Group items tagged

That food waste in landfills generates carbon dioxide and methane, a greenhouse gas 28 to 36 times more effective at trapping heat in the atmosphere than carbon dioxide

you are not just wasting calories and money. You are wasting all the resources that went into growing, packaging and transporting that food.

The FDA, researchers and the grocery manufacturing industry largely agree on an initial solution to this particular part of the food waste problem: clearer package-date labels.

In 2017, the grocery industry, led by the Grocery Manufacturers Association and the Food Marketing Institute, announced a voluntary standard on food-date labeling. They narrowed the plethora of date-label terms down to two: “best if used by” and “use by.” “Best if used by” describes product quality, meaning the product might not taste as good past the date but is safe to eat. “Use by” is for products that are highly perishable and should be used or tossed by that date

while the FDA is encouraging manufacturers to use “best if used by” as a best practice, it is still not required by law. There is no federal law that requires dates on food, except for infant formula.

to have an effect, these changes need to be federally mandated.

“They’re trying to bring clarity to the descriptor of the date. Okay that’s great, that’s better than what we have now,” he said. “But I think some things just shouldn’t be dated."

This is an open assault on the integrity of U.S. elections and the rule of law by the president himself. We need no more investigations or even hearings. We already have irrefutable proof. The suspect has confessed. Some detail and background might be discovered by interviewing witnesses, but the core case is in our hands. An attempt to get a foreign power to intervene in an internal election process is definitionally an impeachable offense. It was precisely the fear of foreign interference that prompted much of the founders’ discussion of impeachment

How wonderful it would be if Harvard’s goal in these discriminatory practices were to get Harvard students to think “beyond race” and to see one another as unique individuals.

It would still be a contradiction, of course — to combat racial discrimination, you need to practice racial discrimination — but as a temporary measure, you can justify it if the goal is eventual color-blindness in admissions.

one of the benefits of subjecting Harvard to discovery in this trial was the revelation that a whopping 43 percent of white students at Harvard are legacy and special admissions, i.e. there because they’re athletes, legacies, Dean’s List, or children of faculty. Of those, 70 percent would not be there on merit alone.

if Harvard has its way, we won’t. Increasingly, the popular rationale for the discrimination is as Murray described it in the New York Times this week, “an appropriate remedy for longtime systemic, state-sanctioned oppression.”

Harvard has long since stopped pretending — at least when it doesn’t have to defend its practices in court — that it believes in bringing about a society “beyond race.

In the last decade, the emphasis is on racial oppression as a permanent structural force built into America’s DNA. Affirmative action is thereby a form of open-ended resistance to “white supremacy.” All students, far from getting beyond race, are required to be constantly conscious of it even in a casual conversation

Diversity programs are increasingly not about getting past race; they are about insisting on its eternal centrality to everything in America.

So in nine years we can get rid of this bias?

If you ended this affirmative action for the super-rich and connected, you’d free up almost a full third of admissions. It’s win-win! More fairness and more racial balance

a next-phase division of labor that will continue to combine practical and constitutional considerations. The federal government will issue guidelines for phased screening and social-mitigation practices by states, and attend to national priorities such as economic liquidity, air travel and increased testing capacity. States and localities will take the lead on procedures for reopening schools, churches, restaurants, offices and parks.

It is shaping up to be another round of creative, knowledge-generating federalism.

The most striking aspect of the administration’s response has been its waiving or liberalizing of hundreds of regulatory requirements that would otherwise impede efforts to cope with the epidemic and ensuing shutdowns.

the FDA wasn’t bungling at all: Saying no to new tests and therapies, and delaying them with endless demands for additional data and forms, is standard FDA practice. It is required by statute to certify the safety and efficacy of medical tests, drugs and devices, but it has built its own edifice of overbearing command and control far beyond the statutory requirements.

it will be a great blessing that as soon as the magnitude of the epidemic was grasped, it was managed and subdued through vigorous localism, private enterprise and professional dedication, with the federal government providing essential national leadership but staying within its constitutional rails.

“Plans are worthless but planning is everything,” Dwight Eisenhower observed, because “the very definition of ‘emergency’ is that . . . it is not going to happen the way you are planning.” Diversified centers of authority and initiative aren’t luxuries. They are the keys to resilience in the face of emergencies large and small.

In the years leading up to 1914, prohibitions on sexual relations between European women and black men (though not between European men and African women) were enforced across European colonies in Africa. The presence of the “dirty Negroes” in Europe after 1914 seemed to be violating a firm taboo.

“These savages are a terrible danger,” a joint declaration of the German national assembly warned in 1920, to “German women”. Writing Mein Kampf in the 1920s, Adolf Hitler would describe African soldiers on German soil as a Jewish conspiracy aimed to topple white people “from their cultural and political heights”. The Nazis, who were inspired by American innovations in racial hygiene, would in 1937 forcibly sterilise hundreds of children fathered by African soldiers. Fear and hatred of armed “niggers” (as Weber called them) on German soil was not confined to Germany, or the political right. The pope protested against their presence, and an editorial in the Daily Herald, a British socialist newspaper, in 1920 was titled “Black Scourge in Europe”.

