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A New York Times investigation in Brazil found that, time and again, videos promoted by the site have upended central elements of daily life

YouTube’s recommendation system is engineered to maximize watchtime, among other factors, the company says, but not to favor any political ideology.

Some parents look to “Dr. YouTube” for health advice but get dangerous misinformation instead, hampering the nation’s efforts to fight diseases like Zika. Viral videos have incited death threats against public health advocates.

And in politics, a wave of right-wing YouTube stars ran for office alongside Mr. Bolsonaro, some winning by historic margins. Most still use the platform, governing the world’s fourth-largest democracy through internet-honed trolling and provocation

Teachers describe classrooms made unruly by students who quote from YouTube conspiracy videos or who, encouraged by right-wing YouTube stars, secretly record their instructors

But the emotions that draw people in — like fear, doubt and anger — are often central features of conspiracy theories, and in particular, experts say, of right-wing extremism

As the system suggests more provocative videos to keep users watching, it can direct them toward extreme content they might otherwise never find. And it is designed to lead users to new topics to pique new interest

The system now drives 70 percent of total time on the platfor

Zeynep Tufekci, a social media scholar, has called it “one of the most powerful radicalizing instruments of the 21st century.”

Danah Boyd, founder of the think tank Data & Society, attributed the disruption in Brazil to YouTube’s unrelenting push for viewer engagement, and the revenues it generates.

Maurício Martins, the local vice president of Mr. Bolsonaro’s party in Niterói, credited “most” of the party’s recruitment to YouTube — including his own.

“Before that, I didn’t have an ideological political background,” Mr. Martins said. YouTube’s auto-playing recommendations, he declared, were “my political education.”

“It was like that with everyone,”

Sometimes I’m watching videos about a game, and all of a sudden it’s a Bolsonaro video,”

More and more, his fellow students are making extremist claims, often citing as evidence YouTube stars like Mr. Moura, the guitarist-turned-conspiracist.

“If social media didn’t exist, I wouldn’t be here,” he said. “Jair Bolsonaro wouldn’t be president.”

In the months after YouTube changed its algorithm, positive mentions of Mr. Bolsonaro ballooned. So did mentions of conspiracy theories that he had floated. This began as polls still showed him to be deeply unpopular, suggesting that the platform was doing more than merely reflecting political trends.

Jonas Kaiser and Yasodara Córdova, with Adrian Rauchfleisch of National Taiwan University, programmed a Brazil-based server to enter a popular channel or search term, then open YouTube’s top recommendations, then follow the recommendations on each of those, and so on.

By repeating this thousands of times, the researchers tracked how the platform moved users from one video to the next. They found that after users watched a video about politics or even entertainment, YouTube’s recommendations often favored right-wing, conspiracy-filled channels like Mr. Moura’s

Crucially, users who watched one far-right channel would often be shown many more.

The algorithm had united once-marginal channels — and then built an audience for them

One of those channels belonged to Mr. Bolsonaro, who had long used the platform to post hoaxes and conspiracies

The conspiracies were not limited to politics. Many Brazilians searching YouTube for health care information found videos that terrified them: some said Zika was being spread by vaccines, or by the insecticides meant to curb the spread of the mosquito-borne disease that has ravaged northeastern Brazi

The videos appeared to rise on the platform in much the same way as extremist political content: by making alarming claims and promising forbidden truths that kept users glued to their screens.

Doctors, social workers and former government officials said the videos had created the foundation of a public health crisis as frightened patients refused vaccines and even anti-Zika insecticides.

Not long after YouTube installed its new recommendation engine, Dr. Santana’s patients began telling him that they’d seen videos blaming Zika on vaccines — and, later, on larvicides. Many refused both.

Medical providers, she said, were competing “every single day” against “Dr. Google and Dr. YouTube” — and they were losing

Brazil’s medical community had reason to feel outmatched. The Harvard researchers found that YouTube’s systems frequently directed users who searched for information on Zika, or even those who watched a reputable video on health issues, toward conspiracy channels

As the far right rose, many of its leading voices had learned to weaponize the conspiracy videos, offering their vast audiences a target: people to blame

Eventually, the YouTube conspiracists turned their spotlight on Debora Diniz, a women’s rights activist whose abortion advocacy had long made her a target of the far right

Bernardo Küster, a YouTube star whose homemade rants had won him 750,000 subscribers and an endorsement from Mr. Bolsonaro, accused her of involvement in the supposed Zika plots.

As far-right and conspiracy channels began citing one another, YouTube’s recommendation system learned to string their videos together

However implausible any individual rumor might be on its own, joined together, they created the impression that dozens of disparate sources were revealing the same terrifying truth.

When the university where Ms. Diniz taught received a warning that a gunman would shoot her and her students, and the police said they could no longer guarantee her safety, she left Brazil.

“The YouTube system of recommending the next video and the next video,” she said, had created “an ecosystem of hate.

“‘I heard here that she’s an enemy of Brazil. I hear in the next one that feminists are changing family values. And the next one I hear that they receive money from abroad” she said. “That loop is what leads someone to say ‘I will do what has to be done.’

In Brazil, this is a growing online practice known as “linchamento” — lynching. Mr. Bolsonaro was an early pioneer, spreading videos in 2012 that falsely accused left-wing academics of plotting to force schools to distribute “gay kits” to convert children to homosexuality.

Mr. Jordy, his tattooed Niterói protégé, was untroubled to learn that his own YouTube campaign, accusing teachers of spreading communism, had turned their lives upside down.One of those teachers, Valeria Borges, said she and her colleagues had been overwhelmed with messages of hate, creating a climate of fear.

Mr. Jordy, far from disputing this, said it had been his goal. “I wanted her to feel fear,” he said

The group’s co-founder, a man-bunned former rock guitarist name Pedro D’Eyrot, said “we have something here that we call the dictatorship of the like.”

Reality, he said, is shaped by whatever message goes most viral.

Even as he spoke, a two-hour YouTube video was captivating the nation. Titled “1964” for the year of Brazil’s military coup, it argued that the takeover had been necessary to save Brazil from communism.Mr. Dominguez, the teenager learning to play guitar, said the video persuaded him that his teachers had fabricated the horrors of military rule.

Cross' lawsuit, filed Tuesday in Virginia Circuit Court for Loudon County, claims that the school district retaliated against him for his comments during the public meeting and that his suspension constituted a violation of his rights to freedom of speech and religion.

The proposal would also amend an existing school district policy by allowing students to participate in activities such as sports "in a manner consistent with the student's gender identity."

At the public meeting, Cross rose in opposition to draft policy 8040, a proposal that would allow transgender and gender-expansive students to use names and pronouns outside their legal names and "regardless of the name and gender recorded in the student's permanent educational record."

