanding that most of the strenuous moves taught in a modern class actually originate in Danish gymnastics and British army calisthenics, which were in turn appropriated by Indian entrepreneurs seeking to update yoga from a meditative to an active practice for the body-conscious modern age.
  • The cultural appropriation police answer the yoga and banh mi objections with a familiar counter-argument: it’s about power. It’s fine for colonized Indians to incorporate European fitness regimes into their yoga; wrong for Canadians of European origin to incorporate yoga into their fitness regimes.
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  • the trouble with that argument is that—like culture—power also ebbs and flows. Customs we may think of as immemorially inherent in one culture very often originated in that culture’s own history of empire and domination
  • All cultures have histories. Young people born in North America may imagine that their grandmother’s recipes or wardrobe emerged autochthonously in a timeless ancestral homeland. But that only reflects how thoroughly they have Americanized themselves, reducing other countries’ complexities to folklores to be fetishized rather than understood and evaluated on their own terms.
  • The Chinese dress young Kezia Daum wanted to wear to prom originated in a brutal act of imperialism, but not by any western people
  • For whatever reason it happened, the idea that clothing styles should change regularly and often for no very compelling reason is one of Europe’s most distinctive contributions to world culture. Before their encounter with European culture, nobody else saw the point of it.
  • With the cheongsam, fashion in the European sense came to China. In the decades from 1915 to 1950, the cheongsam changed more than women’s costume did in the previous 250 years.
  • Like the idea that audiences should refrain from talking while music is performed, the idea that women should be able to move about as freely and easily as men is a cultural product—popularized by the North Atlantic world in the period after the First World War.
  • If it’s wrong for one culture to borrow from another, then it was wrong to invent the cheongsam in the first place—because not only did the garment’s shape originate outside China, but so, too, did the garment’s purposes. It was precisely because they appreciated that they were importing Western ideas about women that the inventors of the cheongsam adapted a Western shape.
  • They took something foreign and made it something domestic, in a pattern that has repeated itself in endless variations since the Neolithic period.
  • The policemen of cultural appropriation do not think that way. They have a morality tale to tell, one of Western victimization of non-Western peoples—a victimization so extreme that it is triggered by a Western girl’s purchase of a Chinese dress designed precisely so that Chinese girls could live more like Western girls.
  • In order to tell that story, the policemen of cultural appropriation must crush and deform much of the truth of cultural history—and in the process demean and infantilize the people they supposedly champion.
  • The would-be culture police build their whole philosophy on a single assumption of extreme chauvinism: that Western culture is universal—indeed the only universal culture.
  • Western technology, the Western emphasis on individual autonomy and equal human dignity, and even such oddly specific Western practices as death-metal music—the cultural police take all this for granted as thoroughly as a fish takes for granted the water in its fishbowl.
  • It’s a free society, do what you like! But please remember, as you do so, that this “freedom” you use is itself a cultural product, with its own origins in precisely the culture you traduce.
  • The Western culture of personal autonomy and equal dignity is a precious thing precisely because it is not universal. Those who participate in that culture and enjoy its benefits may hope—do hope—that it may someday become universal
  • If anything, that culture is at present in retreat, challenged and assailed both at home and abroad. It needs defending, and to be defended effectively it is vital to understand precisely how non-universal it is.
  • To the extent that the cultural-appropriation police are urging their targets to respect others who are different, they are saying something that everyone needs to hear
  • beyond that, they can plunge into doomed tangles.
  • How to draw the line between that and America’s ugly tradition of minstrelsy, in which subordinated peoples are both mimicked and mocked—as Al Jolson mimicked and mocked black music in his notorious blackface career? There is no clear rule, but there is an open way: the values of respect and tolerance that draw precisely on the rationalist Enlightenment traditions both rejected and relied upon by the cultural-appropriation police
  • Those traditions are the spiritual core of American culture at its highest. And those values we should all hope to see appropriated by all this planet’s peoples and cultures.
  • When the Manchu dynasty was finally overthrown in 1911, Chinese people found themselves free for the first time in 250 years to dress as they pleased. In the decade afterward, creative personalities in the great commercial metropolis of Shanghai devised a new kind of garment for women. They called it the cheongsam.
  • The new garment was a fusion of old and new, east and west. Manchurian-style fabrics were tailored to a European-style pattern
  • The cheongsam was equally available to women from a wide range of statuses—and enabled Chinese women to move as their western counterparts did.
Javier E

When FitBit can track your workplace performance: the new wearable frontier - The Washi... - 0 views

  • wearables can serve another purpose — determining whether you’re a productive employee. The data-obsessed may be quick to embrace such an assessment, but what if an employer has access to that information as well?
  • The researchers say their mobile-sensing system, which consists of fitness bracelets, sensors and a custom app, can measure employee performance with about 80 percent accuracy.
  • The system monitors physical and emotional signals that employees produce during the day and uses that data to create a performance profile over time that is designed to eliminate bias from evaluations
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  • it could signal the beginning of a new era of virtual assistants that will redefine our relationships with intelligent machines.
  • providing someone with valuable insights about their productivity, stress levels during meetings or lifestyle habits that impact their ability to perform their job
  • “We set out to discover whether there was a way to move the needle from an almost backward way of assessing people’s workplace performance to using more objective measures.
  • research shows that conscientious people, who are often more detailed-oriented and disciplined, tend to be more productive
  • If it was possible to predict someone’s mental health by analyzing their social media feeds and smartphone data, Campbell wondered, could similar data be leveraged to improve employee performance evaluations?
  • The workers were fitted with a wearable fitness tracker that monitored heart functions, sleep, stress, and measurements such as weight and calorie consumption, as well as a smartphone app that tracked their physical activity, location, phone usage and ambient light.
  • Location beacons placed in the home and office measured participants time at work and breaks from their desk, giving researchers a comprehensive window into their day from one hour to the next.
  • The information was processed by cloud-based machine-learning algorithms that classified performance using factors such as the amount of time spent at the workplace, quality of sleep, physical activity and phone usage
  • “We want to use that information to empower workers to tell them whether they’re being influenced by levels of stress or sleep or other factors that may not be immediately obvious to them.”
  • What the research does not explain, he said, is what habits make someone conscientious in the first place, leaving a gap in knowledge that researchers hoped to fill.
  • “Very often when people try to detect what drives performance, they rely on personality, which actually reveals little about someone’s ability to do their job well,” he said. “Evaluations can be biased because they are infused with stereotyping of people or political influences inside an office. But when you can extract a pattern over weeks and months, we can be more certain that assessment is objective and neutral.
  • the results showed, perhaps not surprisingly, that high performers tended to have lower rates of phone usage.
  • They also experience deeper periods of sustained sleep and are more physically active than their lower performing colleagues.
  • Researchers discovered that high-performing supervisors tended to be more mobile during the day, but they visited a smaller number of distinct places during their working hours
  • High-performing non-supervisors, meanwhile, tend to spend more time at work during the weekends,
  • Future versions, they said, could be tailored to individual jobs and provide workers with meaningful information about changes in their mental well-being during meetings or suggestions for reducing stress each week
  • But they also acknowledge that the valuable private data could prove volatile if it falls into a company’s hands without employee consent. Campbell suggested there might be a middle ground, such as companies offering incentives to employees who opt into a program that treats precise assessment data as one tool among several for evaluating performance.
  • “If there was any point down the road where I could have an application on my phone that could provide an objective assessment of my performance, that might be an incentive for workers to use it," he said. “Imagine being able to say, ‘Here’s the evidence that I deserve to be promoted or that my boss is standing in my way.’"
  • “I can’t really look into a crystal ball, but I’m hopeful this passive sensing technology will be used to empower the workforce rather than used against them," he added.
Javier E

'Spectacular' artefacts found as Norway ice-patch melts | Archaeology | The Guardian - 0 views

  • The pass, at Lendbreen in Norway’s mountainous central region, first came to the attention of local archaeologists in 2011, after a woollen tunic was discovered that was later dated to the third or fourth century AD. The ice has retreated significantly in the years since, exposing a wealth of artefacts including knitted mittens, leather shoes and arrows still with their feathers attached.
  • Though carbon dating of the finds reveals the pass was in use by farmers and travellers for a thousand years, from the Nordic iron age, around AD200-300, until it fell out of use after the Black Death in the 14th century, the bulk of the finds date from the period around AD1000, during the Viking era, when trade and mobility in the region were at their zenith.
  • Described as a “dream discovery” by glacial archaeologists, the finding was also a “poignant and evocative reminder of climate change”
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  • “One is talking about artefacts that were put in the deep freeze 1,000 years ago, and later and earlier, and were taken out when we found them. So a textile is almost perfectly preserved, one might find arrows with the fletching perfectly preserved, with the sinew still in place, the glue that glued the feathers to the shaft. These are quite remarkable finds.”
  • While the objects are frequently “extraordinary”, he said, “what is really important archaeologically about them isn’t the individual objects, it’s the story that putting together all of the objects can tell you” about the pass and the people who travelled it.
Javier E

Truth and History: Historical Truth and Historical Narrative | History News Network - 0 views

  • Is there such a thing as objective truth in history? Is history a compilation of narratives advanced by different groups and nations?
  • The influence wielded by historical narratives on international relations is such as to make it imperative to define conceptually the terms concerned and dwell, albeit briefly, on a few cases. 
  • Historical truth is objective by its very nature. It is there, so to speak, to be discovered and unearthed.
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  • a distinction ought to be drawn between Historical truth and interpretation. The first is objective and the latter is subjective. The first refers to a fact, which can be determined as true, at least in principle, by empirical study, whereas the latter entails an explanation of the fact in question
  • Historical narratives may reflect historical truth or not. Their aim is not necessarily to ascertain what actually happened in the past, but to justify what happens in the present.
  • A clear distinction ought to be drawn between historical narratives as a tool to comprehend the mind-setting behind the positions adopted by the sides concerned, and historical truth as such.
  • Historical truth stands alone, in its own right. Historical narratives may reflect historical truth, but, however influential they may be in historical and contemporary parlance, they occupy a separate place.
Javier E

