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Javier E

This Is What the Trump Abyss Looks Like - 0 views

nymag.com/...he-trump-abyss-looks-like.html

trump demagogue politics Culture authoritarian mob Democratic party

shared by Javier E on 27 Oct 17 - No Cached
  • there is a credible argument that, given soaring inequality, and globalization’s disproportionate impact on the middle classes and working poor, tax relief for many in the lower half of the earning population is a good idea. I agree. So why not give it to them, rather than the obscenely wealthy? And why not make it revenue-neutral or even debt-reducing as well as helpful to social stability?
  • You could indeed pay for big middle class tax cuts or an increase in tax credits for the working poor if you doubled the estate tax, or adding a new tax bracket - say, 45 percent - for those earning over $1 million a year. This would be a political master-stroke for the Trump administration (which is why Steve Bannon was rumored to favor something on these lines). It would instantly rebrand the GOP. It might even get buy-in from the Democrats. It could pass without using reconciliation rules in the Senate, thus helping entrench it in the system. It would help defuse our dangerous tribalism. It would do a lot to restore generational fairness, and counter the emergence of a rich caste of people who are fabulously wealthy for doing nothing. It would support work rather than privilege, a meritocracy rather than an oligarchy.
  • If the Democrats were smart, they would propose something like this themselves - and get ahead of the GOP, using it as a platform for 2018. And if the Republicans could abandon zombie Reaganism, they could rescue themselves from the electoral oblivion they so richly deserve. There’s a win-win here for both parties and the country.
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  • The key is to sustain a sense of the urgency of the moment, a resolute refusal to accept this descent into an illiberal authoritarianism, and a decision to put all our differences aside for a year in order to mobilize a turnout next year that eclipses Obama’s. We have to turn the mid-terms into a presidential election. Sane Republicans need to vote for the Democrat. Leftists have to put aside their divisive identity politics. Liberals need to coalesce around a simple strategy - not impeaching but checking Trump decisively.
  • the only reliable and sane solution is a massive mobilization of the anti-Trump majority at the polls next year. The huge Democratic fundraising advantage is encouraging; as are the new grass roots organizations that are going in strength. Maybe an unexpected leader from the left or center might emerge. Maybe a strong Democratic message that can somehow keep its minority edge and simultaneously re-engage the white Obama-Trump voters in the midwest.
  • He is the total master of an enormous mob that, so far, has completely overcome the elites. He achieves this mastery through incendiary oratory, hourly provocations, and relentless propaganda. His rallies are events of mass hysteria and rage. His propaganda machines - Fox News, Limbaugh, Breitbart, Drudge - rarely crack
  • And there is no one in our political life capable of matching this power. Name one, if you can. And when you look at the Democratic field of 2020, no one seems up to it at all. Among the few responsible Republicans left, what we see is either utter cowardice in the face of an enraged base, or the kind of courage that manifests itself too late to make a difference, which is to say no real courage at all.
  • this base support is unshakable. It is not susceptible to reason. No scandal, however great, will dislodge it - because he has invaded his followers’ minds and psyches as profoundly as he has the rest of ours. He is fused with them more deeply now, a single raging id, a force that helps us understand better how civilized countries can descend so quickly into barbarism.
  • In a country led by a swirling void, all sorts of inhibitions slowly slip away. Nativism, racism, nationalism: these are very potent catalysts of human darkness
  • by far the most important development in all this, the single essential rampart, is how, through all this, Trump has tightened his grip on 35 percent of the country. He has done this when he has succeeded but also critically when he has failed, because he has brilliantly turned his incapacity to be president into an asset with his base. No wall? Congress’ fault. Obamacare in place? The GOP’s fault. No tax cut? Ditto. The only way forward? A deeper and deeper trust in him. Only he can fix the Congress by purging it. Only he can fix the Courts through nominees who will never stand up to him.
  • And we know something after a year of this. It will go on. This is not a function of strategy or what we might ordinarily describe as will. It is because this president is so psychologically disordered he cannot behave in any other way. His emotions control his mind; his narcissism overwhelms even basic self-interest, let alone the interest of the country as a whole. He cannot unite the country, even if, somewhere in his fathomless vanity, he wants to. And he cannot stop this manic defense of ego because if he did, his very self would collapse.
  • This is why he lies and why he cannot admit a single one of them. He is psychologically incapable of accepting that he could be wrong and someone else could be right. His impulse - which he cannot control - is simply to assault the person who points out the error, or blame someone else for it.
  • Yes, the forms of the Constitution remain largely intact after nine months. But the norms that make the Constitution work are crumbling. The structure looks the same, but Trump has relentlessly attacked their foundations
Javier E

Washington Monthly | Rage Against the Machines - 0 views

washingtonmonthly.com/...rage-against-the-machines

parties politics history ideology

shared by Javier E on 31 Mar 18 - No Cached
  • hat hyper-partisanship is wrecking American democracy is a truism of our times. But there is a lack of consensus about what to do about it. One challenge is that many pundits and would-be reformers lack historical understanding of the problem
  • reformers should read Sam Rosenfeld’s new book, The Polarizers, a timely and valuable guide explaining how our current political divisions came to be
  • Rosenfeld, a Colgate University political scientist trained as a historian, goes through the historical record to recreate two parallel stories—the intellectual debate over whether to have two distinct political parties, and the on-the-ground intraparty battles in which activists triumphed over insiders in restructuring party organizations and coalitions. Told together, these stories add important context to our present dilemma, reminding us that party politics are so different today from the 1950s
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  • At midcentury, the common critique was not of too little bipartisanship, but of too much
  • Two currents, one intellectual and one cultural, helped to undermine this model and presage the marriage of party and ideology we have today.
  • The intellectual current was the rise of the “responsible party” theory of government, advocated by political scientists who argued that the lack of clarity between parties “stifled progress while blurring accountability to the voters,”
  • The cultural trend was that as voters became better educated and more economically stable, they wanted something more out of politics than the patronage provided by the old political machines
  • This led a new generation of solidly middle-class and young activists in both parties to turn away from the pragmatic politics of backroom bargaining and technocratic tinkering of their elders and toward a new front of ideological battle, beginning with civil rights.
  • The Goldwaterites, for example, rightly believed that they could appeal to southern conservative Democrats over their shared distaste for civil rights legislation and defeat the far less organized urban-oriented liberal moderates, who Rosenfeld importantly notes were too top heavy with elected officials and intellectuals and “devoid of grassroots strength.”
  • Among Democrats, the energy for aligning party with principle came from “young, educated New Deal liberals, motivated largely by national issues, [who] forged alliances with organized labor and racial minorities to square off against sclerotic, generally non-ideological Democratic organizations.” Civil rights was their cri de coeur
  • With the arrival of the “Watergate Babies” after the 1974 election, congressional Democrats enacted new rules to give both the caucus and the speaker more power to overcome the conservatives. These rules were pushed by liberal outside groups, most prominently Common Cause. Later, Newt Gingrich would further centralize power when he became speaker, bringing American politics a step even closer to the responsible-party vision.
  • Richard Nixon opined in 1959, “It would be a great tragedy if we had our two major political parties divided on what we would call a conservative-liberal line. . . . [O]ne of the attributes of our political system has been that we have avoided generally violent swings in administrations from one extreme to the other.”
  • As a mode of governing, non-ideological politics worked well with the technocratic solutionism of President John F. Kennedy, who proudly told Yale graduates in 1962, “The central domestic issues of our time relate not to basic clashes of philosophy or ideology but to ways and means of reaching common goals.”
  • Consensus politics could work when the substance of party politics was thick with issues of consensus, in which debates over means dominated debates over ends. Once ends came to be more important than means, politics changed. Pragmatic incrementalism was no match for moral urgency.
  • Since the 1980s, the ideological activists have remained dominant in both parties, steadily weeding out dissenting holdovers from an earlier era while enforcing more and more programmatic unity, an iterative and ultimately generational project. Even the “New Democrats” of the 1990s “pitched moderate programmatic initiatives in explicitly partisan terms.”
  • Rosenfeld’s history lesson gives us two key takeaways.
  • modern advocates of “bipartisanship” remember that bipartisanship was not all lollipops and roses. It fostered a political system in which voters lacked meaningful choices, and it stymied civil rights.
  • it’s not clear how we could simply reverse six decades of organizational and coalitional transformation. The party organizations of the 1950s reflected a very different world, in which most politics was local and there were few highly educated, activist voters
  • an optimistic takeaway from the book is that change is possible through deliberate action. Just as activists half a century ago set in motion a new vision for a party system, so too might today’s activists set in motion their own vision for a new party politics.
Javier E