The first world war, in fact, marked the moment when the violent legacies of imperialism in Asia and Africa returned home, exploding into self-destructive carnage in Europe. And it seems ominously significant on this particular Remembrance Day: the potential for large-scale mayhem in the west today is greater than at any

In one predominant but highly ideological version of European history – popularised since the cold war – the world wars, together with fascism and communism, are simply monstrous aberrations in the universal advance of liberal democracy and freedom.

In many ways, however, it is the decades after 1945 – when Europe, deprived of its colonies, emerged from the ruins of two cataclysmic wars – that increasingly seem exceptional. Amid a general exhaustion with militant and collectivist ideologies in western Europe, the virtues of democracy – above all, the respect for individual liberties – seemed clear. The practical advantages of a reworked social contract, and a welfare state, were also obvious.

But neither these decades of relative stability, nor the collapse of communist regimes in 1989, were a reason to assume that human rights and democracy were rooted in European soil.

In the early 20th century, the popularity of social Darwinism had created a consensus that nations should be seen similarly to biological organisms, which risked extinction or decay if they failed to expel alien bodies and achieve “living space” for their own citizens. Pseudo-scientific theories of biological difference between races posited a world in which all races were engaged in an international struggle for wealth and power

In this new history, Europe’s long peace is revealed as a time of unlimited wars in Asia, Africa and the Americas. These colonies emerge as the crucible where the sinister tactics of Europe’s brutal 20th-century wars – racial extermination, forced population transfers, contempt for civilian lives – were first forged

Whiteness became “the new religion”, as Du Bois witnessed, offering security amid disorienting economic and technological shifts, and a promise of power and authority over a majority of the human population.

The resurgence of these supremacist views today in the west – alongside the far more widespread stigmatisation of entire populations as culturally incompatible with white western peoples – should suggest that the first world war was not, in fact, a profound rupture with Europe’s own history.

Our complex task during the war’s centenary is to identify the ways in which that past has infiltrated our present, and how it threatens to shape the future: how the terminal weakening of white civilisation’s domination, and the assertiveness of previously sullen peoples, has released some very old tendencies and traits in the west.

Relatively little is known about how the war accelerated political struggles across Asia and Africa; how Arab and Turkish nationalists, Indian and Vietnamese anti-colonial activists found new opportunities in it; or how, while destroying old empires in Europe, the war turned Japan into a menacing imperialist power in Asia

A broad account of the war that is attentive to political conflicts outside Europe can clarify the hyper-nationalism today of many Asian and African ruling elites, most conspicuously the Chinese regime, which presents itself as avengers of China’s century-long humiliation by the west.

in order to grasp the current homecoming of white supremacism in the west, we need an even deeper history – one that shows how whiteness became in the late 19th century the assurance of individual identity and dignity, as well as the basis of military and diplomatic alliances.

Such a history would show that the global racial order in the century preceding 1914 was one in which it was entirely natural for “uncivilised” peoples to be exterminated, terrorised, imprisoned, ostracised or radically re-engineered.

this entrenched system was not something incidental to the first world war, with no connections to the vicious way it was fought or to the brutalisation that made possible the horrors of the Holocaust. Rather, the extreme, lawless and often gratuitous violence of modern imperialism eventually boomeranged on its originators.

At the time of the first world war, all western powers upheld a racial hierarchy built around a shared project of territorial expansion. In 1917, the US president, Woodrow Wilson, baldly stated his intention, “to keep the white race strong against the yellow” and to preserve “white civilisation and its domination of the planet”

it is too easy to conclude, especially from an Anglo-American perspective, that Germany broke from the norms of civilisation to set a new standard of barbarity, strong-arming the rest of the world into an age of extremes. For there were deep continuities in the imperialist practices and racial assumptions of European and American powers.

Rhodes’ scramble for Africa’s gold fields helped trigger the second Boer war, during which the British, interning Afrikaner women and children, brought the term “concentration camp” into ordinary parlance. By the end of the war in 1902, it had become a “commonplace of history”, JA Hobson wrote, that “governments use national animosities, foreign wars and the glamour of empire-making in order to bemuse the popular mind and divert rising resentment against domestic abuses”

With imperialism opening up a “panorama of vulgar pride and crude sensationalism”, ruling classes everywhere tried harder to “imperialise the nation”, as Arendt wrote. This project to “organise the nation for the looting of foreign territories and the permanent degradation of alien peoples” was quickly advanced through the newly established tabloid press.

