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lilyrashkind

How Educators Around the World Are Teaching the Russia-Ukraine War - The New York Times - 0 views

www.nytimes.com/...ng-the-russia-ukraine-war.html

educators world teaching war

shared by lilyrashkind on 31 May 22 - No Cached
  • Please note: This is a special Lesson of the Day that brings together many different sources and ideas. Unlike our usual format, this is written to teachers, not students.
  • Then, in an extensive Going Further section, we have rounded up many contributions from teachers in the United States across subjects and levels who describe ways they are helping their students understand this conflict and its roots and effects.We hope that no matter what you teach, there is something here you can use.
  • Do Volodymyr’s actions surprise you? Why do you think The Times might have included this specific detail of this family’s story? What do you think it says about the power and importance of education, and the role it plays in young people’s lives, even amidst an ongoing war?
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  • Now, students will participate in a jigsaw activity. Below are three articles about three different student populations that have been affected by the war in Ukraine. Assign each student, or have them choose, one of the articles to become an “expert” in. Make sure there are about an even number of students reading each article.
  • 5. What are some of the fears or challenges teachers themselves are facing because of the war?6. You’ve read one of three articles about what education is like for a specific group of students. What role is school serving for the group you read about? Is there anything more schools could be doing to support these young people? If so, what and why?
  • What role can schools serve, even during war? How important do you think education is in a time like this? Do you believe educators should teach about what is happening in Ukraine? How do you think they should handle this sensitive subject?
  • Many teachers answered our call in mid-March to tell us how they were addressing the war in their classrooms. Here are some responses that show the many ways, large and small, that educators have sought to help their students understand the conflict and its roots, the plight of the Ukrainian people, the role of the United States and more. They have been edited for length and clarity.
  • I was shocked at how hungrily they soaked up the information, especially once Russia officially invaded Ukraine. These 10-, 11- and 12-year-olds wanted to learn more about what was happening in their world in the “right way” — via vetted news sources, exactly as you mentioned. After each episode, we discussed positives that we heard, we shared “wonders” (the things that we want to find more information on), and we shared one word to summarize the new information.
  • That day, my students’ remarks on the Russian invasion of Ukraine fit into five categories: empathy for the people of Ukraine, fear of World War III, criticism of Putin, criticism of memes that treat the invasion as a joke, and geopolitical curiosity.
  • Students then created infographics on Canva to illustrate their learning. Synthesizing that learning into smaller, digestible data bites helped them to make sense of such large, challenging concepts. Here are four examples of their work.
  • When discussing the conflict between Russia and Ukraine, that consisted of orienting everyone to where this conflict is happening geographically and what cities and countries are involved. We spoke about the history of NATO, key leaders, the concept of trade and supply chains — basically defining the common vocabulary and giving everyone the same tools for discussion.
  • That’s how I realized that my students needed to talk about the Russian invasion of Ukraine. As a result, I took the following steps the next day, with positive results.
  • As part of a larger project on the theme of “nostalgia,” students were asked to think of a family recipe that made them nostalgic. But we also talked about the food that brings us comfort no matter where we find ourselves. To help students connect to the Ukrainian people, we talked about the comforts of borscht with information from this article about a chef who is leading a drive to recognize the soup as a Ukrainian cultural heritage.
  • Teaching about Russia and Ukraine this spring encompassed history, vocabulary, maps, graphs, and photo analysis. We began with a brainstorm about what students had heard about what was happening with Ukraine and Russia. Then students moved on to define terms like Soviet Union, Cold War and NATO, and worked together to combine their definitions into one “best definition.” This vocabulary work set them up to read the Times article about what was happening in Ukraine as Russia invaded, annotating in the
  • Part of what has made the coverage of the war in Ukraine compelling is my students seeing visual inversions of their own lives. There’s a photo of a grandmother, but she’s holding an assault rifle. There are teenagers, not much older than they are, running drills. There’s a teacher, but instead of trying to manage a class, she’s barely managing to hold it together.
  • What do you notice about how the person is framed in the photograph?What is the posture? Where is their gaze?Imagine what they might be thinking as they gaze out of the frame.
  • This is an excellent piece to use when considering primary and secondary audiences, purpose, appeals, and overall effectiveness. It is also a story we can track to see if the speech moves anyone in Congress to change their position on the type of support to provide Ukraine.
  • Does the American government favor any countries over other countries? What is the policy that guides the American government when dealing with other countries?How does the American government handle disagreements with other countries?Which countries are American allies, or friends?Which are America’s traditional enemies? How is this determined? Does that history matter?
  • How does President Biden “create the enemy?” Why should America follow this course of action? What is he suggesting will happen if America does not? What does America stand to gain from this plan? Are potential losses discussed?Note patterns in rhetorical appeals, diction, values and themes. What assumptions does President Biden make about the American character or national identity? In what ways do American mythologies seem to bolster a “single story” of foreign policy?
  • Begins.” Students took notes on the use of ethos, pathos and logos in the construction of the podcast. They also responded to the importance of having free and independent journalists report on the war.
  • “We Lived Happily During the War,” “Dulce et Decorum Est” and “Dancing.”
  • E.I.H.R. cultivates partnerships among educators globally to create materials and deliver training based on best practices in Holocaust and human rights education. Together we deliver content and strategies for teaching conflict history and prevention, and sustainable peace. They have been building resources for teachers about Ukraine since Feb. 24, including this webinar on Understanding the Crisis in Ukraine from March 19.
malonema1

The Heartbeat of Racism Is Denial - The New York Times - 0 views

www.nytimes.com/...eartbeat-of-racism-denial.html

Trump US culture

shared by malonema1 on 14 Jan 18 - No Cached
  • When our reality is too ugly, we deny reality. It is too painful to look at. Reality is too hard to accept.Mental health experts routinely say that denial is among the most common defense mechanisms. Denial is how the person defends his superior sense of self, her racially unequal society.Denial is how America defends itself as superior to “shithole countries” in Africa and elsewhere, as President Trump reportedly described them in a White House meeting last week, although he has since, well, denied that. It’s also how America defends itself as superior to those “developing countries” in Africa, to quote how liberal opponents of Mr. Trump might often describe them.
  • But Mr. Trump is no exception. In framing Mr. Trump’s racism as exceptional, in seeking to highlight the depth of the president’s cruelty, Mr. Durbin, a reliably liberal senator, showed the depth of denial of American racism.
  • I grew up to the beat of racist denial in Queens, not far from where Mr. Trump grew up. I was raised in the urban “hell” of neighborhoods he probably avoided, alongside immigrants from countries he derided last week. In school or elsewhere, we all heard recitals of the American ideal of equality, especially on the day we celebrate the life of the Rev. Dr. Martin Luther King Jr. Those events often feature recitals of the words “all men are created equal,” which were written by a slaveholder who once declared that black people “are inferior to the whites in the endowments both of body and mind.”
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  • A new vocabulary emerged, allowing users to evade admissions of racism. It still holds fast after all these years. The vocabulary list includes these: law and order. War on drugs. Model minority. Reverse discrimination. Race-neutral. Welfare queen. Handout. Tough on crime. Personal responsibility. Black-on-black crime. Achievement gap. No excuses. Race card. Colorblind. Post-racial. Illegal immigrant. Obamacare. War on Cops. Blue Lives Matter. All Lives Matter. Entitlements. Voter fraud. Economic anxiety.
  • Because we naturally want to look away from our ugliness. We paint over racist reality to make a beautiful delusion of self, of society. We defend this beautiful self and society from our racist reality with the weapons of denial.
  • Racist is not a fixed category like “not racist,” which is steeped denial. Only racists say they are not racist. Only the racist lives by the heartbeat of denial.The antiracist lives by the opposite heartbeat, one that rarely and irregularly sounds in America — the heartbeat of confession.
Javier E