ROUGH TYPE | Nicholas Carr's blog - 0 views

  • The smartphone has become a repository of the self, recording and dispensing the words, sounds and images that define what we think, what we experience and who we are. In a 2015 Gallup survey, more than half of iPhone owners said that they couldn’t imagine life without the device.
  • So what happens to our minds when we allow a single tool such dominion over our perception and cognition?
  •  Smartphones have become so entangled with our existence that, even when we’re not peering or pawing at them, they tug at our attention, diverting precious cognitive resources. Just suppressing the desire to check our phone, which we do routinely and subconsciously throughout the day, can debilitate our thinking.
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  • he has seen mounting evidence that using a smartphone, or even hearing one ring or vibrate, produces a welter of distractions that makes it harder to concentrate on a difficult problem or job. The division of attention impedes reasoning and performance.
  • Another 2015 study, appearing in the Journal of Computer-Mediated Communication, showed that when people hear their phone ring but are unable to answer it, their blood pressure spikes, their pulse quickens, and their problem-solving skills decline.
  • The researchers recruited 520 undergraduates at UCSD and gave them two standard tests of intellectual acuity. One test gauged “available working-memory capacity,” a measure of how fully a person’s mind can focus on a particular task. The second assessed “fluid intelligence,” a person’s ability to interpret and solve an unfamiliar problem. The only variable in the experiment was the location of the subjects’ smartphones. Some of the students were asked to place their phones in front of them on their desks; others were told to stow their phones in their pockets or handbags; still others were required to leave their phones in a different room.
  • In both tests, the subjects whose phones were in view posted the worst scores, while those who left their phones in a different room did the best. The students who kept their phones in their pockets or bags came out in the middle. As the phone’s proximity increased, brainpower decreased.
  • In subsequent interviews, nearly all the participants said that their phones hadn’t been a distraction—that they hadn’t even thought about the devices during the experiment. They remained oblivious even as the phones disrupted their focus and thinking.
  • A second experiment conducted by the researchers produced similar results, while also revealing that the more heavily students relied on their phones in their everyday lives, the greater the cognitive penalty they suffered.
  • the “integration of smartphones into daily life” appears to cause a “brain drain” that can diminish such vital mental skills as “learning, logical reasoning, abstract thought, problem solving, and creativity.”
  • Imagine combining a mailbox, a newspaper, a TV, a radio, a photo album, a public library and a boisterous party attended by everyone you know, and then compressing them all into a single, small, radiant object. That is what a smartphone represents to us. No wonder we can’t take our minds off it.
  • They found that students who didn’t bring their phones to the classroom scored a full letter-grade higher on a test of the material presented than those who brought their phones. It didn’t matter whether the students who had their phones used them or not: All of them scored equally poorly.
  • A study of nearly a hundred secondary schools in the U.K., published last year in the journal Labour Economics, found that when schools ban smartphones, students’ examination scores go up substantially, with the weakest students benefiting the most.
  • Social skills and relationships seem to suffer as well.
  • Because smartphones serve as constant reminders of all the friends we could be chatting with electronically, they pull at our minds when we’re talking with people in person, leaving our conversations shallower and less satisfying.
  • In a 2013 study conducted at the University of Essex in England, 142 participants were divided into pairs and asked to converse in private for ten minutes. Half talked with a phone in the room, half without a phone present. The subjects were then given tests of affinity, trust and empathy. “The mere presence of mobile phones,” the researchers reported in the Journal of Social and Personal Relationships, “inhibited the development of interpersonal closeness and trust” and diminished “the extent to which individuals felt empathy and understanding from their partners.”
  • The evidence that our phones can get inside our heads so forcefully is unsettling. It suggests that our thoughts and feelings, far from being sequestered in our skulls, can be skewed by external forces we’re not even aware o
  • Not only do our phones shape our thoughts in deep and complicated ways, but the effects persist even when we aren’t using the devices. As the brain grows dependent on the technology, the research suggests, the intellect weakens.
  • even in the history of captivating media, the smartphone stands out. It is an attention magnet unlike any our minds have had to grapple with before. Because the phone is packed with so many forms of information and so many useful and entertaining functions, it acts as what Dr. Ward calls a “supernormal stimulus,” one that can “hijack” attention whenever it is part of our surroundings — and it is always part of our surroundings.
  •  Scientists have long known that the brain is a monitoring system as well as a thinking system. Its attention is drawn toward any object that is new, intriguing or otherwise striking — that has, in the psychological jargon, “salience.”
  • The irony of the smartphone is that the qualities that make it so appealing to us — its constant connection to the net, its multiplicity of apps, its responsiveness, its portability — are the very ones that give it such sway over our minds.
  • We need to give our minds more room to think. And that means putting some distance between ourselves and our phones.
  • Social media apps were designed to exploit “a vulnerability in human psychology,” former Facebook president Sean Parker said in a recent interview. “[We] understood this consciously. And we did it anyway.”
  • A quarter-century ago, when we first started going online, we took it on faith that the web would make us smarter: More information would breed sharper thinking. We now know it’s not that simple.
  • As strange as it might seem, people’s knowledge and understanding may actually dwindle as gadgets grant them easier access to online data stores
  • In a seminal 2011 study published in Science, a team of researchers — led by the Columbia University psychologist Betsy Sparrow and including the late Harvard memory expert Daniel Wegner — had a group of volunteers read forty brief, factual statements (such as “The space shuttle Columbia disintegrated during re-entry over Texas in Feb. 2003”) and then type the statements into a computer. Half the people were told that the machine would save what they typed; half were told that the statements would be erased.
  • Afterward, the researchers asked the subjects to write down as many of the statements as they could remember. Those who believed that the facts had been recorded in the computer demonstrated much weaker recall than those who assumed the facts wouldn’t be stored. Anticipating that information would be readily available in digital form seemed to reduce the mental effort that people made to remember it
  • The researchers dubbed this phenomenon the “Google effect” and noted its broad implications: “Because search engines are continually available to us, we may often be in a state of not feeling we need to encode the information internally. When we need it, we will look it up.”
  • as the pioneering psychologist and philosopher William James said in an 1892 lecture, “the art of remembering is the art of thinking.”
  • Only by encoding information in our biological memory can we weave the rich intellectual associations that form the essence of personal knowledge and give rise to critical and conceptual thinking. No matter how much information swirls around us, the less well-stocked our memory, the less we have to think with.
  • As Dr. Wegner and Dr. Ward explained in a 2013 Scientific American article, when people call up information through their devices, they often end up suffering from delusions of intelligence. They feel as though “their own mental capacities” had generated the information, not their devices. “The advent of the ‘information age’ seems to have created a generation of people who feel they know more than ever before,” the scholars concluded, even though “they may know ever less about the world around them.”
  • That insight sheds light on society’s current gullibility crisis, in which people are all too quick to credit lies and half-truths spread through social media. If your phone has sapped your powers of discernment, you’ll believe anything it tells you.
  • Data, the novelist and critic Cynthia Ozick once wrote, is “memory without history.” Her observation points to the problem with allowing smartphones to commandeer our brains
  • When we constrict our capacity for reasoning and recall or transfer those skills to a gadget, we sacrifice our ability to turn information into knowledge. We get the data but lose the meaning
  • Phone makers like Apple and Samsung and app writers like Facebook, Google and Snap design their products to consume as much of our attention as possible during every one of our waking hours
  • Harvard Business School professor emerita Shoshana Zuboff argues in her new book that the Valley’s wealth and power are predicated on an insidious, essentially pathological form of private enterprise—what she calls “surveillance capitalism.” Pioneered by Google, perfected by Facebook, and now spreading throughout the economy, surveillance capitalism uses human life as its raw material. Our everyday experiences, distilled into data, have become a privately-owned business asset used to predict and mold our behavior, whether we’re shopping or socializing, working or voting.
  • By reengineering the economy and society to their own benefit, Google and Facebook are perverting capitalism in a way that undermines personal freedom and corrodes democracy.
  • Under the Fordist model of mass production and consumption that prevailed for much of the twentieth century, industrial capitalism achieved a relatively benign balance among the contending interests of business owners, workers, and consumers. Enlightened executives understood that good pay and decent working conditions would ensure a prosperous middle class eager to buy the goods and services their companies produced. It was the product itself — made by workers, sold by companies, bought by consumers — that tied the interests of capitalism’s participants together. Economic and social equilibrium was negotiated through the product.
  • By removing the tangible product from the center of commerce, surveillance capitalism upsets the equilibrium. Whenever we use free apps and online services, it’s often said, we become the products, our attention harvested and sold to advertisers
  • this truism gets it wrong. Surveillance capitalism’s real products, vaporous but immensely valuable, are predictions about our future behavior — what we’ll look at, where we’ll go, what we’ll buy, what opinions we’ll hold — that internet companies derive from our personal data and sell to businesses, political operatives, and other bidders.
  • Unlike financial derivatives, which they in some ways resemble, these new data derivatives draw their value, parasite-like, from human experience.To the Googles and Facebooks of the world, we are neither the customer nor the product. We are the source of what Silicon Valley technologists call “data exhaust” — the informational byproducts of online activity that become the inputs to prediction algorithms
  • internet companies operate in what Zuboff terms “extreme structural independence from people.” When databases displace goods as the engine of the economy, our own interests, as consumers but also as citizens, cease to be part of the negotiation. We are no longer one of the forces guiding the market’s invisible hand. We are the objects of surveillance and control.
martinelligi

What is the Senate filibuster, and what would it take to eliminate it? - 1 views

  • st weeks into Joe Biden’s presidency, it is clear that he faces considerable obstacles in pursuing his agenda in Congress. The Senate cloture rule—which requires 60 votes to cut off debate on most measures—is probably the highest hurdle. Democrats’ Senate majority rests on the tie-breaking vote of Vice President Kamala Harris, and even the process of organizing the Senate’s committees got bogged down by a debate over whether Democrats would attempt to eliminate the legislative filibuster in the opening weeks of the 117th Congress.
  • Rather, its emergence was made possible in 1806 when the Senate—at the advice of Vice President Aaron Burr—removed from its rules a provision (formally known as the previous question motion) allowing a simple majority to force a vote on the underlying question being debated.
  • Filibusters then became a regular feature of Senate activity, both in the run-up to and aftermath of the Civil War. Senate leaders from both parties sought, but failed, to ban the filibuster throughout the 19th century. Opponents would simply filibuster the motion to ban the filibuster.
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  • re’s no perfect way to measure the frequency with which the filibuster has been used over time. Senators are not required to formally register their objection to ending debate until a cloture motion actually comes up for a vote. If Senate leaders know that at least 41 senators plan to oppose a cloture motion on a given measure or motion, they often choose not to schedule it for floor consideration.
  • Senators have two options when they seek to vote on a measure or motion. Most often, the majority leader (or another senator) seeks “unanimous consent,” asking if any of the 100 senators objects to ending debate and moving to a vote. If no objection is heard, the Senate proceeds to a vote. If the majority leader can’t secure the consent of all 100 senators, the leader (or another senator) typically files a cloture motion, which then requires 60 votes to adopt. If fewer than 60 senators—a supermajority of the chamber—support cloture, that’s when we often say that a measure has been filibustered
  • The most straightforward way to eliminate the filibuster would be to formally change the text of Senate Rule 22, the cloture rule that requires 60 votes to end debate on legislation. Here’s the catch: Ending debate on a resolution to change the Senate’s standing rules requires the support of two-thirds of the members present and voting. Absent a large, bipartisan Senate majority that favors curtailing the right to debate, a formal change in Rule 22 is extremely unlikely
  • Importantly, this approach to curtailing the filibuster—colloquially known as the “nuclear option” and more formally as “reform by ruling”—can, in certain circumstances, be employed with support from only a simple majority of senators.
Javier E

Free Black Thought: A Manifesto - Persuasion - 0 views

  • In a now-deleted tweet from May 22, 2020, Nikole Hannah-Jones, a Pulitzer Prize-winning reporter for The New York Times, opined, “There is a difference between being politically black and being racially black.”
  • Growing out of the Critical Race Theory (CRT) movement, a culture of censorship has taken root in many of our institutions.
  • The implication of Hannah-Jones’s tweet and candidate Biden’s quip seems to be that you can have African ancestry, dark skin, textured hair, and perhaps even some “culturally black” traits regarding tastes in food, music, and ways of moving through the world. But unless you hold the “correct” political beliefs and values, you are not authentically black.
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  • CRT makes two basic observations: First, that bias and prejudice exist not just in the hearts and minds of individuals, but also in society’s social structures and systems.
  • second, that bias embedded in systems is frequently invisible to the dominant class but perfectly perceptible to its victims
  • This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.
  • Both of these observations are true at least some of the time
  • The problem is that the second—sometimes referred to as “standpoint epistemology”—contends that only minorities have standing to articulate a view on race and racism.
  • In her book What Does It Mean to Be White?, Robin DiAngelo puts it this way: “Sometimes I am asked, ‘But what if the person of color is wrong and what they think is racism isn’t racism at all?’ To this I say that people of color are much more qualified than we are to make this determination. My not being able to see racism is unrelated to its reality.” Anyone who proffers an alternative perspective can be accused of “privilege.”
  • This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks
  • black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.
  • Given America’s history of racism, we do have a special obligation to listen closely when marginalized people talk about their experience: The victims of racism will indeed have insights that others cannot possibly glean on their own.
  • we must begin to attend in a serious way to heterodox black voices
  • The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools
  • But I cannot agree that, in making space for marginalized voices, everyone else should defer to whatever ideological claims members of a minority group attach to their definition of racism.
  • it tends to go like this: Defer to my lived experience; my lived experience reveals that critical race theory is true; you, too, must abide by critical race theory.
  • First, insisting that large swaths of people keep quiet is not a sustainable moral undertaking
  • Calling on those deemed privileged to mute themselves permanently on issues of race and racism only engenders resentment.
  • When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”
  • Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.
  • Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.
  • There’s a difference between listening to someone’s experience and tying oneself to their entire worldview. Challenging someone’s viewpoint should not be taken as invalidating their feelings.
  • This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.
  • Second, oppressed people, like all people, are sometimes wrong.
  • Lived experience, while important, is just one data point in understanding social reality. Being oppressed doesn’t give anyone a monopoly on wisdom, even about oppression. Indeed, our experience can bias our insight
  • Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”
  • one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.
  • Third, marginalized communities are diverse.
  • To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.
  • “The spectrum of thought amongst African Americans is and has always been much broader and multifarious than commonly perceived,” he writes. “Neglect of that fact has led to a homogenization that has tended to submerge African American individuality.”
  • It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:
  • Today, Black people are no less diverse in their political views than they’ve been through the ages.
  • Who alone speaks for a marginalized people? I, for one, will listen to anyone willing to talk with me.
  • Fourth, oppressed people around the world hold claims that directly contradict those of other oppressed people.
  • If you agree that one oppressed group has standing to define reality, it’s hard to argue that all oppressed people around the world don’t have similar standing to define their narratives of oppression, some of which conflict with each other.
  • Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.
  • Fifth, once you allow someone else to define reality for you, you never know where it will take you. You’ve now outsourced your analysis to a third party, who may down the line make absurd statements or engage in untenable behavior that you now feel compelled to defend
  • Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California
  • Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”
  • In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”
  • We will never effectively address our problems, however, if one set of voices claims unique insight and seeks to shut out the rest from the discussion.
  • Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”
  • A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”
  • The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.
  • Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?
  • Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.
  • So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.
  • Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease
  • Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”
  • We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation
  • We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.
Javier E

