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The Tyranny of Merit is Sandel’s response to Brexit and the election of Donald Trump

By championing an “age of merit” as the solution to the challenges of globalisation, inequality and deindustrialisation, the Democratic party and its European equivalents, Sandel argues, hung the western working-class and its values out to dry – with disastrous consequences for the common good.

Sandel charts the rise of what he sees as a corrosive leftwing individualism: “The solution to problems of globalisation and inequality – and we heard this on both sides of the Atlantic – was that those who work hard and play by the rules should be able to rise as far as their effort and talents will take them

It became an article of faith, a seemingly uncontroversial trope

We will make a truly level playing field, it was said by the centre-left, so that everyone has an equal chance. And if we do, and so far as we do, then those who rise by dint of effort, talent, hard work will deserve their place, will have earned it.”

The recommended way to “rise” has been to get a higher education. Or, as the Blair mantra had it: “Education, education, education.

For those willing to make the requisite effort, there was the promise that: “This country will always be a place where you can make it if you try.”

First, and most obvious, the fabled “level playing field” remains a chimera. Although he says more and more of his own Harvard students are now convinced that their success is a result of their own effort, two-thirds of them come from the top fifth of the income scale.

social mobility has been stalled for decades. “Americans born to poor parents tend to stay poor as adults.”

Even a perfect meritocracy, he says, would be a bad thing. “The book tries to show that there is a dark side, a demoralising side to that,” he says. “The implication is that those who do not rise will have no one to blame but themselves.

Centre-left elites abandoned old class loyalties and took on a new role as moralising life-coaches, dedicated to helping working-class individuals shape up to a world in which they were on their own.

“On globalisation,” says Sandel, “these parties said the choice was no longer between left and right, but between ‘open’ and ‘closed’. Open meant free flow of capital, goods and people across borders.” Not only was this state of affairs seen as irreversible, it was also presented as laudable. “To object in any way to that was to be closed-minded, prejudiced and hostile to cosmopolitan identities.”

A relentless success ethic permeated the culture: “Those at the top deserved their place but so too did those who were left behind. They hadn’t striven as effectively.

As centre-left parties and their representatives became more and more middle-class, the focus on upward mobility intensified. “They became reliant on the professional classes as their constituency, and in the US as a source of campaign finance.

Blue-collar workers were in effect given a double-edged invitation to “better” themselves or carry the burden of their own failure

Many took their votes elsewhere, nursing a sense of betrayal. “The populist backlash of recent years has been a revolt against the tyranny of merit, as it has been experienced by those who feel humiliated by meritocracy and by this entire political project.”

Does he empathise, then, with Trumpism?

my book conveys a sympathetic understanding of the people who voted for him. For all the thousands and thousands of lies Trump tells, the one authentic thing about him is his deep sense of insecurity and resentment against elites

Am I tough on the Democrats? Yes, because it was their uncritical embrace of market assumptions and meritocracy that prepared the way for Trump.

the Democratic party will not succeed unless it redefines its mission to be more attentive to legitimate grievances and resentment, to which progressive politics contributed during the era of globalisation.”

The only way out of the crisis, Sandel believes, is to dismantle the meritocratic assumptions that have morally rubber-stamped a society of winners and losers

“This is a moment to begin a debate about the dignity of work; about the rewards of work both in terms of pay but also in terms of esteem.

There must be a radical re-evaluation of how contributions to the common good are judged and rewarded.

The money to be earned in the City or on Wall Street, for example, is out of all proportion with the contribution of speculative finance to the real economy. A financial transactions tax would allow funds to be channelled more equably.

the word “honour” is as important as the question of pay. There needs to be a redistribution of esteem as well as money, and more of it needs to go to the millions doing work that does not require a college degree.

“We need to rethink the role of universities as arbiters of opportunity,” he says, “which is something we have come to take for granted. Credentialism has become the last acceptable prejudice

Greater investment is important not only to support the ability of people without an advanced degree to make a living. The public recognition it conveys can help shift attitudes towards a better appreciation of the contribution to the common good made by people who haven’t been to university.”

A new respect and status for the non-credentialed, he says, should be accompanied by a belated humility on the part of the winners in the supposedly meritocratic race

To those who, like many of his Harvard students, believe that they are simply the deserving recipients of their own success, Sandel offers the wisdom of Ecclesiastes: “I returned, and saw under the sun, that the race is not to the swift

“Humility is a civic virtue essential to this moment,” he says, “because it’s a necessary antidote to the meritocratic hubris that has driven us apart.”