Several states including Idaho, Florida and Tennessee have recently enacted laws restricting the ability of transgender athletes to participate in sports based on their gender identity rather than their sex assigned at birth.

Byard, the Loudoun County Public Schools public information officer, said the proposal would align district policy with the Code of Virginia and the Virginia Department of Education's guidelines for the treatment of transgender students.

In the United States, the mutant virus has been spotted only in a handful of states but is expected to spread swiftly, becoming the predominant source of infections by March.

Adolescents and teenagers between ages 10 and 19 were more likely than younger children to spread the variant, but not as likely as adults. (The range for the older group in the study is too broad to be useful for drawing conclusions, Dr. Cevik said. Biologically, a 10-year-old is very different from a 19-year-old.)

In the United States, the variant has only been spotted in a handful of states, and still accounts for less than 0.5 percent of infections. Schools remain open in New York City and many other parts of the country, but some have had to shut down because of rising virus infections in the community.

The new variant, while more contagious, is still thwarted by these measures. But only a few schools in Britain implemented them.

Officials tested the nearly 300 students and staff at the end of that week, found only two cases, and decided to reopen.

The tests cost $61 per child, but schools that cannot afford it could consider testing only teachers, he added, because the data suggest the virus is “more likely to move from teacher to teacher than it is from student to teacher.”

As the pandemic roars on, voters across America remain deeply angry and worried about the future. But the vocal outrage from women, in particular, is clear on protest lines and in polling data. Women were more likely than men to report having participated in protests over the past two years, and mothers with children in the home were twice as likely as fathers to report participating in a protest, according to a Kaiser Family Foundation poll from June.

Now, the rage moms are railing in Facebook groups about school shutdowns and in teacher union meetings about reopening without proper protection from the virus. They’re also packing virtual town halls with frustrations about schools, child care and the lack of leadership.

“There’s nobody giving us solutions,

Ms. Lopez is exactly the kind of voter Democrats hope will push them to victory in November, and they are aiming to turn that frustration with government inaction into a vote against Mr. Trump.

While the anger is loudest on the left, Democrats hope to capitalize on indications that the rage reaches across party lines

The broader focus on caregiving issues marks a significant shift in the political climate of even a few months ago, when Senator Elizabeth Warren made child care a centerpiece of her campaign in the Democratic presidential primary

At campaign events six months ago, Ms. Warren’s proposals for universal, government-funded child care would elicit nods primarily from mothers in the crowd, she said, followed by quiet conversations in the selfie line with women about their personal struggle balancing work and child care.During a virtual town hall meeting she held last month, however, more than half of the questions from the audience of 70,000 people were about schools, child care and working parents.

The pandemic is the spark but the backlash against Mr. Trump has been burning since the day after his inauguration, when millions of women joined protests across the country. Their fire has endured through #MeToo, waves of teachers’ strikes led by predominantly female unions, the outcry against school shootings, and Black Lives Matter demonstrations, a movement started largely by female racial justice activists. For the second election cycle in a row, a record-breaking number of female candidates are running for federal office. Mr. Biden’s selection of Ms. Harris was widely seen as a nod to the energy women have given the Democratic Party during the Trump era.

“Women are mobilized on a bigger scale than we’ve seen in a generation at least,” said Annelise Orleck, a historian at Dartmouth College who studies women’s political activism. “Women are organizing all across the spectrum.”

The activism is diffuse and multiracial, reflecting political battles that working class women have long waged for better health care, schools and child care. In some ways, more affluent suburban women are simply waking up to the untenable choices poorer women and women of color have faced for generations.

Last month, the Biden campaign kicked off a “Moms for Biden” group

The rebellion by white college-educated women against Mr. Trump helped Democrats win key swing districts in 2018, giving the party control of the House.

In recent weeks, support for Mr. Trump has begun to drop among white non-college educated women and older women — two more ideologically moderate groups that bolstered his winning coalition four years ago

In a recent Washington Post/ABC News poll, Mr. Biden leads by 24 points among suburban women and just four points among suburban men, a statistical dead heat.

Last month, Mr. Biden announced a sweeping $775 billion caregiving proposal that would cover care for young children, older adults and family members with disabilities.

Mr. Biden has repeatedly described caregiving as an economic necessity that deserves sustained support, a marked shift in political rhetoric on a topic that was often seen by politicians as a special interest, not an issue to put at the center of a campaign

Parents with minor children make up about one-third of the country’s work force, according to the Brookings Institutions. In 2018, 23.5 million working parents relied upon school and child care programs while they went to work.

“For the last 10, 20 years, this has been sidelined and siloed as just a women’s issue,” said Brigid Schulte, who runs the Better Life Lab at New America, a research group. “It’s not and it never has been.”

Ms. Richards says Supermajority planned for 800 women to sign up for a recent organizing training it offered. It got 1,800 responses in the first week.

“The fact that we do not value child care, that we don’t value early education, this is not something that Covid created — it’s something that Covid exposed,” she said

While Democrats have proposed the most ambitious plans to tackle child care, there are some signs that Republicans, too, are facing pressure to address the issue. Last month, the House passed two bills that would provide more than $220 billion in funding for child care centers and tax credits. Each bill had support from more than a dozen Republicans, a notable number in a deeply polarized Congress.

“It wasn’t easy for most parents that I’ve talked to. To have no access to child care is crippling,” she said. She hopes the crisis point reached by many families during the pandemic will create political momentum for policies like paid leave, universal early childhood education and universal sick days.

“This pandemic has ripped wide an open wound that families have struggled with for a long time.”

Republicans have moved to galvanize crucial groups of voters around what the party calls “parental rights” issues in public schools, a hodgepodge of conservative causes ranging from eradicating mask mandates to demanding changes to the way children are taught about racism.

education rocketed to the top of voter concerns in the final weeks of the race, narrowly edging out the economy.

He attacked critical race theory, a graduate school framework that has become a loose shorthand for a contentious debate on how to address race.

teachers’ unions, unresponsive school boards, quarantine policies and the instruction parents saw firsthand during months of remote learning.

they seemed unprepared to counter the wider outpouring of anger over schools.

The trend was most evident in Mr. Youngkin’s improvement over former President Donald J. Trump’s performance in the Washington suburbs, which include a mix of communities with large Asian, Hispanic and Black populations.

the strategy was ripe for replicating in races across the country.

While the conservative news media and Republican candidates stirred the stew of anxieties and racial resentments that animate the party’s base

Many of those effects were borne most heavily by key parts of the Democratic base, including women and Black and Latino families.

Black parents upset over the opposition of teachers’ unions to charter schools; and suburban mothers of all races who were generally on edge about having to juggle so much at home over the last year and a half.

exploited similar lines of attack but beat it back by leaning into vaccination and mask mandates in schools.