Deadly 1918 flu pandemic's lessons ignored in Trump's coronavirus response, historian s... - 0 views

www.washingtonpost.com/...1918-flu-coronavirus-trump

pandemic history politics trump wilson

shared by Javier E on 29 Feb 20 - No Cached
  • as fears about the coronavirus spread, at least one historian is worried the Trump administration is failing to heed the lesson of one of the world’s worst pandemics: Don’t hide the truth.
  • “They [the Trump administration] are clearly trying to put the best possible gloss on things, and are trying to control information,” said John M. Barry, author of “The Great Influenza: The Epic Story of the Deadliest Plague in History,”
  • News about the war was carefully controlled by the Committee on Public Information, an independent federal agency whose architect, publicist Arthur Bullard, once said, “The force of an idea lies in its inspirational value. It matters very little if it is true or false.”
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  • when the Spanish flu spread across the United States in the fall of 1918, both the government and the media continued the same rosy strategy “to keep morale up.”
  • President Woodrow Wilson released no public statements. Surgeon General Rupert Blue said, “There is no cause for alarm if proper precautions are observed.” Another top health official, Barry said, dismissed it as “ordinary influenza by another name.”
  • But it wasn’t. The Spanish flu had a mortality rate of 2 percent — much higher than seasonal influenza strains, and similar to some early estimates about the coronavirus.
  • For the most part, the media followed the government’s lead and self-censored dire news. That made everything worse, Barry said.
  • For example, in Philadelphia, local officials were planning the largest parade in the city’s history. Just before the scheduled event, about 300 returning soldiers started spreading the virus in the city.
  • “And basically every doctor, they were telling reporters the parade shouldn’t happen. The reporters were writing the stories; editors were killing them,” he said. “The Philadelphia papers wouldn’t print anything about it.”
  • The parade was held and, 48 hours later, Spanish flu slammed the city. Even once schools were closed and public gatherings were banned, city officials claimed it wasn’t a public health measure and there was no cause for alarm,
  • Philadelphia became one of the hardest hit areas of the country. The dead lay in their beds and on the streets for days; eventually, they were buried in mass graves. More than 12,500 residents died
  • The Jefferson County Union in Wisconsin warned about the seriousness of the flu on Sept. 27, 1918. Within days, an Army general began prosecution against the paper under a wartime sedition act, claiming it had “depressed morale.
  • As the pandemic raged through October of that year, Americans could see with their own eyes that the “absurd reassurances” coming from local and national officials weren’t true. This crisis of credibility led to wild rumors about bogus cures and unnecessary precautions
  • The Spanish flu ultimately killed about 50 million people worldwide, including 675,000 people in the United States, according to the Centers for Disease Control and Prevention. Even President Wilson caught it, in the middle of negotiations to end the Great War.
  • “I think the No. 1 lesson that came out of the experience is that if you want to prevent panic, you tell the truth,”
  • Now, with coronavirus, Barry said he’s “a little bit worried” about the plan being followed. He doesn’t think the Trump administration is “outright lying, but they’re definitely giving you interpretations that seem to be the best-case scenarios.”
  • He’s particularly concerned about President Trump’s decision to have Vice President Pence oversee the response, instead of an expert such as Anthony Fauci, the doctor who heads the National Institute of Allergy and Infectious Diseases at the National Institutes of Health.
  • Given the credibility crisis that happened with the 1918 pandemic, Barry said that was “the exact wrong thing to do.”
Javier E

A new poll shows Trump's magical lying powers are failing him - The Washington Post - 0 views

www.washingtonpost.com/...l-lying-powers-are-failing-him

trump strategy crisis media politics policy

shared by Javier E on 20 Mar 20 - No Cached
  • A new poll from NPR, PBS News Hour and Marist finds that only 37 percent of Americans have a good deal of trust in the information Trump tells them about coronavirus. By contrast, 60 percent have little to no trust.
  • Meanwhile, the poll also finds that 50 percent have a good deal of trust in the news media’s information about the disease, versus 47 percent who lack trust
  • a great deal is at stake here. Our national response to a crisis with extraordinarily far-reaching destructive potential is more or less under the control of a megalomaniac who, with the eager backing of his media allies, vastly prioritizes protecting his reelection chances over protecting the country.
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  • The Post reports that Trump propagandists like Sean Hannity have stampeded in herd-like fashion from initially attacking the media for supposedly hyping coronavirus to claiming its dire nature actually displays Trump’s heroism.
  • First Trump and his propagandists falsely accused the media of exaggerating the threat to protect his initial instinct to downplay it himself, all to avoid rattling the markets, to buoy his reelection hopes.
  • when it became obvious the crisis was very serious indeed, Trump attacked the media to falsely discredit its aggressive reporting on his failure to respond to it competently and with urgency. And now, Trump’s propagandists are supplanting that accurate reporting with their own narrative — one in which the very same crisis they previously downplayed now showcases Trump’s decisive and “bold” leadership.
  • another report, from the New York Times, ferrets out alarming new behind-the-scenes details that underscore just how unfit Trump is to the task at hand. It shows that Trump’s refusal to accept the seriousness of coronavirus, and his failure to lay down clear chains of command and elaborate a real long-term plan, created a situation in which officials scrambled to address the crisis almost behind his back.
  • it’s somewhat heartening that the new NPR poll finds that 44 percent of Americans approve of Trump’s handling of the crisis, while 49 percent disapprove of it.
  • While 85 percent of Republicans approve, crucially, only 40 percent of independents do, while 50 percent disapprove.
  • One bit of bad news: 46 percent of Americans say the federal government is doing enough to combat coronavirus, which is obviously not the case, while 44 percent say it is not.
  • However, 70 percent are concerned that coronavirus will spread to their communities, a massive swing from 44 percent last month, in spite Trump’s efforts to downplay it
  • Meanwhile, only 37 percent of Americans trust what Trump tells them about coronavirus, while 60 percent do not, and among independents, that’s an even worse 35 percent to 62 percent. Among women it’s a staggering 31 percent to 66 percent.
  • All this comes as we are confronting very grim new realities. The White House appears to have been jolted by new research out of Britain demonstrating that if the government and individuals do nothing to combat coronavirus’s spread, up to 2.2 million Americans could die.
  • Conversely, that research also shows that doing what is necessary to seriously curtail such numbers will require sustained, drastic disruptions — and with them, a potentially severe economic downturn.
  • All this means that in addition to the threat it poses to the country, coronavirus also poses an existential threat to Trump’s presidency. This Trump-protection project will only grow more urgent
  • Trump and his propagandists have absolute faith in the power of their magical lies to discredit the news media and to substitute their own version of reality for the one the media is reporting. And Trump has kept up the attacks on the press for precisely this purpose.
Javier E