The Heartbeat of Racism Is Denial - The New York Times - 0 views

www.nytimes.com/...eartbeat-of-racism-denial.html

racism denial politics history culture US

shared by Javier E on 14 Jan 18 - No Cached
  • Thomas Jefferson was not a founding father of equality. He was a founding father of the heartbeat of denial that lives through both Mr. Trump’s denials and the assertion that his racial views are abnormal for America and its presidents.
  • Fifty years ago, Richard Nixon transformed this historic heartbeat of denial into an intoxicating political philosophy.
  • Nixon designed his campaign, one of his advisers explained, to allow a potential supporter to “avoid admitting to himself that he was attracted by” the “racist appeal.”
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  • A new vocabulary emerged, allowing users to evade admissions of racism. It still holds fast after all these years. The vocabulary list includes these: law and order. War on drugs. Model minority. Reverse discrimination. Race-neutral. Welfare queen. Handout. Tough on crime. Personal responsibility. Black-on-black crime. Achievement gap. No excuses. Race card. Colorblind. Post-racial. Illegal immigrant. Obamacare. War on Cops. Blue Lives Matter. All Lives Matter. Entitlements. Voter fraud. Economic anxiety.
  • The denials using these phrases come from both conservatives and white liberals who think people of color are stuck in cycles of unstable families and criminal cultures, and that the deprivations of poverty and discrimination spin out bad people.
  • Racist is not a fixed category like “not racist,” which is steeped denial. Only racists say they are not racist. Only the racist lives by the heartbeat of denial.The antiracist lives by the opposite heartbeat, one that rarely and irregularly sounds in America — the heartbeat of confession.
Javier E

The Failure of Rational Choice Philosophy - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...the-failure-of-rational-choice

rational choice philosophy economics theory individualism ethics conservatism conservative GOP liberalism libertarian

shared by Javier E on 21 Dec 20 - No Cached
  • According to Hegel, history is idea-driven.
  • Ideas for him are public, rather than in our heads, and serve to coordinate behavior. They are, in short, pragmatically meaningful words.  To say that history is “idea driven” is to say that, like all cooperation, nation building requires a common basic vocabulary.
  • One prominent component of America’s basic vocabulary is ”individualism.”
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  • individualism, the desire to control one’s own life, has many variants. Tocqueville viewed it as selfishness and suspected it, while Emerson and Whitman viewed it as the moment-by-moment expression of one’s unique self and loved it.
  • individualism as the making of choices so as to maximize one’s preferences. This differed from “selfish individualism” in that the preferences were not specified: they could be altruistic as well as selfish. It differed from “expressive individualism” in having general algorithms by which choices were made. These made it rational.
  • it was born in 1951 as “rational choice theory.” Rational choice theory’s mathematical account of individual choice, originally formulated in terms of voting behavior, made it a point-for-point antidote to the collectivist dialectics of Marxism
  • Functionaries at RAND quickly expanded the theory from a tool of social analysis into a set of universal doctrines that we may call “rational choice philosophy.” Governmental seminars and fellowships spread it to universities across the country, aided by the fact that any alternative to it would by definition be collectivist.
  • rational choice philosophy moved smoothly on the backs of their pupils into the “real world” of business and governme
  • Today, governments and businesses across the globe simply assume that social reality  is merely a set of individuals freely making rational choices.
  • At home, anti-regulation policies are crafted to appeal to the view that government must in no way interfere with Americans’ freedom of choice.
  • But the real significance of rational choice philosophy lay in ethics. Rational choice theory, being a branch of economics, does not question people’s preferences; it simply studies how they seek to maximize them. Rational choice philosophy seems to maintain this ethical neutrality (see Hans Reichenbach’s 1951 “The Rise of Scientific Philosophy,” an unwitting masterpiece of the genre); but it does not.
  • Whatever my preferences are, I have a better chance of realizing them if I possess wealth and power. Rational choice philosophy thus promulgates a clear and compelling moral imperative: increase your wealth and power!
  • Today, institutions which help individuals do that (corporations, lobbyists) are flourishing; the others (public hospitals, schools) are basically left to rot. Business and law schools prosper; philosophy departments are threatened with closure.
  • Hegel, for one, had denied all three of its central claims in his “Encyclopedia of the Philosophical Sciences” over a century before. In that work, as elsewhere in his writings, nature is not neatly causal, but shot through with randomness. Because of this chaos, we cannot know the significance of what we have done until our community tells us; and ethical life correspondingly consists, not in pursuing wealth and power, but in integrating ourselves into the right kinds of community.
  • By 1953, W. V. O. Quine was exposing the flaws in rational choice epistemology. John Rawls, somewhat later, took on its sham ethical neutrality, arguing that rationality in choice includes moral constraints. The neat causality of rational choice ontology, always at odds with quantum physics, was further jumbled by the environmental crisis, exposed by Rachel Carson’s 1962 book “The Silent Spring,” which revealed that the causal effects of human actions were much more complex, and so less predicable, than previously thought.
Javier E

Opinion | 'The Whole of Liberal Democracy Is in Grave Danger at This Moment' - The New ... - 0 views