But the election results suggested that Republicans had spoken about education in ways that resonated with a broader cross-section of voters.

They also need to be prepared to assert the value of public education in terms of a place where there’s a common curriculum and common set of values that most voters agree are the right ones for public schools.

“The unwillingness to engage in this was a big mistake, and it will be in 2022, too.”

“Critical race theory isn’t being taught, but we need to actually tell people what is being taught and why this is a strategy to prevent our kids from learning about all of our history,”

National and state union leaders drew public ire for slowing the reopening of schools even after teachers were given early access to vaccines.

But she also chided Democrats for their timidity, warning that tough conversations were needed to rebuild trust between parents and their schools.

education in Virginia and nationwide has continued to be disrupted by occasional quarantines and classroom closures to contain the coronavirus.

While some parents supported the cautious approach — driven by teachers’ unions, school boards and some administrators — others became frustrated and angry, especially in suburban counties like Fairfax and Arlington.

Khanmigo allows students to make queries in the middle of lessons or videos and understands the context of what they’re watching. You can ask, “What is the significance of the green light in ‘The Great Gatsby?’ ” Heck, that one is still over my head. Same with help on factoring polynomials, including recognizing which step a student got wrong, not just knowing the answer is wrong, fixing ChatGPT’s math problem. Sci-fi becomes reality: a scalable super tutor.

Khanmigo saw a limited rollout on March 15, with a few thousand students paying a $20-a-month donation. Plugging into ChatGPT isn’t cheap. A wider rollout is planned for June 15, perhaps under $10 a month, less for those in need. The world has cheap tablets, so it shouldn’t be hard to add an Alexa-like voice and real-time videogame-like animations. Then the Diamond Age will be upon us.

Mr. Khan suggests, “There is no limit to learning. If you ask, ‘Why is the sky blue?’ you’ll get a short answer and then maybe, ‘But let’s get back to the mitochondria lesson.’ ” Mr. Khan thinks “average students can become exceptional students.”

Mr. Khan tells me, “We want to raise the ceiling, but also the floor.” He wants to provide his company’s AI-learning technology to “villages and other places with little or no teachers or tools. We can give everyone a tutor, everyone a writing coach.” That’s when education and society will really change.

Teaching will be transformed. Mr. Khan wants Khanmigo “to provide teachers in the U.S. and around the world an indispensable tool to make their lives better” by administering lessons and increasing communications between teachers and students. I would question any school that doesn’t encourage its use.

With this technology, arguments about classroom size and school choice will eventually fade away. Providing low-cost 21st-century Illustrated Primers to every student around the world will then become a moral obligation

If school boards and teachers unions in the U.S. don’t get in the way, maybe we’ll begin to see better headlines.

agents will open up many more learning opportunities.

Already, AI can help you pick out a new TV and recommend movies, books, shows, and podcasts. Likewise, a company I’ve invested in, recently launched Pix, which lets you ask questions (“Which Robert Redford movies would I like and where can I watch them?”) and then makes recommendations based on what you’ve liked in the past

Productivity

copilots can do a lot—such as turn a written document into a slide deck, answer questions about a spreadsheet using natural language, and summarize email threads while representing each person’s point of view.

I don’t think any single company will dominate the agents business--there will be many different AI engines available.

Helping patients and healthcare workers will be especially beneficial for people in poor countries, where many never get to see a doctor at all.

To create a new app or service, you won’t need to know how to write code or do graphic design. You’ll just tell your agent what you want. It will be able to write the code, design the look and feel of the app, create a logo, and publish the app to an online store

Agents will do even more. Having one will be like having a person dedicated to helping you with various tasks and doing them independently if you want. If you have an idea for a business, an agent will help you write up a business plan, create a presentation for it, and even generate images of what your product might look like

For decades, I’ve been excited about all the ways that software would make teachers’ jobs easier and help students learn. It won’t replace teachers, but it will supplement their work—personalizing the work for students and liberating teachers from paperwork and other tasks so they can spend more time on the most important parts of the job.

Mental health care is another example of a service that agents will make available to virtually everyone. Today, weekly therapy sessions seem like a luxury. But there is a lot of unmet need, and many people who could benefit from therapy don’t have access to it.

Entertainment and shopping

The real shift will come when agents can help patients do basic triage, get advice about how to deal with health problems, and decide whether they need to seek treatment.

They’ll replace word processors, spreadsheets, and other productivity apps.

Education

For example, few families can pay for a tutor who works one-on-one with a student to supplement their classroom work. If agents can capture what makes a tutor effective, they’ll unlock this supplemental instruction for everyone who wants it. If a tutoring agent knows that a kid likes Minecraft and Taylor Swift, it will use Minecraft to teach them about calculating the volume and area of shapes, and Taylor’s lyrics to teach them about storytelling and rhyme schemes. The experience will be far richer—with graphics and sound, for example—and more personalized than today’s text-based tutors.

your agent will be able to help you in the same way that personal assistants support executives today. If your friend just had surgery, your agent will offer to send flowers and be able to order them for you. If you tell it you’d like to catch up with your old college roommate, it will work with their agent to find a time to get together, and just before you arrive, it will remind you that their oldest child just started college at the local university.

To see the dramatic change that agents will bring, let’s compare them to the AI tools available today. Most of these are bots. They’re limited to one app and generally only step in when you write a particular word or ask for help. Because they don’t remember how you use them from one time to the next, they don’t get better or learn any of your preferences.

The current state of the art is Khanmigo, a text-based bot created by Khan Academy. It can tutor students in math, science, and the humanities—for example, it can explain the quadratic formula and create math problems to practice on. It can also help teachers do things like write lesson plans.

Businesses that are separate today—search advertising, social networking with advertising, shopping, productivity software—will become one business.

other issues won’t be decided by companies and governments. For example, agents could affect how we interact with friends and family. Today, you can show someone that you care about them by remembering details about their life—say, their birthday. But when they know your agent likely reminded you about it and took care of sending flowers, will it be as meaningful for them?

In the computing industry, we talk about platforms—the technologies that apps and services are built on. Android, iOS, and Windows are all platforms. Agents will be the next platform.

A shock wave in the tech industry

Agents won’t simply make recommendations; they’ll help you act on them. If you want to buy a camera, you’ll have your agent read all the reviews for you, summarize them, make a recommendation, and place an order for it once you’ve made a decision.

Agents will affect how we use software as well as how it’s written. They’ll replace search sites because they’ll be better at finding information and summarizing it for you

they’ll be dramatically better. You’ll be able to have nuanced conversations with them. They will be much more personalized, and they won’t be limited to relatively simple tasks like writing a letter.