Opinion | Bernie Angry. Bernie Smash! - The New York Times - 0 views

www.nytimes.com/...ernie-biden-happy-warrior.html

anger joy attitude character politician

shared by Javier E on 05 Mar 20 - No Cached
  • There was a time when optimism was considered a desirable trait in politicians: Barack Obama and Bill Clinton had it; Ronald Reagan had it in spades.
  • Joe Biden has it. In his 2012 victory speech, President Obama hailed him as “America’s happy warrior.” Who knows? It may be that it is this — a sense of buoyancy and hope — that accounted for his extraordinary series of Super Tuesday victories.
  • more often Mr. Sanders seems to be driven less by joy than by fire, less inspired by the delights of what President Richard Nixon called “the arena” than by the seriousness of the revolution he is trying to bring about.
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  • like the Hulk, Mr. Sanders too is driven, at times, by what seems like rage.
  • We should be filled with rage, not joy, because of all the ways in which our democracy does not work.
  • The Trump era has left so many people feeling just like this — angry all the time, so infuriated by the cruelty and the lies that we forget that the process of taking him down ought to fill us with joy.
  • To quote Molly Ivins again, “Keep fightin’ for freedom and justice, beloveds, but don’t you forget to have fun doin’ it. Lord, let your laughter ring forth. Be outrageous, ridicule the fraidy-cats, rejoice in all the oddities that freedom can produce. And when you get through kickin’ ass and celebratin’ the sheer joy of a good fight, be sure to tell those who come after how much fun it was.”
  • Hulk smash. But optimism and hope smash too. Why should we not be happy warriors, even as we prepare to battle our archnemesis?
Javier E

Everybody lies: how Google search reveals our darkest secrets | Technology | The Guardian - 0 views

www.theguardian.com/...crets-seth-stephens-davidowitz

google search social media research statistics

shared by Javier E on 09 Jul 17 - No Cached
  • Many people underreport embarrassing behaviours and thoughts on surveys. They want to look good, even though most surveys are anonymous. This is called social desirability bias.
  • An important paper in 1950 provided powerful evidence of how surveys can fall victim to such bias. Researchers collected data, from official sources, on the residents of Denver: what percentage of them voted, gave to charity, and owned a library card. They then surveyed the residents to see if the percentages would match. The results were, at the time, shocking. What the residents reported to the surveys was very different from the data the researchers had gathered
  • Then there’s that odd habit we sometimes have of lying to ourselves. Lying to oneself may explain why so many people say they are above average. How big is this problem? More than 40% of one company’s engineers said they are in the top 5%. More than 90% of college professors say they do above-average work. One-quarter of high school seniors think they are in the top 1% in their ability to get along with other people. If you are deluding yourself, you can’t be honest in a survey.
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  • on sensitive topics, every survey method will elicit substantial misreporting. People have no incentive to tell surveys the truth.
  • How, therefore, can we learn what our fellow humans are really thinking and doing? Big data
  • Think of Google searches. Remember the conditions that make people more honest. Online? Check. Alone? Check. No person administering a survey? Check.
  • I am now convinced that Google searches are the most important dataset ever collected on the human psyche.
  • How many American men are gay? This is a regular question in sexuality research. Yet it has been among the toughest questions for social scientists to answer. Psychologists no longer believe Alfred Kinsey’s famous estimate – based on surveys that oversampled prisoners and prostitutes – that 10% of American men are gay. Representative surveys now tell us about 2% to 3% are
  • About 2.5% of male Facebook users who list a gender of interest say they are interested in men; that corresponds roughly with what the surveys indicate.
  • There is clearly some mobility – from Oklahoma City to San Francisco, for example. But I estimate that men moving to someplace more open-minded can explain less than half of the difference in the openly gay population in tolerant versus intolerant states.
  • If mobility cannot fully explain why some states have so many more openly gay men, the closet must be playing a big role. Which brings us back to Google
  • about 5% of male porn searches are for gay-male porn. Overall, there are more gay porn searches in tolerant states compared with intolerant states.
  • one consequence of my estimate is clear: an awful lot of men in the United States, particularly in intolerant states, are still in the closet. They don’t reveal their sexual preferences on Facebook. They don’t admit it on surveys. And, in many cases, they may even be married to women.
  • It turns out that wives suspect their husbands of being gay rather frequently. They demonstrate that suspicion in the surprisingly common search: “Is my husband gay?” The word “gay” is 10% more likely to complete searches that begin “Is my husband...” than the second-place word, “cheating”. It is eight times more common than “an alcoholic” and 10 times more common than “depressed”.
  • On Google, there are 16 times more complaints about a spouse not wanting sex than about a married partner not being willing to talk. There are five-and-a-half times more complaints about an unmarried partner not wanting sex than an unmarried partner refusing to text back.
  • Google data also suggests a reason people may be avoiding sex so frequently: enormous anxiety, with much of it misplaced. Start with men’s anxieties. It isn’t news that men worry about how well endowed they are, but the degree of this worry is rather profound. Men Google more questions about their sexual organ than any other body par
  • Men conduct more searches for how to make their penises bigger than how to tune a guitar, make an omelette, or change a tyre. Men’s top Googled concern about steroids isn’t whether they may damage their health but whether taking them might diminish the size of their penis. Men’s top Googled question related to how their body or mind would change as they aged was whether their penis would get smaller.
  • Do women care about penis size? Rarely, according to Google searches. For every search women make about a partner’s phallus, men make roughly 170 searches about their own
  • Men’s second most common sex question is how to make their sexual encounters longer. Once again, the insecurities of men do not appear to match the concerns of women. There are roughly the same number of searches asking how to make a boyfriend climax more quickly as climax more slowly.
  • while it’s true that overall interest in personal appearance skews female, it’s not as lopsided as stereotypes would suggest. According to my analysis of Google AdWords, which measures the websites people visit, interest in beauty and fitness is 42% male, weight loss is 33% male, and cosmetic surgery is 39% male
  • you could call it progress that many people today feel they will be judged if they admit they judge other people based on their ethnicity, sexual orientation, or religion. But many Americans still do. You can see this on Google
  • African Americans are the only group that faces a “rude” stereotype
  • Nearly every group is a victim of a “stupid” stereotype; the only two that are not: Jews and Muslims.
  • The “evil” stereotype is applied to Jews, Muslims, and gay people but not black people, Mexicans, Asians, and Christians.
  • Muslims are the only group stereotyped as terrorists.
  • minutes after the media first reported one of the shooters’ Muslim-sounding names, a disturbing number of Californians decided what they wanted to do with Muslims: kill them. The top Google search in California with the word “Muslims” in it at the time was “kill Muslims”
  • In the days following the San Bernardino attack, for every American concerned with “Islamophobia”, another was searching for “kill Muslims”. While hate searches were approximately 20% of all searches about Muslims before the attack, more than half of all search volume about Muslims became hateful in the hours that followed it. And this minute-by-minute search data can tell us how difficult it can be to calm this rage.
  • Obama’s speech, in other words, was judged a major success. But was it?
  • In his speech, the president said: “It is the responsibility of all Americans – of every faith – to reject discrimination.” But searches calling Muslims “terrorists”, “bad”, “violent”, and “evil” doubled during and shortly after the speech.
  • Obama also said: “It is our responsibility to reject religious tests on who we admit into this country.” But negative searches about Syrian refugees, a mostly Muslim group then desperately looking for a safe haven, rose 60%, while searches asking how to help Syrian refugees dropped 35%
  • Obama asked Americans to “not forget that freedom is more powerful than fear”. Yet searches for “kill Muslims” tripled during his speech. In fact, just about every negative search we could think to test regarding Muslims shot up during and after Obama’s speech, and just about every positive search we could think to test declined.
  • new data from the internet, offering digital truth serum, suggested that the speech actually backfired in its main goal. Instead of calming the angry mob, as everybody thought he was doing, the internet data tells us that Obama actually inflamed it.
  • Searches for “nigger jokes” are 17 times more common than searches for “kike jokes”, “gook jokes”, “spic jokes”, “chink jokes”, and “fag jokes” combined. When are these searches most common? Whenever African Americans are in the news.
  • Any theory of racism has to explain a big puzzle in America. On the one hand, the overwhelming majority of black Americans think they suffer from prejudice – and they have ample evidence of discrimination in police stops, job interviews, and jury decisions. On the other hand, very few white Americans will admit to being racist. The dominant explanation among political scientists recently has been that this is due, in large part, to widespread implicit prejudice. White Americans may mean well, this theory goes, but they have a subconscious bias, which influences their treatment of black Americans.
  • There is, though, an alternative explanation for the discrimination that African Americans feel and whites deny: hidden explicit racism. Suppose there is a reasonably widespread conscious racism of which people are very much aware but to which they won’t confess – certainly not in a survey
  • That’s what the search data seems to be saying.
  • this gender bias is not grounded in reality. About 28% of girls are overweight, while 35% of boys are. Even though scales measure more overweight boys than girls, parents see – or worry about – overweight girls much more frequently than overweight boys. Parents are also one-and-a-half times more likely to ask whether their daughter is beautiful than whether their son is handsome.
  • And then there is the phenomenon of Donald Trump’s candidacy. When Nate Silver, the polling guru, looked for the geographic variable that correlated most strongly with support in the 2016 Republican primary for Trump, he found it in the map of racism I had developed.
  • The primary explanation for discrimination against African Americans today is not the fact that the people who agree to participate in lab experiments make subconscious associations between negative words and black people; it is the fact that millions of white Americans continue to do things like search for “nigger jokes”
  • , I was able to use Google searches to find evidence of implicit prejudice against another segment of the population: young girls. And who, might you ask, would be harbouring bias against girls? Their parents.
  • Prior to the Google data, we didn’t have a convincing measure of this virulent animus. Now we do. We are, therefore, in a position to see what it explains. It explains why Obama’s vote totals in 2008 and 2012 were depressed in many regions. It also correlates with the black-white wage gap, as a team of economists recently reported. The areas that I had found make the most racist searches underpay black people.
  • Perhaps young boys are more likely than young girls to use big words or show objective signs of giftedness? Nope. If anything, it’s the opposite. At young ages, girls have consistently been shown to have larger vocabularies and use more complex sentences. In American schools, girls are 9% more likely than boys to be in gifted programmes. Despite all this, parents looking around the dinner table appear to see more gifted boys than girls.
  • What then are parents’ overriding concerns regarding their daughters? Primarily, anything related to appearance.
  • Parents are about twice as likely to ask how to get their daughters to lose weight as they are to ask how to get their sons to do the same
  • Parents are two-and-a-half times more likely to ask “Is my son gifted?” than “Is my daughter gifted?”
  • I did not find a significant relationship between any of these biases and the political or cultural makeup of a state. It would seem this bias against girls is more widespread and deeply ingrained than we’d care to believe.
  • Let’s return to Obama’s speech about Islamophobia. Recall that every time he argued that people should respect Muslims more, the people he was trying to reach became more enraged. Google searches, however, reveal that there was one line that did trigger the type of response Obama might have wanted. He said: “Muslim Americans are our friends and our neighbours, our co-workers, our sports heroes and, yes, they are our men and women in uniform, who are willing to die in defence of our country.”
  • When we lecture angry people, the search data implies that their fury can grow. But subtly provoking people’s curiosity, giving new information, and offering new images of the group that is stoking their rage may turn their thoughts in different, more positive directions.
  • What’s your background?I’d describe myself as a data scientist, but my PhD is in economics. When I was doing my PhD, in 2012, I found this tool called Google Trends that tells you what people are searching, and where, and I became obsessed with it.
  • What would your search records reveal about you?They could definitely tell I’m a hypochondriac because I’m waking up in the middle of the night doing Google searches about my health. There are definitely things about me that you could figure out. When making claims about a topic, it’s better to do it on aggregate, but I think you can figure out a lot, if not everything, about an individual by what they’re searching on Google.
  • All this data I’m talking about is public
  • Does it change your view of human nature? Are we darker and stranger creatures than you realised?Yeah. I think I had a dark view of human nature to begin with, and I think now it’s gotten even darker. I think the degree to which people are self-absorbed is pretty shocking
  • When Trump became president, all my friends said how anxious they were, they couldn’t sleep because they’re so concerned about immigrants and the Muslim ban. But from the data you can see that in liberal parts of the country there wasn’t a rise in anxiety when Trump was elected. When people were waking up at 3am in a cold sweat, their searches were about their job, their health, their relationship – they’re not concerned about the Muslim ban or global warming.
  • Was the Google search data telling you that Trump was going to win?I did see that Trump was going to win. You saw clearly that African American turnout was going to be way down, because in cities with 95% black people there was a collapse in searches for voting information. That was a big reason Hillary Clinton did so much worse than the polls suggested.
hannahcarter11