www.nytimes.com/...nservatives-trump-america.html

liberalism authoritarian conservative ideological language complexity tolerance

shared by Javier E on 22 Jul 20 - No Cached
  • a team of four Canadian psychologists studied patterns of “cognitive reflection” among Americans.
  • hey found that a willingness to change one’s convictions in the face of new evidencewas robustly associated with political liberalism, the rejection of traditional moral values, the acceptance of science, and skepticism about religious, paranormal, and conspiratorial claims.
  • Those who ranked high on a scale designed to measure the level of a respondent’s “actively open-minded thinking about evidence” were linked with the acceptance of “anthropogenic global warming and support for free speech on college campuses.”
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  • an aversion to altering one’s belief on the basis of evidence was more common among conservatives and that this correlated “with beliefs about topics ranging from extrasensory perception, to respect for tradition, to abortion, to God.”
  • In their forthcoming paper, “On the belief that beliefs should change according to evidence,” the authors develop an eight-item “Actively Open-minded Thinking about Evidence Scale.”
  • People taking the test are asked their level of agreement or disagreement with a series of statements including:“A person should always consider new possibilities.”“Certain beliefs are just too important to abandon no matter how good a case can be made against them.”“One should disregard evidence that conflicts with your established beliefs.”“No one can talk me out of something I know is right.”“I believe that loyalty to one’s ideals and principles is more important than ‘open-mindedness’.”
  • One study showed thatthe speeches of liberal US presidents score higher on integrative complexity than those of conservatives, as measured by the presence of “words involved in differentiation (exclusive words, tentative words, negations) as well as integration of different perspectives (conjunctions).”
  • there is one more item to add to the constantly growing list of factors driving polarization in America: Those on the left and right appear to use substantially different cognitive processes to interpret events in the world around them, large and small.
  • Baron and Jost also cite studies suggesting that those on the right are more susceptible to authoritarian appeals:Conservatives score higher than liberals on measures of personal needs for order and structure, cognitive closure, intolerance of ambiguity, cognitive or perceptual rigidity, and dogmatism.
  • Liberals, they write, “perform better than conservatives on objective tests of cognitive ability and intelligence” while conservatives “score higher than liberals on measures of self-deception” and “are more likely than liberals to spread ‘fake news,’ political misinformation, and conspiracy theories throughout their online social networks.”
  • n a February 2019 paper, “Liberals lecture, conservatives communicate: Analyzing complexity and ideology in 381,609 political speeches,” four political scientists, Martijn Schoonvelde, Anna Brosius, Gijs Schumacher and Bert N. Bakker, argue that “speakers from culturally liberal parties use more complex language than speakers from culturally conservative parties” and that this variance in linguistic complexity isrooted in personality differences among conservative and liberal politicians. The former prefer short, unambiguous statements, and the latter prefer longer compound sentences, expressing multiple points of view.
  • Pennycook and his co-authors concluded:People who reported believing that beliefs and opinions should change according to evidence were less likely to be religious, less likely to hold paranormal and conspiratorial beliefs, more likely to believe in a variety of scientific claims, and were more politically liberal in terms of overall ideology, partisan affiliation, moral values, and a variety of specific political opinions.
  • President Trump speaks at the lowest level of all those studied, as measured on the on the Flesch-Kincaid index. As Factbase put it:By any metric to measure vocabulary, using more than a half dozen tests with different methodologies, Donald Trump has the most basic, most simplistically constructed, least diverse vocabulary of any president in the last 90 years.
  • Some scholars argue that a focus on ideological conflict masks the most salient divisions in the era of Donald Trump: authoritarians versus non-authoritarians.
  • It’s really critical to help people understand the difference between conservatives and authoritarians. Conservatives are by nature opposed to change and novelty, whereas authoritarians are averse to diversity and complexity. It’s a subtle but absolutely critical distinction.
  • “What we’re facing,” she continued,is an authoritarian revolution — not a conservative revolution, the term is inherently contradictory — which in the U.S. has been creeping up since the 1960s
  • Authoritarianism, Stenner continued, isclearly distinct from what I call “laissez faire conservatism.” In fact, in cross-national research I consistently find that these two dimensions are actually negatively related. If anything, authoritarians tend to be wary of free markets and more supportive of government intervention and redistribution, perhaps even schemes of equalization and progressive taxation.
  • Stenner argued that “non-authoritarian conservatives, opposed to change, dedicated to upholding laws, and to the defense of legitimate political and social institutions that underpin societal stability and security” are a crucial pillar of democratic governance.
  • In the real world, she continued, “it is the authoritarians who are the revolutionaries.”
  • Because of this authoritarian revolution, here and abroad, Stenner contends thatthe whole of liberal democracy is in grave danger at this moment. But the fault lies with authoritarians on both the right and the left, and the solution is in the hands of non-authoritarians on both sides.
  • Stenner makes the case that the authoritarian revolution began in the 1960s: “Once the principle of equal treatment under the law was instituted and entrenched by means of the Civil Rights Act and the Voting Rights Act,” traditional conservatism — “fidelity to the laws of the land and defense of legitimate institutions” — took a back seat to authoritarianism “as a factor driving expressions of racial, moral and political intolerance.”
  • Stenner takes the analysis of contemporary conflict and polarization full circle back to the fundamental American divide over race, a subject that touches on virtually every issue facing the nation.
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

How to Beat Trump - The Atlantic - 0 views

www.theatlantic.com/...515736

politics Trump protest engagement crisis

shared by Javier E on 08 Feb 17 - No Cached
  • I was one of the many who admired the orderly commitment and resolution of the women’s march on Washington the day after President Trump’s inauguration.
  • Yet my admiration is mixed with worry. As I step through the police lines, I bring a message with me: Your demonstrations are engineered to fail. They didn’t stop the Iraq war. They won’t stop Donald Trump.
  • With the rarest exceptions—and perhaps the January 21 demonstration will prove to be one—left-liberal demonstrations are exercises in catharsis, the release of emotions. Their operating principle is self-expression, not persuasion. They lack the means, and often the desire, to police their radical fringes, with the result that it’s the most obnoxious and even violent behavior that produces the most widely shared and memorable images of the event.
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  • Again and again, their most lasting effect has been to polarize opinion against them—and to empower the targets of their outrage. And this time, that target is a president hungering for any excuse to repress his opponents
  • Protesters may be up against something never before seen in American life: a president and an administration determined to seize on unrest to legitimate repression.
  • here’s what I have to offer from the right, amid the storms of the Trump era.
  • The more conservative protests are, the more radical they are.You want to scare Trump? Be orderly, polite, and visibly patriotic.
  • It’s beyond audacious that a candidate who publicly requested help from Russian espionage services against his opponent would claim the flag as his own. But Trump is trying. Don’t let him get away with it. Carry the flag. Open with the Pledge of Allegiance. Close by singing the Star Spangled Banner
  • Trump’s presidency is itself one long flag-burning, an attack on the principles and institutions of the American republic. That republic’s symbols are your symbols. You should cherish them and brandish them.
  • Don’t get sucked into the futile squabbling cul-de-sac of intersectionality and grievance politics. Look at this roster of speakers from the January 21 march. What is Angela Davis doing there? Where are the military women, the women police officers, the officeholders? If Planned Parenthood is on the stage, pro-life women should stand there, too. If you want somebody to speak for immigrants, invite somebody who’s in the country lawfully.
  • Here are a few useful tests:a) Could this demand be achieved by a law passed through Congress?b) Can I imagine my Rush Limbaugh listening brother-in-law agreeing with it?c) Can I tweet it?If so … good.
  • “Tone policing” has entered the left-of-center vocabulary as one of the worst possible things you can do or think. In fact, all effective political communication must carefully consider both tone and content
  • The classic military formula for success: concentrate superior force at a single point
  • Successful movements are built upon concrete single demands that can readily be translated into practical action: “Votes for women.” “End the draft.” “Overturn Roe v. Wade.” “Tougher punishments for drunk driving.
  • People can say “yes” to such specific demands for many different reasons.
  • So it should be for critics of President Trump. “Pass a law requiring the Treasury to release the President’s tax returns.” “An independent commission to investigate Russian meddling in the US election.” “Divest from the companies.” These are limited asks with broad appeal.
  • On the other hand, if you build a movement that lists those specific and limited goals along a vast and endlessly unfolding roster of others from “preserve Dodd Frank” to “save the oceans”—if you indulge the puckish anti-politics of “not usually a sign guy, but geez”—you will collapse into factionalism and futility.
  • if you are building a movement to protect American democracy from the authoritarianism of the Trump administration, you should remember that the goal is to gain allies among people who would not normally agree with you
  • the core demand of your movement should likewise be easy to explain and plausibly acceptable to that mainstream, stretching from Bernie voters to Romney donors.
  • Donald Trump has made clear that he wants to wage a Nixon-style culture war: cops against criminals, soldiers against pacifists, hard hats against hippies. Don’t be complicit. If you want to beat him, you have to reject his categories.
  • bodies in the street represent only potential power, not actual power. Even the largest rally must sooner or later disassemble and return home. What happens after that? The difference between Occupy Wall Street and the Tea Party was that only the second movement translated the energy and excitement of its early mass meetings into steady organizational work aimed at winning elections.
  • it is the steady and often tedious work of organization that sustains democracy—and can change the world. Protests are useful mostly to the extent that they mobilize people to participate in the follow-up meetings to realize the protest’s goals. Collect names and addresses. Form Facebook groups. Keep in touch. Don’t argue: recruit. Meet in real space as well as online. Serve cake. Make your presence felt on your local elected officials not just once, but day after day, week in, week out.
  • to succeed, you should be equally focused and persistent. And that requires above all: be motivated by hope, not outrage.
  • The outrage may get you started, but only hope keeps you going. Hope, as Vaclav Havel insisted, is an expression of the state of our minds, not a description of the state of the world. It powers you to undertake the daunting but essential mission: unlimited efforts for limited goals.
  • ou’re not trying to save the world. Just to pass one law. It doesn’t sound like much. It could be everything.
Javier E