In 1920, a year after condemning Germany for its crimes against Africans, the British devised aerial bombing as routine policy in their new Iraqi possession – the forerunner to today’s decade-long bombing and drone campaigns in west and south Asia. “The Arab and Kurd now know what real bombing means,” a 1924 report by a Royal Air Force officer put it. “They now know that within 45 minutes a full-sized village … can be practically wiped out and a third of its inhabitants killed or injured.” This officer was Arthur “Bomber” Harris, who in the second world war unleashed the firestorms of Hamburg and Dresden, and whose pioneering efforts in Iraq helped German theorising in the 1930s about der totale krieg (the total war).

the frenzy of jingoism with which Europe plunged into a bloodbath in 1914 speaks of a belligerent culture of imperial domination, a macho language of racial superiority, that had come to bolster national and individual self-esteem.

One of the volunteers for the disciplinary force was Lt Gen Lothar von Trotha, who had made his reputation in Africa by slaughtering natives and incinerating villages. He called his policy “terrorism”, adding that it “can only help” to subdue the natives.

his real work lay ahead, in German South-West Africa (contemporary Namibia) where an anti-colonial uprising broke out in January 1904. In October of that year, Von Trotha ordered that members of the Herero community, including women and children, who had already been defeated militarily, were to be shot on sight and those escaping death were to be driven into the Omaheke Desert, where they would be left to die from exposure. An estimated 60,000-70,000 Herero people, out of a total of approximately 80,000, were eventually killed, and many more died in the desert from starvation. A second revolt against German rule in south-west Africa by the Nama people led to the demise, by 1908, of roughly half of their population.

Such proto-genocides became routine during the last years of European peace. Running the Congo Free State as his personal fief from 1885 to 1908, King Leopold II of Belgium reduced the local population by half, sending as many as eight million Africans to an early death. The American conquest of the Philippines between 1898 and 1902, to which Kipling dedicated The White Man’s Burden, took the lives of more than 200,000 civilians.

In light of this shared history of racial violence, it seems odd that we continue to portray the first world war as a battle between democracy and authoritarianism, as a seminal and unexpected calamity. The Indian writer Aurobindo Ghose was one among many anticolonial thinkers who predicted, even before the outbreak of war, that “vaunting, aggressive, dominant Europe” was already under “a sentence of death”, awaiting “annihilation”

These shrewd assessments were not Oriental wisdom or African clairvoyance. Many subordinate peoples simply realised, well before Arendt published The Origins of Totalitarianism in 1951, that peace in the metropolitan west depended too much on outsourcing war to the colonies.

The experience of mass death and destruction, suffered by most Europeans only after 1914, was first widely known in Asia and Africa, where land and resources were forcefully usurped, economic and cultural infrastructure systematically destroyed, and entire populations eliminated with the help of up-to-date bureaucracies and technologies. Europe’s equilibrium was parasitic for too long on disequilibrium elsewhere.

Populations in Europe eventually suffered the great violence that had long been inflicted on Asians and Africans. As Arendt warned, violence administered for the sake of power “turns into a destructive principle that will not stop until there is nothing left to violate”.

nothing better demonstrates this ruinous logic of lawless violence, which corrupts both public and private morality, than the heavily racialised war on terror. It presumes a sub-human enemy who must be “smoked out” at home and abroad – and it has licensed the use of torture and extrajudicial execution, even against western citizens.

It was always an illusion to suppose that “civilised” peoples could remain immune, at home, to the destruction of morality and law in their wars against barbarians abroad. But that illusion, long cherished by the self-styled defenders of western civilisation, has now been shattered, with racist movements ascendant in Europe and the US,

This is also why whiteness, first turned into a religion during the economic and social uncertainty that preceded the violence of 1914, is the world’s most dangerous cult today. Racial supremacy has been historically exercised through colonialism, slavery, segregation, ghettoisation, militarised border controls and mass incarceration. It has now entered its last and most desperate phase with Trump in power.

We can no longer discount the “terrible probability” James Baldwin once described: that the winners of history, “struggling to hold on to what they have stolen from their captives, and unable to look into their mirror, will precipitate a chaos throughout the world which, if it does not bring life on this planet to an end, will bring about a racial war such as the world has never seen”.

Certainly the risk of not confronting our true history has never been as clear as on this Remembrance Day. If we continue to evade it, historians a century from now may once again wonder why the west sleepwalked, after a long peace, into its biggest calamity yet.

Along with the court order, the attorney general is asking for policy reforms, as well as a monitor to be installed to oversee the NYPD's tactics and handling of future protests.

The NYPD has been sharply criticized over a number of its officers' actions in the past year. Last May, police SUVs were shown in a video of a protest in Brooklyn, surging into a crowd that had surrounded them. In another incident, an officer drew his gun and pointed it at a crowd of people.

The NYPD did not immediately respond to a request for comment. After the lawsuit was filed, the Police Benevolent Association of the City of New York issued a statement blaming the city's leadership for the problems at the protests.

The police actions broke state and federal law, James says. The lawsuit alleges that New York City, Mayor Bill de Blasio, NYPD Commissioner Dermot Shea and NYPD Chief of Department Terence Monahan "failed to prevent and address the pattern or practice of excessive force and false arrests by officers against peaceful protesters in violation of the First, Fourth, and Fourteenth Amendments of the United States Constitution"

James announced the lawsuit against the NYPD Thursday morning, in a virtual news conference that began shortly before New York Gov.