U.S. Will Impose New Ban On Travel From India As Coronavirus Rages : Coronavirus Update... - 0 views

www.npr.org/...rom-india-as-coronavirus-rages

travel ban US India

shared by hannahcarter11 on 02 May 21 - No Cached
  • The Biden administration is set to enact a travel ban on any non-U.S. citizens or permanent residents coming to the country from India as multiple coronavirus variants have driven India's COVID-19 outbreak to troubling new heights.
  • India had already been under a Level 4 – Do Not Travel advisory from the State Department, which issued or updated scores of travel advisories related to the continued spread of the coronavirus last week. The new ban will take the precaution to a new level.
  • The policy will not apply to U.S. citizens, a Biden administration official said, speaking on condition of anonymity.
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  • As part of existing restrictions on international passengers, anyone arriving in the U.S. would still be subject to coronavirus testing measures and must enter quarantine if they have not been vaccinated.
  • In a statement issued Friday, Psaki said, "The policy will be implemented in light of extraordinarily high COVID-19 caseloads and multiple variants circulating" in India.
  • Like many countries, India dealt with an initial wave of the coronavirus in 2020. But it's now enduring a tsunami of new cases, forcing a shortage of key resources, from hospital space to oxygen tanks.
  • Unlike some nations that have been able to avoid a new spike in deaths and critical hospitalizations despite recent outbreaks, India is also seeing an unprecedented number of deaths.
  • Testing kits are also in short supply in India, feeding speculation that the scale of the outbreak is even larger than official reports suggest.
  • India has been setting, and breaking, world records for the most daily reported COVID-19 cases for the past week as its citizens and public health officials watch infection rates rise at terrifying rates. It reached a new high mark Friday when India's Health Ministry reported 386,453 new infections.
  • The U.S. remains the country with the most reported COVID-19 cases, with more than 32.3 million, according to data compiled by Johns Hopkins University. India has reported nearly 18.8 million cases.
anniina03