The Tyranny of Merit is the latest salvo in Sandel’s lifelong intellectual struggle against a creeping individualism that, since the Reagan and Thatcher era, has become pervasive in western democracies

“To regard oneself as self-made and self-sufficient. This picture of the self exerts a powerful attraction because it seems on the face of it to be empowering – we can make it on our own, we can make it if we try.

It’s a certain picture of freedom but it’s flawed. It leads to a competitive market meritocracy that deepens divides and corrodes solidarity.”

Sandel draws on a vocabulary that challenges liberal notions of autonomy in a way that has been unfashionable for decades. Words such as “dependency”, “indebtedness”, “mystery”, “humility” and “luck” recur in his book.

vulnerability and mutual recognition can become the basis of a renewed sense of belonging and community. It is a vision of society that is the very opposite of what came to be known as Thatcherism, with its emphasis on self-reliance as a principal virtue.

There are, he believes, optimistic sign

“The Black Lives Matter movement has given moral energy to progressive politics. It has become a multiracial, multigenerational movement and is opening up space for a public reckoning with injustice. It shows that the remedy for inequality is not simply to remove barriers to meritocratic achievement.”

“The moral of Henry Aaron’s story is not that we should love meritocracy but that we should despise a system of racial injustice that can only be escaped by hitting home runs.”

“Tawney argued that equality of opportunity was at best a partial ideal. His alternative was not an oppressive equality of results. It was a broad, democratic ‘equality of condition’ that enables citizens of all walks of life to hold their heads up high and to consider themselves participants in a common venture.

Over the past four decades, governments have slashed budgets and privatized basic services. This has two important consequences for public health

First, people are unlikely to trust institutions that do little for them.

second, public health is no longer viewed as a collective endeavor, based on the principle of social solidarity and mutual obligation. People are conditioned to believe they’re on their own and responsible only for themselves.

an important source of vaccine hesitancy is the erosion of the idea of a common good.

compared with white Americans, communities of color do experience the American health care system differently. But a closer look at the data reveals a more complicated picture.

Since the spring, when most American adults became eligible for Covid vaccines, the racial gap in vaccination rates between Black and white people has been halved. In September, a national survey found that vaccination rates among Black and white Americans were almost identical.

Other surveys have determined that a much more significant factor was college attendance: Those without a college degree were the most likely to go unvaccinated.

Education is a reliable predictor of socioeconomic status, and other studies have similarly found a link between income and vaccination.

It turns out that the real vaccination divide is class.

“People are thinking, ‘If the government isn’t going to do anything for us,’” said Elden, “‘then why should we participate in vaccines?’”

during the 1950s polio campaigns, for example, most people saw vaccination as a civic duty.

But as the public purse shrunk in the 1980s, politicians insisted that it’s no longer the government’s job to ensure people’s well-being; instead, Americans were to be responsible only for themselves and their own bodies

Entire industries, such as self-help and health foods, have sprung up on the principle that the key to good health lies in individuals making the right choices.

Without an idea of the common good, health is often discussed using the language of “choice.”

there are problems with reducing public health to a matter of choice. It gives the impression that individuals are wholly responsible for their own health.

This is despite growing evidence that health is deeply influenced by factors outside our control; public health experts now talk about the “social determinants of health,” the idea that personal health is never simply just a reflection of individual lifestyle choices, but also the class people are born into, the neighborhood they grew up in and the race they belong to.

food deserts and squalor are not easy problems to solve — certainly not by individuals or charities — and they require substantial government action.

Many medical schools teach “motivational interviewing,”

the deeper problem:

Being healthy is not cheap. Studies indicate that energy-dense foods with less nutritious value are more affordable, and low-cost diets are linked to obesity and insulin resistance.

Another problem with reducing well-being to personal choice is that this treats health as a commodity.

This isn’t surprising, since we shop for doctors and insurance plans the way we do all other goods and services

mothers devoted many hours to “researching” vaccines, soaking up parental advice books and quizzing doctors. In other words, they act like savvy consumers

When thinking as a consumer, people tend to downplay social obligations in favor of a narrow pursuit of self-interest. As one parent told Reich, “I’m not going to put my child at risk to save another child.”

Such risk-benefit assessments for vaccines are an essential part of parents’ consumer research.

Vaccine uptake is so high among wealthy people because Covid is one of the gravest threats they face. In some wealthy Manhattan neighborhoods, for example, vaccination rates run north of 90 percent.

For poorer and working-class people, though, the calculus is different: Covid-19 is only one of multiple grave threats.

When viewed in the context of the other threats they face, Covid no longer seems uniquely scary.

Most of the people we interviewed in the Bronx say they are skeptical of the institutions that claim to serve the poor but in fact have abandoned them.

he and his friends find reason to view the government’s sudden interest in their well-being with suspicion. “They are over here shoving money at us,” a woman told us, referring to a New York City offer to pay a $500 bonus to municipal workers to get vaccinated. “And I’m asking, why are you so eager, when you don’t give us money for anything else?”