Last June, the NYPD suspended at least two officers for their behavior during protests, including an officer who was captured on video pushing a woman to the ground in Brooklyn. Another officer was punished for "pulling down an individual's face mask in Brooklyn and spraying pepper spray at him,

Human Rights Watch, an independent watchdog group, issued a report last year on the police misconduct in Brooklyn which said that clearly identified medics and legal observers were among those zip-tied and beaten by police, in a response to the protest which was "intentional, planned, and unjustified."

The lawsuit says the police department sent thousands of poorly trained officers to cope with large-scale protests, resulting in mass arrests and attempts to suppress demonstrations. It also says the NYPD made a practice out of "kettling" – corralling people by using physical force and obstructions – to arrest protesters rather than allow crowds to disperse.

A Minnesota judge ruled this week that Derek Chauvin, the former police officer who kept his knee on Floyd's neck for several minutes, will stand trial alone when proceedings begin in March. Chauvin is charged with second-degree murder and manslaughter. Readability mode is unavailable for this webpage. Please visit cache page or original page Top - A + ==== Serif ====PT SerifMerriweatherMartelNoto SerifSlabo 27pxAndadaLoraRoboto Slab== Sans Serif ==Source Sans ProOpen SansLato

“The triumph of democracy and liberalism over fascism and autocracy created the free world,” Mr. Biden wrote earlier this year in an essay in Foreign Affairs laying out his worldview. “But this contest does not just define our past. It will define our future, as well.”

“Lead” need not be a euphemism for “dominate.” Though we think of the Cold War as a series of military and diplomatic crises, liberals like Humphrey always understood it as a battle of ideas — a struggle over “the fundamental issue of man’s right to freedom,

The Marshall Plan as well as later food aid programs constituted acts of global leadership. But so, too, was civil rights, which liberals regarded as the ultimate demonstration project for the moral capacities of democracy.

“If we wish to inspire the peoples of the world whose freedom is in jeopardy,” President Harry Truman said in his historic 1948 message to Congress proposing laws banning employment discrimination and lynching as well as segregation in interstate transport, “we must correct the remaining imperfections in our practice of democracy.”

Now our situation is reversed. At a moment when the coronavirus pandemic has ravaged the economy and killed 400,000 people and counting, foreign policy feels like an afterthought; yet our failures at home contribute to democratic erosion abroad.

To take only the most obvious and shameful example, the haplessness of President Trump’s response to the pandemic — and, if somewhat less egregiously, that of other Western nations — stands in glaring contrast to China’s success in both reducing deaths and restoring economic growth

Trump’s canting about “the China virus” and his bluster over China’s (genuinely unfair) trading practices only accentuate America’s weak position at a time when China is aggressively promoting its model of autocratic capitalism through trade, investment and cultural diplomacy.

A politics of democratic renewal would once again bind together domestic and foreign affairs. Mr. Biden has in fact argued that such a policy must begin with a reassertion of moral principle at home by banning torture and ending the gross mistreatment of migrants at our borders.

Joe Biden has every reason to emulate Harry Truman, another political lifer disdained by the party’s activist wing and admired for common sense and decency rather than vision.

The coronavirus response will pose the first test: The Biden Administration must demonstrate that democratic citizens, under wise leadership, can voluntarily choose to take difficult public health decisions that autocratic states impose on their people

There is every reason to fear that Mr. Biden’s agenda will be stalemated by Senate Republicans who calculate that their political success depends upon making a Biden presidency fail — as they did with President Barack Obama. If they do so, the consequences, as Humphrey warned, will not be limited to domestic affairs. The gap in prestige between a China growing in wealth and confidence under the iron control of President Xi Jinping and a fragmented, dispirited America will only grow larger.

“To avoid destruction the United States need only measure up to its own best traditions and prove itself worthy of preservation as a great nation. Surely, there was never a fairer test of national quality than this.”

The privilege of being upper caste, I realize now, is that ability to be ignorant. It is the ability to casually say, “Oh, I don’t care about caste.” I could afford not to care, because I was upper caste. But when you belong to a group that has been stripped of not only its rights, but its very humanity, you quickly learn the cold reality of that categorization.

The truth or falsity of most political ads is not so easy.

During Game 7 of the World Series on Wednesday, the Trump campaign ran a television ad claiming that he has created six million jobs and half a million manufacturing jobs. Is that statement true or false? Was there a net gain of 500,000 more manufacturing jobs in the United States since Jan. 20, 2017? Or is that a gross number, waiting to be reduced by some number of manufacturing jobs lost?

Is the ad’s use of the active voice, saying that President Trump is creating those jobs, honest? Is Mr. Trump directly responsible? Or did the momentum of the economic recovery since 2010 push manufacturers to add those positions? Should Facebook block the ad if one of seven claims is false? Vetting such claims takes time and effort, and might not be possible at all.