Chile protests Santiago: At least 11 dead as violent protests rage - CBS News - 0 views

www.cbsnews.com/...-dead-as-violent-protests-rage

history culture politics economics

shared by anniina03 on 22 Oct 19 - No Cached
  • Protesters defied an emergency decree and confronted police in Chile's capital Monday, continuing violent clashes, arson and looting that have left at least 11 dead and led the president to say the country is "at war."
  • The unrest was triggered by a relatively minor increase in subway fares of less than 4% — but analysts have said the protests are fed by frustration from a long-building sense among many Chileans
  • Officials said it could take weeks or months to fully restore service.
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  • Conservative President Sebastián Piñera said Sunday night that the country is "at war with a powerful, relentless enemy that respects nothing or anyone and is willing to use violence and crime without any limits." He did not identify a specific enemy.
  • the U.N. High Commissioner for Human Rights, Bachelet called for an investigation into all acts, by government or protesters, that have led to injuries and death.
  • "I'm protesting for my daughter, for my wife, for my mother, not just for the 30 pesos of the Metro — for the low salaries, for the privileges of the political class, for their millionaire salaries,"
  • The nation of 18 million people has won worldwide acclaim for its low poverty, inflation and unemployment, rarities in a region still struggling to leave behind economic dysfunction. But Chile's rate of inequality is among the worst in Latin America.
anniina03

Lebanon police fire tear gas at protesters in violent 'week of rage' - CNN - 0 views

www.cnn.com/...index.html

politics Crisis

shared by anniina03 on 20 Jan 20 - No Cached
  • Lebanese police fired tear gas and water cannons at hundreds of anti-government protesters in downtown Beirut on Saturday, as the monthslong demonstrations turned violent in what is being called a "week of rage."
  • More than 80 people were hospitalized and 140 have been treated at the scene, according to the Lebanese Red Cross. Demonstrations over one of the country's worst-ever economic crises began in mid-October and led to the resignation of Prime Minister Saad Hariri, who is now leading the country in a caretaker role.
  • Protests have been going on ever since, but had largely been peaceful. They erupted in violence this week as demonstrators began smashing bank windows and ATMs. Clashes with police have left dozens injured.
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  • Protesters have grown increasingly frustrated as the country has been unable to form a legitimate government for more than three months.
  • "The scene of confrontations, fires and acts of sabotage in Beirut Downtown is a crazy, suspicious, and unacceptable scene that threatens civil peace and warns of the most severe consequences," he said. "Beirut will not be an arena for mercenaries and deliberate policies to strike the peacefulness of popular movements."
xaviermcelderry

Win or Lose, Trump and Biden's Parties Will Plunge Into Uncertainty - The New York Times - 0 views

www.nytimes.com/...den-republicans-democrats.html

election Republicans Democrats politicalparties

shared by xaviermcelderry on 02 Nov 20 - No Cached
  • PLANO, Texas — Fighting for his political survival from the second floor of his campaign bus last week, Senator John Cornyn warned a small crowd of supporters that his party’s long-held dominance in this historically ruby-red state was at risk.
  • Asked whether Mr. Trump, the man who redefined Republicanism, was an asset to Mr. Cornyn’s re-election effort, the senator was suddenly short on words.“Absolutely,” he said, stone-faced.
  • Four years ago, Mr. Trump mounted a hostile takeover of the Republican Party, winning the support of the party’s base with a message that shredded mainstream conservative ideology on issues like fiscal responsibility, foreign policy and trade.
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  • Traditionally, presidential elections provide clarity on how a party sees its political future.
  • Today, with both presidential candidates content to make the race a referendum on Mr. Trump, questions about him have overshadowed the debates raging within both parties over how to govern a country in the midst of a national crisis.
  • If Mr. Biden wins, progressive Democrats are preparing to break their election-season truce, laying plans to push for liberals in key government posts, including Senator Elizabeth Warren of Massachusetts as Treasury secretary. If Mr. Biden loses, progressives will argue that he failed to embrace a liberal enough platform.
  • This year’s election seems likely to plunge both Republicans and Democrats into a period of disarray no matter who wins the White House.
  • “Nothing focuses the mind like a big election loss,” said Mr. Flake, who was one of many Republicans to retire in 2018 and who has endorsed Mr. Biden for president. “The bigger the better when it comes to the president.”
  • Rather than engage women or voters of color, the president expanded Republican margins with white, working-class voters, said Mr. Fleischer, a former press secretary for Mr. Bush who has come to embrace Mr. Trump after leaving his ballot blank in 2016.
  • Mr. Hawley argued that Republicans should embrace the populist energy of their voters by pursuing the breakup of big technology companies, voicing skepticism of free trade and making colleges more accountable for their high tuition costs.“If the party is going to have a future, it’s got to become the party of working people,” he said.
  • Democrats face their own divides over whether to use the moment of national crisis to push for far-reaching structural changes on issues like health care, economic inequality and climate change.
  • “I didn’t know at the time how much I really disagreed with Bush on some things,” Mr. Wurst said. “Look at what Mr. Trump has gotten done. I don’t like his tone, but sometimes you have to look at results.”
  • In Texas, a rising number of young, liberal politicians believe they can finally turn the conservative state blue by embracing a progressive platform.
  • No matter who wins, Democrats will be split between younger progressives and a moderate old guard. And a Republican Party redefined in President Trump’s image will start weighing where it goes next.
  • both parties appear destined for an ideological wilderness in the months ahead as each tries to sort out its identities and priorities.
  • Editors’ PicksHow to Staycation in 6 American CitiesHow the Trump Era Has Strained, and Strengthened, Politically Mixed MarriagesWhere Cruise Ships Are Sent to DieAdvertisementContinue reading the main story
  • he questions facing partisans on both sides are sweeping, and remain largely unresolved despite more than a year of a tumultuous presidential campaign.
  • The party is headed toward a reckoning, whatever happens in November, because you still have large segments of the party establishment that are not at all reconciled with the president’s victory in 2016,” said Senator Josh Hawley, Republican of Missouri, who is frequently mentioned as a possible 2024 contender. “These people are still very powerful in the Republican Party, and I think we’ll have a real fight for the future.”
  • Representative Pramila Jayapal of Washington, a co-chair of the House Progressive Caucus and an ally of Senator Bernie Sanders, said those plans were the “floor, not the ceiling” of what the liberal wing of the party plans to demand should Mr. Biden win.
  • “Both sides have been content to make this election about a personality,” said Brad Todd, a Republican strategist and an author of a book about the conservative populist coalition that fueled Mr. Trump’s victory in 2016. “Therefore, we’ve not had a lot of light shown on the ideological realignment that’s occurred in the country.”
  • Mr. Hawley argued that Republicans should embrace the populist energy of their voters by pursuing the breakup of big technology companies, voicing skepticism of free trade and making colleges more accountable for their high tuition costs.
  • Texas may provide a preview of these debates. As Democrats continue to make gains in the state and as the coronavirus rages there, moderate Republicans have tried to steer the state closer to the center while conservatives have tried to push Texas further right.
  • Yet in an increasingly polarized country, that center may be shifting.
Javier E