Companies will be able to make agents available for their employees to consult directly and be part of every meeting so they can answer questions.

AI agents that are well trained in mental health will make therapy much more affordable and easier to get. Wysa and Youper are two of the early chatbots here. But agents will go much deeper. If you choose to share enough information with a mental health agent, it will understand your life history and your relationships. It’ll be available when you need it, and it will never get impatient. It could even, with your permission, monitor your physical responses to therapy through your smart watch—like if your heart starts to race when you’re talking about a problem with your boss—and suggest when you should see a human therapist.

If the number of companies that have started working on AI just this year is any indication, there will be an exceptional amount of competition, which will make agents very inexpensive.

Agents are smarter. They’re proactive—capable of making suggestions before you ask for them. They accomplish tasks across applications. They improve over time because they remember your activities and recognize intent and patterns in your behavior. Based on this information, they offer to provide what they think you need, although you will always make the final decisions.

Agents are not only going to change how everyone interacts with computers. They’re also going to upend the software industry, bringing about the biggest revolution in computing since we went from typing commands to tapping on icons.

In the distant future, agents may even force humans to face profound questions about purpose. Imagine that agents become so good that everyone can have a high quality of life without working nearly as much. In a future like that, what would people do with their time? Would anyone still want to get an education when an agent has all the answers? Can you have a safe and thriving society when most people have a lot of free time on their hands?

The ramifications for the software business and for society will be profound.

In the next five years, this will change completely. You won’t have to use different apps for different tasks. You’ll simply tell your device, in everyday language, what you want to do. And depending on how much information you choose to share with it, the software will be able to respond personally because it will have a rich understanding of your life. In the near future, anyone who’s online will be able to have a personal assistant powered by artificial intelligence that’s far beyond today’s technology.

You’ll also be able to get news and entertainment that’s been tailored to your interests. CurioAI, which creates a custom podcast on any subject you ask about, is a glimpse of what’s coming.

An agent will be able to help you with all your activities if you want it to. With permission to follow your online interactions and real-world locations, it will develop a powerful understanding of the people, places, and activities you engage in. It will get your personal and work relationships, hobbies, preferences, and schedule. You’ll choose how and when it steps in to help with something or ask you to make a decision.

even the best sites have an incomplete understanding of your work, personal life, interests, and relationships and a limited ability to use this information to do things for you. That’s the kind of thing that is only possible today with another human being, like a close friend or personal assistant.

The most exciting impact of AI agents is the way they will democratize services that today are too expensive for most people

They’ll have an especially big influence in four areas: health care, education, productivity, and entertainment and shopping.

“Write a five-paragraph essay on Virginia Woolf’s ‘To the Lighthouse.’” Too generic? Well, how about “Write a five-paragraph essay on the theme of loss in ‘To the Lighthouse’”? Too high-schoolish? “Add some bigger words, please.” The product might not be ready to turn in the moment it is born, fully formed, from ChatGPT’s head. But with enough tweaking — either by the student or by the machine at the student’s demand — chances are the output can muster at least a passing grade.

Which of these uses are okay? Which aren’t? The harnessing of an AI tool to create an annotated bibliography likely doesn’t rankle even librarians the way relying on that same tool to draft a reflection on Virginia Woolf offends the professor of the modern novel. Why? Because that kind of contemplation goes closer to the heart of what education is really about.

the core of the question colleges now face. They can’t really stop students from using AI in class. They might not be able to notice students have done so at all, and when they do think they’ve noticed they’ll be acting only on suspicion. But maybe teachers can control the ways in which students use AI in class.

Figuring out exactly what ways those ought to be requires educators to determine what they care about in essays — what they are desperate to hear. The purpose of these papers is for students to demonstrate what they’ve learned, from hard facts to compositional know-how, and for teachers to assess how their pupils are progressing. The answer to what teachers want to get from students in their written work depends on what they want to give to students.

ChatGPT is sort of in a class of its own, because it can be almost anything its users want it to be so long as they possess one essential skill: prompt engineering. This means, basically, manipulating the machine not only into giving you an answer but also into giving you the kind of answer you’re looking for.

The next concern is that students should use AI in a manner that improves not only their writing but also their thinking — in short, in a manner that enhances learning rather than bypasses the need to learn at all.

This simple principle makes for complicated practice. Certainly, no one is going to learn anything by letting AI write an essay in its entirety. What about letting AI brainstorm an idea, on the other hand, or write an outline, or gin up a counter-argument? Lyndsey Cook, a senior at Ole Miss planning a career in nursing, finds the brainstorming especially helpful: She’ll ask ChatGPT or another tool to identify the themes in a piece of literature, and then she’ll go back and look for them herself.

These shortcuts, on the one hand, might interfere with students’ learning to brainstorm, outline or see the other side of things on their own

But — here comes a human-generated counterargument — they may also aid students in surmounting obstacles in their composition that otherwise would have stopped them short. That’s particularly true of kids whose high schools didn’t send them to college already equipped with these capabilities.

Allow AI to boost you over these early hurdles, and suddenly the opportunity for deeper learning — the opportunity to really write — will open up. That’s how Caleb Jackson, the part-time student for whom Perplexity has been such a boon, sees it: His professor, he says , wanted them to “get away from the high-school paper and go further, to write something larger like a thesis.”

maybe, as one young Ole Miss faculty member put it to me, this risks “losing the value of the struggle.” That, she says, is what she is scared will go away.

All this invites the most important question there is: What is learning for?

Learning, in college, can be instrumental. According to this view, the aim of teaching is to prepare students to live in the real world, so all that really matters is whether they have the chops to field jobs that feed themselves and their families. Perhaps knowing how to use AI to do any given task for you, then, is one of the most valuable skills out there — the same way it pays to be quick with a calculator.

If you accept this line of argument, however, there are still drawbacks to robotic crutches. Some level of critical thinking is necessary to function as an adult, and if AI stymies its development even the instrumental aim of education is thwarted. The same goes for that “value of the struggle.” The real world is full of adversity, much of which the largest language model can’t tell you how to overcome.

more compelling is the idea, probably shared by most college professors, that learning isn’t only instrumental after all — that it has intrinsic value and that it is the end rather than merely a means to one.

Every step along the way that is skipped, the shorter the journey becomes, the less we will take in as we travel.

This glummest of outlooks suggests that AI will stunt personal growth even if it doesn’t harm professional prospects.

While that doesn’t mean it’s wise to prohibit every little application of the technology in class, it probably does mean discouraging those most closely related to critical thinking.

One approach is to alter standards for grading, so that the things the machines are worst at are also the things that earn the best marks: originality, say, or depth of feeling, or so-called metacognition — the process of thinking about one’s own thinking or one’s own learning.

Hopefully, these things are also the most valuable because they are what make us human.