Nonfiction Curriculum Enhanced Reading Skills in New York City Schools - NYTimes.com - 1 views

www.nytimes.com/...-in-new-york-city-schools.html

reading curriculum education K-12 core

shared by Javier E on 12 Mar 12 - Cached
  • For three years, a pilot program tracked the reading ability of approximately 1,000 students at 20 New York City schools, following them from kindergarten through second grade. Half of the schools adopted a curriculum designed by the education theorist E. D. Hirsch Jr.’s Core Knowledge Foundation. The other 10 used a variety of methods, but most fell under the definition of “balanced literacy,”
  • The study found that second graders who were taught to read using the Core Knowledge program scored significantly higher on reading comprehension tests than did those in the comparison schools. It also tested children on their social studies and science knowledge, and again found that the Core Knowledge pupils came out ahead.
  • The study found that for each of the three years, students in the Core Knowledge program had greater one-year gains on a brief reading test than their peers in the comparison schools.
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  • Under the balanced literacy approach, which was used by seven of the comparison schools and remains the most popular method of teaching reading in the city’s schools, children are encouraged to develop a love of reading by choosing books that are of interest to them.
  • Reading nonfiction writing is the key component of the Core Knowledge curriculum, which is based on the theory that children raised reading storybooks will lack the necessary background and vocabulary to understand history and science texts. While the curriculum allows children to read fiction, it also calls on them to knowledgeably discuss weather patterns, the solar system, and how ancient Egypt and Mesopotamia compare.
  • The curriculum may have a particular appeal for city schools beginning to adopt the Common Core standards, which emphasize nonfiction reading and will go into effect in 2014.
  • anonymous on 23 Mar 12
     
    Though the Core Knowledge approach seems to have its merits when it comes to standardized test scores, there are certainly disadvantages. Students in the Core program are receiving higher scores on the test because they have been "trained" in that specific field. Now, as a junior, I have recently taken my first SAT. The SAT tests three areas of study (critical reading, writing, and mathematics). If my entire school experience had been based solely upon these three areas, I would be lacking much vital information. Sure, in this alternate universe, I might be a 2400 scoring genius debating between Yale, Brown, and Princeton, but does that mean I am at all prepared for such colleges? By these standards, we might as well just toss out History class (Not on standardized testing? Get rid of it!). I am not suggesting that preparation for standardized testing should be completely overlooked in school curriculum; I just think that it should not be the main objective. In the long run, reading "Ramona Quimby, Age 8" in 1st grade may not have made my scores as high as those reading Malcolm Gladwell's latest work, but it did something just as important. It, along with numerous other books of my choosing, cultivated my love for reading. This love for reading will stay with me long after standardized test scores even matter, and I might just get to that Gladwell book after all.
Javier E

No Bribe Left Behind: Putting Newt's Zaniest Education Policy To The Test | The New Rep... - 0 views

www.tnr.com/...newt-gingrich-education-reform

education incentives learning

shared by Javier E on 28 Dec 11 - Cached
  • exposure alone does very little to increase the vocabulary and background knowledge necessary to achieve true fluency
  • extrinsic cash incentives create temporary motives. “You do the work, you get paid. … Then the money stops. Do you still keep going to work?
  • In 1999, Deci analyzed 128 studies on incentives that overwhelmingly supported his point that providing extrinsic incentives to perform certain tasks decreased whatever intrinsic appeal they had
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  • as children get older, between third and eighth grade, their intrinsic motivation to study decreases considerably. The more they’re in school, the less they enjoy it.
  • A recent, large-scale study by Harvard economist Roland Fryer, a 2011 MacArthur grant recipient, has yielded some promising results on this front. In the fall of 2007, Fryer set up cash incentive programs in Chicago, Dallas, D.C., and New York. The twelve million dollar, 38,000-student study (half of it funded by Fryer’s organization, EdLabs; half by the school districts) was the largest ever conducted on the effects of incentives on academic achievement in the US. The results were released last May
  • Paying second-graders to read about six books per year (again, two dollars per book) Fryer found that standardized test scores in reading among students comfortable with English increased at a rate that would typically suggest three extra months of schooling
  • Intrinsic motivation, Fryer was surprised to find, was not affected significantly, and one year after the study's conclusion, 60 percent of the gains made by the sample group had been retained. Incentivized reading, it seemed, worked for certain students. Observing such sustained increases in reading proficiency led Fryer to his most important finding: effort, or “inputs,” could be incentivized, while improved scores, or “outputs,” could not. (Another study conducted by Fryer, released as a working paper last month, found that a combination of similar “input” incentives—involving parents, teachers, and students—yielded even more impressive results.) 
Javier E