Opinion | How Fox News may be destroying Trump's reelection hopes - The Washington Post - 0 views

www.washingtonpost.com/...roying-trumps-reelection-hopes

fox news trump 2020

shared by Javier E on 28 Jul 20 - No Cached
  • For Trump, Fox News has two functions: With some exceptions, it largely functions as his “shameless propaganda outlet,” as Margaret Sullivan put it, aggressively inflating his successes and faithfully pushing his messages. When Fox occasionally departs from this role, Trump rages at it as a form of deep betrayal.
  • Yet for precisely this reason, Fox also functions as a kind of security blanket: It persuades Trump that he’s succeeding, which provides an effective reality distortion field against outside criticism.
  • Trump repeatedly failed to act to tame the spread, even though that would have helped him politically, due to a pathological refusal to admit earlier error and “overly rosy assessments and data" from Fox News:Another self-imposed hurdle for Trump has been his reliance on a positive feedback loop. Rather than sit for briefings by infectious-disease director Anthony S. Fauci and other medical experts, the president consumes much of his information about the virus from Fox News Channel and other conservative media sources, where his on-air boosters put a positive spin on developments.
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  • When the coronavirus death toll approached 100,000, this fact was largely absent from Fox prime-time programming. Now that it’s approaching 150,000, Fox personalities are claiming the original lockdowns were a plot to harm Trump and that things are actually going far better than expected thanks to his towering leadership.
  • studies suggest misinformation from Fox and other right-wing media outlets might be making audiences more prone to believing coronavirus conspiracy theories. Meanwhile, even as too-rapid reopenings are a big reason the coronavirus is surging again, his Fox propagandists continue to push the idea that hesitation to reopen schools is pure politics.
  • Yet according to Trump’s own advisers, these failures are now putting his reelection at risk.
  • Meanwhile, Trump is mainlining from Fox a daily picture of the protests that is highly distorted and narcotically numbing.
  • This is surely why Trump is sending in law enforcement in the first place — he believes inciting violent civil conflict will help his reelection. As one GOP strategist candidly tells the Times, Republicans are hoping to define Democrats “as being on the side of the anarchists in Portland.”
  • The crucial point here is that what Trump sees on Fox is surely persuading him that he’s succeeding in doing just that.
  • Fox personalities are claiming that electing Joe Biden will make civil violence “a staple of American life everywhere.” They are relentlessly doctoring Biden quotes to paint him as anti-police. And they are suggesting that Trump’s Mount Rushmore speech, which conflated protests with “far-left fascism” to justify sending in more law enforcement, represented the greatest oratory since Cicero.
  • But in the Fox narrative of the protests, there is no room for any acknowledgement that Trump is functioning as a primarily inciting and destructive force, or that this fact might be further alienating the educated white suburban voters who are supposed to find Trump’s authoritarian displays reassuring.
  • a recent Yahoo News-YouGov poll found that a larger percentage of suburban voters say the country will become less safe if Trump wins (48 percent) than say the same about Biden (37 percent). Among women, it’s even worse for Trump (50 percent and 33 percent, respectively).
Javier E

Parents are furious that schools can't reopen - The Washington Post - 0 views

www.washingtonpost.com/...remote-school-parents-rage

schools opening pandemic trump crisis

shared by Javier E on 26 Jul 20 - No Cached
  • The implicit bargain of the spring was that if everyone complied with the shutdowns, the isolation, the social distancing, the working-while-parenting disasters and the rest, the government would use that time to build enough testing, tracing and public health infrastructure so that students could safely go back to school in person in the fall.
  • Instead, having utterly failed to contain the virus, the administration is now employing the crafty tactic of attempting to draw attention away from the pandemic — as if we could be distracted out of noticing that we can no longer safely leave our homes, we have no functioning public institutions (libraries, museums, schools), we have lost more than 139,000 American lives, and we are well on our way into the worst economic downturn since the Great Depression.
  • I can’t be the only parent who finds containing my anger about this to be a full-time job on top of the two I’m already performing poorly. So many of us did everything the government asked, and officials responded by doing . . . nothing
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  • with case numbers rising in 44 out of 50 states, the White House, abruptly abandoning its always spotty commitment to federalism, has begun issuing marching orders about opening schools full-time and on schedule, masks and social distancing be damned.
  • In a classic bit of Trump gaslighting, not only has any hope for increased school funding dematerialized, but the administration is threatening to defund individual school districts if they don’t comply with the order to reopen.
  • As late summer closes in, there’s a special flavor of rage as parents realize that we’re now being forced to advocate for the very outcome that, a few weeks ago, we were hoping against hope to avoid: keeping school all-online in the fall.
  • We agree, for example, that we would give up even our current limited interactions with the world — daily dog walks, weekly grocery runs, the occasional masked-and-distanced walk in the park with a friend — if it meant my daughter could attend the school of her dreams in person.
  • Now it’s clear that on a larger societal plane, this is precisely the deal we have all been making every day in real life, though with the terms reversed. What we chose as a country — or rather, what was chosen for us by an administration seemingly committed to chaos and entropy as governing principles — was to jeopardize the future of public education while prioritizing the opening of restaurants, bars and Home Depots
  • If we were willing, right now, to collectively agree to give up other activities for a time — according to many epidemiologists, a hard six-week lockdown plus rigorous public masking would do it — we could lower infection rates enough to open schools safely
  • Prioritizing schools in this way would be a universal public good, even for Americans with no children and no connection to the school system. Set aside the enormous significance of education for children’s enrichment, socialization and health; just getting them out of the house during the week would allow parents to start returning to work full time.
  • most Americans are concerned that reopening schools for in-person learning will lead to a coronavirus surge, and 35 percent of parents think they shouldn’t open at all.
  • Another 41 percent of parents think they should only open with “major adjustments.”
  • Whichever we go with, we will no doubt spend the semester wondering if we harmed either our child’s education or our community’s health by not picking the other option.
  • Most of us are resigned to go back to the hell of online learning, because the only alternative our leaders have left us with is even worse.
nrashkind

Outpouring of rage over George Floyd killing tests limits of U.S. police tactics - Reuters - 0 views

www.reuters.com/...s-police-tactics-idUSKBN23A30I

shared by nrashkind on 04 Jun 20 - No Cached
  • Responses by law enforcement authorities in the U.S. capital and in Flint, Michigan, to protests over the police killing of George Floyd illustrated starkly contrasting approaches to handling angry crowds on American streets and repairing relations with grieving communities.
  • Sheriff Christopher Swanson of Michigan’s Genesee County was keenly aware that some protests in other cities against police brutality after the May 25 death of Floyd, an unarmed black man, in police custody in Minneapolis had descended into arson and looting.
  • “We’ve had protests every night since then. ... Not one arrest. Not one fire. And not one injury,” Swanson said in a telephone interview.
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  • “Not only is it a terrible tactic and unsafe ... it also is sending a tone as if this is the president that has ordered this,” said Ronald Davis, who headed the Justice Department’s Office of Community Oriented Policing Services under Trump’s predecessor Barack Obama.
  • Davis oversaw a task force that in 2015 released new federal guidelines for improving police practices after demonstrations that turned violent over the 2014 police killing of a young black man named Michael Brown
  • That approach appears to have been seldom used in protests that have engulfed many U.S. cities since Floyd’s death after a white police officer knelt on his neck for nearly nine minutes during his arrest.
  • For example, police in New York City have used pepper spray on protesters, hit people with batons and in one case drove two cruisers into a crowd. In New York and some other cities police themselves have been the target of violence.
  • “If we were dealing with traditional, peaceful protest, everything would have been different,” New York Mayor Bill de Blasio told reporters on Monday.
  • Candace McCoy, a professor at New York’s John Jay College of Criminal Justice, noted police face a complicated task.
Javier E

Trump's rage at Fox News's Neil Cavuto contains a key tell - The Washington Post - 0 views

www.washingtonpost.com/...-news-anchor-contains-key-tell

trump fox news criteria reliability truth fact

shared by Javier E on 19 May 20 - No Cached
  • Note the through line here: Just as Trump discredits the VA study’s findings by claiming VA employees aren’t his “fans,” he also discredits Cavuto’s purveying of information by noting that Fox is now “anti-Trump,” as if that alone is enough to settle the credibility of both.
  • Everything, always, must be evaluated through the prism of whether it is sufficiently hagiographical towards Trump. That’s the sole measure of an information source’s usefulness or reliability. Even if the information in question might enable people to make better decisions that could save their own lives.
saberal