Caleb Jackson only wants AI to help him write his papers — not to write them for him. “If ChatGPT will get you an A, and you yourself might get a C, it’s like, ‘Well, I earned that C.’” He pauses. “That might sound crazy.”

Dominic Tovar agrees. Let AI take charge of everything, and, “They’re not so much tools at that point. They’re just replacing you.”

Lyndsey Cook, too, believes that even if these systems could reliably find the answers to the most vexing research problems, “it would take away from research itself” — because scientific inquiry is valuable for its own sake. “To have AI say, ‘Hey, this is the answer …’” she trails off, sounding dispirited.

Claire Mischker, lecturer of composition and director of the Ole Miss graduate writing center, asked her students at the end of last semester to turn in short reflections on their experience in her class. She received submissions that she was near certain were produced by ChatGPT — “that,” she says as sarcastically as she does mournfully, “felt really good.

The central theme of the course was empathy.

a senior College Board official now acknowledges the organization was mindful of how “systemic” and certain other words in the modern lexicon of race in America would receive intense scrutiny in some places.

Jason Manoharan, vice president for AP program development. He said the College Board worried some phrases and concepts had been “co-opted for a variety of purposes” and were being used as “political instruments.” So the organization took a cautious approach to the final edits even as it sought to preserve robust content on historical and cultural impacts of slavery and racial discrimination.

“We wanted this course to be adopted by 50 states, and we wanted as many students and teachers as possible to be able to experience it,” Manoharan said. His acknowledgment underscored the inherent politics behind promoting a course that deals so squarely with race in America.

John K. Thornton, a professor of African American studies and history at Boston University, who contributed to the planning, said he was pleased the course opens with five weeks on early Africa. But he lamented that reparations and Black Lives Matter ended up only as optional research topics. “It did upset me a little bit,” he said. “Those things obviously feel very much a part of what a college course is about.”

The February 2022 version declared that students should learn how African American communities combat effects of “systemic marginalization.” An April update paired “systemic” with discrimination, oppression, inequality, disempowerment and racism. A December version said it was essential to know links between Black Panther activism and “systemic inequality that disproportionately affected African Americans.”

Teresa Reed, dean of music at the University of Louisville, said her work as one of 13 members of the AP African American studies committee resembled similar assignments she has undertaken for other AP courses. Reed supports the African American studies course plan and said it will continue to be revised as pilot teachers give feedback. She said she saw no evidence of political meddling in the course design. “That was absolutely not my experience,”

Two luminaries in the field, Henry Louis Gates Jr. and Evelyn Brooks Higginbotham, both of Harvard University and both of whom advised the College Board, also issued statements vouching for the course.

The first 81-page draft of the course plan, in February 2022, drew topics and sources from the syllabi of introductory classes at historically Black universities, Ivy League schools and other prominent institutions. The College Board said it was produced as a preview for 200 college professors at a March 2022 symposium. Faculty recommended cutting 20 percent to 25 percent of the proposed topics, the College Board said, and as much as half of suggested readings.

The April version, 299 pages, was the pilot course guide, a road map for teachers before classes began in the fall. It included much more detail on goals, essential knowledge and potential source material. It also made an important switch on contemporary issues: Certain lessons on reparations, incarceration and movements for Black lives became optional and would not be covered on the AP exam. At this stage, the guide included a week of instruction on Black feminism, womanism and intersectionality, and it used the word “systemic” nine times.

One of the most consequential decisions made last year was to set aside significant time — ultimately, three weeks — near the end of the course for a research paper of up to 1,500 words on a topic students would choose. The project will count for 20 percent of the AP score for those who seek college credit.

Among 40 sample topics in the official plan are Black Lives Matter; intersectionality; reparations debates; gay life and expression in Black communities; and Black conservatism.

College Board officials point to the development of an extensive digital library for the course — including a 1991 text on intersectionality from Crenshaw — as evidence that they are not censoring writers or voices. Crenshaw teachers, they say, use the course framework as a starting point to design their own syllabi of readings and assignments.

“In a properly functioning education system, that’s giving them really robust messaging about what it means to be a man, they would have antibodies to fight off the sick messaging that Tate is giving. All they see is the guy who’s got a Bugatti and joking about telling women to make him a sandwich.

“When teachers try to explain why Tate isn’t someone to look up to, the teenage boys ask them, ‘Well, what colour is your Bugatti?’

“The premise needs to be attacked directly, which is that ‘no, money isn’t the main index of masculinity’. Otherwise, we would all just be looking up to gangsters and criminals.”

Knowland, who teaches English and has forged a career as an online tutor, was sacked in 2020 after refusing to take down a video he made for his students called The Patriarchy Paradox, which repeated claims that women would revert to a primitive life without men.

Knowland believes the issues he was seeking to address in the lecture, which is still on his YouTube channel and has had 255,000 views, have only increased since his sacking.

The Teaching Regulation Agency (TRA) decided to take no action against Knowland after an inquiry. Eton College has previously said that the ruling did not undermine its decision to dismiss him.

The school reported the lecture to the TRA, which considered charges of undermining tolerance and failing to safeguard students but closed the case with no further action. In a statement, the school said: “This does not mean that Mr Knowland did nothing wrong or that Eton was not entitled to dismiss him.”

He added: “I think the most interesting part about the lecture and what resonated with my supporters was my stress on chivalry and the idea that a man’s strength should be put to the service of the weak and his family.

“Chivalry is the thing that we’re missing today and it’s become deformed and turned into machismo, which is masculinity without any sense of humility or meekness. I think this is what we need to return to. Some of the problems that Tate is addressing, things like men should be assertive, men should be competitive, men should be strong, etcetera, chivalry agrees with.

“But chivalry says, ‘Why do they need to be those things? Because it’s to serve the weak, not themselves.”

Knowland, 37, believes that Tate — who rose to infamy last year after videos of his diatribes led to him becoming the world’s most googled person — has tapped into a “malaise” among young men caused by the teaching of boys in schools.

As an example, last month Scotland had to pause movement of transgender prisoners after a row over whether a transgender female rapist should be imprisoned with biological women.

“For some, even saying that there are biological differences between men and women is offensive. That’s what my lecture said, that men are stronger,” Knowland added. “I don’t think that [women] should [compete in sport against transgender women]. I don’t think it’s safe.

The example I gave in the lecture [was] of the transgender fighter who fractured the woman’s skull, and could easily have killed her. I think there are good reasons why sporting bodies are moving towards and in some cases have already decided that there’s not going to be next events like that.”

During the Eton furore Simon Henderson, the head master of Eton, was criticised in some quarters for pursuing a “woke” culture at the school and his critics referred to him as “Trendy Hendy”. They pointed to pupils being asked to wear Black Lives Matter waistcoats and decolonising its curriculum as examples of the institution being captured by ideologues.