The Rediscovery of Character - NYTimes.com - 1 views

www.nytimes.com/...-rediscovery-of-character.html

character morality social science psychology crime prevention

shared by Javier E on 07 Mar 12 - No Cached
  • broken windows was only a small piece of what Wilson contributed, and he did not consider it the center of his work. The best way to understand the core Wilson is by borrowing the title of one of his essays: “The Rediscovery of Character.”
  • When Wilson began looking at social policy, at the University of Redlands, the University of Chicago and Harvard, most people did not pay much attention to character. The Marxists looked at material forces. Darwinians at the time treated people as isolated products of competition. Policy makers of right and left thought about how to rearrange economic incentives. “It is as if it were a mark of sophistication for us to shun the language of morality in discussing the problems of mankind,” he once recalled.
  • during the 1960s and ’70s, he noticed that the nation’s problems could not be understood by looking at incentives
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  • “At root,” Wilson wrote in 1985 in The Public Interest, “in almost every area of important concern, we are seeking to induce persons to act virtuously, whether as schoolchildren, applicants for public assistance, would-be lawbreakers or voters and public officials.”
  • When Wilson wrote about character and virtue, he didn’t mean anything high flown or theocratic. It was just the basics, befitting a man who grew up in the middle-class suburbs of Los Angeles in the 1940s: Behave in a balanced way. Think about the long-term consequences of your actions. Cooperate. Be decent.
  • It was habituated by practicing good manners, by being dependable, punctual and responsible day by day.
  • But America responded to the stresses of the information economy by reducing the communal buttresses to self-control, with unfortunate results.
  • Wilson set out to learn how groups created a good order, why that order sometimes frayed.
  • In “The Moral Sense,” he brilliantly investigated the virtuous sentiments we are born with and how they are cultivated by habit. Wilson’s broken windows theory was promoted in an essay with George Kelling called “Character and Community.” Wilson and Kelling didn’t think of crime primarily as an individual choice. They saw it as something that emerged from the social psychology of a community. When neighborhoods feel disorganized and scary, crime increases.
  • Wilson argued that American communities responded to the stresses of industrialization by fortifying self-control.
  • he emphasized that character was formed in groups. As he wrote in “The Moral Sense,” his 1993 masterpiece, “Order exists because a system of beliefs and sentiments held by members of a society sets limits to what those members can do.”
  • Wilson was not a philosopher. He was a social scientist. He just understood that people are moral judgers and moral actors, and he reintegrated the vocabulary of character into discussions of everyday life.
Javier E

Bill Moyers | Henry Giroux: Zombie Politics and Casino Capitalism - 0 views

www.truth-out.org/...politics-and-casino-capitalism

US crisis culture economic capitalism zombie politics democracy intellectual rationality

shared by Javier E on 02 Jan 14 - No Cached
  • you have a consolidation of power that is so overwhelming, not just in its ability to control resources and drive the economy and redistribute wealth upward, but basically to provide the most fraudulent definition of what a democracy should be. I mean, the notion that profit making is the essence of democracy, the notion that economics is divorced from ethics, the notion that the only obligation of citizenship is consumerism, the notion that the welfare state is a pathology, that any form of dependency basically is disreputable and needs to be attacked, I mean, this is a vicious set of assumptions.
  • The biggest lie of all is that capitalism is democracy. We have no way of understanding democracy outside of the market, just as we have no understanding of how to understand freedom outside of market values.
  • Metaphorically. Two things happened. 1) There was this assumption that the government was evil except when it regulated its power to benefit the rich. So it wasn't a matter of smashing the government as Reagan seemed to suggest, it was a matter of rearranging it and reconfiguring it so it served the wealthy, the elites and the corporate,
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  • Thatcher said something else that's particularly interesting in this discussion. She said there's no such thing as society. There are only individuals and families. And so what we begin to see is the emergence of a kind of ethic, a survival of the fittest ethic that legitimates the most incredible forms of cruelty, that seems to suggest that freedom in this discourse of getting rid of society, getting rid of the social-- that discourse is really only about self-interest, that possessive individualism is now the only virtue that matters. So freedom, which is essential to any notion of democracy, now becomes nothing more than a matter of pursuing your own self interests
  • I want to echo something that FDR once said, When he said that, you know, you not only have to have personal freedoms and political freedoms, the right to vote the right to speak, you have to have social freedom. You have to have the freedom from want, the freedom from poverty, the freedom from-- that comes with a lack of health care.
  • How do you get a discourse governing the country that seems to suggest that anything public, public health, public transportation, public values, you know, public engagement is a pathology?
  • Individualize the social, which means that all problems, if they exist, rest on the shoulders of individuals.
  • that the government-- the larger social order, the society has no responsibility whatsoever so that-- you often hear this, I mean, if there--I mean, if you have an economic crisis caused by the hedge fund crooks, you know and millions of people are put out of work and they're all lining up for unemployment, what do we hear in the national media? We hear that maybe they don't know how to fill out unemployment forms, maybe it's about character.
  • I think that what we haven't seen before is an attack on the social contract, Bill, that is so overwhelming, so dangerous in the way in which its being deconstructed and being disassembled that you now have as a classic example, you have a whole generation of young people who are now seen as disposable.
  • young people can't turn anywhere without in some way being told that the only obligation of citizenship is to shop, is to be a consumer. You can't walk on a college campus today and walk into the student union and not see everybody represented there from the local banks to Disneyland to local shops, all selling things.
  • Where are the public spaces for young people other learn a discourse that's not commodified, to be able to think about non-commodifiable values like trust, justice, honesty, integrity, caring for others, compassion. Those things, they're just simply absent, they're not part of those public spheres because those spheres have been commodified.
  • Zombie Politics and Culture in the Age of Casino Capitalism.” Why that metaphor, zombie politics? HENRY GIROUX: Because it's a politics that's informed by the machinery of social and civil death.
  • It's a death machine. It's a death machine because in my estimation it does everything it can to kill any vestige of a robust democracy. It turns people into zombies, people who basically are so caught up with surviving that they have no-- they become like the walking dead, you know, they lose their sense of agency-
  • This casino capitalism as we talk about it, right, one of the things that it does that hasn't been done before, it doesn't just believe it can control the economy. It believes that it can govern all of social life. That's different. That means it has to have its tentacles into every aspect of everyday life. Everything from the way schools are run to the way prisons are outsourced to the way the financial services are run to the way in which people have access to health care, it's an all-encompassing, it seems to me, political, cultural, educational apparatus.
  • as the social state is crippled, as the social state is in some way robbed, hollowed out and robbed of its potential and its capacities, what takes its place? The punishing state takes its place. You get this notion of incarceration, this, what we call the governing through crime complex where governance now has been ceded to corporations who largely are basically about benefiting the rich, the ultra-rich, the big corporations and allowing the state to exercise its power in enormously destructive and limited ways.
  • we kill the imagination by suggesting that the only kind of rationality that matters, the only kind of learning that matters is utterly instrumental, pragmatist. So what we do is we collapse education into training, and we end up suggesting that not knowing much is somehow a virtue. And I'll and I think what's so disturbing about this is not only do you see it in the popular culture with the lowest common denominator now drives that culture, but you also see it coming from politicians who actually say things that suggest something about the policies they'd like to implement.
  • Rick Santorum is not-- is kind of a, you know, an obvious figure. But when he stands up in front of a body of Republicans and he says, the last thing we need in the Republican party are intellectuals. And I think it's kind of a template for the sort of idiocy that increasingly now dominates our culture.
  • I think intellectuals are-- there are two ways we can describe intellectuals. In the most general sense, we can say, "Intellectuals are people who take pride in ideas. They work with ideas." I mean, they believe that ideas matter. They believe that there's no such thing as common sense, good sense or bad sense, but reflective sense.
  • how we learn what we learn and what we do with the knowledge that we have is not just for ourselves. It's for the way in which we can expand and deepen the very processes of democracy in general, and address those problems and anti-democratic forces that work against it.
  • I think the real issue here is, you know, what would it mean to begin to do at least two things?
  • one is to develop cultural apparatuses that can offer a new vocabulary for people, where questions of freedom and justice and the problems that we're facing can be analyzed in ways that reach mass audiences in accessible language. We have to build a formative culture
  • Secondly, we've got to overcome the fractured nature of these movements. I mean the thing that plagues me about progressives in the left and liberals is they are all sort of ensconced in these fragmented movements
  • here's the contradiction I hear in what you're saying. That if you write about a turning toward despair and cynicism in politics. Can you get movements out of despair and cynicism? Can you get people who will take on the system when they have been told that the system is so powerful and so overwhelming that they've lost their, as you call it, moral and political agency?
  • to be different than it is now, rather than romanticizing hope and turning it into something Disney-like, right, it really has to involve the hard work of A) recognizing the structures of domination that we have to face, B) organizing collectively and somehow to change those, and C) believing it can be done, that it's worth the struggle.
  • I refuse to become complicitous. I refuse to say--I refuse to be alive and to watch institutions being handed over to right wing zealots. I refuse to be alive and watch the planet be destroyed. I mean, when you mentioned-- you talk about the collective imagination, you know, I mean that imagination emerges when people find strength in collective organizations, when they find strength in each other.
James Flanagan