Who Decides What's Racist? - Persuasion - 0 views

  • Growing out of the Critical Race Theory (CRT) movement, a culture of censorship has taken root in many of our institutions.
  • CRT makes two basic observations: First, that bias and prejudice exist not just in the hearts and minds of individuals, but also in society’s social structures and systems.
  • second, that bias embedded in systems is frequently invisible to the dominant class but perfectly perceptible to its victims
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  • Both of these observations are true at least some of the time
  • The problem is that the second—sometimes referred to as “standpoint epistemology”—contends that only minorities have standing to articulate a view on race and racism.
  • In her book What Does It Mean to Be White?, Robin DiAngelo puts it this way: “Sometimes I am asked, ‘But what if the person of color is wrong and what they think is racism isn’t racism at all?’ To this I say that people of color are much more qualified than we are to make this determination. My not being able to see racism is unrelated to its reality.” Anyone who proffers an alternative perspective can be accused of “privilege.”
  • Given America’s history of racism, we do have a special obligation to listen closely when marginalized people talk about their experience: The victims of racism will indeed have insights that others cannot possibly glean on their own.
  • Calling on those deemed privileged to mute themselves permanently on issues of race and racism only engenders resentment.
  • it tends to go like this: Defer to my lived experience; my lived experience reveals that critical race theory is true; you, too, must abide by critical race theory.
  • First, insisting that large swaths of people keep quiet is not a sustainable moral undertaking
  • There’s a difference between listening to someone’s experience and tying oneself to their entire worldview. Challenging someone’s viewpoint should not be taken as invalidating their feelings.
  • We will never effectively address our problems, however, if one set of voices claims unique insight and seeks to shut out the rest from the discussion.
  • Second, oppressed people, like all people, are sometimes wrong.
  • Lived experience, while important, is just one data point in understanding social reality. Being oppressed doesn’t give anyone a monopoly on wisdom, even about oppression. Indeed, our experience can bias our insight
  • Third, marginalized communities are diverse.
  • “The spectrum of thought amongst African Americans is and has always been much broader and multifarious than commonly perceived,” he writes. “Neglect of that fact has led to a homogenization that has tended to submerge African American individuality.”
  • Today, Black people are no less diverse in their political views than they’ve been through the ages.
  • Who alone speaks for a marginalized people? I, for one, will listen to anyone willing to talk with me.
  • Fourth, oppressed people around the world hold claims that directly contradict those of other oppressed people.
  • If you agree that one oppressed group has standing to define reality, it’s hard to argue that all oppressed people around the world don’t have similar standing to define their narratives of oppression, some of which conflict with each other.
  • Fifth, once you allow someone else to define reality for you, you never know where it will take you. You’ve now outsourced your analysis to a third party, who may down the line make absurd statements or engage in untenable behavior that you now feel compelled to defend
  • But I cannot agree that, in making space for marginalized voices, everyone else should defer to whatever ideological claims members of a minority group attach to their definition of racism.
  • The implication of Hannah-Jones’s tweet and candidate Biden’s quip seems to be that you can have African ancestry, dark skin, textured hair, and perhaps even some “culturally black” traits regarding tastes in food, music, and ways of moving through the world. But unless you hold the “correct” political beliefs and values, you are not authentically black.
  • In a now-deleted tweet from May 22, 2020, Nikole Hannah-Jones, a Pulitzer Prize-winning reporter for The New York Times, opined, “There is a difference between being politically black and being racially black.”
  • Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”
  • This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks
  • black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.
  • we must begin to attend in a serious way to heterodox black voices
  • This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.
  • When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”
  • Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.
  • Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.
  • This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.
  • The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools
  • one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.
  • To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.
  • It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:
  • Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”
  • In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”
  • The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.
  • Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California
  • Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”
  • A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”
  • Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.
  • Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?
  • Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.
  • So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.
  • Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease
  • Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”
  • We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation
  • We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.
hannahcarter11

Third bank cuts ties with Trump after Capitol riot | TheHill - 0 views

  • A third bank declared its plans to cut ties with President TrumpDonald TrumpGrowing number of GOP lawmakers say they support impeachment YouTube temporarily bars uploading of new content on Trump's channel House passes measure calling on Pence to remove Trump MORE and the Trump Organization on Tuesday in the aftermath of the raid on the Capitol last week.
  • Florida-based Professional Bank, which once provided Trump with an $11 million mortgage, announced that it won’t conduct future business with the president or his organization.
  • The Florida bank represents the third bank to end its relationship with Trump and the Trump Organization after a pro-Trump mob breached and vandalized the Capitol building last week in an attempt to disrupt Congress’s certification of President-elect Joe BidenJoe BidenGrowing number of GOP lawmakers say they support impeachment House passes measure calling on Pence to remove Trump Disney, Walmart say they will block donations to lawmakers who objected to Electoral College results MORE’s Electoral College win.
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  • The New York-based Signature Bank announced that it would close down Trump’s personal accounts that have about $5.3 million due to the “displeasure and shock” management experienced following the Capitol riots. 
  • Earlier this week, Bloomberg News reported that Deutsche Bank would not conduct future business with Trump or his company besides monitoring the payment of existing loans amounting to more than $300 million. 
  • The deadly riots resulted in at least five deaths, including a Capitol Police officer and a woman shot by a plain clothes Capitol Police officer.
  • The New York bank also called on the president to resign and said it would not make future agreements with lawmakers who contested the Electoral College results after the riots.
  • “We witnessed the President of the United States encouraging the rioters and refraining from calling in the National Guard to protect the Congress in its performance of duty,” the statement continued.
  • Eric TrumpEric TrumpLet's make Wednesday, Jan. 6, 2021 the day Trumpism died Ivanka Trump urges 'patriots' storming Capitol to 'stop immediately' in now-deleted tweet Eric Trump warns of primary challenges for Republicans who don't object to election results MORE, one of the president’s sons put in charge of day-to-day operations of the Trump Organization, told The Associated Press that banks and other companies ending their relationship with the business after the riots exemplifies a liberal “cancel culture.”
  • “If you disagree with them, if they don’t like you, they try and cancel you.”
  • Several companies, in addition to the banks, have distanced themselves from the president after last week’s events, including Shopify, which took down trumpstore.com, and PGA of America, which moved a 2022 championship away from Trump property.
  • New York City declared on Wednesday that it would end contracts with the Trump Organization to run attractions in the city’s park, with Mayor Bill de BlasioBill de BlasioRepublican Staten Island candidate apologizes for Hitler reference New York City considering ending business contracts with Trump Columnist Ross Barkan discusses the slow vaccination process in the state of New York MORE (D) saying, “New York City doesn’t do business with insurrectionists.”
katherineharron

Capitol riot tears GOP apart as it seeks a return to power in 2022 - CNNPolitics - 0 views

  • Florida Republican Sen. Rick Scott, the new chair of the National Republican Senatorial Committee, defended President Donald Trump on Wednesday when asked if his ally bore any responsibility for inciting a riot at the US Capitol, putting the onus of last week's death and destruction instead on the mob.
  • "He's not the one who made the decision to breach this Capitol," Scott said.
  • Scott's comments came as the pro-Trump riot has torn apart the Republican Party, setting off a backlash among some donors, a historic second impeachment of the President and a fight over how best to build a path back to power.
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  • Trump remains broadly popular within the GOP. But the riot has led a small group of House Republicans -- including Rep. Liz Cheney, the No. 3 in GOP leadership in the chamber -- to support his impeachment.
  • The Florida Republican told CNN that he wished Trump "responded faster" to quell the violence, calling the riot "unacceptable" and "un-American" and for some of the insurrectionists to be prosecuted.
  • he did not hold Trump accountable for the attack
  • The US Chamber of Commerce, corporate political action committees and major conservative donors are reevaluating whether they will donate to the 147 Republican members of Congress who objected to certifying the presidential election on the day of the attack in a deluded bid to overturn the results. Those members include Scott and House Republican Leader Kevin McCarthy, who cited voter integrity concerns.
  • Business PACs are significant players in politics, accounting for more than $360 million in federal contributions during the 2020 cycle -- with about 57% of the money flowing to GOP candidates, according to the nonpartisan Center for Responsive Politics.
  • "Corporations, individuals, they have a choice," the senator said. "If you believe in a big government, less freedoms, socialism, you ought to actually put all your money into supporting the Democrats. If you want opportunity, and lower taxes and less government, you're going to support Republicans."
  • Some major American companies, including Amazon and CNN's owner AT&T, have announced they will withhold PAC donations to those who objected to certifying the election results.
  • The donor revolt is "going to make every Republican's job that much harder," said Ken Spain, a GOP strategist. Spain said the corporate pushback now under way illustrates a fissure between corporate America and rank-and-file Republicans on issues such as free trade that has only grown wider in recent years.
  • "Lawmakers' actions leading up to and during last week's insurrection will weigh heavy in our evaluation of future support," said AFP CEO Emily Seidel in a statement.
  • "We will take into account the totality of what candidates and elected officials do, including the actions of last week, and importantly, the actions in the days ahead in determining whether or not we support them," said Neil Bradley, the chamber executive vice president, on Tuesday. "I actually want to be very clear: There are some members, who by their actions, will have forfeited the support of the US Chamber of Commerce."
  • Some major conservative donors have also focused their ire on the individual Republicans they view as having helped to instigate last week's events, particularly Hawley. Missouri businessman Sam Fox, who donated $300,000 to a super PAC that aided Hawley's election in 2018, said in a statement that the senator "can certainly forget about any support from me again" after last week's events.
  • The senator wrote an op-ed for the Southeast Missourian newspaper explaining why he continued to object after the violence in the Capitol. "The reason is simple: I will not bow to a lawless mob, or allow criminals to drown out the legitimate concerns of my constituents," Hawley wrote.
  • Dan Eberhart, an Arizona-based energy executive considering a bid against Democrat Sen. Mark Kelly in 2022, said, "I have been a big donor to Rick Scott in the past and plan to continue to be."
  • Eberhart said disaffected donors will "make up with Republicans pretty quickly" if the Democrats, who will soon control the White House and both chambers in Congress, "overreach" in their agenda. "Donors will want the counterweight that Republican provide. More money may go to the leadership PACs, but it will still go to Republicans if those are the policies donors support," he added.
  • After House Republicans picked up seats in 2020 and with the Senate split 50-50 -- and Vice President-elect Kamala Harris set to be the tiebreaker -- eyes will turn to next year's midterms. The party out of power typically does well in midterms, and in 2022, Senate Republicans will have more seats to defend than the Democrats, including in battleground states like Florida, Pennsylvania, North Carolina and Wisconsin.
  • But Trump and his legacy will continue to shape the perceptions of the party in the next election. Already, Ben Wikler, chair of the Democratic Party of Wisconsin, announced on Wednesday that the party is going up with a six-figure ad buy that blames Johnson for inciting the riot at the Capitol.
  • When asked if he blamed Trump for losing the Senate, Scott said, "My focus is on 'how do we go forward?' "
brookegoodman

How Feasting Rituals Help Shape Human Civilization | Science | Smithsonian - 0 views

  • Both bread and wine are products of settled society. They represent the power to control nature and create civilization, converting the wild into the tamed, the raw into the cooked—and their transformation cannot be easily done alone.
  • civilization arose in different regions around the world thanks to the evolution of cooperation.
  • consumption of food and drink in ritually prescribed times and places—known technically as feasting—is one of the cornerstones of heightened sociality and cooperation throughout human history
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  • we have been able to piece together a comprehensive prehistory of the valley beginning several millennia ago.
  • One significant time period is known as Paracas; it lasted from roughly 800 to 200 B.C. This is the time when the first complex societies developed in the region, the origin of civilization in this part of the ancient world.
  • he Paracas peoples built linear geoglyphs: designs etched into the desert landscape that they lined with small field stones.
  • Our research indicated that a number of these small structures and many of the lines pointed to the June solstice sunset.
  • We concluded that these sites were the endpoints of ritually significant social events that were timed by the solstices and possibly other astronomical phenomena.
  • Excavations by Tantaleán and his team in one of these patios yielded a rich trove of artifacts, including textiles, foodstuffs, pottery, decorated gourds, stone objects, reeds, miscellaneous objects and human offerings.
  • Cerro del Gentil, in fact, was a classic archaeological example of a very significant feasting place
  • there was plenty of evidence that from time to time many people were present to eat, drink and even make human sacrifices together, probably at particular special times of the astronomical calendar.
  • This case study demonstrates that the earliest successful complex societies in the south coast of Peru circa 400 B.C. involved a wide catchment of people and objects.
  • that cooperation in non-state societies is achieved by “ritualizing” the economy.
  • They therefore promote sustained group behavior toward common goals and solve what is famously known as the “collective action problem” in human social life—how do you get everyone to work together toward something that’s in everyone’s long-term self-interest? Feasting is a key component of this kind of sociality and cooperation.
Javier E