These views reinforce the work of social scientists who find a link between a lack of trust and inequality. And without trust, there is no mutual obligation, no sense of a common good.

The experience of the 1960s suggests that when people feel supported through social programs, they’re more likely to trust institutions and believe they have a stake in society’s health.

While the reasons vary by country, the underlying causes are the same: a deep mistrust in local and international institutions, in a context in which governments worldwide have cut social services.

In one Syrian city, for example, the health care system now consists of one public hospital so underfunded that it is notorious for poor care, a few private hospitals offering high-quality care that are unaffordable to most of the population, and many unlicensed and unregulated private clinics — some even without medical doctors — known to offer misguided health advice. Under such conditions, conspiracy theories can flourish; many of the city’s residents believe Covid vaccines are a foreign plot.

In many developing nations, international aid organizations are stepping in to offer vaccines. These institutions are sometimes more equitable than governments, but they are often oriented to donor priorities, not community needs.

“We have starvation and women die in childbirth.” one tribal elder told us, “Why do they care so much about polio? What do they really want?”

In America, anti-vaccine movements are as old as vaccines themselves; efforts to immunize people against smallpox prompted bitter opposition in the turn of the last century. But after World War II, these attitudes disappeared. In the 1950s, demand for the polio vaccine often outstripped supply, and by the late 1970s, nearly every state had laws mandating vaccinations for school with hardly any public opposition.

What changed? This was the era of large, ambitious government programs like Medicare and Medicaid.

The anti-measles policy, for example, was an outgrowth of President Lyndon Johnson’s Great Society and War on Poverty initiatives.

Research shows that private systems not only tend to produce worse health outcomes than public ones, but privatization creates what public health experts call “segregated care,” which can undermine the feelings of social solidarity that are critical for successful vaccination drives

Only then do the ideas of social solidarity and mutual obligation begin to make sense.

The types of social programs that best promote this way of thinking are universal ones, like Social Security and universal health care.

If the world is going to beat the pandemic, countries need policies that promote a basic, but increasingly forgotten, idea: that our individual flourishing is bound up in collective well-being.

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

Karl Marx was a Wutbürger. So were Montesquieu, William Wilberforce, the Rev. Dr. Martin Luther King Jr. and the tens of thousands of Eastern German protesters who brought down the Berlin Wall in 1989.

Mr. Trump vs. Dr. King. Sadly, the leaders of today’s Wutbürger movements never grasped the difference between anger driven by righteousness and anger driven by hate.

In Germany a recent poll showed that only 14 percent of the citizens trusted the politicians.

Amid their mutual finger-pointing, neither populist nor established parties acknowledge that both are squandering people’s anger, either by turning this anger into counterproductive hatred or by denouncing and dismissing it. Mrs. Clinton has the chance to change, by leading a political establishment that examines and processes anger instead of merely producing and dismissing it. If she does, let’s hope Europe once again looks to America as a model for democracy.

after the Sept. 11 attacks, and later after the Madrid and London bombings, we told ourselves that Islam and Islamism had nothing to do with each other. But sadly, they do. The peaceful religion can sometimes serve as a slope into a militant anti-Western ideology, especially when this ideology offers a strong sense of belonging amid the mental discomfort of our postmodern societies.

Belgium’s predicament mirrors Europe’s. Official Europe has worked hard to move past nationalism, so that there is no German or French Dream. But there’s no European Dream, either, not yet. So new migrants have no spirit to tap into, as they do in the United States. Instead, some Muslims find it more attractive to give their loyalty to Allah, their fellow believers or the Islamic State.

A result of this mutual apathy is too many Islamists, and too few police and intelligence officers — particularly in Belgium, but not just there. We may have a common European currency, but we still do not have a common European terrorism database. Islamists in Western Europe seem better coordinated than the European authorities hunting them. 19 Comments

There are serious grounds for the alienation between the German chancellor, Angela Merkel, and her European partners. There are many practical things she can do in response, but also some big-picture steps. She should speak honestly about Europe’s illusions, past and present. She should lead Europe past its outmoded data-protection concerns and push for coordination among security services. And she should make integration and opportunity a common value for everyone in Europe — a European dream that is more appealing to immigrants than any afterlife kingdom could possibly be.