SAT, ACT: College-Admissions Tests Are Holding American Students Back - Businessweek - 0 views

www.businessweek.com/...holding-american-students-back

shared by James Flanagan on 12 Nov 13 - No Cached
  • The College Board—the nonprofit consortium of colleges, high schools, and other organizations that creates the SAT—has repeatedly jiggered the test to respond to critics, most obviously in 2005, when it added a writing section that boosted the highest possible score to 2400 from 1600
  • Huge disparities remain. Asians score the highest on the test, and their average rose this past academic year even as the scores of all other ethnic groups fell.
  • University of Wyoming President Robert Sternberg was stupid in elementary school. IQ tests said so. Knowing his scores, his teachers in the 1950s expected him to perform badly, and he agreeably lived down to their expectations. In fourth grade a teacher named Virginia Alexa saw something special in him and conveyed her high expectations. Almost overnight he became an A student.
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  • Coleman and his team are completing a major revision of the SAT to be unveiled in January 2014 and launched in the spring of 2015. He wants the test to “propel” students toward deeper learning of real things
  • That means fewer abstruse vocabulary words (like “abstruse”) and essays that are based on documents so human graders can evaluate the correctness of their writers’ arguments, not just their style.
  • The U.S. rode to economic supremacy with the world’s highest share of young college grads, but now its percentage of graduates at the typical age of graduation is behind those of Australia, Denmark, Finland, Iceland, Ireland, Japan, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Sweden, and the U.K., the Organisation for Economic Co-operation and Development says.
  • The message: Real life is messy. You’re not given five answers to choose from. And America shouldn’t depend on something resembling an IQ test to rake geniuses from the rubbish.
  • The SAT and its rival, the ACT, are part of the problem. Designed to ferret out hidden talent, the tests have become, for some students at least, barriers to higher education. Scores are highly correlated with family income; Harvard law professor Lani Guinier calls the SAT a “wealth test.”
  • Since the earliest days of the republic, there have been two schools of thought about the merits of sorting students, as recounted in Nicholas Lemann’s 1999 book The Big Test: The Secret History of the American Meritocracy. Thomas Jefferson, who believed in a “natural aristocracy,” said that in Virginia all w
  • New Englander Henry Adams was less disdainful of the rubbish. He said Jefferson’s natural aristocracy was no better than regular old aristocracy: “I would trust one as soon as the other with unlimited power.”
  • The SAT was launched in 1926 as a variant of an intelligence test used in World War I to place soldiers and sailors. Harvard adopted it in 1934.
  • The University of California long resisted using standardized tests but in 1968—swamped by more qualified applications than it could handle—began requiring applicants to submit SAT scores as a way to screen out lower achievers.
  • Admissions officers at about 850 four-year colleges now make standardized tests optional for some or all of their applicants
  • To be less cynical, the tests do stigmatize low scorers and distract people “from what they really need to do, which is mastering academic subjects in their high school,” says Wake Forest University sociologist Joseph Soares, whose school went SAT-optional in 2008.
Javier E

Where Is Honor in America? - Philip K. Howard - Politics - The Atlantic - 0 views

www.theatlantic.com/...65014

dueling slavery footbinding honor culture habits shame

shared by Javier E on 24 Oct 10 - No Cached
  • The hard problem facing America is how to dislodge the politics of selfishness.
  • There's a new book out by Princeton philosopher Anthony Appiah, The Honor Code, in which he argues that immoral cultural habits change only when they become dishonorable. He uses the examples of dueling, the Atlantic slave trade, and binding the feet of Chinese women. He describes how reformers eventually convinced the public that those practices were dishonorable and should be ridiculed. At that point, even massive economic self-interest--such as that held by slave traders--could not block transition to what we would all consider more humane and moral social norms.
  • Everyone knows that our political system is leading us over a cliff. This is the challenge of the current pathetic state of things in America. The opportunity is to reclaim a vision of responsible leadership, and to find a vocabulary of honor and shame to discredit the current political game.
Javier E

Contemporary Student Life - John Tierney - National - The Atlantic - 0 views

www.theatlantic.com/...70372

education values youth learning knowledge contemporary life

shared by Javier E on 31 Jan 11 - No Cached
  • most of the students at this school spend enormous amounts of time watching television, checking out Facebook, and otherwise engaging in totally unproductive activity. They certainly don't read anything!  In fact, I would say that the number one problem in contemporary American education is that students do not read enough.  Their reading comprehension is horrible.  Their vocabularies are impoverished.  They cannot talk about anything outside their own closed little worlds. 
  • They don't know anything and, worse yet, they seem uninterested in anything. 
Javier E