Opinion | Trump Tries to Kill Covid Relief - The New York Times - 0 views

www.nytimes.com/...trump-coronavirus-relief.html

politics Trump US pandemic

shared by saberal on 11 Dec 20 - No Cached
  • The next few months will be terrible. Several thousand Americans are now dying from Covid-19 every day; given the lag between cases and deaths, the daily toll will almost certainly rise through the end of this year, and if people are careless over Christmas it could surge even higher in the new year.
  • The most we can hope for at this point are policies that mitigate the suffering, getting us through the horror while we wait for widespread vaccination. And a few days ago it seemed possible that we would in fact get some good news on the economic front.
  • The role of economic policy in this situation isn’t to bring those jobs back while the pandemic is still raging — we actually don’t want a resurgence of employment in high-risk sectors until vaccines are widely available. What we should be doing, instead, is minimizing the suffering while we wait. That is, the issue isn’t stimulus, it’s disaster relief.
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  • What should this relief involve? It should provide support for the unavoidably unemployed, sustain businesses through the dark months ahead and aid state and local governments that are suffering severe declines in revenues and that will otherwise be forced to make drastic cuts in essential services.
  • For Americans who won’t be able to return to work while the pandemic is still raging, a one-time payment of $600 is grossly inadequate, while for those who haven’t lost their jobs it’s unnecessary.
  • President Trump is still trying, in ever more desperate and destructive ways, to overturn the results of the election. And in his madness he may imagine that he will gain more politically from sending everyone another check with his name on it than from helping those truly in need.
Javier E

Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

www.theatlantic.com/...673488

holocaust education anti-Semitism culture history crisis

shared by Javier E on 25 Apr 23 - No Cached
  • Explore
  • 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

Opinion | Why Texas Republicans Are Targeting Renewable Energy - The New York Times - 0 views

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  • while talk of the woke mind virus manages to be both sinister and silly, I’d argue that there really is what we might call an anti-woke mind virus — a contagion that spreads not across people but across issues.
  • Here’s how it works. A significant faction of Americans, which increasingly dominates the Republican Party, hates anything it considers woke — which in this faction’s eyes means both any acknowledgment of social injustice and any suggestion that people should make sacrifices, or even accept mild inconvenience, in the name of the public good.
  • So there’s rage against the idea that racism was and still is an evil for which society should make some amends; there’s also rage against the idea that people should, say, wear masks during a pandemic to protect others, or cut down on activities that harm the environment.
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  • the weird thing is the way that it infects attitudes on issues that don’t actually involve wokeism but are seen as woke-adjacent.
  • The now-classic example is the way hostility to mask mandates, which were mainly about protecting others, turned into highly partisan opposition to Covid vaccination, which is mainly about protecting yourself.
  • The same thing, I’d argue, applies to energy policy. At this point, investing in renewable energy is simply a good business proposition; Texas Republicans have had to abandon their own free-market, anti-regulation ideology in the effort to strangle wind and solar powe
  • But renewable energy is something environmentalists favor; it’s being promoted by the Biden administration. So in the minds of Texas right-wingers the wind has become woke, and wind power has become something to be fought even if it hurts business and costs the state both money and jobs.
Javier E

Book Review - Churchill's Empire - By Richard Toye - The New York Times - 0 views

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  • The young Churchill charged through imperial atrocities, defending each in turn. When the first concentration camps were built in South Africa, he said they produced “the minimum of suffering” possible. At least 115,000 people were swept into them and 14,000 died, but he wrote only of his “irritation that kaffirs should be allowed to fire on white men.
  • When the Kurds rebelled against British rule in Iraq, he said: “I am strongly in favor of using poisoned gas against uncivilized tribes.” It “would spread a lively terror.” (Strangely, Toye doesn’t quote this.)
  • it’s easy to dismiss any criticism of these actions as anachronistic. Didn’t everybody in Britain think that way then? One of the most striking findings of Toye’s research is that they really didn’t: even at the time, Churchill was seen as standing at the most brutal and brutish end of the British imperialist spectrum.
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  • This was clearest in his attitude to India. When Gandhi began his campaign of peaceful resistance, Churchill raged that he “ought to be lain bound hand and foot at the gates of Delhi and then trampled on by an enormous elephant with the new Viceroy seated on its back.” He later added: “I hate Indians. They are a beastly people with a beastly religion.”
  • If Churchill had been interested only in saving the empire, he could probably have cut a deal with Hitler. No: he had a deeper repugnance to Nazism than that. He may have been a thug, but he knew a greater thug when he saw one — and we may owe our freedom today to this wrinkle in history.
  • Hussein Onyango Obama is unusual among Churchill’s victims only in one respect: his story has been rescued from the slipstream of history. Churchill believed the highlands, the most fertile land in Kenya, should be the sole preserve of the white settlers, and approved of the clearing out of the local “kaffirs.” When the Kikuyu rebelled under Churchill’s postwar premiership, some 150,000 of them were forced at gunpoint into detention camps, later called “Britain’s gulag” by the historian Caroline Elkins. Obama never truly recovered from the torture he endured.
  • In 1943, to give just one example, a famine broke out in Bengal, caused, as the Nobel Prize-winning economist Amartya Sen has proven, by British mismanagement. To the horror of many of his colleagues, Churchill raged that it was their own fault for “breeding like rabbits” and refused to offer any aid for months while hundreds of thousands died.
  • This is the great, enduring paradox of Churchill’s life. In leading the charge against Nazism, he produced some of the richest prose poetry in defense of freedom and democracy ever written. It was a check he didn’t want black or Asian people to cash, but as the Ghanaian nationalist Kwame Nkrumah wrote, “all the fair brave words spoken about freedom that had been broadcast to the four corners of the earth took seed and grew where they had not been intended.”
Javier E

Opinion | There's a Reason There Aren't Enough Teachers in America. Many Reasons, Actua... - 0 views