The content Knowland produces on his YouTube channel continues to be controversial. A recent video by the devout Catholic is entitled “Eight facts that killed evolution for me”.

“The lecture was addressing some very live issues at the time and it’s only got worse since then,” he said. “Women now feel that they haven’t got safe spaces to get undressed to go to a swimming pool. So those concepts in the lecture were hard hitting and provocative, because these are topics that are big ones that people have strong feelings about.”

While Knowland does not agree with the term transgender — “there are only two categories of sex, using the term transgender concedes too much ground” — he is alive to the issue of transphobic bullying. The issue has been in the spotlight this month after Brianna Ghey, a 16-year-old transgender girl, was stabbed to death in a park.

“People being subjected to transphobia is terrible,” he said. “People shouldn’t mistreat anybody just because they’ve got a mistaken idea that they are a woman. They need to be treated with compassion, not attacked or bullied.”

Knowland’s newfound career as an online tutor, as well as hosting a podcast, has eased some of the pressure he felt after his sacking. He said: “At Eton our family home was a benefit, so that was on my mind when I was leaving. I had to wait a couple of years after leaving to get a home because being self-employed, you have to get all the paperwork to get a mortgage.

“I’ve actually had parents get in touch because they supported me over what happened at Eton and wanted me to tutor their children.

“Losing my job was concerning but it gave me an insight into what it feels for someone to be cancelled. Fear is such a powerful weapon to stop people believing what they’re passionate about.

“People feel they can’t say anything, because consequences are going to be too severe, but now I’ve been through it I’ve actually found it freeing.”

they gave many explanations, but one of the most compelling—and depressing—is rooted in how our education system teaches kids to relate to books.

where I was in public elementary school in the early ’80s, we did have state assessments that tested reading level and comprehension, but the focus was on reading as many books as possible and engaging emotionally with them as a way to develop the requisite skills.

the focus on reading analytically seems to be squashing that organic enjoyment

By middle school, not only is there even less time for activities such as class read-alouds, but instruction also continues to center heavily on passage analysis

here’s how one educator experienced in writing Common Core–aligned curricula proposes this be taught: First, teachers introduce the concepts of nonliteral and figurative language. Then, kids read a single paragraph from Amelia Bedelia and answer written questions.

this hyperfocus on analysis comes at a steep price: The love of books and storytelling is being lost.

the advent of accountability laws and policies, starting with No Child Left Behind in 2001, and accompanying high-stakes assessments based on standards, be they Common Core or similar state alternatives, has put enormous pressure on instructors to teach to these tests at the expense of best practices.

“There’s a whole generation of kids who associate reading with assessment now,”

Jumping into a paragraph in the middle of a book is about as appealing for most kids as cleaning their room.

the idea that reading all kinds of books is enjoyable is not the one kids seem to be receiving.

Longer books, for example, are considered less “fun”; in addition, some librarians, teachers, and parents are noticing a decline in kids’ reading stamina after the disruption of the pandemic.

we need to get to the root of the problem, which is not about book lengths but the larger educational system. We can’t let tests control how teachers teach: Close reading may be easy to measure, but it’s not the way to get kids to fall in love with storytelling

Teachers need to be given the freedom to teach in developmentally appropriate ways, using books they know will excite and challenge kids.

Kids should be required to read more books, and instead of just analyzing passages, they should be encouraged to engage with these books the way they connect with “fun” series, video games, and TV shows.

The suspected shooter, a teenager, is in custody

Wednesday afternoon, the three victims at the school were strudck by bullets from a handgun

It is unclear whether the alleged shooter knew any of the school victims. Major said the motive is unclear, but terrorism has been ruled out.

The incident occurred at the school's playground, officials said.

Jamie Meredith, a student’s mother, said some of the children went to hide in a toilet during the shooting. The authorities did not release a motive for the shooting and said they were not sure if the pupils and teacher were targeted. 

. Sobbing, he called his grandmother’s mobile phone but by the time she arrived at the house he was gone. 

I think he just took him down.”

he teenager had been home educated and it was unclear if he had ever attended the elementary school. His mother was at work at the time of the attack.

T

What set Donald Trump apart, wrote the University of Texas historian Jeffrey Tulis to The New York Times, is that “no other previous major party presidential candidate has felt so unconstrained by … constitutional norms.”

A former top aide to President George W. Bush wrote that in the Republican nominee, “we have reached the culmination of the founders’ fears: Democracy is producing a genuine threat to the American form of self-government.”

Public schools are failing at what the nation’s founders saw as education’s most basic purpose: preparing young people to be reflective citizens who would value liberty and democracy and resist the appeals of demagogues

the 2016 election should spur renewed emphasis on the need for schools to instill in children an appreciation for civic values and not just a skill set for private employment.

the bipartisan education manta has been that education should prepare students to be “college-and-career  ready,” with no mention of becoming thoughtful democratic citizens

The Founders wanted voters to be educated so they could discern serious leaders of high character from con men who do not have the nation’s interests at heart. Beyond that, public education in the United States was also meant to instill a love of liberal democracy: a respect for the separation of powers, for a free press and free religious exercise, and for the rights of political minorities. Educating common people was the answer to the oligarchs who said the average citizen could not be trusted to choose leaders wisely.

Horace Mann, saw public education as the bedrock of the country’s democracy. He wrote: “A republican form of government, without intelligence in the people, must be, on a vast scale, what a mad-house, without superintendent or keepers, would be on a small one.” Teachers, the Supreme Court Justice Felix Frankfurter wrote, should be regarded “as the priests of our democracy.”

Yet in recent years, democracy has been given short shrift in American public schooling in two important respects: the curriculum that is explicitly taught to students does not place democratic values at the center

and the “hidden” curriculum of what students observe on a daily basis no longer reinforces the importance of democracy. The failure of schools to model democracy for students is critical

With the rise of economic globalization, educators have emphasized the importance of serving the needs of the private marketplace rather than of preparing citizens for American democracy.

the Founders were deeply concerned with finding ways to ensure that their new democracy, which through the franchise provided ultimate sovereignty to the collective views of average citizens, not fall prey to demagogues. The problem of the demagogue, the Founders believed, was endemic to democracy, and they saw education as the safeguard of America’s system of self-governance.

In a telling sign, in 2013, the governing board of the National Assessment for Educational Progress dropped fourth- and 12th-grade civics and American history as a tested subject in order to save money.

Likewise, in recent years, promoting democratic values in the school environment itself by respecting the voices of parents and teachers alike—a sort of "implicit curriculum"—has not been a priority

Reformers didn’t like the influence teachers’ unions exercised in democratic elections, so they advocated for market-driven reforms that would reduce the influence of elected officials such as non-unionized charter schools, as well as for state takeovers of urban districts.