Many States Adopt National Standards for Their Schools - NYTimes.com - 0 views

www.nytimes.com/...21standards.html

states standards national education US

shared by Javier E on 28 Apr 11 - Cached
  • The quick adoption of common standards for what students should learn in English and math each year from kindergarten through high school is attributable in part to the Obama administration’s Race to the Top competition.
  • national standards are seen as a way to ensure that children in all states will have access to a similar education — and that financially strapped state governments do not have to spend limited resources on developing their own standards and tests.
  • This time, the standards were developed by the states themselves, not the federal government. Last year, the National Governors Association and the Council of Chief State School Officers convened English and math experts to put together benchmarks for each grade.
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  • They lay out detailed expectations of skills that students should have at each grade level. Second graders, for example, should be able to read two-syllable words with long vowels, while fifth graders should be able to add and subtract fractions with different denominators.
  • the new common core standards are stronger than the English standards in 37 states and the math standards in 39 states.
  • “Vocabulary-building in the common core is slower,” he said, citing one example. “And on the math side, they don’t prepare eighth-grade students for algebra one, which is the gateway to higher math.”
Javier E

James Freeman: Do American Students Study Too Hard? - WSJ.com - 0 views

online.wsj.com/...3655404576292752313629990.html

youth US education testing system

shared by Javier E on 30 Apr 11 - No Cached
  • The film reports that as hard as kids compete to win acceptance to name-brand colleges, they come out of high school without knowing much. The University of California at Berkeley, we are told, has to provide remedial education for close to half of incoming freshmen before they can handle a college course load. The film notes that American kids score poorly in international tests. If they work so hard, how do they learn so little?
  • The film's answer, in part, is that President Bush's No Child Left Behind law forces schools to focus entirely on preparing their kids to pass annual tests tied to their state's education standards. The premise is that state governments have designed standards so poorly that kids must spend time learning useless material, or too much material, which they are then unable to retain.
  • Ms. Abeles argues that U.S. education is focused too much on giving kids "things to memorize and regurgitate," instead of developing the critical thinking skills that will be most useful in solving problems and thriving later in life.
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  • Ms. Allen says that if U.S. tests are flawed it is because they demand that kids memorize too few facts, not too many. "You can't teach critical thinking," she says. She argues that kids cannot possibly develop problem-solving skills without a base of knowledge. How can one analyze a piece of literature, she asks, without knowing any vocabulary? Can students solve math problems without being able to multiply and divide?
Javier E

The Causes of the Civil War, 2.0 - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...he-causes-of-the-civil-war-2-0

Civil War causes history rights slavery

shared by Javier E on 29 Apr 11 - No Cached
  • A new poll from the Pew Research Center reports that nearly half of Americans identify states’ rights as the primary cause of the Civil War. This is a remarkable finding, because virtually all American textbooks and prominent historians emphasize slavery, as they have for decades. Even more striking, the poll shows young people put more stock in the states’ rights explanation than older people. The 38 percent of Americans who believe slavery was mainly to blame find themselves losing ground.
  • New computer-assisted tools and techniques can find and evaluate patterns of language and emphasis, otherwise hard to see, among those debates. Researchers at the University of Richmond have developed a computerized text that allows us to explore those hundreds of speeches over time and space, to find connections buried beneath parliamentary procedure and exasperating digressions.
  • Some of the patterns in the speeches quickly undermine familiar arguments for Virginia’s secession. Tariffs, which generations of would-be realists have seen as the hidden engine of secession, barely register, and a heated debate over taxation proves, on closer examination, to be a debate over whether the distribution of income from taxes on enslaved people should be shared more broadly across the state. Hotheads eager to fight the Yankees did not play a leading role in the months of debates; despite the occasional outburst, when delegates mentioned war they most often expressed dread and foreboding for Virginia. Honor turns out to be a flexible concept, invoked with equal passion by both the Unionist and secessionist sides. Virtually everyone in the convention agreed that states had the right to secede, yet Unionists in Virginia won one crucial vote after another.
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  • The language of slavery is everywhere in the debates. It appears as an economic engine, a means of civilizing Africans, an essential security against black uprisings and as a right guaranteed in the United States Constitution. Secessionists and Unionists, who disagreed on so much, agreed on the necessity of slavery, a defining feature of Virginia for over 200 years.
  • The language of slavery, in fact, became ever more visible as the crisis mounted to the crescendo of secession in mid-April. Slavery in Virginia, delegates warned, would immediately decay if Virginia were cut off from fellow states that served as the market for their slaves and as their political allies against the Republicans. A Virginia trapped, alone, in the United States would find itself defenseless against runaways, abolitionists and slave rebellions.
  • But the omnipresence of the language of slavery does not settle the 150-year debate over the relative importance of slavery and states’ rights, for the language of rights flourished as well. The debate over the protection of slavery came couched in the language of governance, in words like “state,” “people,” “union,” “right,” “constitution,” “power,” “federal” and “amendment.” Variants of the word “right,” along with variants of “slave,” appear once for every two pages in the convention minutes.
  • When the Virginians talked of Union they talked of a political entity built on the security and sanction of slavery in all its dimensions, across the continent and in perpetuity.
  • the Republicans miscalculated, underestimating the unanimity of white Southerners, whatever their other divisions, over slavery. Entire states, not merely individuals, possessed and were possessed by slavery. Secessionists and Unionists in Virginia sought to protect the single greatest unifying interest in the state — enslaved labor — with the single language they possessed for doing so, a language of political right.
  • In short, the records of the Virginia secession debate demonstrate how the vocabularies of slavery and rights, entangled and intertwined from the very beginning of the United States, became one and the same in the secession crisis.
  • The “disease which has called together this convention,” Leake lamented, was the North’s fixation on slavery. That fixation was not a mere “derangement; it is chronic, it is deep-seated,” and it must come to an end. “It is necessary for the Northern people to correct their sentiments upon the subject of slavery, it is necessary that they should abstain from intermeddling with the institution before any harmony or quiet can be restored.”
  • Perhaps, given new tools and perspectives, Americans can change the focus of our arguments about the “primary cause” of the Civil War. If the North fought to sustain the justice, power and authority of the federal government, the corollary, many assume, must be that the South fought for the opposite, for the power of the states.
  • But the equation did not balance in that way: the North did not fight at first to end slavery, but the South did fight to protect slavery. It is vital that we use the tools newly available to us to grasp this truth in its immediacy and complexity, before it fades even further from view.
Javier E