The process of drafting the platform has often been a source of intraparty conflict, but rarely has the presidential front-runner seemed so at odds with his own party. That could produce fireworks inside the platform committee if Trump decides he wants to push his views on reluctant delegates.

rebels do not necessarily have all that much in common with one another, let alone with the remainders of the religious right. The Trump-voting “deplorable” is likely to be a cultural evangelical but not a churchgoer, or a pro-choice lapsed Catholic who never cared for religious moralists. The typical “manosphere” denizen is something else entirely — younger, tech-savvy, impious, impressed with his own unblinking Darwinism. As constituent parts of cultural conservatism, these groups don’t form a particularly coherent whole; what unites them are common fears (feminism, political correctness, sometimes Islam), not a common cause.

Moreover, his provocations tend to actually work, in the sense that they summon up the illiberal, “shut up or we’ll shut you down” side of left-wing politics.

for a cultural conservatism united only by a shared outsider sensibility, neither consistency nor propriety are consensus virtues any longer — and indecency in the service of attacking liberalism is no vice.

Democrats today may see themselves as heirs to a progressive tradition that traces its lineage back to Franklin Roosevelt, or even to Williams Jennings Bryan. But that does not describe the Democratic Party that elevated Hillary Clinton to the position of standard bearer. Mrs. Clinton bears no more resemblance to Bryan, the Great Commoner, than does Donald Trump to Abraham Lincoln, the Great Emancipator.  

“My dream is a hemispheric common market, with open trade and open borders, some time in the future with energy that is as green and sustainable as we can get it, powering growth and opportunity for every person in the hemisphere.”

But in the party that chose Hillary Clinton as its nominee, radicalism qualifies as no more than a fringe phenomenon. While paying lip service to the idea of “toppling” the 1 percent, Clinton herself identifies with and assiduously courted members of the moneyed elite.

YET APART FROM an affinity for wealth, status, and celebrity, what is the essence of Clinton-style liberalism? As during her husband’s presidency, it centers on a theory of political economy

The version of progressivism represented by Clinton and her allies accommodates present-day malefactors. Rather than confronting class enemies, it glosses over competing class interests.  

On such matters, she merely parrots conventional wisdom. That removing barriers to technology-charged corporate capitalism will generate wealth on an unprecedented scale has long since become an article of faith everywhere from Washington to Wall Street to Silicon Valley

It is, instead, a concise summary of the worldview to which leading Democrats subscribe, albeit with this caveat: The scope of that dream is not hemispheric, but global. The Democratic establishment’s commitment to openness encompasses not only trade and borders, but also capital and ideas, all flowing without disruption.

Since the end of the Cold War, the American political establishment has committed itself to validating such expectations. This has become the overarching theme of national politics, successive administrations, occasionally differing on specifics, all adhering to the so-called Washington Consensus

Each administration in turn has ignored or downplayed evidence that openness is not a win-win proposition. Along with riches for some have come market crashes, painful recessions, joblessness for citizens hard-pressed to adapt to the rigors of a changing market, and resistance from those opposed to the cultural amalgamation that trails in globalization’s wake.

Lost along the way were expectations that furthering the common good or promoting human virtue, not simply expanding the economic pie, might figure among the immediate aims of political economy.

the technocratic and secular liberalism embodied by Hillary Clinton has actually exacerbated the fragmentation and the atomization of society, even if elites (until now) were slow to take notice.

In fact, however, a Hillary Clinton victory, assumed as all but automatic, would have drained the election of significance.  

installing a second Clinton in the White House would have constituted a postponement of sorts, Americans kicking four years further down the road any recognition of just how bland and soulless their politics had become.  

Now that Trump has won, however, the pre-election hyperbole might actually prove justified. The United States finds itself suddenly adrift in uncharted waters. As of January of next year, the captain on the bridge will be unlicensed and unqualified

We may hope that he masters his responsibilities before running the ship aground.  In the meantime, the rough seas ahead might provide an incentive for liberals and conservatives alike to give a fresh look to some of those ideological alternatives that we just might have discarded prematurely.

Europeans failed to build Europe, and that is now a big problem because, as its common currency comes under pressure and the E.U. goes deeper into recession, the whole world feels the effects

In Europe, the supranational project did not work, and now, to a degree, Europe is falling back into individual states.

In the Arab world, the national project did not work, so some of the Arab states are falling back onto sects, tribes, regions and clans.

Most notably, Arab states have long insisted on the resolution of the Palestinians’ dispute with Israel before any wider peace initiative could be taken up.

That idea, basically unthinkable a few years ago, could be more plausible now because of widespread worry over Iran’s nuclear program, coupled with chaos in Syria and turmoil in Egypt. Even though Saudi Arabia and other gulf countries have long viewed Israel as the Arab world’s biggest adversary, the rise of threats they all share in common is creating a new urgency to find common ground, the officials said.