Civics literacy levels are dismal. In a recent survey, more than two-thirds of Americans could not name all three branches of the federal government.

Education Secretary John King said only a third of Americans could identify Joe Biden as the vice president or name a single Supreme Court justice. Far worse, declining proportions say that free elections are important in a democratic society.

When asked in the World Values Survey in 2011 whether democracy is a good or bad way to run a country, about 17 percent said bad or very bad, up from about 9 percent in the mid-1990s.

Among those ages 16 to 24, about a quarter said democracy was bad or very bad, an increase from about 16 percent from a decade and a half earlier. Some 26 percent of millennials said it is “unimportant” that in a democracy people should “choose their leaders in free elections.”

Among U.S. citizens of all ages, the proportion who said it would be “fairly good” or “very good” for the “army to rule,” has risen from one in 16 in 1995, to one in six today.

a June 2016 survey by the Public Religion Research Institute and the Brookings Institution found that a majority of Americans showed authoritarian (as opposed to autonomous) leanings.

Moreover, fully 49 percent of Americans agreed that “because things have gotten so far off track in this country, we need a leader who is willing to break some rules if that’s what it takes to set things right.”

in 2016, the United States elected as president an individual whom the Brookings Institution Scholar Robert Kagan called “the most dangerous threat to U.S. democracy since the Civil War.”

schools need to put democracy back into education. Rigorous courses in history, literature, and civics would cultivate knowledge of democratic practices and a belief in democratic values.

In addition to teaching democratic values directly, what if educators and policymakers thought more carefully about addressing what is taught to students implicitly through how they choose to run schools? Are parents and community members a part of decision-making or are they shut out by state takeovers and billionaire philanthropists call the shots?

a growing number of school districts (including Rochester) are also promoting democratic values through socioeconomic and racial school integration of student bodies at the school and classroom levels. Integrated learning environments underline the democratic message that in America, everyone is equal. By contrast, when American schoolchildren are educated in what are effectively apartheid schools—divided by race and class—the democratic message of equal political rights and heritage is severely undermined.

demagogues can more effectively inflame passions against “others”—Muslims, Mexican immigrants, or African Americans—when, growing up, white Christian schoolchildren do not personally know many members of these groups. A large body of research finds that integrated schools can reduce prejudice and racism that stems from ignorance and lack of personal contact

She had been having trouble making friends. This year, her mother noticed a speech change. “She’s slacking off more to fit in,” Ms. Kingston said. “She’s saying: ‘I been there.’ ‘I done that.’ ” Amiyah confirmed this: “I speak a bit more freelance with my friends. Not full sentences. I don’t use big words. They hate it when I do that.” She said she had become more popular.

“We will sometimes talk about why don’t we have any white kids? We wonder what their schools are like. We see them on TV, with the soccer fields and the biology labs and all that cool stuff. Sometimes I feel I have to work harder because I don’t have all that they have. A lot of us think that way.”

Amiyah’s parents are bothered by the abundance of white teachers. Her mother said: “What do they know of our lives? They may be good teachers, but what do they know? You’re coming from Milwaukee. You went to Harvard. Her dad complains about this all the time — what can they bring to these African-American kids? I’m trying to keep an open mind. I’m happy with the education.” Amiyah said, “The white teachers can’t relate as much to us no matter how hard they try — and they really try.”

She considers it a good school, but fears he doesn’t learn racial tolerance. “At Explore he can’t compare to anything,” she said. “He won’t know how to communicate with other races. He won’t know there is a difference. I think color will always be the first thing he sees.”

At schools here, standardized tests are used as originally intended, to identify a child’s academic weaknesses and assess the effectiveness of the curriculum

Ms. Kapiko, on the other hand, has discretion in how to evaluate her teachers. For the most effective, she does one observation a year. That gives her and her assistant principal time for walk-through visits in every classroom every day.

The average class in New York City in kindergarten through the third grade has 24 students. At military base schools, the average is 18, which is almost as good as it is in the private schools

humans are not necessarily ideal graders: they provide an average of only three minutes of attention per essa

We are talking here about providing a very rough kind of measurement, the assignment of a single summary score on, say, a seventh grader’s essay

“A few years back, almost all states evaluated writing at multiple grade levels, requiring students to actually write,” says Mark D. Shermis, dean of the college of education at the University of Akron in Ohio. “But a few, citing cost considerations, have either switched back to multiple-choice format to evaluate or have dropped writing evaluation altogether.”

As statistical models for automated essay scoring are refined, Professor Shermis says, the current $2 or $3 cost of grading each one with humans could be virtually eliminated, at least theoretically.

the cost of commercial essay-grading software is now $10 to $20 a student per year. But as the technology improves and the costs drop, he expects that it will be incorporated into the word processing software that all students use

As essay-scoring software becomes more sophisticated, it could be put to classroom use for any type of writing assignment throughout the school year, not just in an end-of-year assessment. Instead of the teacher filling the essay with the markings that flag problems, the software could do so. The software could also effortlessly supply full explanations and practice exercises that address the problems — and grade those, too.

“Providing students with instant feedback about grammar, punctuation, word choice and sentence structure will lead to more writing assignments,” Mr. Vander Ark says, “and allow teachers to focus on higher-order skills.”

When sophisticated essay-evaluation software is built into word processing software, Mr. Vander Ark predicts “an order-of-magnitude increase in the amount of writing across the curriculum.”

the essay-scoring software that he and his teammates developed uses relatively small data sets and ordinary PCs — so the additional infrastructure cost for schools could be nil.

the William and Flora Hewlett Foundation sponsored a competition to see how well algorithms submitted by professional data scientists and amateur statistics wizards could predict the scores assigned by human graders. The winners were announced last month — and the predictive algorithms were eerily accurate.

wanted to create a neutral and fair platform to assess the various claims of the vendors. It turns out the claims are not hype.”

Adam Smith argued forcefully that we would do better to trust in the pursuit of self-interest than in the good intentions of those who pursue the general interest. If everyone looked out for just himself, we would reach an equilibrium that was not just comfortable but also productive, in which the economy was fully efficient. To the morally uninspired, it’s an appealing idea: selfishness as the ultimate form of selflessness. (Elsewhere, in particular in his “Theory of Moral Sentiments,” Smith took a much more balanced view, though most of his latter-day adherents have not followed suit.)

Things didn’t turn out well for our economy or our society. As millions lost their homes during and after the crisis, median wealth declined nearly 40 percent in three years. Banks would have done badly, too, were it not for the Bush-Obama mega-bailouts.