The Cost of Relativism - NYTimes.com - 0 views

www.nytimes.com/...ks-the-cost-of-relativism.html

research Psychology social science sociology inequality underclass morality responsibility values

shared by Javier E on 11 Mar 15 - No Cached
  • One of America’s leading political scientists, Robert Putnam, has just come out with a book called “Our Kids” about the growing chasm between those who live in college-educated America and those who live in high-school-educated America
  • Roughly 10 percent of the children born to college grads grow up in single-parent households. Nearly 70 percent of children born to high school grads do. There are a bunch of charts that look like open scissors. In the 1960s or 1970s, college-educated and noncollege-educated families behaved roughly the same. But since then, behavior patterns have ever more sharply diverged. High-school-educated parents dine with their children less than college-educated parents, read to them less, talk to them less, take them to church less, encourage them less and spend less time engaging in developmental activity.
  • sympathy is not enough. It’s not only money and better policy that are missing in these circles; it’s norms.
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  • The health of society is primarily determined by the habits and virtues of its citizens.
  • In many parts of America there are no minimally agreed upon standards for what it means to be a father. There are no basic codes and rules woven into daily life, which people can absorb unconsciously and follow automatically.
  • Reintroducing norms will require, first, a moral vocabulary. These norms weren’t destroyed because of people with bad values. They were destroyed by a plague of nonjudgmentalism, which refused to assert that one way of behaving was better than another. People got out of the habit of setting standards or understanding how they were set.
  • Next it will require holding people responsible. People born into the most chaotic situations can still be asked the same questions: Are you living for short-term pleasure or long-term good? Are you living for yourself or for your children? Do you have the freedom of self-control or are you in bondage to your desires?
  • Next it will require holding everybody responsible. America is obviously not a country in which the less educated are behaving irresponsibly and the more educated are beacons of virtue. America is a country in which privileged people suffer from their own characteristic forms of self-indulgence: the tendency to self-segregate, the comprehensive failures of leadership in government and industry.
  • People sometimes wonder why I’ve taken this column in a spiritual and moral direction of late. It’s in part because we won’t have social repair unless we are more morally articulate, unless we have clearer definitions of how we should be behaving at all levels.
  • History is full of examples of moral revival, when social chaos was reversed, when behavior was tightened and norms reasserted. It happened in England in the 1830s and in the U.S. amid economic stress in the 1930s.
Javier E

The World Is Yours, the World Is Mine - NYTimes.com - 0 views

www.nytimes.com/...s-yours-the-world-is-mine.html

art tradition culture vocabulary popular history

shared by Javier E on 04 Dec 14 - No Cached
  • History is often held hostage by the highest bidder — whoever gets to tell the story ends up defining what happened. What happened in 2014? What mattered in 2014? It depends whom you ask.
  • Historical narratives recount political, economic or social events, but rarely tell stories of the everyday. The mundane nuances of life are often ignored precisely because they are so personal. But private stories are usually the ones that we connect with most
  • Modes of storytelling like painting and rap allow us to engage with those personal stories, becoming the vehicles through which history passes.
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  • My interest in juxtaposing hip-hop and Indo-Persian miniature painting, the primary medium through which I have told stories, is in taking these two disparate narrative forms and letting the dissonance find a detour.
  • Much in the way that hip-hop’s place in popular culture was diminishing by the time Nas took it up in the early 1990s, Indo-Persian miniature painting fell from relevance in Pakistani culture. The practice shifted so dramatically after the fall of the Mughal Empire and the rise of colonial rule in South Asia during the 19th century that when I began engaging with the miniature in my work in the late 1980s and early ’90s at the National College of Arts in Lahore, it was regarded as tourist kitsch and derided as a craft technique.
  • For years, the form had been ignored by many Pakistani artists. I found it ripe with potential — to change its status and its narrative and to deconstruct its stereotypes. What others saw as enslavement to tradition, I recognized as a path to expanding the medium from within, embracing the complexities of craft and rigor in order to open up possibilities for dialogue.
  • My work over the past 20 years has both borrowed and departed from traditional modes of miniature painting. One of these elements, the hair of Gopis — the female consorts of the Hindu god Krishna — appears in this painting, circling around the central axis. Over the past 15 years, I have been experimenting by divorcing their signature hairstyles from the rest of their bodies as a means of identifying them. The Gopi hair, in its many transformed and recontextualized iterations, takes on the appearance of bats, particles or elements of a moving mass. In this painting, the Gopis swirl around Africa and move outward. In their clusters around the central glowing orb of Africa, the Gopis coalesce and overlap, suggesting a symbol that became ubiquitous in 2014: the biohazard sign.
  • My process is driven by my interest in exploring and rediscovering cultural and political boundaries, and using that space to create new frameworks for dialogue and visual narrative. Contemporaneity is about remaining relevant by challenging the status quo, not by clinging to past successes. This is at odds with the standards set up in the worlds of commercial art and music, which are more interested in branding and often hold an artist hostage to one idea or form.
Javier E

A Wi-Fi Barbie Doll With the Soul of Siri - NYTimes.com - 0 views

www.nytimes.com/...oll-with-the-soul-of-siri.html

toy interactive dialogue children industry

shared by Javier E on 29 Mar 15 - No Cached
  • A recent study conducted by researchers at Georgetown University, for instance, compared two groups of toddlers. One group played with plush toys that had been preprogrammed to say the child’s name, and to say that they had the same favorite food and song as the child; the other played with plush toys that called each child “Pal” and liked different things. When the same toy character on-screen presented math skills — like arranging cups in order of size — the first group of toddlers performed better than those who played with less-personalized plush toys
  • toys able to personalize their responses to children in real time could have an even greater effect on them.
  • Mr. Jacob hit upon the idea of developing conversational characters for children a few years ago after his daughter Toby, then 7, asked him if she could use Skype to talk to her stuffed animals. He had previously worked as the chief technology officer at Pixar Animation Studios. So he talked over the possibility with a former Pixar colleague, Martin Reddy. They decided to start ToyTalk.
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  • To develop a system that could both understand a child’s comments and say something engaging back, the company built its own platform to process spoken language — one tailored to the pitch of children’s voices, their prosody and vocabulary. Now, for instance, when a child says “totes jelly” to a ToyTalk app, the language processor understands the phrase actually means: “I’m totally jealous.
  • The company also spent months testing out jokes, songs, rhymes and questions on focus groups of children to develop conversational characters complete with their own biographies and story arcs. Mr. Jacob sees creating conversation trees for these characters as a new art form, neither film nor video game.
  • the Campaign for a Commercial-Free Childhood, an advocacy group in Boston, asked Mattel to shelve the talking doll. The group said the voice recordings amounted to “eavesdropping” and could be used to exploit the intimate feelings of children. “Whatever the child says will be manipulated and used to insinuate these dolls further into girls’ lives,” said Susan Linn, the group’s director.
  • Mattel said the company was “committed to safety and security” and that Hello Barbie’s technology included “a number of safeguards to ensure that stored data is secure and can’t be accessed by unauthorized users.”
  • If ToyTalk has any influence, however, Hello Barbie, rather than dooming children’s privacy, could just as well usher in a new era of interactive playthings where children can develop elaborate conversations with toys similar to the way Minecraft players build out entire landscapes.
  • Of course, society may not be ready for children en masse seeking illusory relationships with intelligent devices — even if they are just mimicking their parents
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