Want a Green New Deal? Here's a better one. - The Washington Post - 0 views

  • the goal is so fundamental that policymakers should focus above all else on quickly and efficiently decarbonizing. They should not muddle this aspiration with other social policy, such as creating a federal jobs guarantee,
  • the goal is so monumental that the country cannot afford to waste dollars in its pursuit. If the market can redirect spending most efficiently, money should not be misallocated on vast new government spending or mandates.
  • we propose our own Green New Deal. It relies both on smart government intervention — and on transforming the relentless power of the market from an obstacle to a centerpiece of the solution.
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  • U.S. natural gas is far less damaging to the environment than coal. It has become so cheap that it is displacing coal in electricity generation, driving down emissions. To others, Cove Point is an environmental catastrophe. Natural gas is still a fossil fuel, and burning it releases lots of greenhouse-gas emissions, which cause climate change. Both arguments are right.
  • society must eliminate its carbon dependency. It cannot burn vast amounts of any fossil fuel for “decades and decades,” as Mr. Farrell hopes, unless there is a revolution in emissions capture technology. Even in the short term, U.S. emissions are rising, despite the restraint that stepped-up natural-gas burning has provided. The government must demand more change, more quickly.
  • One objection is that carbon pricing is not powerful enough. The European Union’s carbon pricing program has not worked well. But that is a failure of design and political will. A carbon price equal to the challenge would start high and rise higher, sending a much stronger price signal.
  • carbon pricing is still the best first-line policy
  • A high-enough carbon price would shape millions of choices, small and large, about what to buy, how to invest and how to live that would result in substantial emissions cuts. People would prioritize the easiest changes, minimizing the costs of the energy transition. With a price that steadily rose, market forces would steadily wring carbon dioxide out of the economy — without the government trying to dictate exactly how, wasting money on special-interest boondoggles.
  • The Intergovernmental Panel on Climate Change found last year that an average carbon price between 2030 and the end of the century of $100, $200 or even $300 per ton of carbon dioxide would result in huge greenhouse-gas emissions cuts, could restrain warming to the lowest safety threshold of 1.5 degrees Celsius and would almost certainly prevent the world from breaching the traditional warming limit of 2 degrees Celsius
  • Republicans never embraced the market-based idea, even though conservative economists admit its appeal, because they never accepted the need to act at all. Some environmentalists, meanwhile, are increasingly wary of carbon pricing. The Democrats’ Green New Deal, which is noncommittal on the policy, reflects the accelerating drift from the obvious.
  • Another criticism is that carbon pricing hurts the poor, who would suffer most when prices rose. But the revenue from carbon pricing could be recycled back to Americans in a progressive way, and most people would end up whole or better off.
  • A third objection is that carbon pricing is politically impossible, because it reveals the cost of fighting global warming in the prices people pay
  • This is a leadership challenge, not a policy challenge. More than 40 governments globally, including several states, have found the political will to embrace carbon pricing programs, which is the only option that would plausibly be bipartisan.
  • One objection does have merit: Though carbon pricing would spur huge change in infrastructure and power generation, that alone would not be enough. It would not stimulate all the innovation the nation needs in the climate fight, nor would it change behaviors in circumstances where the desired price signal is muted or nonexistent
  • Start with carbon pricing. Then fill in the gaps.
  • , economists know that companies that invest in research and development do not get rewarded for the full social value of their work. Others benefit from their innovations without paying. Consequently, firms do not invest in research as much as society should want
  • It would take only a small fraction of the revenue a carbon pricing system would produce to fund a much more ambitious clean-energy research agenda. Basic scientific research and applied research programs such as ARPA-E should be scaled up dramatically
  • The government must also account for the fact that not all greenhouse-gas emissions come from burning the fuels that a carbon pricing program would reach — coal, oil and gas. How would the government charge farmers for the methane their cows emit or for the greenhouse gases released when they till their soil? How about emissions from cement, ammonia and steel production? The federal government would have to tailor programs to the agricultural and industrial sectors, which might include judicious use of incentives and mandates.
  • only government can ensure adequate mass transit options. Local governments could help with zoning laws to encourage people to live in denser, more walkable communities. The federal government should also press automakers to steadily improve fuel efficiency.
  • That starts with making sure that emissions-cutting efforts at home do not have unintended consequences. If the United States puts a price on greenhouse-gas emissions, other countries would lure U.S. manufacturers with the promise of lax environmental rules. Relocated manufacturers could then export their goods to the United States. The net effect would be no benefit for the planet but fewer U.S. manufacturing jobs.
  • One response is a kind of tariff on goods entering the country from places with weaker carbon-dioxide policies. That would both eliminate the incentive to offshore manufacturing and encourage countries to strengthen their own rules.
  • Participating in the agreement would give the United States a forum — and a basis — to press other nations to reduce emissions.
  • Foreign aid to prevent deforestation could be among the most cost-effective climate-preserving measures. Helping other countries to replace archaic cooking stoves that produce noxious fumes would help cut emissions and improve quality of life across the developing world.
  • There are a lot of bad ideas out there.
  • The Green New Deal that some Democrats have embraced is case in point. In its most aggressive form, the plan suggests the country could reach net-zero greenhouse-gas emissions by 2030, an impossible goal
  • that would be more spent every three years than the total amount the country spent on World War II.
  • At the same time, the Democratic plan would guarantee every American “high-quality health care” and “a job with a family-sustaining wage, adequate family and medical leave, paid vacations, and retirement security.” These expensive aspirations, no matter how laudable, would do nothing to arrest greenhouse-gas emissions.
  • Massive social reform will not protect the climate. Marshaling every dollar to its highest benefit is the strongest plan.
mariedhorne

Law-Firm Clients Demand More Black Attorneys - WSJ - 0 views

  • Companies including Microsoft Corp. MSFT -1.10% , U.S. Bancorp, Uber Technologies Inc. UBER -1.91% and Intel Corp. INTC 0.39% are asking the law firms they hire to detail how many diverse lawyers they employ and whether those lawyers are assigned meaningful work.
  • When his Chicago-based company set out this spring to buy for-profit online educator Walden University in a $1.5 billion acquisition, Mr. Patterson recruited experienced Black law partners in the three specialty areas he needed: mergers and acquisitions, finance and regulatory law.
  • About 2% of partners at U.S. law firms and less than 5% of attorneys in the lower ranks are Black, figures that have barely budged for decades, according to the National Association for Law Placement, or NALP.
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  • “You’ll see the same associate staffed on all the great cases and think, ‘Why am I not getting those same opportunities?’ ” said Duvol Thompson, a partner at Holland & Knight LLP. He recently helped compile a survey of 60 Black male lawyers that concluded: “The consistent challenge is attempting to rise through the ranks based on knowledge, experience and ability rather than being minimized, diminished or judged based on the color of our skin.”
  • “What gets done is what gets rewarded,” said Shannon Klinger, chief legal officer of pharmaceutical company Novartis AG , which withholds 15% of legal fees if diversity benchmarks aren’t met.
  • In any given year, a handful of the nation’s largest law firms have no Black partners. Elite law firm Cravath, Swaine & Moore LLP, which has 500 lawyers, has had one Black partner in its centurylong history.
  • Attrition rates for minority associates were 22%, compared with 17% for white associates, according to a study this year by the NALP Foundation, an industry research group, and legal recruiting firm Major, Lindsey & Africa.
  • “For a profession that’s supposed to be all about equality, opportunity and justice,” he said, “we should be first, not last.”
carolinehayter

Trump's Legal Team Points To 2017 Attempt To Block Election Certification As Defense : ... - 0 views

  • Former President Trump's legal team opened its impeachment defense Friday by characterizing the proceedings as an "unjust and blatantly unconstitutional act of political vengeance."
  • abuse of the Constitution that only serves to further divide the nation.
  • As part of his presentation, van der Veen played a roughly 75-second montage from Jan. 6, 2017 when several House members, including lead House impeachment manager Jamie Raskin, D-Md., stood up to disrupt Trump's electoral certification process.
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  • He then unveiled a peculiar defense strategy, arguing that objecting to the outcome of an election and attempting to block certification is a regular practice in American politics.
  • But the Democrats' objections back then to some electoral votes came nowhere near the legislative or political effort to overturn the election that Trump and his Republican allies staged around the 2020 presidential election.
  • "Please come to order," Biden said at the time. "The objection cannot be received."
  • "To litigate questions of election integrity within this system is not incitement," van der Veen said. "It is the democratic system working as the founders and lawmakers have designed."
  • The House Democrats argue that Trump knowingly and willing whipped up a frenzied pro-Trump crowd and urged them to lay siege to the seat of American government to block lawmakers from certifying Biden's electoral victory and keep Trump in power.
  • House impeachment managers argued that if senators don't convict Trump, he may incite further violence.
  • 17 Republicans would have to vote with all 50 Democrats to reach the two-thirds threshold to convict and effectively bar Trump from holding federal office in the future. That outcome, however, seems unlikely.
Javier E