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  • Here are just a few of the longstanding problems plaguing American education: a generalized decline in literacy; the faltering international performance of American students; an inability to recruit enough qualified college graduates into the teaching profession; a lack of trained and able substitutes to fill teacher shortages; unequal access to educational resources; inadequate funding for schools; stagnant compensation for teachers; heavier workloads; declining prestige; and deteriorating faculty morale.
  • Nine-year-old students earlier this year revealed “the largest average score decline in reading since 1990, and the first ever score decline in mathematics,”
  • In the latest comparison of fourth grade reading ability, the United States ranked below 15 countries, including Russia, Ireland, Poland and Bulgaria.
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  • Teachers are not only burnt out and undercompensated, they are also demoralized. They are being asked to do things in the name of teaching that they believe are mis-educational and harmful to students and the profession. What made this work good for them is no longer accessible. That is why we are hearing so many refrains of “I’m not leaving the profession, my profession left me.”
  • We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally.
  • “The current problem of teacher shortages (I would further break this down into vacancy and under-qualification) is higher than normal.” The data, Nguyen continued, “indicate that shortages are worsening over time, particularly over the last few years
  • a growing gap between the pay of all college graduates and teacher salaries from 1979 to 2021, with a sharp increase in the differential since 2010
  • The number of qualified teachers is declining for the whole country and the vast majority of states.
  • Wages are essentially unchanged from 2000 to 2020 after adjusting for inflation. Teachers have about the same number of students. But, teacher accountability reforms have increased the demands on their positions.
  • The pandemic was very difficult for teachers. Their self-reported level of stress was about as twice as high during the pandemic compared to other working adults. Teachers had to worry both about their personal safety and deal with teaching/caring for students who are grieving lost family members.
  • the number of students graduating from college with bachelor’s degrees in education fell from 176,307 in 1970-71 to 104,008 in 2010-11 to 85,058 in 2019-20.
  • We do see that southern states (e.g., Mississippi, Alabama, Georgia and Florida) have very high vacancies and high vacancy rates.”
  • By 2021, teachers made $1,348, 32.9 percent less than what other graduates made, at $2,009.
  • These gaps play a significant role in determining the quality of teachers,
  • Sixty percent of teachers and 65 percent of principals reported believing that systemic racism exists. Only about 20 percent of teachers and principals reported that they believe systemic racism does not exist, and the remainder were not sure
  • “We find,” they write, “that teachers’ cognitive skills differ widely among nations — and that these differences matter greatly for students’ success in school. An increase of one standard deviation in teacher cognitive skills is associated with an increase of 10 to 15 percent of a standard deviation in student performance.”
  • teachers have lower cognitive skills, on average, in countries with greater nonteaching job opportunities for women in high-skill occupations and where teaching pays relatively less than other professions.
  • the scholars found that the cognitive skills of teachers in the United States fell in the middle ranks:Teachers in the United States perform worse than the average teacher sample-wide in numeracy, with a median score of 284 points out of a possible 500, compared to the sample-wide average of 292 points. In literacy, they perform slightly better than average, with a median score of 301 points compared to the sample-wide average of 295 points.
  • Increasing teacher numeracy skills by one standard deviation increases student performance by nearly 15 percent of a standard deviation on the PISA math test. Our estimate of the effect of increasing teacher literacy skills on students’ reading performance is slightly smaller, at 10 percent of a standard deviation.
  • How, then, to raise teacher skill level in the United States? Hanushek and his two colleagues have a simple answer: raise teacher pay to make it as attractive to college graduates as high-skill jobs in other fields.
  • policymakers will need to do more than raise teacher pay across the board to ensure positive results. They must ensure that higher salaries go to more effective teachers.
  • The teaching of disputed subjects in schools has compounded many of the difficulties in American education.
  • The researchers found that controversies over critical race theory, sex education and transgender issues — aggravated by divisive debates over responses to Covid and its aftermath — are inflicting a heavy toll on teachers and principals.
  • “On top of the herculean task of carrying out the essential functions of their jobs,” they write, “educators increasingly find themselves in the position of addressing contentious, politicized issues in their schools as the United States has experienced increasing political polarization.”
  • Teachers and principals, they add, “have been pulled in multiple directions as they try to balance and reconcile not only their own beliefs on such matters but also the beliefs of others around them, including their leaders, fellow staff, students, and students’ family members.”
  • These conflicting pressures take place in a climate where “emotions in response to these issues have run high within communities, resulting in the harassment of educators, bans against literature depicting diverse characters, and calls for increased parental involvement in deciding academic content.”
  • Forty-eight percent of principals and 40 percent of teachers reported that the intrusion of political issues and opinions in school leadership or teaching, respectively, was a job-related stressor. By comparison, only 16 percent of working adults indicated that the intrusion of political issues and opinions in their jobs was a source of job-related stress
  • In 1979, the average teacher weekly salary (in 2021 dollars) was $1,052, 22.9 percent less than other college graduates’, at $1,364
  • Nearly all Black or African American principals (92 percent) and teachers (87 percent) reported believing that systemic racism exists.
  • White educators working in predominantly white school systems reported substantially more pressure to deal with politically divisive issues than educators of color and those working in mostly minority schools: “Forty-one percent of white teachers and 52 percent of white teachers and principals selected the intrusion of political issues and opinions into their professions as a job-related stressor, compared with 36 percent of teachers of color and principals of color.
  • and opinions into their professions as a job-related stressor, compar
  • A 54 percent majority of teachers and principals said there “should not be legal limits on classroom conversations about racism, sexism, and other topics,” while 20 percent said there should be legislated constraint
  • Voters, in turn, are highly polarized on the teaching of issues impinging on race or ethnicity in public schools. The Education Next 2022 Survey asked, for example:Some people think their local public schools place too little emphasis on slavery, racism and other challenges faced by Black people in the United States. Other people think their local public schools place too much emphasis on these topics. What is your view about your local public schools?
  • Among Democrats, 55 percent said too little emphasis was placed on slavery, racism and other challenges faced by Black people, and 8 percent said too much.
  • Among Republicans, 51 said too much and 10 percent said too little.
  • Because of the lack of reliable national data, there is widespread disagreement among scholars of education over the scope and severity of the shortage of credentialed teachers, although there is more agreement that these problems are worse in low-income, high majority-minority school systems and in STEM and special education faculties.
  • Public schools increasingly are targets of conservative political groups focusing on what they term “Critical Race Theory,” as well as issues of sexuality and gender identity. These political conflicts have created a broad chilling effect that has limited opportunities for students to practice respectful dialogue on controversial topics and made it harder to address rampant misinformation.
  • The chilling effect also has led to marked declines in general support for teaching about race, racism, and racial and ethnic diversity.
  • These political conflicts, the authors wrote,have made the already hard work of public education more difficult, undermining school management, negatively impacting staff, and heightening student stress and anxiety. Several principals shared that they were reconsidering their own roles in public education in light of the rage at teachers and rage at administrators’ playing out in their communities.
  • State University of New York tracked trends on “four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction” for 50 years, from the 1970s to the present and founda consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years.
  • Who among the next generation of college graduates will choose to teach?
  • Perceptions of teacher prestige have fallen between 20 percent and 47 percent in the last decade to be at or near the lowest levels recorded over the last half century
  • Interest in the teaching profession among high school seniors and college freshmen has fallen 50 percent since the 1990s, and 38 percent since 2010, reaching the lowest level in the last 50 years
  • the proportion of college graduates that go into teaching is at a 50-year low
  • Teachers’ job satisfaction is also at the lowest level in five decades, with the percent of teachers who feel the stress of their job is worth it dropping from 81 percent to 42 percent in the last 15 years
  • The combination of these factors — declining prestige, lower pay than other professions that require a college education, increased workloads, and political and ideological pressures — is creating both intended and unintended consequences for teacher accountability reforms mandating tougher licensing rules, evaluations and skill testing.
  • Education policy over the past decade has focused considerable effort on improving human capital in schools through teacher accountability. These reforms, and the research upon which they drew, were based on strong assumptions about how accountability would affect who decided to become a teacher. Counter to most assumptions, our findings document how teacher accountability reduced the supply of new teacher candidates by, in part, decreasing perceived job security, satisfaction and autonomy.
  • The reforms, Kraft and colleagues continued, increasedthe likelihood that schools could not fill vacant teaching positions. Even more concerning, effects on unfilled vacancies were concentrated in hard-to-staff schools that often serve larger populations of low-income students and students of color
  • We find that evaluation reforms increased the quality of newly hired novice teachers by reducing the number of teachers that graduated from the least selective institutions
  • We find no evidence that evaluation reforms served to attract teachers who attended the most selective undergraduate institutions.
  • In other words, the economic incentives, salary structure and work-life pressures characteristic of public education employment have created a climate in which contemporary education reforms have perverse and unintended consequences that can worsen rather than alleviate the problems facing school systems.
  • If so, to improve the overall quality of the nation’s more than three million public schoolteachers, reformers may want to give priority to paychecks, working conditions, teacher autonomy and punishing workloads before attempting to impose higher standards, tougher evaluations and less job security.
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