Facebook could also defend political ads by conceding that it must continue the practice to maintain its status and markets

Ad fact-checking can’t be done consistently in the United States. It definitely can’t be done at a global scale — 2.8 billion users of all Facebook-owned services posting in more than 100 languages

Given the task of policing for truth on Facebook, it’s unrealistic and simplistic to demand veracity from a system that is too big to govern.

Might Facebook ban political ads altogether, like Twitter has? Mr. Zuckerberg could concede that it’s not an easy task. What’s not political? If an ad calling for a carbon tax is political, is an ad promoting the reputation of an oil company political?

imagine Facebook’s contracted fact checkers doing that sort of research and interrogation for millions of ads from 22 presidential candidates in the United States, from candidates for 35 Senate seats, 435 House of Representatives seats and thousands of state legislative races.

Those are the false positives we know of. We have no idea how many false negatives Facebook has let slip through.

Over all, Facebook has no incentive to stop carrying political ads. Its revenue keeps growing despite a flurry of scandals and mistakes. So its leaders would lose little by being straight with the public about its limitations and motives. But they won’t. They will continue to defend their practices in disingenuous ways until we force them to change their ways.

We should know better than to demand of Facebook’s leaders that they do what is not in the best interests of the company. Instead, citizens around the world should demand effective legislation that can curb Facebook’s power.

The key is to limit data collection and the use of personal data to ferry ads and other content to discrete segments of Facebook users — the very core of the Facebook business model.

here’s something Congress could do: restrict the targeting of political ads in any medium to the level of the electoral district of the race. Tailoring messages for African-American voters, men or gun enthusiasts would still be legal, as this rule would not govern content. But people not in those groups would see those tailored messages as well and could learn more about their candidates.

Currently, two people in the same household can receive different ads from the same candidate running for state senate. That means a candidate can lie to one or both voters and they might never know about the other’s ads. This data-driven obscurity limits accountability and full deliberation.

A reason to be concerned about false claims in ads is that Facebook affords us so little opportunity to respond to ads not aimed at us personally. This proposal would limit that problem.

The overall regulatory goal should be to install friction into the system of targeted digital political ads

This process would not be easy, as political incumbents and powerful corporations that sell targeted ads (not just Facebook and Google, but also Verizon, AT&T, Comcast and The New York Times, for example) are invested in the status quo.

We can’t expect corporate leaders to do anything but lead their corporations. We can’t expect them to be honest with us, either. We must change their businesses for them so they stop undermining our democracies.

the fact that big cities in battleground states such as Michigan, Pennsylvania and Wisconsin broke for Biden isn't what thwarted Trump's quest for reelection. The suburbs are why the President lost.

"Biden won because he was able to build on the traditional Democratic strength in the big cities by expanding his support into the suburban areas right outside of them," Enten wrote. "There wasn't any grand conspiracy by big city machines. Trump simply got beat because suburban voters were tired of him."

it's stuck to rhetoric as old as Jim Crow, rhetoric that most leaders of the Republican Party are nurturing with their silence: that Black votes shouldn't count.

"This is perhaps the most consequential election for African Americans and people of color since the election of 1860, or at least since 1960 or 1964,"

"What we're seeing in the (Trump) campaign now is the same voter suppression practices we have seen historically to target African Americans and other people of color. But this time, those who promote voter suppression will have the pandemic as both a justification for voter suppression practices and a tool to support the practices."

"Really the themes that we see, that persist, are this: Black people are corrupt, Black people are incompetent and Black people can't be trusted," she said. "That's the narrative that is continually espoused by the Trump campaign and their allies in these lawsuits."

The Harriman railroad fortune paid local charities, such as the New York Bureau of Industries and Immigration, to seek out Jewish, Italian and other immigrants in New York and other crowded cities and subject them to deportation, trumped up confinement or forced sterilization.

The Rockefeller Foundation helped found the German eugenics program and even funded the program that Josef Mengele worked in before he went to Auschwitz.

In an America demographically reeling from immigration upheaval and torn by post-Reconstruction chaos, race conflict was everywhere in the early twentieth century. Elitists, utopians and so-called "progressives" fused their smoldering race fears and class bias with their desire to make a better world.

They reinvented Galton's eugenics into a repressive and racist ideology. The intent: populate the earth with vastly more of their own socio-economic and biological kind--and less or none of everyone else.

How? By identifying so-called "defective" family trees and subjecting them to lifelong segregation and sterilization programs to kill their bloodlines. The grand plan was to literally wipe away the reproductive capability of those deemed weak and inferior--the so-called "unfit."

Eighteen solutions were explored in a Carnegie-supported 1911 "Preliminary Report of the Committee of the Eugenic Section of the American Breeder's Association to Study and to Report on the Best Practical Means for Cutting Off the Defective Germ-Plasm in the Human Population." Point eight was euthanasia.

The most commonly suggested method of eugenicide in America was a "lethal chamber" or public locally operated gas chambers.

Applied Eugenics also devoted a chapter to "Lethal Selection," which operated "through the destruction of the individual by some adverse feature of the environment, such as excessive cold, or bacteria, or by bodily deficiency."