How 9/11 changed us - Washington Post - 0 views

  • “The U.S. government must define what the message is, what it stands for,” the report asserts. “We should offer an example of moral leadership in the world, committed to treat people humanely, abide by the rule of law, and be generous and caring to our neighbors. . . . We need to defend our ideals abroad vigorously. America does stand up for its values.”
  • the authors pause to make a rousing case for the power of the nation’s character.
  • Rather than exemplify the nation’s highest values, the official response to 9/11 unleashed some of its worst qualities: deception, brutality, arrogance, ignorance, delusion, overreach and carelessness.
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  • Reading or rereading a collection of such books today is like watching an old movie that feels more anguishing and frustrating than you remember. The anguish comes from knowing how the tale will unfold; the frustration from realizing that this was hardly the only possible outcome.
  • This conclusion is laid bare in the sprawling literature to emerge from 9/11 over the past two decades
  • Whatever individual stories the 9/11 books tell, too many describe the repudiation of U.S. values, not by extremist outsiders but by our own hand.
  • In these works, indifference to the growing terrorist threat gives way to bloodlust and vengeance after the attacks. Official dissembling justifies wars, then prolongs them. In the name of counterterrorism, security is politicized, savagery legalized and patriotism weaponized.
  • that state of exception became our new American exceptionalism.
  • The latest works on the legacy of 9/11 show how war-on-terror tactics were turned on religious groups, immigrants and protesters in the United States. The war on terror came home, and it walked in like it owned the place.
  • It happened fast. By 2004, when the 9/11 Commission urged America to “engage the struggle of ideas,” it was already too late; the Justice Department’s initial torture memos were already signed, the Abu Ghraib images had already eviscerated U.S. claims to moral authority.
  • “It is for now far easier for a researcher to explain how and why September 11 happened than it is to explain the aftermath,” Steve Coll writes in “Ghost Wars,” his 2004 account of the CIA’s pre-9/11 involvement in Afghanistan. Throughout that aftermath, Washington fantasized about remaking the world in its image, only to reveal an ugly image of itself to the world.
  • “We anticipate a black future for America,” bin Laden told ABC News more than three years before the 9/11 attacks. “Instead of remaining United States, it shall end up separated states and shall have to carry the bodies of its sons back to America.”
  • bin Laden also came to grasp, perhaps self-servingly, the benefits of luring Washington into imperial overreach, of “bleeding America to the point of bankruptcy,” as he put it in 2004, through endless military expansionism, thus beating back its global sway and undermining its internal unity.
  • To an unnerving degree, the United States moved toward the enemy’s fantasies of what it might become — a nation divided in its sense of itself, exposed in its moral and political compromises, conflicted over wars it did not want but would not end.
  • “The most frightening aspect of this new threat . . . was the fact that almost no one took it seriously. It was too bizarre, too primitive and exotic.” That is how Lawrence Wright depicts the early impressions of bin Laden and his terrorist network among U.S. officials
  • The books traveling that road to 9/11 have an inexorable, almost suffocating feel to them, as though every turn invariably leads to the first crush of steel and glass.
  • With the system “blinking red,” as CIA Director George Tenet later told the 9/11 Commission, why were all these warnings not enough? Wright lingers on bureaucratic failings
  • Clarke’s conclusion is simple, and it highlights America’s we-know-better swagger, a national trait that often masquerades as courage or wisdom. “America, alas, seems only to respond well to disasters, to be undistracted by warnings,” he writes. “Our country seems unable to do all that must be done until there has been some awful calamity.”
  • The problem with responding only to calamity is that underestimation is usually replaced by overreaction. And we tell ourselves it is the right thing, maybe the only thing, to do.
  • A last-minute flight change. A new job at the Pentagon. A retirement from the fire station. The final tilt of a plane’s wings before impact. If the books about the lead-up to 9/11 are packed with unbearable inevitability, the volumes on the day itself highlight how randomness separated survival from death.
  • Had the World Trade Center, built in the late 1960s and early 1970s, been erected according to the city building code in effect since 1938, Dwyer and Flynn explain, “it is likely that a very different world trade center would have been built.
  • Instead, it was constructed according to a new code that the real estate industry had avidly promoted, a code that made it cheaper and more lucrative to build and own skyscrapers. “It increased the floor space available for rent . . . by cutting back on the areas that had been devoted, under the earlier law, to evacuation and exit,” the authors write. The result: Getting everybody out on 9/11 was virtually impossible.
  • The towers embodied the power of American capitalism, but their design embodied the folly of American greed. On that day, both conditions proved fatal.
  • Garrett Graff quotes Defense Department officials marveling at how American Airlines Flight 77 struck a part of the Pentagon that, because of new anti-terrorism standards, had recently been reinforced and renovated
  • “In any other wedge of the Pentagon, there would have been 5,000 people, and the plane would have flown right through the middle of the building.” Instead, fewer than 200 people were killed in the attack on the Pentagon, including the passengers on the hijacked jet. Chance and preparedness came together.
  • The bravery of police and firefighters is the subject of countless 9/11 retrospectives, but these books also emphasize the selflessness of civilians who morphed into first responders
  • The passengers had made phone calls when the hijacking began and had learned the fate of other aircraft that day. “According to one call, they voted on whether to rush the terrorists in an attempt to retake the plane,” the commission report states. “They decided, and acted.”
  • The civilians aboard United Airlines Flight 93, whose resistance forced the plane to crash into a Pennsylvania field rather than the U.S. Capitol, were later lionized as emblems of swashbuckling Americana
  • Such episodes, led by ordinary civilians, embodied values that the 9/11 Commission called on the nation to display. Except those values would soon be dismantled, in the name of security, by those entrusted to uphold them.
  • Lawyering to death.The phrase appears in multiple 9/11 volumes, usually uttered by top officials adamant that they were going to get things done, laws and rules be damned
  • “I had to show the American people the resolve of a commander in chief that was going to do whatever it took to win,” Bush explains. “No yielding. No equivocation. No, you know, lawyering this thing to death.” In “Against All Enemies,” Clarke recalls the evening of Sept. 11, 2001, when Bush snapped at an official who suggested that international law looked askance at military force as a tool of revenge. “I don’t care what the international lawyers say, we are going to kick some ass,” the president retorted.
  • The message was unmistakable: The law is an obstacle to effective counterterrorism
  • Except, they did lawyer this thing to death. Instead of disregarding the law, the Bush administration enlisted it. “Beginning almost immediately after September 11, 2001, [Vice President Dick] Cheney saw to it that some of the sharpest and best-trained lawyers in the country, working in secret in the White House and the United States Department of Justice, came up with legal justifications for a vast expansion of the government’s power in waging war on terror,
  • Through public declarations and secret memos, the administration sought to remove limits on the president’s conduct of warfare and to deny terrorism suspects the protections of the Geneva Conventions by redefining them as unlawful enemy combatants. Nothing, Mayer argues of the latter effort, “more directly cleared the way for torture than this.”
  • Tactics such as cramped confinement, sleep deprivation and waterboarding were rebranded as “enhanced interrogation techniques,” legally and linguistically contorted to avoid the label of torture. Though the techniques could be cruel and inhuman, the OLC acknowledged in an August 2002 memo, they would constitute torture only if they produced pain equivalent to organ failure or death, and if the individual inflicting such pain really really meant to do so: “Even if the defendant knows that severe pain will result from his actions, if causing such harm is not his objective, he lacks the requisite specific intent.” It’s quite the sleight of hand, with torture moving from the body of the interrogated to the mind of the interrogator.
  • the memo concludes that none of it actually matters. Even if a particular interrogation method would cross some legal line, the relevant statute would be considered unconstitutional because it “impermissibly encroached” on the commander in chief’s authority to conduct warfare
  • You have informed us. Experts you have consulted. Based on your research. You do not anticipate. Such hand-washing words appear throughout the memos. The Justice Department relies on information provided by the CIA to reach its conclusions; the CIA then has the cover of the Justice Department to proceed with its interrogations. It’s a perfect circle of trust.
  • In these documents, lawyers enable lawlessness. Another May 2005 memo concludes that, because the Convention Against Torture applies only to actions occurring under U.S. jurisdiction, the CIA’s creation of detention sites in other countries renders the convention “inapplicable.”
  • avid Cole describes the documents as “bad-faith lawyering,” which might be generous. It is another kind of lawyering to death, one in which the rule of law that the 9/11 Commission urged us to abide by becomes the victim.
  • Similarly, because the Eighth Amendment’s prohibition on cruel and unusual punishment is meant to protect people convicted of crimes, it should not apply to terrorism detainees — because they have not been officially convicted of anything. The lack of due process conveniently eliminates constitutional protections
  • Years later, the Senate Intelligence Committee would investigate the CIA’s post-9/11 interrogation program. Its massive report — the executive summary of which appeared as a 549-page book in 2014 — found that torture did not produce useful intelligence, that the interrogations were more brutal than the CIA let on, that the Justice Department did not independently verify the CIA’s information, and that the spy agency impeded oversight by Congress and the CIA inspector general.
  • “The CIA’s effectiveness representations were almost entirely inaccurate,” the Senate report concluded. It is one of the few lies of the war on terror unmasked by an official government investigation and public report, but just one of the many documented in the 9/11 literature.
  • Officials in the war on terror didn’t deceive or dissemble just with lawmakers or the public. In the recurring tragedy of war, they lied just as often to themselves.
  • “The decision to invade Iraq was one made, finally and exclusively, by the president of the United States, George W. Bush,” he writes.
  • n Woodward’s “Bush at War,” the president admitted that before 9/11, “I didn’t feel that sense of urgency [about al-Qaeda], and my blood was not nearly as boiling.”
  • A president initially concerned about defending and preserving the nation’s moral goodness against terrorism found himself driven by darker impulses. “I’m having difficulty controlling my bloodlust,” Bush confessed to religious leaders in the Oval Office on Sept. 20, 2001,
  • Bloodlust, moral certainty and sudden vulnerability make a dangerous combination. The belief that you are defending good against evil can lead to the belief that whatever you do to that end is good, too.
  • Draper distills Bush’s worldview: “The terrorists’ primary objective was to destroy America’s freedom. Saddam hated America. Therefore, he hated freedom. Therefore, Saddam was himself a terrorist, bent on destroying America and its freedom.”
  • The president assumed the worst about what Hussein had done or might do, yet embraced best-case scenarios of how an American invasion would proceed.
  • “Iraqis would rejoice at the sight of their Western liberators,” Draper recaps. “Their newly shared sense of national purpose would overcome any sectarian allegiances. Their native cleverness would make up for their inexperience with self-government. They would welcome the stewardship of Iraqi expatriates who had not set foot in Baghdad in decades. And their oil would pay for everything.”
  • It did not seem to occur to Bush and his advisers that Iraqis could simultaneously hate Hussein and resent the Americans — feelings that could have been discovered by speaking to Iraqis and hearing their concerns.
  • few books on the war that gets deep inside Iraqis’ aversion to the Americans in their midst. “What gives them the right to change something that’s not theirs in the first place?” a woman in a middle-class Baghdad neighborhood asks him. “I don’t like your house, so I’m going to bomb it and you can rebuild it again the way I want it, with your money?
  • The occupation did not dissuade such impressions when it turned the former dictator’s seat of government into its own luxurious Green Zone, or when it retrofitted the Abu Ghraib prison (“the worst of Saddam’s hellholes,” Shadid calls it) into its own chamber of horrors.
  • Shadid hears early talk of the Americans as “kuffar” (heathens), a 51-year-old former teacher complains that “we’ve exchanged a tyrant for an occupier.”
  • Shadid understood that governmental legitimacy — who gets to rule, and by what right — was a matter of overriding importance for Iraqis. “The Americans never understood the question,” he writes; “Iraqis never agreed on the answer.
  • When the United States so quickly shifted from liberation to occupation, it lost whatever legitimacy it enjoyed. “Bush handed that enemy precisely what it wanted and needed, proof that America was at war with Islam, that we were the new Crusaders come to occupy Muslim land,” Clarke writes. “It was as if Usama bin Laden, hidden in some high mountain redoubt, were engaging in long-range mind control of George Bush, chanting ‘invade Iraq, you must invade Iraq.’ ”
  • The foolishness and arrogance of the American occupation didn’t help. In “Imperial Life in the Emerald City: Inside Iraq’s Green Zone,” Rajiv Chandrasekaran explains how, even as daily security was Iraqis’ overwhelming concern, viceroy L. Paul Bremer, Bush’s man in Baghdad, was determined to turn the country into a model free-market economy, complete with new investment laws, bankruptcy courts and a state-of-the-art stock exchange.
  • a U.S. Army general, when asked by local journalists why American helicopters must fly so low at night, thus scaring Iraqi children, replied that the kids were simply hearing “the sound of freedom.”Message: Freedom sounds terrifying.
  • For some Americans, inflicting that terror became part of the job, one more tool in the arsenal. In “The Forever War” by Dexter Filkins, a U.S. Army lieutenant colonel in Iraq assures the author that “with a heavy dose of fear and violence, and a lot of money for projects, I think we can convince these people that we are here to help them.”
  • Chandrasekaran recalls the response of a top communications official under Bremer, when reporters asked about waves of violence hitting Baghdad in the spring of 2004. “Off the record: Paris is burning,” the official told the journalists. “On the record: Security and stability are returning to Iraq.”
  • the Iraq War, conjured in part on the false connections between Iraq and al-Qaeda, ended up helping the terrorist network: It pulled resources from the war in Afghanistan, gave space for bin Laden’s men to regroup and spurred a new generation of terrorists in the Middle East. “A bigger gift to bin Laden was hard to imagine,” Bergen writes.
  • “U.S. officials had no need to lie or spin to justify the war,” Washington Post reporter Craig Whitlock writes in “The Afghanistan Papers,” a damning contrast of the war’s reality vs. its rhetoric. “Yet leaders at the White House, the Pentagon and the State Department soon began to make false assurances and to paper over setbacks on the battlefield.” As the years passed, the deceit became entrenched, what Whitlock calls “an unspoken conspiracy” to hide the truth.
  • Afghanistan was where al-Qaeda, supported by the Taliban, had made its base — it was supposed to be the good war, the right war, the war of necessity and not choice, the war endorsed at home and abroad.
  • If Iraq was the war born of lies, Afghanistan was the one nurtured by them
  • Whitlock finds commanding generals privately admitting that they long fought the war “without a functional strategy.” That, two years into the conflict, Rumsfeld complained that he had “no visibility into who the bad guys are.”
  • That Army Lt. Gen. Douglas Lute, a former coordinator of Iraq and Afghanistan policy, acknowledged that “we didn’t have the foggiest idea of what we were undertaking.”
  • That U.S. officials long wanted to withdraw American forces but feared — correctly so, it turns out — that the Afghan government might collapse. “Bin Laden had hoped for this exact scenario,” Whitlock observes. “To lure the U.S. superpower into an unwinnable guerrilla conflict that would deplete its national treasury and diminish its global influence.”
  • All along, top officials publicly contradicted these internal views, issuing favorable accounts of steady progress
  • Bad news was twisted into good: Rising suicide attacks in Kabul meant the Taliban was too weak for direct combat, for instance, while increased U.S. casualties meant America was taking the fight to the enemy.
  • deceptions transpired across U.S. presidents, but the Obama administration, eager to show that its first-term troop surge was working, “took it to a new level, hyping figures that were misleading, spurious or downright false,” Whitlock writes. And then under President Donald Trump, he adds, the generals felt pressure to “speak more forcefully and boast that his war strategy was destined to succeed.”
  • in public, almost no senior government officials had the courage to admit that the United States was slowly losing,” Whitlock writes. “With their complicit silence, military and political leaders avoided accountability and dodged reappraisals that could have changed the outcome or shortened the conflict.”
  • Deputy Secretary of State Richard Armitage traveled to Moscow shortly after 9/11 to give officials a heads up about the coming hostilities in Afghanistan. The Russians, recent visitors to the graveyard of empires, cautioned that Afghanistan was an “ambush heaven” and that, in the words of one of them, “you’re really going to get the hell kicked out of you.”
  • a war should not be measured only by the timing and the competence of its end. We still face an equally consequential appraisal: How good was this good war if it could be sustained only by lies?
  • In the two decades since the 9/11 attacks, the United States has often attempted to reconsider its response
  • They are written as though intending to solve problems. But they can be read as proof that the problems have no realistic solution, or that the only solution is to never have created them.
  • the report sets the bar for staying so high that an exit strategy appears to be its primary purpose.
  • he counterinsurgency manual is an extraordinary document. Implicitly repudiating notions such as “shock and awe” and “overwhelming force,” it argues that the key to battling an insurgency in countries such as Iraq and Afghanistan is to provide security for the local population and to win its support through effective governance
  • It also attempts to grasp the nature of America’s foes. “Most enemies either do not try to defeat the United States with conventional operations or do not limit themselves to purely military means,” the manual states. “They know that they cannot compete with U.S. forces on those terms. Instead, they try to exhaust U.S. national will.” Exhausting America’s will is an objective that al-Qaeda understood well.
  • “Counterinsurgents should prepare for a long-term commitment,” the manual states. Yet, just a few pages later, it admits that “eventually all foreign armies are seen as interlopers or occupiers.” How to accomplish the former without descending into the latter? No wonder so many of the historical examples of counterinsurgency that the manual highlights, including accounts from the Vietnam War, are stories of failure.
  • “Soldiers and Marines are expected to be nation builders as well as warriors,” the manual proclaims, but the arduous tasks involved — reestablishing government institutions, rebuilding infrastructure, strengthening local security forces, enforcing the rule of law — reveal the tension at the heart of the new doctrine
  • In his foreword, Army Lt. Col. John Nagl writes that the document’s most lasting impact may be as a catalyst not for remaking Iraq or Afghanistan, but for transforming the Army and Marine Corps into “more effective learning organizations,” better able to adapt to changing warfare. And in her introduction, Sarah Sewall, then director of Harvard’s Carr Center for Human Rights Policy, concludes that its “ultimate value” may be in warning civilian officials to think hard before engaging in a counterinsurgency campaign.
  • “The thing that got to everyone,” Finkel explains in the latter book, “was not having a defined front line. It was a war in 360 degrees, no front to advance toward, no enemy in uniform, no predictable patterns, no relief.” It’s a powerful summation of battling an insurgency.
  • Hitting the wrong house is what counterinsurgency doctrine is supposed to avoid. Even successfully capturing or killing a high-value target can be counterproductive if in the process you terrorize a community and create more enemies. In Iraq, the whole country was the wrong house. America’s leaders knew it was the wrong house. They hit it anyway.
  • Another returning soldier, Nic DeNinno, struggles to tell his wife about the time he and his fellow soldiers burst into an Iraqi home in search of a high-value target. He threw a man down the stairs and held another by the throat. After they left, the lieutenant told him it was the wrong house. “The wrong f---ing house,” Nic says to his wife. “One of the things I want to remember is how many times we hit the wrong house.”
  • “As time passes, more documents become available, and the bare facts of what happened become still clearer,” the report states. “Yet the picture of how those things happened becomes harder to reimagine, as that past world, with its preoccupations and uncertainty, recedes.” Before making definitive judgments, then, they ask themselves “whether the insights that seem apparent now would really have been meaningful at the time.”
  • Two of the latest additions to the canon, “Reign of Terror” by Spencer Ackerman and “Subtle Tools” by Karen Greenberg, draw straight, stark lines between the earliest days of the war on terror and its mutations in our current time, between conflicts abroad and divisions at home. These works show how 9/11 remains with us, and how we are still living in the ruins.
  • When Trump declared that “we don’t have victories anymore” in his 2015 speech announcing his presidential candidacy, he was both belittling the legacy of 9/11 and harnessing it to his ends. “His great insight was that the jingoistic politics of the War on Terror did not have to be tied to the War on Terror itself,” Ackerman writes. “That enabled him to tell a tale of lost greatness.” And if greatness is lost, someone must have taken it.
  • “Trump had learned the foremost lesson of 9/11,” Ackerman writes, “that the terrorists were whomever you said they were.”
  • The backlash against Muslims, against immigrants crossing the southern border and against protesters rallying for racial justice was strengthened by the open-ended nature of the global war on terror.
  • the war is not just far away in Iraq or Afghanistan, in Yemen or Syria, but it’s happening here, with mass surveillance, militarized law enforcement and the rebranding of immigration as a threat to the nation’s security rather than a cornerstone of its identity
  • the Authorization for Use of Military Force, drafted by administration lawyers and approved by Congress just days after the attacks, as the moment when America’s response began to go awry. The brief joint resolution allowed the president to use “all necessary and appropriate force” against any nation, organization or person who committed the attacks, and to prevent any future ones.
  • It was the “Ur document in the war on terror and its legacy,” Greenberg writes. “Riddled with imprecision, its terminology was geared to codify expansive powers.” Where the battlefield, the enemy and the definition of victory all remain vague, war becomes endlessly expansive, “with neither temporal nor geographical boundaries.”
  • This was the moment the war on terror was “conceptually doomed,” Ackerman concludes. This is how you get a forever war.
  • There were moments when an off-ramp was visible. The killing of bin Laden in 2011 was one such instance, Ackerman argues, but “Obama squandered the best chance anyone could ever have to end the 9/11 era.”
  • The author assails Obama for making the war on terror more “sustainable” through a veneer of legality — banning torture yet failing to close the detention camp at Guantánamo Bay and relying on drone strikes that “perversely incentivized the military and the CIA to kill instead of capture.”
  • There would always be more targets, more battlefields, regardless of president or party. Failures became the reason to double down, never wind down.
  • The longer the war went on, the more that what Ackerman calls its “grotesque subtext” of nativism and racism would move to the foreground of American politics
  • Absent the war on terror, it is harder to imagine a presidential candidate decrying a sitting commander in chief as foreign, Muslim, illegitimate — and using that lie as a successful political platform.
  • Absent the war on terror, it is harder to imagine a travel ban against people from Muslim-majority countries. Absent the war on terror, it is harder to imagine American protesters labeled terrorists, or a secretary of defense describing the nation’s urban streets as a “battle space” to be dominated
  • In his latest book on bin Laden, Bergen argues that 9/11 was a major tactical success but a long-term strategic failure for the terrorist leader. Yes, he struck a vicious blow against “the head of the snake,” as he called the United States, but “rather than ending American influence in the Muslim world, the 9/11 attacks greatly amplified it,” with two lengthy, large-scale invasions and new bases established throughout the region.
  • “A vastly different America has taken root” in the two decades since 9/11, Greenberg writes. “In the name of retaliation, ‘justice,’ and prevention, fundamental values have been cast aside.”
  • the legacy of the 9/11 era is found not just in Afghanistan or Iraq, but also in an America that drew out and heightened some of its ugliest impulses — a nation that is deeply divided (like those “separated states” bin Laden imagined); that bypasses inconvenient facts and embraces conspiracy theories; that demonizes outsiders; and that, after failing to spread freedom and democracy around the world, seems less inclined to uphold them here
  • Seventeen years after the 9/11 Commission called on the United States to offer moral leadership to the world and to be generous and caring to our neighbors, our moral leadership is in question, and we can barely be generous and caring to ourselves.
  • Still reeling from an attack that dropped out of a blue sky, America is suffering from a sort of post-traumatic stress democracy. It remains in recovery, still a good country, even if a broken good country.
  • 9/11 was a test. Thebooks of the lasttwo decades showhow America failed.
  • Deep within the catalogue of regrets that is the 9/11 Commission report
Javier E