This cascade of trust destruction was unrelenting. One of the reasons that the bubble’s bursting in 2007 led to such an enormous crisis was that no bank could trust another. Each bank knew the shenanigans it had been engaged in — the movement of liabilities off its balance sheets, the predatory and reckless lending — and so knew that it could not trust any other bank

bankers used their political influence to eviscerate regulations and install regulators who didn’t believe in them. Officials and academics assured lawmakers and the public that banks could self-regulate. But it all turned out to be a scam. We had created a system of rewards that encouraged shortsighted behavior and excessive risk-taking. In fact, we had entered an era in which moral values were given short shrift and trust itself was discounted.

THE banking industry is only one example of what amounts to a broad agenda, promoted by some politicians and theoreticians on the right, to undermine the role of trust in our economy. This movement promotes policies based on the view that trust should never be relied on as motivation, for any kind of behavior, in any context. Incentives, in this scheme, are all that matter.

So C.E.O.’s must be given stock options to induce them to work hard. I find this puzzling: If a firm pays someone $10 million to run a company, he should give his all to ensure its success. He shouldn’t do so only if he is promised a big chunk of any increase in the company’s stock market value

Similarly, teachers must be given incentive pay to induce them to exert themselves. But teachers already work hard for low wages because they are dedicated to improving the lives of their students. Do we really believe that giving them $50 more, or even $500 more, as incentive pay will induce them to work harder? What we should do is increase teacher salaries generally because we recognize the value of their contributions and trust in their professionalism. According to the advocates of an incentive-based culture, though, this would be akin to giving something for nothing.

Of course, incentives are an important component of human behavior. But the incentive movement has made them into a sort of religion, blind to all the other factors — social ties, moral impulses, compassion — that influence our conduct.

This is not just a coldhearted vision of human nature. It is also implausible. It is simply impossible to pay for trust every time it is required. Without trust, life would be absurdly expensive; good information would be nearly unobtainable; fraud would be even more rampant than it is; and transaction and litigation costs would soar.

When 1 percent of the population takes home more than 22 percent of the country’s income — and 95 percent of the increase in income in the post-crisis recovery — some pretty basic things are at stake. Reasonable people, even those ignorant of the maze of unfair policies that created this reality, can look at this absurd distribution and be pretty certain that the game is rigged.

Trust between individuals is usually reciprocal. But if I think that you are cheating me, it is more likely that I will retaliate, and try to cheat you. (These notions have been well developed in a branch of economics called the “theory of repeated games.”) When Americans see a tax system that taxes the wealthiest at a fraction of what they pay, they feel that they are fools to play along.

a deeper rot takes hold: Attitudes and norms begin to change. When no one is trustworthy, it will be only fools who trust. The concept of fairness itself is eroded. A study published last year by the National Academy of Sciences suggests that the upper classes are more likely to engage in what has traditionally been considered unethical behavior. Perhaps this is the only way for some to reconcile their worldview with their outlandish financial success, often achieved through actions that reveal a kind of moral deprivation.

As always, it is the poor and the unconnected who suffer most from this, and who are the most repeatedly deceived. Nowhere was this more evident than in the foreclosure crisis.

The banks figured out how to get court affidavits signed by the thousands (in what came to be called robo-signing), certifying that they had examined their records and that these particular individuals owed money — and so should be booted out of their homes. The banks were lying on a grand scale, but they knew that if they didn’t get caught, they would walk off with huge profits, their officials’ pockets stuffed with bonuses. And if they did get caught, their shareholders would be left paying the tab

But perhaps even more than opportunity, Americans cherish equality before the law. Here, inequality has infected the heart of our ideals.

I suspect there is only one way to really get trust back. We need to pass strong regulations, embodying norms of good behavior, and appoint bold regulators to enforce them.

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

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

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

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

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

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

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

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

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

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

According to one study, enrollment fell by one-fifth, and students were 30 percent less likely to major in one of these subjects. Yale and Harvard, while making noises about grade inflation, have never instituted tough rules to stem it.

Overall, graded students are less interested in the topic at hand and — and, for obvious, common-sense reasons — more inclined to pick the easiest possible task when given the chance.

Grades should motivate certain students: those afraid of the stigma of a bad grade or those ambitious, by temperament or conditioning, to succeed in measurable ways.

Although recent research on the effects of grades is limited, several studies in the 1970s, 1980s and 1990s measured how students related to a task or a class when it was graded compared to when it was ungraded.

Our goal should be ending the centrality of grades altogether. For years, I feared that a world of only A’s would mean the end of meaningful grades; today, I’m certain of it. But what’s so bad about that?

To top humanities PhD programs, letters of reference and writing samples matter more than overall GPA (although students are surely expected to have received good grades in their intended areas of study).

We need to move to a post-grading world. Maybe that means a world where there are no grades — or one where, if they remain, we rely more on better kinds of evaluation.

According to a 2012 study by the Chronicle of Higher Education, GPA was seventh out of eight factors employers considered in hiring, behind internships, extracurricular activities and previous employment.

Yes, the student who gets a 100 on a calculus exam probably grasps the material better than the student with a 60 — but only if she retains the knowledge, which grades can’t show.

Right now, students end up being evaluated twice: once with an inflated and meaningless letter grade, then again by teachers asked to write letters of recommendation.

They said employers want a GPA of 3.0 or even 3.5. But again, that standard would include almost every Harvard student — which suggests that GPAs serve not to validate students from elite schools but to keep out those from less-prestigious schools and large public universities, where grades are less inflated. Grades at community colleges “have actually dropped” over the years, according to Stuart Rojstaczer, a co-author of the 2012 grade-inflation study.

That means we have two systems: one for students at elite schools, who get jobs based on references, prestige and connections, and another for students everywhere else, who had better maintain a 3.0.

Students can compare evaluations from different classes, too, “read across all of them, see what they need improvement on.” And when they graduate, they — and employers or grad-school admission offices — get far more than a printed page of grades.

The trouble is that, while it’s relatively easy for smaller colleges to go grade-free, with their low student-to-teacher ratios, it’s tough for professors at larger schools, who must evaluate more students, more quickly, with fewer resources.

teaching five classes for poverty wages can’t write substantial term-end comments, so grades are a necessity if they want to give any feedback at all.

perhaps the small, progressive colleges can inspire other schools to follow, as they have in, say, abolishing the SAT as an admissions requirement

It would mean hiring more teachers and paying them better (which schools should do anyway). And if transcripts become more textured, graduate-school admission offices and employers will have to devote more resources to reading them, and to getting to know applicants through interviews and letters of reference

When I think about getting rid of grades, I think of happier students, with whom I have more open, democratic relationships.

Even in my Yale classrooms filled with overachievers, most of whom want to learn for the sake of learning, some respond well to the clarity of a grade.