Eugenic breeders believed American society was not ready to implement an organized lethal solution. But many mental institutions and doctors practiced improvised medical lethality and passive euthanasia on their own.

One institution in Lincoln, Illinois fed its incoming patients milk from tubercular cows believing a eugenically strong individual would be immune. Thirty to forty percent annual death rates resulted at Lincoln.

Some doctors practiced passive eugenicide one newborn infant at a time. Others doctors at mental institutions engaged in lethal neglect.

Only after eugenics became entrenched in the United States was the campaign transplanted into Germany, in no small measure through the efforts of California eugenicists, who published booklets idealizing sterilization and circulated them to German officials and scientists.

Hitler studied American eugenics laws. He tried to legitimize his anti-Semitism by medicalizing it, and wrapping it in the more palatable pseudoscientific facade of eugenics. Hitler was able to recruit more followers among reasonable Germans by claiming that science was on his side. While Hitler's race hatred sprung from his own mind, the intellectual outlines of the eugenics Hitler adopted in 1924 were made in America.

In Mein Kampf, published in 1924, Hitler quoted American eugenic ideology and openly displayed a thorough knowledge of American eugenics. "There is today one state," wrote Hitler, "in which at least weak beginnings toward a better conception [of immigration] are noticeable. Of course, it is not our model German Republic, but the United States."

Hitler even wrote a fan letter to American eugenic leader Madison Grant calling his race-based eugenics book, The Passing of the Great Race his "bible."

In 1934, as Germany's sterilizations were accelerating beyond 5,000 per month, the California eugenics leader C. M. Goethe upon returning from Germany ebulliently bragged to a key colleague, "You will be interested to know, that your work has played a powerful part in shaping the opinions of the group of intellectuals who are behind Hitler in this epoch-making program. Everywhere I sensed that their opinions have been tremendously stimulated by American thought.…I want you, my dear friend, to carry this thought with you for the rest of your life, that you have really jolted into action a great government of 60 million people."

More than just providing the scientific roadmap, America funded Germany's eugenic institutions. By 1926, Rockefeller had donated some $410,000 -- almost $4 million in 21st-Century money -- to hundreds of German researchers. In May 1926, Rockefeller awarded $250,000 to the German Psychiatric Institute of the Kaiser Wilhelm Institute, later to become the Kaiser Wilhelm Institute for Psychiatry

Another in the Kaiser Wilhelm Institute's eugenic complex of institutions was the Institute for Brain Research. Since 1915, it had operated out of a single room. Everything changed when Rockefeller money arrived in 1929. A grant of $317,000 allowed the Institute to construct a major building and take center stage in German race biology. The Institute received additional grants from the Rockefeller Foundation during the next several years. Leading the Institute, once again, was Hitler's medical henchman Ernst Rüdin. Rüdin's organization became a prime director and recipient of the murderous experimentation and research conducted on Jews, Gypsies and others.

Leon Whitney, executive secretary of the American Eugenics Society declared of Nazism, "While we were pussy-footing around…the Germans were calling a spade a spade."

Mengele began searching the boxcar arrivals for twins. When he found them, he performed beastly experiments, scrupulously wrote up the reports and sent the paperwork back to Verschuer's institute for evaluation. Often, cadavers, eyes and other body parts were also dispatched to Berlin's eugenic institutes.

In the fall of 1950, the University of Münster offered Verschuer a position at its new Institute of Human Genetics, where he later became a dean. In the early and mid-1950s, Verschuer became an honorary member of numerous prestigious societies, including the Italian Society of Genetics, the Anthropological Society of Vienna, and the Japanese Society for Human Genetics.

Human genetics' genocidal roots in eugenics were ignored by a victorious generation that refused to link itself to the crimes of Nazism and by succeeding generations that never knew the truth of the years leading up to war. Now governors of five states, including California have issued public apologies to their citizens, past and present, for sterilization and other abuses spawned by the eugenics movement.

In Poland, the government has just passed an emergency law allowing authorities to turn back refugees who cross into the country “illegally”. It is the latest development in a diplomatic standoff with Belarus, which has cynically been encouraging people from Iraq, Iran and parts of Africa to cross into the EU, in response to sanctions imposed on it earlier this year. Poland’s hardline response leaves many people trapped in the no man’s land between the two countries.

Priti Patel, the home secretary, claims this is an essentially benevolent measure: if boats in the Channel are turned around, it will eventually stop people attempting the dangerous trip in the first place. In fact, it undermines a key principle of international maritime law that makes it a duty to rescue people in distress.

In the UK, the Home Office has quietly tried to amend its draconian nationality and borders bill, currently at committee stage, by introducing a provision that gives Border Force staff immunity from prosecution if they fail to save lives at sea.

These developments are harmful in their own right, but they also set a disturbing precedent for how countries in rich parts of the world might deal with future displacements of people – not just from war and persecution, but from the climate crisis as well.