Republicans are drifting away from supporting the NATO alliance - The Washington Post - 0 views

  • In early 2019, several months after President Donald Trump threatened to upend the North Atlantic Treaty Organization during a trip to Brussels for the alliance’s annual summit, House lawmakers passed the NATO Support Act amid overwhelming bipartisan support, with only 22 Republicans voting against the measure.
  • But this month, when a similar bill in support of NATO during the Russian invasion of Ukraine again faced a vote in the House, the support was far more polarized, with 63 Republicans — 30 percent of the party’s conference — voting against it.
  • “We now are really seeing the true impact of deep, deep political polarization, where it is better to harm the other side than do what’s right for the country,” said Heather Conley, president of the German Marshall Fund. “This deep domestic polarization has now crept into foreign and security policy. There has always been strong bipartisan support for NATO, but everything now has become polarized and can be weaponized against the other side, even if it supports U.S. national security interests.”
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  • Several who switched their vote between 2019 and now objected to measures they said did not specifically address strengthening NATO to help Ukraine. Rep. Barry Loudermilk (R-Ga.) found it particularly problematic that the resolution instructed NATO to be involved when a country has “internal threats from proponents on illiberalism,” which he says could be interpreted as conservatism.
  • Similarly, from Rep. Robert B. Aderholt (R-Ala.): “I am wholeheartedly, unequivocally, without reservation, supportive on NATO.”
  • Aderholt said he worried that the resolution “had some language in that I thought went on the political side. And I don’t want to see NATO go political. I want to see NATO stand up for, you know, what’s going on in Ukraine — stand up for Ukraine against Russia.”
  • Another sign of the party’s isolationist wing emerged Thursday, as the House passed an update to a World War II-era military bill creating a lend-lease program intended to make it easier for the United States to supply Ukraine with military aid. Only 10 lawmakers — all Republicans — voted against the measure.
  • For some foreign policy experts and international allies, the mere fact that nearly one-third of the Republican conference voted against a bill that fundamentally seeks to support both NATO and Ukraine highlights a marked foreign policy evolution in the Republican Party.
  • The vote underscores the Republican Party’s remarkable drift away from NATO in recent years, as positions once considered part of a libertarian fringe have become doctrine for a growing portion of the party.
  • The answer, however, is existential in Europe, where the fallout from the war in Ukraine has showcased the importance of the United States and the limits of aspirations for European autonomy on matters of technology and defense, according to lawmakers and diplomats.
  • “Ukraine has given new credibility to the Atlanticist wing of the Republican Party, which I find encouraging,” said Sikorski, a member of his country’s centrist Civic Platform party and a prominent critic of the ruling, right-wing Law and Justice party. “There seems to be competition in being pro-Ukrainian and wanting to stop Putin.”
  • A diplomat from a Baltic state, who spoke on the condition of anonymity to avoid alienating U.S. partners, called the vote a “Trump effect.”
  • But for some, the changes are not enough. Rep. Warren Davidson (R-Ohio), who voted against the recent resolution, said he objected not to NATO but to its future direction, which in his view places too large a burden on the United States and involves too much promotion of specific values.
  • Disagreements have broken out among member nations over the erosion of democracy within the alliance, with criticism directed in particular at Turkey, Hungary and Poland. A Central European diplomat said objections to the democracy center reflect admiration for the likes of Hungary’s Viktor Orban in other Western nations.
  • De Maizière echoed that view, saying his primary concern about upcoming U.S. elections was that “right-wing Republicans are drifting away from this common path of Western values.”
  • Radoslaw Sikorski, a Polish member of the European Parliament who chairs the body’s delegation for relations with the United States, said Ukraine “is the second big issue on which Republicans and Democrats agree, after China.”
  • Flash points are already coming into view. In 2020, NATO Secretary General Jens Stoltenberg started a working group aimed at strengthening NATO. The group’s final product, “NATO 2030: United for a New Era,” included proposals, such as the creation of a Center for Democratic Resilience, that have been scorned by pro-Trump Republicans, including many of the 63 Republicans who recently voted against the House resolution affirming support for NATO.
  • “We’re certainly going to have a lot of these talks with my colleagues, particularly next cycle, if there’s any assault on NATO that is launched,” Fitzpatrick said. “I will tell you that NATO needs to be reformed significantly. But it is absolutely critical that it be maintained because without NATO, dictators are going to, it’s going to be the Wild West internationally.”
  • Tommy Vietor, a National Security Council spokesman under Democratic President Barack Obama, said: “It’s a pretty shocking turn.”
  • “There’s an appropriate and important conversation to be had about the history of NATO expansion and whether it was well-thought-through,” said Vietor, now a co-host of “Pod Save America.” “But you didn’t see people in either party really fundamentally questioning the value of the alliance.
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Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