For instance, Israel, Saudi Arabia and the United Arab Emirates share comparable views on the rise and fall of Mohammed Morsi and the Muslim Brotherhood in Egypt. They all were far more comfortable with the government of President Hosni Mubarak, and were dismayed at what they viewed as an abandonment of Mr. Mubarak by the United States in the face of the initial Tahrir Square uprising.

The Egyptian-Israeli “peace treaty and its architecture is part of the overarching strategy of the ruling elite in Egypt,” a senior Israeli military official said on Monday, though he noted that the treaty is still not popular with much of the Egyptian public, the military government is “committed to that for many good reasons.”

Another thing potentially bringing Israel and Gulf states together is their intensifying criticism of American foreign policy.

The researchers found several genetic variants at different locations in the genome that were unusually common in the Inuit, compared with people in Europe or China. Several of these variations occurred within a cluster of genes that direct construction of enzymes called fatty acid desaturases. (The genes are called FADS, for short.)

This discovery was particularly tantalizing, because the scientists knew that these enzymes helped regulate the different fats in our bodies, including omega-3 fatty acids.

one of these gene variants was present in almost every Inuit in the study. It is much less common in other populations: About a quarter of Chinese people have it, compared with just 2 percent of Europeans.

Natural selection is the only known way this gene variant could have become so common in the Inuit. Dr. Nielsen said this adaptation might have arisen as long ago as 20,000 years, when the ancestors of the Inuit were living in the Beringia region, which straddles Alaska and Siberia

To uncover the effect of this variant gene, the scientists compared the Inuit in their study with others with more European ancestry. Some had inherited a European version of the variant. People with two copies of the Inuit gene had different blood levels of fatty acids than people without them, the researchers found.

The adaptation did more than just change blood levels of fatty acids, the scientists found. Inuit who carried two copies of the variant gene were on average an inch shorter and 10 pounds lighter than those without a copy.“That’s quite extreme,” said Dr. Nielsen.

Indeed, it’s rare to find a single gene that can influence height and weight so drastically. In recent years, scientists have run a number of large studies pinpointing hundreds of genes that affect height and weight, but each one played a minuscule role in the variation from person to person.

Those studies missed this influential gene variant because they focused mostly on people of European ancestry. So Dr. Nielsen and his colleagues also investigated how it affects Europeans. As it turns out, the gene variant is linked to a drastic drop in height and weight in that population, too.

natural selection might not have favored the FADS variant but a neighboring, as yet unknown piece of DNA that conferred evolutionary advantages.As that gene spread through the Inuit population, the FADS variant might simply have been passed down with it.

Dr. Nielsen and his colleagues are planning to investigate the long-term health effects of the gene variants they’ve found. They may help explain why some of us metabolize fats more effectively than others, and why omega-3s haven’t been the heart panacea once hoped.

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.”

Liberals and conservatives could no longer think of themselves simply as political rivals competing within a common and settled American identity. That identity was no longer settled—or even legitimate—because it was stigmatized in the 1960s as racist, sexist, and imperialistic

It was no longer enough for the proponents of these perspectives merely to vie over the issues of the day. Both worldviews would now have to evolve into full-blown ideologies capable of projecting a new political and cultural vision of America.

This is how the mandate of the 1960s to reinvent America launched the infamous “culture war” between liberalism and conservatis

When we argue over health care or immigration or Middle East policy, it is as if two distinct Americas were arguing, each with a different idea of what it means to be an American. And these arguments are intense and often uncivil, because each side feels that its American identity is at risk from the other side. So the conflict is very much a culture war, with each side longing for “victory” over the other, and each side seeing itself as America’s last and best hope.

Since the 1960s, this war has divided up our culture into what might be called “identity territories.”

America’s universities are now almost exclusively left-leaning; most public-policy think tanks are right-leaning. Talk radio is conservative; National Public Radio and the major television networks are liberal. On cable television, almost every news and commentary channel is a recognizable identity territory—Fox/ right; MSNBC/left; CNN/left. In the print media our two great national newspapers are the liberal New York Times and the conservative Wall Street Journal (especially in the editorial pages). The Pulitzer Prize and MacArthur Grants are left; the Bradley Prize is right. The blogosphere is notoriously divided by political stripe. And then there are “red” and “blue” states, cities, towns, and even neighborhoods. At election time, Americans can see on television a graphic of their culture war: those blue and red electoral maps that give us a virtual topography of political identity.

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In the America envisioned by both ideologies, there is no racism or sexism or imperialism to be embarrassed by. After all, ideologies project idealized images of the near-perfect America that they promise to deliver. Thus, in one’s ideological identity, one can find the innocence that is no longer possible—since the 1960s—in America’s defamed national identity.