Three recent stories, from three different corners of Europe, suggest that governments are crossing a new threshold of violence in terms of how they police their borders.

This is not only a problem for today: it is a dress rehearsal for how our governments are likely to deal with the effects of the climate crisis in years to come.

a new report by the World Bank projects that 216 million people could be displaced within their own countries by water shortages, crop failure and rising sea levels by 2050.

Unfortunately, many of our politicians are primed to see displacement first and foremost as a civilisational threat. That was the logic of Boris Johnson’s comments ahead of the launch of Cop26 in Glasgow, when he claimed – incorrectly – that “uncontrolled immigration” was responsible for the fall of the Roman empire, and that a similar fate awaits the world today

In this telling, an environmental disaster that affects us all is transformed into a question of how the wealthy and powerful can preserve their privileges.

they are backed up by a burgeoning border security industry. A recent report by the Transnational Institute warns of what it calls “the border-industrial complex”, a growing multibillion dollar industry that ranges from security infrastructure to biometrics and artificial intelligence. The global market in fences, walls and surveillance alone is projected to be worth $65-$68bn by 2025.

Richer parts of the world have already begun to militarise their borders, a process that has accelerated in response to the refugee movements of the past decade.

What’s required, instead – beyond action to reduce emissions – is a plan to help people adapt to changing living circumstances and reduce global inequality, along with migration policies that recognise the reality of people’s situations

A major new US study commissioned by the Biden administration recommends new laws to protect climate migrants, but it is strikingly light on detail.

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

So, too, does the view that the strongest defense of the humanities lies not in the appeal to their utility — that literature majors may find good jobs, that theaters may economically revitalize neighborhoods

— but rather in the appeal to their defiantly nonutilitarian character, so that individuals can know more than how things work, and develop their powers of discernment and judgment, their competence in matters of truth and goodness and beauty, to equip themselves adequately for the choices and the crucibles of private and public life.

We are not becoming transhumanists, obviously. We are too singular for the Singularity. But are we becoming posthumanists?

In American culture right now, as I say, the worldview that is ascendant may be described as posthumanism.

The posthumanism of the 1970s and 1980s was more insular, an academic affair of “theory,” an insurgency of professors; our posthumanism is a way of life, a social fate.

In “The Age of the Crisis of Man: Thought and Fiction in America, 1933-1973,” the gifted essayist Mark Greif, who reveals himself to be also a skillful historian of ideas, charts the history of the 20th-century reckonings with the definition of “man.

Here is his conclusion: “Anytime your inquiries lead you to say, ‘At this moment we must ask and decide who we fundamentally are, our solution and salvation must lie in a new picture of ourselves and humanity, this is our profound responsibility and a new opportunity’ — just stop.” Greif seems not to realize that his own book is a lasting monument to precisely such inquiry, and to its grandeur

“Answer, rather, the practical matters,” he counsels, in accordance with the current pragmatist orthodoxy. “Find the immediate actions necessary to achieve an aim.” But before an aim is achieved, should it not be justified? And the activity of justification may require a “picture of ourselves.” Don’t just stop. Think harder. Get it right.

Greif’s book is a prehistory of our predicament, of our own “crisis of man.” (The “man” is archaic, the “crisis” is not.) It recognizes that the intellectual history of modernity may be written in part as the epic tale of a series of rebellions against humanism

Who has not felt superior to humanism? It is the cheapest target of all: Humanism is sentimental, flabby, bourgeois, hypocritical, complacent, middlebrow, liberal, sanctimonious, constricting and often an alibi for power

what is humanism? For a start, humanism is not the antithesis of religion, as Pope Francis is exquisitely demonstrating

The worldview takes many forms: a philosophical claim about the centrality of humankind to the universe, and about the irreducibility of the human difference to any aspect of our animality

And posthumanism? It elects to understand the world in terms of impersonal forces and structures, and to deny the importance, and even the legitimacy, of human agency.

a methodological claim about the most illuminating way to explain history and human affairs, and about the essential inability of the natural sciences to offer a satisfactory explanation; a moral claim about the priority, and the universal nature, of certain values, not least tolerance and compassion

There have been humane posthumanists and there have been inhumane humanists. But the inhumanity of humanists may be refuted on the basis of their own worldview

the condemnation of cruelty toward “man the machine,” to borrow the old but enduring notion of an 18th-century French materialist, requires the importation of another framework of judgment. The same is true about universalism, which every critic of humanism has arraigned for its failure to live up to the promise of a perfect inclusiveness

there has never been a universalism that did not exclude. Yet the same is plainly the case about every particularism, which is nothing but a doctrine of exclusion; and the correction of particularism, the extension of its concept and its care, cannot be accomplished in its own name. It requires an idea from outside, an idea external to itself, a universalistic idea, a humanistic idea.

Asking universalism to keep faith with its own principles is a perennial activity of moral life. Asking particularism to keep faith with its own principles is asking for trouble.

there is no more urgent task for American intellectuals and writers than to think critically about the salience, even the tyranny, of technology in individual and collective life

Here is a humanist proposition for the age of Google: The processing of information is not the highest aim to which the human spirit can aspire, and neither is competitiveness in a global economy. The character of our society cannot be determined by engineers.