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  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
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  • well-meaning people everywhere from statehouses to your local middle school have responded to this surging anti-Semitism by doubling down on Holocaust education. Before 2016, only seven states required Holocaust education in schools. In the past seven years, 18 more have passed Holocaust-education mandates
  • These casual stories sickened me in their volume and their similarity, a catalog of small degradations. At a time when many people in other minority groups have become bold in publicizing the tiniest of slights, these American Jews instead expressed deep shame in sharing these stories with me, feeling that they had no right to complain. After all, as many of them told me, it wasn’t the Holocaust.
  • These people talked about bosses and colleagues who repeatedly ridiculed them with anti-Semitic “jokes,” friends who turned on them when they mentioned a son’s bar mitzvah or a trip to Israel, romantic partners who openly mocked their traditions, classmates who defaced their dorm rooms and pilloried them online, teachers and neighbors who parroted conspiratorial lies. I was surprised to learn how many people were getting pennies thrown at them in 21st-century Americ
  • the blood libel, which would later be repurposed as a key part of the QAnon conspiracy theory. This craze wasn’t caused by one-party control over printing presses, but by the lie’s popularity
  • I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism. In fact, in the total absence of any education about Jews alive today, teaching about the Holocaust might even be making anti-Semitism worse.
  • The Illinois Holocaust Museum & Education Center is a victim of its own success. When I arrived on a weekday morning to join a field trip from a local Catholic middle school, the museum was having a light day, with only 160 students visiting
  • the docent established that the ’30s featured media beyond town criers, and that one-party control over such media helped spread propaganda. “If radio’s controlled by a certain party, you have to question that,” she said. “Back then, they didn’t.”
  • I wondered about that premise. Historians have pointed out that it doesn’t make sense to assume that people in previous eras were simply stupider than we are, and I doubted that 2020s Americans could outsmart 1930s Germans in detecting media bias. Propaganda has been used to incite violent anti-Semitism since ancient times, and only rarely because of one-party control.
  • The Nazi project was about murdering Jews, but also about erasing Jewish civilization. The museum’s valiant effort to teach students that Jews were “just like everyone else,” after Jews have spent 3,000 years deliberately not being like everyone else, felt like another erasur
  • I was starting to see how isolating the Holocaust from the rest of Jewish history made it hard for even the best educators to upload this irrational reality into seventh-grade brains.
  • the docent began by saying, “Let’s establish facts. Is Judaism a religion or a nationality?
  • My stomach sank. The question betrayed a fundamental misunderstanding of Jewish identity—Jews predate the concepts of both religion and nationality. Jews are members of a type of social group that was common in the ancient Near East but is uncommon in the West today: a joinable tribal group with a shared history, homeland, and culture, of which a nonuniversalizing religion is but one feature
  • Millions of Jews identify as secular, which would be illogical if Judaism were merely a religion. But every non-Jewish society has tried to force Jews into whatever identity boxes it knows best—which is itself a quiet act of domination.
  • “Religion, right,” the docent affirmed. (Later, in the gallery about Kristallnacht, she pointed out how Jews had been persecuted for having the “wrong religion,” which would have surprised the many Jewish converts to Christianity who wound up murdered. I know the docent knew this; she later told me she had abbreviated things to hustle our group to the museum’s boxcar.)
  • The docent motioned toward the prewar gallery’s photos showing Jewish school groups and family outings, and asked how the students would describe their subjects’ lives, based on the pictures.“Normal,” a girl said.“Normal, perfect,” the docent said. “They paid taxes, they fought in the wars—all of a sudden, things changed.”
  • the museum had made a conscious decision not to focus on the long history of anti-Semitism that preceded the Holocaust, and made it possible. To be fair, adequately covering this topic would have required an additional museum
  • The bedrock assumption that has endured for nearly half a century is that learning about the Holocaust inoculates people against anti-Semitism. But it doesn’t
  • Then there was the word normal. More than 80 percent of Jewish Holocaust victims spoke Yiddish, a 1,000-year-old European Jewish language spoken around the world, with its own schools, books, newspapers, theaters, political organizations, advertising, and film industry. On a continent where language was tightly tied to territory, this was hardly “normal.” Traditional Jewish practices—which include extremely detailed rules governing food and clothing and 100 gratitude blessings recited each day—were not “normal” either.
  • the idea of sudden change—referring to not merely the Nazi takeover, but the shift from a welcoming society to an unwelcoming one—was also reinforced by survivors in videos around the museum
  • Teaching children that one shouldn’t hate Jews, because Jews are “normal,” only underlines the problem: If someone doesn’t meet your version of “normal,” then it’s fine to hate them.
  • When I asked about worst practices in Holocaust education, Szany had many to share, which turned out to be widely agreed-upon among American Holocaust educators.
  • First on the list: “simulations.” Apparently some teachers need to be told not to make students role-play Nazis versus Jews in class, or not to put masking tape on the floor in the exact dimensions of a boxcar in order to cram 200 students into i
  • Szany also condemned Holocaust fiction such as the international best seller The Boy in the Striped Pajamas, an exceedingly popular work of ahistorical Christian-savior schlock
  • She didn’t feel that Anne Frank’s diary was a good choice either, because it’s “not a story of the Holocaust”—it offers little information about most Jews’ experiences of persecution, and ends before the author’s capture and murder.
  • Other officially failed techniques include showing students gruesome images, and prompting self-flattery by asking “What would you have done?
  • Yet another bad idea is counting objects. This was the conceit of a widely viewed 2004 documentary called Paper Clips, in which non-Jewish Tennessee schoolchildren, struggling to grasp the magnitude of 6 million murdered Jews, represented those Jews by collecting millions of paper clips
  • it is demeaning to represent Jewish people as office supplies.
  • Best practices, Szany explained, are the opposite: focusing on individual stories, hearing from survivors and victims in their own words. The Illinois museum tries to “rescue the individuals from the violence,
  • In the language I often encountered in Holocaust-education resources, people who lived through the Holocaust were neatly categorized as “perpetrators,” “victims,” “bystanders,” or “upstanders.” Jewish resisters, though, were rarely classified as “upstanders.
  • I felt as I often had with actual Holocaust survivors I’d known when I was younger: frustrated as they answered questions I hadn’t asked, and vaguely insulted as they treated me like an annoyance to be managed. (I bridged this divide once I learned Yiddish in my 20s, and came to share with them a vast vocabulary of not only words, but people, places, stories, ideas—a way of thinking and being that contained not a few horrific years but centuries of hard-won vitality and resilience
  • Szany at last explained to me what the dead Elster couldn’t: The woman who sheltered his sister took only girls because it was too easy for people to confirm that the boys were Jews.
  • I realized that I wouldn’t have wanted to hear this answer from Elster. I did not want to make this thoughtful man sit onstage and discuss his own circumcision with an audience of non-Jewish teenagers. The idea felt just as dehumanizing as pulling down a boy’s pants to reveal a reality of embodied Judaism that, both here and in that barn, had been drained of any meaning beyond persecution
  • Here I am in a boxcar, I thought, and tried to make it feel real. I spun my head to take in the immersive scene, which swung around me as though I were on a rocking ship. I felt dizzy and disoriented, purely physical feelings that distracted me. Did this not count as a simulation
  • I had visited Auschwitz in actual reality, years ago. With my headset on, I tried to summon the emotional intensity I remembered feeling then. But I couldn’t, because all of the things that had made it powerful were missing. When I was there, I was touching things, smelling things, sifting soil between my fingers that the guide said contained human bone ash, feeling comforted as I recited the mourner’s prayer, the kaddish, with others, the ancient words an undertow of paradox and praise: May the great Name be blessed, forever and ever and ever
  • Students at the Skokie museum can visit an area called the Take a Stand Center, which opens with a bright display of modern and contemporary “upstanders,” including activists such as the Nobel laureate Malala Yousafzai and the athlete Carli Lloyd. Szany had told me that educators “wanted more resources” to connect “the history of the Holocaust to lessons of today.” (I heard this again and again elsewhere too.) As far as I could discern, almost nobody in this gallery was Jewish.
  • As Szany ran a private demo of the technology for me, I asked how visitors react to it. “They’re more comfortable with the holograms than the real survivors,” Szany said. “Because they know they won’t be judged.”
  • t the post-Holocaust activists featured in this gallery were nearly all people who had stood up for their own group. Only Jews, the unspoken assumption went, were not supposed to stand up for themselves.
  • Visitors were asked to “take the pledge” by posting notes on a wall (“I pledge to protect the Earth!” “I pledge to be KIND!”)
  • It was all so earnest that for the first time since entering the museum, I felt something like hope. Then I noticed it: “Steps for Organizing a Demonstration.” The Nazis in Skokie, like their predecessors, had known how to organize a demonstration. They hadn’t been afraid to be unpopular. They’d taken a stand.
  • I left the museum haunted by the uncomfortable truth that the structures of a democratic society could not really prevent, and could even empower, dangerous, irrational rage. Something of that rage haunted me too.
  • the more I thought about it, the less obvious it seemed. What were students being taught to “take a stand” for? How could anyone, especially young people with little sense of proportion, connect the murder of 6 million Jews to today without landing in a swamp of Holocaust trivialization, like the COVID-protocol protesters who’d pinned Jewish stars to their shirt and carried posters of Anne Frank?
  • weren’t they and others like them doing exactly what Holocaust educators claimed they wanted people to do?
  • The 2019 law was inspired by a changing reality in Washington and around the country. In recent years, Kennedy said, she’s received more and more messages about anti-Semitic vandalism and harassment in schools. For example, she told me, “someone calls and says, ‘There’s a swastika drawn in the bathroom.’ ”
  • Maybe not, Kennedy admitted. “What frightens me is that small acts of anti-Semitism are becoming very normalized,” she said. “We’re getting used to it. That keeps me up at night.”“Sadly, I don’t think we can fix this,” Regelbrugge said. “But we’re gonna die trying.”
  • Almost every city where I spoke with Holocaust-museum educators, whether by phone or in person, had also been the site of a violent anti-Semitic attack in the years since these museums had opened
  • I was struck by how minimally these attacks were discussed in the educational materials shared by the museums.
  • In fact, with the exception of Kennedy and Regelbrugge, no one I spoke with mentioned these anti-Semitic attacks at all.
  • The failure to address contemporary anti-Semitism in most of American Holocaust education is, in a sense, by design
  • the story of the (mostly non-Jewish) teachers in Massachusetts and New Jersey who created the country’s first Holocaust curricula, in the ’70s. The point was to teach morality in a secular society. “Everyone in education, regardless of ethnicity, could agree that Nazism was evil and that the Jews were innocent victims,” Fallace wrote, explaining the topic’s appeal. “Thus, teachers used the Holocaust to activate the moral reasoning of their students”—to teach them to be good people.
  • The idea that Holocaust education can somehow serve as a stand-in for public moral education has not left us. And because of its obviously laudable goals, objecting to it feels like clubbing a baby seal. Who wouldn’t want to teach kids to be empathetic?
  • by this logic, shouldn’t Holocaust education, because of its moral content alone, automatically inoculate people against anti-Semitism?
  • Apparently not. “Essentially the moral lessons that the Holocaust is often used to teach reflect much the same values that were being taught in schools before the Holocaust,”
  • (Germans in the ’30s, after all, were familiar with the Torah’s commandment, repeated in the Christian Bible, to love their neighbors.) This fact undermines nearly everything Holocaust education is trying to accomplish, and reveals the roots of its failure.
  • One problem with using the Holocaust as a morality play is exactly its appeal: It flatters everyone. We can all congratulate ourselves for not committing mass murder.
  • This approach excuses current anti-Semitism by defining anti-Semitism as genocide in the past
  • When anti-Semitism is reduced to the Holocaust, anything short of murdering 6 million Jews—like, say, ramming somebody with a shopping cart, or taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries—seems minor by comparison.
  • If we teach that the Holocaust happened because people weren’t nice enough—that they failed to appreciate that humans are all the same, for instance, or to build a just society—we create the self-congratulatory space where anti-Semitism grow
  • One can believe that humans are all the same while being virulently anti-Semitic, because according to anti-Semites, Jews, with their millennia-old insistence on being different from their neighbors, are the obstacle to humans all being the same
  • One can believe in creating a just society while being virulently anti-Semitic, because according to anti-Semites, Jews, with their imagined power and privilege, are the obstacle to a just society
  • To inoculate people against the myth that humans have to erase their differences in order to get along, and the related myth that Jews, because they have refused to erase their differences, are supervillains, one would have to acknowledge that these myths exist
  • To really shatter them, one would have to actually explain the content of Jewish identity, instead of lazily claiming that Jews are just like everyone else.
  • one of several major Holocaust-curriculum providers, told me about the “terrible Jew jokes” she’d heard from her own students in Virginia. “They don’t necessarily know where they come from or even really why they’re saying them,” Goss said. “Many kids understand not to say the N-word, but they would say, ‘Don’t be such a Jew.’ ”
  • There’s a decline in history education at the same time that there’s a rise in social media,”
  • “We’ve done studies with our partners at Holocaust centers that show that students are coming in with questions about whether the Holocaust was an actual event. That wasn’t true 20 years ago.”
  • Goss believes that one of the reasons for the lack of stigma around anti-Semitic conspiracy theories and jokes is baked into the universal-morality approach to Holocaust education. “The Holocaust is not a good way to teach about ‘bullying,’ 
  • Echoes & Reflections’ lesson plans do address newer versions of anti-Semitism, including the contemporary demonization of Israel’s existence—as opposed to criticism of Israeli policies—and its manifestation in aggression against Jews. Other Holocaust-curriculum providers also have material on contemporary anti-Semitism.
  • providers rarely explain or explore who Jews are today—and their raison d’être remains Holocaust education.
  • Many teachers had told me that their classrooms “come alive” when they teach about the Holocaust
  • Holocaust-education materials are just plain better than those on most other historical topics. All of the major Holocaust-education providers offer lessons that teachers can easily adapt for different grade levels and subject areas. Instead of lecturing and memorization, they use participation-based methods such as group work, hands-on activities, and “learner driven” projects.
  • A 2019 Pew Research Center survey found a correlation between “warm” feelings about Jews and knowledge about the Holocaust—but the respondents who said they knew a Jewish person also tended to be more knowledgeable about the Holocaust, providing a more obvious source for their feelings
  • In 2020, Echoes & Reflections published a commissioned study of 1,500 college students, comparing students who had been exposed to Holocaust education in high school with those who hadn’t. The published summary shows that those who had studied the Holocaust were more likely to tolerate diverse viewpoints, and more likely to privately support victims of bullying scenarios, which is undoubtedly good news. It did not, however, show a significant difference in respondents’ willingness to defend victims publicly, and students who’d received Holocaust education were less likely to be civically engaged—in other words, to be an “upstander.”
  • These studies puzzled me. As Goss told me, the Holocaust was not about bullying—so why was the Echoes study measuring that? More important, why were none of these studies examining awareness of anti-Semitism, whether past or present?
  • One major study addressing this topic was conducted in England, where a national Holocaust-education mandate has been in place for more than 20 years. In 2016, researchers at University College London’s Centre for Holocaust Education published a survey of more than 8,000 English secondary-school students, including 244 whom they interviewed at length.
  • The study’s most disturbing finding was that even among those who studied the Holocaust, there was “a very common struggle among many students to credibly explain why Jews were targeted” in the Holocaust—that is, to cite anti-Semitism
  • “many students appeared to regard [Jews’] existence as problematic and a key cause of Nazi victimisation.” In other words, students blamed the Holocaust on the Jews
  • This result resembles that of a large 2020 survey of American Millennials and Gen Zers, in which 11 percent of respondents believed that Jews caused the Holocaust. The state with the highest percentage of respondents believing this—an eye-popping 19 percent—was New York, which has mandated Holocaust education since the 1990s.
  • Worse, in the English study, “a significant number of students appeared to tacitly accept some of the egregious claims once circulated by Nazi propaganda,” instead of recognizing them as anti-Semitic myths.
  • One typical student told researchers, “Is it because like they were kind of rich, so maybe they thought that that was kind of in some way evil, like the money didn’t belong to them[;] it belonged to the Germans and the Jewish people had kind of taken that away from them?
  • Another was even more blunt: “The Germans, when they saw the Jews were better off than them, kind of, I don’t know, it kind of pissed them off a bit.” Hitler’s speeches were more eloquent in making similar points.
  • One of the teachers I met was Benjamin Vollmer, a veteran conference participant who has spent years building his school’s Holocaust-education program. He teaches eighth-grade English in Venus, Texas, a rural community with 5,700 residents; his school is majority Hispanic, and most students qualify for free or reduced-price lunch. When I asked him why he focuses on the Holocaust, his initial answer was simple: “It meets the TEKS.”
  • The TEKS are the Texas Essential Knowledge and Skills, an elaborate list of state educational requirements that drive standardized testing
  • it became apparent that Holocaust education was something much bigger for his students: a rare access point to a wider world. Venus is about 30 miles from Dallas, but Vollmer’s annual Holocaust-museum field trip is the first time that many of his students ever leave their town.
  • “It’s become part of the school culture,” Vollmer said. “In eighth grade, they walk in, and the first thing they ask is, ‘When are we going to learn about the Holocaust?’
  • Vollmer is not Jewish—and, as is common for Holocaust educators, he has never had a Jewish student. (Jews are 2.4 percent of the U.S. adult population, according to a 2020 Pew survey.) Why not focus on something more relevant to his students, I asked him, like the history of immigration or the civil-rights movement?
  • I hadn’t yet appreciated that the absence of Jews was precisely the appeal.“Some topics have been so politicized that it’s too hard to teach them,” Vollmer told me. “Making it more historical takes away some of the barriers to talking about it.”
  • Wouldn’t the civil-rights movement, I asked, be just as historical for his students?He paused, thinking it through. “You have to build a level of rapport in your class before you have the trust to explore your own history,” he finally said.
  • “The Holocaust happened long ago, and we’re not responsible for it,” she said. “Anything happening in our world today, the wool comes down over our eyes.” Her colleague attending the conference with her, a high-school teacher who also wouldn’t share her name, had tried to take her mostly Hispanic students to a virtual-reality experience called Carne y Arena, which follows migrants attempting to illegally cross the U.S.-Mexico border. Her administrators refused, claiming that it would traumatize students. But they still learn about the Holocaust.
  • Student discomfort has been a legal issue in Texas. The state’s House Bill 3979, passed in 2021, is one of many “anti-critical-race-theory” laws that conservative state legislators have introduced since 2020. The bill forbade teachers from causing students “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s race or sex,” and also demanded that teachers introduce “diverse and contending perspectives” when teaching “controversial” topics, “without giving deference to any one perspective.
  • These vaguely worded laws stand awkwardly beside a 2019 state law mandating Holocaust education for Texas students at all grade levels during an annual Holocaust Remembrance Week
  • the administrator who’d made the viral remarks in Southlake is a strong proponent of Holocaust education, but was acknowledging a reality in that school district. Every year, the administrator had told Higgins, some parents in her district object to their children reading the Nobel laureate Elie Wiesel’s memoir Night—because it isn’t their “belief” that the Holocaust happened.
  • In one model lesson at the conference, participants examined a speech by the Nazi official Heinrich Himmler about the need to murder Jews, alongside a speech by the Hebrew poet and ghetto fighter Abba Kovner encouraging a ghetto uprising. I only later realized that this lesson plan quite elegantly satisfied the House bill’s requirement of providing “contending perspectives.”
  • The next day, I asked the instructor if that was an unspoken goal of her lesson plan. With visible hesitation, she said that teaching in Texas can be like “walking the tightrope.” This way, she added, “you’re basing your perspectives on primary texts and not debating with Holocaust deniers.” Less than an hour later, a senior museum employee pulled me aside to tell me that I wasn’t allowed to interview the staff.
  • Many of the visiting educators at the conference declined to talk with me, even anonymously; nearly all who did spoke guardedly. The teachers I met, most of whom were white Christian women, did not seem to be of any uniform political bent. But virtually all of them were frustrated by what administrators and parents were demanding of them.
  • Two local middle-school teachers told me that many parents insist on seeing reading lists. Parents “wanting to keep their kid in a bubble,” one of them said, has been “the huge stumbling block.”
  • “It is healthy to begin this study by talking about anti-Semitism, humanizing the victims, sticking to primary sources, and remaining as neutral as possible.”
  • Wasn’t “remaining as neutral as possible” exactly the opposite of being an upstander?
  • In trying to remain neutral, some teachers seemed to want to seek out the Holocaust’s bright side—and ask dead Jews about i
  • We watched a brief introduction about Glauben’s childhood and early adolescence in the Warsaw Ghetto and in numerous camps. When the dead man appeared, one teacher asked, “Was there any joy or happiness in this ordeal? Moments of joy in the camps?”
  • These experiences, hardly unusual for Jewish victims, were not the work of a faceless killing machine. Instead they reveal a gleeful and imaginative sadism. For perpetrators, this was fun. Asking this dead man about “joy” seemed like a fundamental misunderstanding of the Holocaust. There was plenty of joy, just on the Nazi side.
  • In the educational resources I explored, I did not encounter any discussions of sadism—the joy derived from humiliating people, the dopamine hit from landing a laugh at someone else’s expense, the self-righteous high from blaming one’s problems on others—even though this, rather than the fragility of democracy or the passivity of bystanders, is a major origin point of all anti-Semitism
  • To anyone who has spent 10 seconds online, that sadism is familiar, and its source is familiar too: the fear of being small, and the desire to feel big by making others feel small instead.
  • Nazis were, among other things, edgelords, in it for the laughs. So, for that matter, were the rest of history’s anti-Semites, then and now. For Americans today, isn’t this the most relevant insight of all?
  • “People say we’ve learned from the Holocaust. No, we didn’t learn a damn thing,”
  • “People glom on to this idea of the upstander,” she said. “Kids walk away with the sense that there were a lot of upstanders, and they think, Yes, I can do it too.”
  • The problem with presenting the less inspiring reality, she suggested, is how parents or administrators might react. “If you teach historical anti-Semitism, you have to teach contemporary anti-Semitism. A lot of teachers are fearful, because if you try to connect it to today, parents are going to call, or administrators are going to call, and say you’re pushing an agenda.”
  • But weren’t teachers supposed to “push an agenda” to stop hatred? Wasn’t that the entire hope of those survivors who built museums and lobbied for mandates and turned themselves into holograms?
  • I asked Klett why no one seemed to be teaching anything about Jewish culture. If the whole point of Holocaust education is to “humanize” those who were “dehumanized,” why do most teachers introduce students to Jews only when Jews are headed for a mass grave? “There’s a real fear of teaching about Judaism,” she confided. “Especially if the teacher is Jewish.”
  • Teachers who taught about industrialized mass murder were scared of teaching about … Judaism? Why?
  • “Because the teachers are afraid that the parents are going to say that they’re pushing their religion on the kids.”
  • “Survivors have told me, ‘Thank you for teaching this. They’ll listen to you because you’re not Jewish,’ ” she said. “Which is weird.”
  • perhaps we could be honest and just say “There is no point in teaching any of this”—because anti-Semitism is so ingrained in our world that even when discussing the murders of 6 million Jews, it would be “pushing an agenda” to tell people not to hate them, or to tell anyone what it actually means to be Jewish
  • The Dallas Museum was the only one I visited that opened with an explanation of who Jews are. Its exhibition began with brief videos about Abraham and Moses—limiting Jewish identity to a “religion” familiar to non-Jews, but it was better than nothing. The museum also debunked the false charge that the Jews—rather than the Romans—killed Jesus, and explained the Jews’ refusal to convert to other faiths. It even had a panel or two about contemporary Dallas Jewish life. Even so, a docent there told me that one question students ask is “Are any Jews still alive today?”
  • American Holocaust education, in this museum and nearly everywhere else, never ends with Jews alive today. Instead it ends by segueing to other genocides, or to other minorities’ suffering
  • But when one reaches the end of the exhibition on American slavery at the National Museum of African American History and Culture, in Washington, D.C., one does not then enter an exhibition highlighting the enslavement of other groups throughout world history, or a room full of interactive touchscreens about human trafficking today, asking that visitors become “upstanders” in fighting i
  • That approach would be an insult to Black history, ignoring Black people’s current experiences while turning their past oppression into nothing but a symbol for something else, something that actually matters.
  • It is dehumanizing to be treated as a symbol. It is even more dehumanizing to be treated as a warning.
  • How should we teach children about anti-Semitism?
  • Decoster began her conference workshop by introducing “vocabulary must-knows.” At the top of her list: anti-Semitism.
  • “If you don’t explain the ism,” she cautioned the teachers in the room, “you will need to explain to the kids ‘Why the Jews?’ Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”
  • She asked the teachers, “What’s the first example of the persecution of the Jews in history?”
  • “Think ancient Egypt,” Decoster said. “Does this sound familiar to any of you?”“They’re enslaved by the Egyptian pharaoh,” a teacher said
  • I wasn’t sure that the biblical Exodus narrative exactly qualified as “history,” but it quickly became clear that wasn’t Decoster’s point. “Why does the pharaoh pick on the Jews?” she asked. “Because they had one God.”
  • I was stunned. Rarely in my journey through American Holocaust education did I hear anyone mention a Jewish belief.
  • “The Jews worship one God, and that’s their moral structure. Egyptian society has multiple gods whose authority goes to the pharaoh. When things go wrong, you can see how Jews as outsiders were perceived by the pharaoh as the threat.”
  • This unexpected understanding of Jewish belief revealed a profound insight about Judaism: Its rejection of idolatry is identical to its rejection of tyranny. I could see how that might make people uncomfortable.
  • Decoster moved on to a snazzy infographic of a wheel divided in thirds, each explaining a component of anti-Semitism
  • “Racial Antisemitism = False belief that Jews are a race and a threat to other races,”
  • Anti-Judaism = Hatred of Jews as a religious group,”
  • then “Anti-Jewish Conspiracy Theory = False belief that Jews want to control and overtake the world.” The third part, the conspiracy theory, was what distinguished anti-Semitism from other bigotries. It allowed closed-minded people to congratulate themselves for being open-minded—for “doing their own research,” for “punching up,” for “speaking truth to power,” while actually just spreading lies.
  • Wolfson clarified for his audience what this centuries-long demonization of Jews actually means, citing the scholar David Patterson, who has written: “In the end, the antisemite’s claim is not that all Jews are evil, but rather that all evil is Jewish.”
  • Wolfson told the teachers that it was important that “anti-Semitism should not be your students’ first introduction to Jews and Judaism.” He said this almost as an aside, just before presenting the pig-excrement image. “If you’re teaching about anti-Semitism before you teach about the content of Jewish identity, you’re doing it wrong.
  • this—introducing students to Judaism by way of anti-Semitism—was exactly what they were doing. The same could be said, I realized, for nearly all of American Holocaust education.
  • The Holocaust educators I met across America were all obsessed with building empathy, a quality that relies on finding commonalities between ourselves and others.
  • a more effective way to address anti-Semitism might lie in cultivating a completely different quality, one that happens to be the key to education itself: curiosity. Why use Jews as a means to teach people that we’re all the same, when the demand that Jews be just like their neighbors is exactly what embedded the mental virus of anti-Semitism in the Western mind in the first place? Why not instead encourage inquiry about the diversity, to borrow a de rigueur word, of the human experience?
  • I want a hologram of the late Rabbi Jonathan Sacks telling people about what he called “the dignity of difference.”
  • I want to mandate this for every student in this fractured and siloed America, even if it makes them much, much more uncomfortable than seeing piles of dead Jews doe
  • There is no empathy without curiosity, no respect without knowledge, no other way to learn what Jews first taught the world: love your neighbor
Javier E