To announce oneself as a liberal or a conservative is like announcing oneself as a Frenchman or a Brit. It is virtually an announcement of tribal identity, and it means something much larger than ideology

Nationalism—the nationalist impulse—is passion itself; it is atavistic, beyond the reach of reason, a secular sacredness. The nationalist is expected to be intolerant of all opposition to his nation’s sovereignty, and is most often willing to defend that sovereignty with his life.

when we let nationalism shape the form of our liberal or conservative identities—when we practice our ideological leaning as if it were a divine right, an atavism to be defended at all cost—then we put ourselves on a warlike footing. We feel an impunity toward our opposition, and we grant ourselves a scorched-earth license to fight back.

yes, like my young nemesis, I could experience my ideology as a nationalism. But unlike him I wanted to discipline that impulse, to subject my ideology—and all the policies it fostered—to every sort of test of truth and effectiveness. And I was ready to modify accordingly, to disabuse myself of even long-held beliefs that didn’t pan out in reality

these disparities— and many others—most certainly had their genesis in centuries of racial oppression. But post-1960s liberalism conflates the past with the present: it argues that today’s racial disparities are caused by precisely the same white racism that caused them in the past—thus the poetic truth that blacks today remain stymied and victimized by white racism.

I had stated a hard fact: that since the 1960s, white racism had lost so much of its authority, power, and legitimacy that it was no longer, in itself, a prohibitive barrier to black advancement. Blacks have now risen to every level of American society, including the presidency. If you are black and you want to be a poet, or a doctor, or a corporate executive, or a movie star, there will surely be barriers to overcome, but white racism will be among the least of them. You will be far more likely to receive racial preferences than to suffer racial discrimination.

But past oppression cannot be conflated into present-day oppression. It is likely, for example, that today’s racial disparities are due more to dysfunctions within the black community, and—I would argue—to liberal social policies that have encouraged us to trade more on our past victimization than to overcome the damage done by that victimization through dint of our own pride and will

The young man at Aspen demanded to speak so that he could corral people back into a prescribed correctness and away from a more open-minded approach to the complex problems that our racial history has left us to deal with—problems that the former victims of this history will certainly bear the greatest responsibility for overcoming

there also comes a time when he must stop thinking of himself as a victim by acknowledging that—existentially—his fate is always in his own hands. One of the more pernicious cor- ruptions of post-1960s liberalism is that it undermined the spirit of self-help and individual responsibility in precisely the people it sought to uplif

he truth—that  blacks had now achieved a level of freedom comparable to that of all others

what was not true—that racism was still the greatest barrier to black advancement

Poetic truth—this assertion of a broad characteristic “truth” that invalidates actual truth—is contemporary liberalism’s greatest source of power. It is also liberalism’s most fundamental corruption.

the great trick of modern liberalism is to link its poetic truths (false as they may be) with innocence from all the great sins of America’s past—racism, sexism, imperial- ism, capitalist greed

if you want to be politically correct, if you want to be seen as someone who is cleansed of America’s past ugliness, you will go along with the poetic truth that racism is still a great barrier for blacks.

A distinction must be made. During and immediately after the 1960s, racism and sexism were still more literal truth than poetic truth. As we moved through the 1970s, 1980s, and 1990s, America morally evolved so that these old American evils became more “poetic” than literal

Yet redeeming America from these evils has become liberalism’s rationale for demanding real power in the real world—the political and cultural power to create social programs, to socially engineer on a national scale, to expand welfare, to entrench group preferences in American institutions, and so on

what happens to liberal power when America actually earns considerable redemption—when there are more women than men in the nation’s medical schools, when a black can serve as the president, when public accommodations are open to anyone with the price of the ticket?

My young antagonist in Aspen was not agitated by some racial injustice. He would have only relished a bit of good old-fashioned racial injustice, since it would have justified his entire political identit

a divide like this suggests that America has in fact become two Americas, two political cultures forever locked in a “cold war” within a single society. This implies a spiritual schism within America itself, and, following from that, the prospect of perpetual and hopeless debate—the kind of ego-driven debate in which both sides want the other side to “think like us.

Today, liberal and conservative Americans are often contemptuous of each other with a passion that would more logically be reserved for foreign enemies.

Our national debate over foreign and domestic issues has come to be framed as much by poetic truths as by dispassionate assessments of the realities we face

the poetic truth that blacks are still held back from full equality by ongoing “structural” racism carries more authority than the objective truth: that today racism is not remotely the barrier to black advancement in American life that it once was.

In foreign affairs, the poetic truth that we Americans are essentially imperialistic cowboys bent on exploiting the world has more credibility than the obvious truth, which is that our wealth and power (accumulated over centuries of unprecedented innovation in a context of freedom) has often drawn us into the unwanted role of policing a turbulent world—and, it must be added, to the world’s immense benefit.