“Our very mastery seems to escape our mastery,” Michel Serres has anxiously remarked. “How can we dominate our domination; how can we master our own mastery?”

universal accessibility is not the end of the story, it is the beginning. The humanistic methods that were practiced before digitalization will be even more urgent after digitalization, because we will need help in navigating the unprecedented welter

Searches for keywords will not provide contexts for keywords. Patterns that are revealed by searches will not identify their own causes and reasons

The new order will not relieve us of the old burdens, and the old pleasures, of erudition and interpretation.

Is all this — is humanism — sentimental? But sentimentality is not always a counterfeit emotion. Sometimes sentiment is warranted by reality.

The persistence of humanism through the centuries, in the face of formidable intellectual and social obstacles, has been owed to the truth of its representations of our complexly beating hearts, and to the guidance that it has offered, in its variegated and conflicting versions, for a soulful and sensitive existence

a complacent humanist is a humanist who has not read his books closely, since they teach disquiet and difficulty. In a society rife with theories and practices that flatten and shrink and chill the human subject, the humanist is the dissenter.

The systems and social media making teenagers sad, angry and afraid today were shaped in part by adults who grew up sad, angry and afraid themselves.

Nearly 1 in 3 high school girls reported in 2021 that they had seriously considered suicide

Teen girls reported the highest ever levels of sexual violence, sadness and hopelessnes

Rates of bullying were increasing in the state even in 2018, and researchers at Drake University found some forms of it significantly correlated with feeling sad or hopeless and attempting suicide.

One in 5 — nearly 53 million people — had a mental illness in 2020, ranging from anxiety to depression to bipolar disorder.

Yes, social media delivers concentrated, addictive stress to developing minds that were held captive by the pandemic. No, logging off TikTok and returning to school will not fix the problem — because each teen’s life ricochets off family, friends and neighbors with struggles of their own in a polity with troubles of its own.

“Increasing the sense among all students that they are cared for, supported, and belong at school” is one, as is growing access to mental health and substance use prevention services for kids and their families and health education classes to teach teens to manage their boundaries and emotions and to ask for help. These positive practices build resilience.

can we acknowledge the weight this puts on underpaid teachers and part-time counselors and nurses? People who, if they haven’t already burned out, are practicing active-shooter drills, catching students up on 18 months of lost learning and ensuring kids have enough food to concentrate in class.

A school’s four walls cannot hold back the trauma of society as well as, perhaps, the personal nightmare waiting for kids at home.

Which brings us to the adults

Solutions start with compassionate, radical honesty: American kids are unwell because American society is unwell.

Nearly 28 million adults had an alcohol use disorder.

As many as 3 in 100 people will have a psychotic episode in their lives

we, too, need a sense that we are cared for, supported and belong.

As kids, 61 percent of adults in the United States experienced abuse or neglect, grew up with poverty, hunger, violence or substance abuse, experienced gender-based discrimination and racism or lost a parent to divorce or death.

If not you, then someone you know is doing their best to stitch up those invisible wounds.

Here’s more hope: Brains wired by toxic stress, such as the sexual violence that 1 in 10 teen girls are facing today, have the ability to essentially heal when exposed to positive experiences.

Good nutrition, adequate sleep, mindfulness practices all help. Adults as well as children have neuroplasticity, and family resilience and connection are positive influences.

Brad Hintz, an analyst at Sanford C. Bernstein, said that LPL’s management had done a good job expanding the company and improving its compliance technology, allowing brokers with high standards to do well. But he said the scattered nature of its offices was an Achilles’ heel that exposed the company to lawsuits and regulatory risks.

It should have been obvious that the deficit would come down as the economy recovered. But this point was hard to get across until deficit reduction started appearing in the data.

Now it has — and reasonable forecasts, like those of Jan Hatzius of Goldman Sachs, suggest that the federal deficit will be below 3 percent of G.D.P., a not very scary number, by 2015.

the third reason the deficit scolds have lost influence: the contrary doctrine, the claim that we need to practice fiscal austerity even in a depressed economy, has failed decisively in practice.

Consider, in particular, the case of Britain. In 2010, when the new government of Prime Minister David Cameron turned to austerity policies, it received fulsome praise from many people on this side of the Atlantic. For example, the late David Broder urged President Obama to “do a Cameron”; he particularly commended Mr. Cameron for “brushing aside the warnings of economists that the sudden, severe medicine could cut short Britain’s economic recovery and throw the nation back into recession.” Sure enough, the sudden, severe medicine cut short Britain’s economic recovery, and threw the nation back into recession.

there was also clearly a lot of bad faith involved, as the scolds tried to exploit an economic (not fiscal) crisis on behalf of a political agenda that had nothing to do with deficits. And the growing transparency of that agenda is the fourth reason the deficit scolds have lost their clout.