Russia's Money Is Gone - Bloomberg - 0 views

  • One great theme of the post-2008 financial world is that money is a social construct, a way to keep track of what society thinks you deserve in terms of goods and services.
  • 15 years ago it was easier to think that money was an objective fact. Money is a kind of stuff, you might have thought, stuff with some predictable value that you can exchange for goods and services, and you can acquire a quantity of it and then you own that money and can use it however you like to buy things. 
  • Russia’s foreign reserves consist, in the first instance, of a set of accounting entries. But in a crisis the accounting entries don’t matter at all. All that matters are relationships, and if your relationships get bad enough then the money is as good as gone.
  • ...19 more annotations...
  • The fiscal response to Covid-19 reinforced this point: Money is a tool of social decision-making, not an objective thing that you get through abstract merit.
  • the value of cryptocurrency is so clearly socially constructed: A Bitcoin was worth roughly nothing a decade ago, and roughly $41,000 today, solely because people collectively decided to ascribe value to Bitcoin.
  • money gets its value from people agreeing that it’s valuable.
  • As of Friday Russia had about $630 billion of foreign currency reserves, a large cushion designed to allow it to withstand economic sanctions and prop up the value of the ruble
  • But “foreign currency reserves” are not an objective fact; they are mostly a series of entries on lists maintained by foreign-currency issuers and intermediaries (central banks, correspondent banks, sovereign bond issuers, brokerages). 1  If those people cross you off the list, or put an asterisk next to your entry freezing your funds, then you can’t use those funds anymore.
  • The bulk of Russia’s foreign reserves are held in the form of securities, deposits at other central banks and deposits at foreign commercial banks. A ban on transactions with Russia’s central bank means that it can’t sell those securities or access those deposits.
  • Now you want something for yourself? OK, but that is going to be subtracted from the running total of how much you’ve done for the rest for us.
  • There is a lot to dislike, or at least to be uncomfortable with, in this situation.
  • But the response to the 2008 global financial crisis, and to its later European aftershocks, made it clear that something else was going on. Who has money and what they can do with it can be adjusted by the actions of central banks and national treasuries; banks can be bailed out; costs can be socialized.
  • it is also arguably bad for global prosperity: Trustworthy rules-based trade works better and produces more value than arbitrary uncertain trade.
  • But what I want to suggest is that this weekend’s actions are evidence that the basic structure is good. What I want to suggest is that society is good, that it is good for people (and countries) to exist in a web of relationships in which their counterparties can judge their actions and punish bad actions.
  • If money is socially constructed and property is contingent then money is a continuing, dynamic, ever-at-risk reward for prosocial behavior.
  • one of the ways I suggest students think about money is as a kind of social scorecard.
  • You did something good — made something somebody wanted, let somebody else use something you own, went to work and did everything the boss told you? Good for you, you get a cookie. Or more precisely, you get a credit, in both senses, in the personal record kept for you at a bank.
  • This is arguably bad for the dollar’s long-run dominance: Russia will develop its own ways around SWIFT, China will push other countries to adopt its digital yuan, everyone will use Bitcoin, etc
  • we have exactly this system already. The number is called a bank account. The difference is simply that we have so naturalized the system that “how much money you have” seems like simply a fact about you, rather than a judgment imposed by society.
  • Pervasive social credit systems seem dystopian, and you would not really want the U.S. government making day-to-day decisions about who deserves to keep their bank accounts.
  • But another idea is that money can insulate you from  the obligations of society, and that is also bad.
  • You get a claim on goods and services by being part of society, and having a big number next to your name on a list does not relieve you of your obligations. If you do something so outrageous that society as a whole decides you are a pariah, then money is a way for society to express that.
Javier E

The Next Four Years - NYTimes.com - 0 views

  • “Twice a month, Democrats should force Republicans to cast an awful vote: either offend mainstream supporters or risk a primary challenge from the right.” Just as Senator Mitch McConnell made defeating President Obama his main political objective, Democrats seem likely to make winning back the House their primary political objective. Experts are divided on how plausible this is, but the G.O.P. is unpopular and the opportunity is there.
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