Today the actual facts fail to support the notion that racial victimization is a prevailing truth of American life. So today, a poetic truth, like “black victimization,” or the ongoing “repression of women,” or the systematic “abuse of the environment,” must be imposed on society not by fact and reason but by some regime of political correctness

Poetic license occurs when poets take a certain liberty with the conventional rules of grammar and syntax in order to achieve an effect. They break the rules in order to create a more beautiful or more powerful effect than would otherwise be possible. Adapting this idea of license and rule breaking to the realm of ideology, we might say that “poetic truth” disregards the actual truth in order to assert a larger essential truth that supports one’s ideological position

He could subscribe to “diversity,” “inclusiveness,” and “social justice” and think himself solidly on the side of the good. The problem is that these prescriptions only throw fuzzy and unattainable idealisms at profound problems

What is “diversity” beyond a vague apologia, an amorphous expression of goodwill that offers no objective assessment whatsoever of the actual problems that minority groups face?

The danger here is that the nation’s innocence— its redemption from past sins—becomes linked to a kind of know-nothingism

We can’t afford to know, for example, that America’s military might—a vulgarity in the minds of many—has stabilized vast stretches of Asia and Europe since World War II, so that nations under the umbrella of our power have become prosperous trading partners today

Today’s great divide comes from a shallowness of understanding. We don’t altogether know what to do with our history

many of our institutions are being held in thrall to the idea of moral intimidation as power. Try to get a job today as an unapologetic conservative in the average American university, or in the State Department, or on public radio.

We all know, to the point of cliché, what the solutions are: mutual respect, empathy, flexibility, compromise

We can’t admit today that the lives of minorities are no longer stunted by either prejudice or “white privilege.

hose who doubt this will always point to today’s long litany of racial disparities. Blacks are still behind virtually all other groups by the most important measures of social and economic well-being: educational achievement, home ownership, employment levels, academic test scores, marriage rates, household net worth, and so on. The fact that seven out of ten black women are single, along with the fact that 70 percent of first black marriages fail (47 percent for whites), means that black women are married at roughly half the rate of white women and divorced at twice the rate. Thus it is not surprising that nearly three-quarters of all black children are born out of wedlock. In 2008, black college students were three times more likely than whites to graduate with a grade point average below a meager 2.5—this on top of a graduation rate for blacks of only 42 percent, according to the Journal of Blacks in Higher Education. Consequently, blacks in general have the highest college dropout rate and the lowest grade point average of any student group in America

The rallying cry on the other side is for “common-sense gun control.” Obama offered his support for this after the mass shooting in San Bernardino, Calif., early this month. But Rosenberg dismisses these solutions, too. “I don’t think common sense can answer these really tough issues,” he said. Medical literature is littered with solutions that research later proved to be wrong or even harmful, such as gastric freezing to treat stomach ulcers.

All of the pathologies evident in the 1930s, which weighed so heavily on the minds of the EU’s architects, are resurgent—the high unemployment, the economic extremes, the perverse austerity policies, the popular backlash against ineffectual parliamentary politics, and the resulting ultra-nationalism.

For the right, the remedy was a return to a more laissez-faire model, even though there was little evidence that Europe’s social market had anything to do with the economic slowdown

For the first four postwar decades, democratically mobilized citizens in strong nation-states anchored the social part of Europe while the European Economic Community, predecessor of the EU, promoted the market part

WHEN JACQUES DELORS, a moderate French socialist, launched a full-blown European Union in the 1980s, the hope was to expand social Europe and market Europe in tandem. But in the actual Maastricht Treaty of 1992—Europe’s de facto constitution—free movement of goods, services, capital, and people are fundamental rights, and social protections are add-ons

IF EUROPE NEEDED ONE more assault to further undermine the model, it came via the refugee crisis. The crisis laid bare two awful fragilities. The first is the dysfunction of the EU as a confederation with multiple veto points and little capacity for leadership in a crisis

Politically, the collision of a lingering and needless economic crisis with a random refugee crisis has energized nationalism, both moderate and neo-fascist. In Norway, Sweden, Denmark, the Netherlands, France, Finland, Austria, and elsewhere, the second- or third-strongest party is far-right populist. Much of this support is working-class, at the expense of social democrats.

he refugee crisis also makes clear that much of Europe’s social compact assumes a common national identity, to which foreigners do not easily fit in.

Europe might be able to accept a million refugees economically, but it cannot do so politically. The refugee crisis is simply an overlay on a deeper crisis of solidarity and common purpose. Unless there is a renewal of popular energy and a burst of progressive leadership, the three-decade era of broadly shared prosperity—les trente glorieuses, as the French call it—will be remembered as a historical blip. The EU aspired to combine that impossible trinity of the French Revolution: liberty, equality, and fraternity. All three are now on the defensive.

Brexit was a political project based on the idea that identity politics could answer technocratic questions. If the technocratic question keeps proving problematic, you just need to have more faith in your identity. It was like trying to unlock a door with a slice of bread.

It said, in a not legally binding manner, that Parliament would back the Brexit deal if “alternative arrangements” were found for the backstop. What were these alternative arrangements? How do you promise to keep a border open while simultaneously not promising to keep a border open? Brady couldn’t say. Neither could the prime minister or any other member of her government. They had no idea what they were doing. They just needed some words, any words, that could win majority support in the Commons. The fact that the specific words they chose made no sense was an advantage: If the amendment had made sense, someone would have taken offense at its implications

There was a weird, and very un-British, quasi-religious undercurrent to all this — a sense that things would work if you just believed in them hard enough

Not only did Brady’s proposition have no meaning, it was common knowledge before it was voted on that it could not be delivered

That’s what made the debate so truly pitiful. It was a return to the world of fairy tales and hallucinations, of the kind of quasi-religious nationalist politics that have fueled the Brexit project from the start. British politicians were confronted with reality and given a chance to fix the problems with Brexit instead of pretending there weren’t any, and they once again fled back into mythmaking

The country is now on the verge of disaster. On March 29, unless something is done, Britain will fall out the European Union without a deal. That will affect every aspect of the economy. It’s likely to block cargo  at the border; pulverize agricultural exports; trigger shortages of food, medicine and radioactive isotopes; spark employment chaos by suddenly canceling the mutual recognition of qualifications between British and European institutions; halt the legal basis for data transfer overnight; and lead to massive and sudden flows of immigration in both directions. The list goes on and on. There is no part of society that is unaffected. And yet not only does the British political class not seem to understand the consequences of what it is doing, it is lost in populist fantasies instead of addressing the cold reality

Britain is one of the richest and most advanced democracies in the world. It is currently locked in a room, babbling away to itself hysterically while threatening to blow its own kneecaps off. This is what nationalist populism does to a country.

At midcentury, the common critique was not of too little bipartisanship, but of too much

Two currents, one intellectual and one cultural, helped to undermine this model and presage the marriage of party and ideology we have today.

The intellectual current was the rise of the “responsible party” theory of government, advocated by political scientists who argued that the lack of clarity between parties “stifled progress while blurring accountability to the voters,”

The cultural trend was that as voters became better educated and more economically stable, they wanted something more out of politics than the patronage provided by the old political machines

This led a new generation of solidly middle-class and young activists in both parties to turn away from the pragmatic politics of backroom bargaining and technocratic tinkering of their elders and toward a new front of ideological battle, beginning with civil rights.

The Goldwaterites, for example, rightly believed that they could appeal to southern conservative Democrats over their shared distaste for civil rights legislation and defeat the far less organized urban-oriented liberal moderates, who Rosenfeld importantly notes were too top heavy with elected officials and intellectuals and “devoid of grassroots strength.”

Among Democrats, the energy for aligning party with principle came from “young, educated New Deal liberals, motivated largely by national issues, [who] forged alliances with organized labor and racial minorities to square off against sclerotic, generally non-ideological Democratic organizations.” Civil rights was their cri de coeur

With the arrival of the “Watergate Babies” after the 1974 election, congressional Democrats enacted new rules to give both the caucus and the speaker more power to overcome the conservatives. These rules were pushed by liberal outside groups, most prominently Common Cause. Later, Newt Gingrich would further centralize power when he became speaker, bringing American politics a step even closer to the responsible-party vision.

Richard Nixon opined in 1959, “It would be a great tragedy if we had our two major political parties divided on what we would call a conservative-liberal line. . . . [O]ne of the attributes of our political system has been that we have avoided generally violent swings in administrations from one extreme to the other.”

As a mode of governing, non-ideological politics worked well with the technocratic solutionism of President John F. Kennedy, who proudly told Yale graduates in 1962, “The central domestic issues of our time relate not to basic clashes of philosophy or ideology but to ways and means of reaching common goals.”

Consensus politics could work when the substance of party politics was thick with issues of consensus, in which debates over means dominated debates over ends. Once ends came to be more important than means, politics changed. Pragmatic incrementalism was no match for moral urgency.

Since the 1980s, the ideological activists have remained dominant in both parties, steadily weeding out dissenting holdovers from an earlier era while enforcing more and more programmatic unity, an iterative and ultimately generational project. Even the “New Democrats” of the 1990s “pitched moderate programmatic initiatives in explicitly partisan terms.”