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The Senate on Wednesday approved the Every Student Succeeds Act, the bill that will reauthorize the nation’s 50-year-old omnibus education law and make the “pretty-much-universally despised” No Child Left Behind obsolete.

The legislation, which has already gotten the Obama administration’s tacit approval, is being touted by observers and policymakers from both the right and left as a product of rare bipartisan compromise.

The most conspicuous manifestation of that bipartisan give-and-take is what’s being highlighted by news outlets and pundits across the country: Schools will still be held accountable for student performance, but states can determine the nuances of how that will take place.

They’ll have to use “college-and-career ready” standards and intervene when those expectations aren’t met, but states will get to design their own standards and intervention protocol.

They’ll still be required to administer annual testing in certain grades, ensure at least 95 percent of students participate, and disaggregate data based on students’ race, income, and disability status, but they can use other factors on top of testing to assess student performance, and the details of how the testing happens and how the scores are interpreted are up to states.

In many ways, what most conservatives seem to be rejoicing about the Every Student Succeeds Act is that it’s replacing Obama’s waiver system. At a Senate Health, Education, Labor, and Pensions Committee hearing in early 2013, Alexander was quoted as saying: “This simple waiver authority has turned into a conditional waiver with the [Education] Secretary having more authority to make decisions that in my view should be made locally by state and local governments.”

It was also loathed for its one-size-fits-all approach to education reform, its promotion of teaching-to-the-test, and its harsh system of sanctions. Republicans grew to despise it for how much it allowed the Department of Education to micromanage states and school districts (especially when Obama rose into office).

And given how little power the Every Student Succeeds Act gives to the federal government, it may feel, particularly among those on the right, as if the nation’s schools are about to experience a major makeover—as if the next era of public education will mark a major, much-anticipated divergence from the status quo.

But in reality, schools may not see much on-the-ground change. Forty-two states and the District of Columbia already have waivers from No Child Left Behind’s “most troublesome and restrictive requirements”—flexibility granted several years ago by the Obama administration in exchange for states’ commitment to “setting their own higher, more honest standards for student success.”

This means that most of the country’s students have already been learning under a system that eschewed much of No Child Left Behind’s most obvious and onerous aspects—and looks a lot like the system envisioned in Every Student Succeeds.

States with waivers were essentially allowed to set their own goals for raising achievement, come up with their own strategies for turning around struggling schools, and design their own methods of measuring student progress.

The overthrow of No Child Left Behind, which has been up for reauthorization for years, is certainly cause for excitement. The George W. Bush-era law required schools to administer annual tests in certain grades in an effort to identify and elevate the achievement of underperforming youth.

Indeed, some of the most controversial elements being overturned or prohibited by the Every Student Succeeds Act were implemented not under No Child Left Behind but through the waiver system. It was through the waivers (and the Race to the Top grant program) that the Obama administration mandated test-score-based teacher evaluations. And it was through the waivers (and the Race to the Top grant program) that the administration all but required participating states to adopt the Common Core. (The Every Student Succeeds Act makes it clear that the federal government can’t mandate teacher evaluations or standards.)

“One said, ‘In college you have to teach yourself more than half the content on your own,’” Ms. Toll said. That is very different from what is required in high school, she said, “and that sort of led to the whole concept of self-directed learning.”

For much of the day, each classroom is split in two, with one teacher working more traditionally with half of the students while a second teacher supervises students wearing noise-cancelling headphones and working on their own on laptops.

Mr. Cuban said he was particularly impressed with the way that Summit schools asked students to set goals for themselves.

But he added that he thought the impact of online teaching tools depended on how they were implemented and that the ultimate test, for both Summit and for Achievement First, would be what happens to college graduation rates.

the team came to believe that Achievement First students were not sufficiently engaged in school. The expeditions, also borrowed from Summit, are intended to spark passions and inspire long-term ambitions.

Achievement First’s Greenfield model also emphasizes setting goals. Twice a week students meet with a teacher, referred to as a “goal coach,” to go over their progress in different areas and set goals for the week.

Twice a week, students participate in what the network calls “circles” — a structure borrowed from the social-emotional curriculum of another charter network, Valor Collegiate Academies, in Nashville.

Mr. Samouha said that one of the surprising discoveries in his team’s interviews with alumni who had dropped out of college was that, in some cases, their parents had actually encouraged them to drop out, because they didn’t like seeing them struggle and didn’t know that such difficulties were normal and surmountable. He said the Greenfield team traced that back to the network having not made the parents full partners in their children’s schooling.

So in the Greenfield model, parent-teacher conferences are student-led, and attended by the members of a student’s “dream team,” which includes parents or other caregivers, as well as other mentors, like older siblings, pastors, coaches or family friends.

“We’re not going to solve this through a weekly parent seminar on challenges your child will face in college,” Mr. Samouha said. “We’re going to solve it by literally building an experience where parents are at the table with teachers and students.”

The network’s ultimate goal is to raise its college completion rate to 75 percent, and it says among its more recent classes about half of graduates are on track to finish college.

From this vantage, proponents argue that the student debt crisis incurs social costs even in the case of better-off borrowers, like lawyers who have to go into corporate law instead of becoming public defenders because they have $200,000 in law school loans to pay off. And then there are borrowers for whom “affording” payments means being saddled with the depressing obligation to delay or forgo major life milestones like having children, owning a home and saving for retirement.

Virtually everyone in this debate agrees that cancellation would only treat the symptoms of the student debt crisis, not cure its causes. Some say it could make the problem even worse by, in effect, bailing out schools whose value has outstripped their cost, causing tuitions to rise even higher and incentivizing people to take out loans they can’t afford with the expectation they will be forgiven.

“Although we all deplore the use of racist epithets,” said Gary L. Francione, a law professor who also signed the statement, “the idea that a faculty member or law student cannot quote a published court decision that itself quotes a racial or other otherwise objectionable word as part of the record of the case is problematic and implicates matters of academic freedom and free speech.”

Among the professors who have signed a statement in support of Professor Bergelson and the student are some of the school’s most prominent faculty members, including John Farmer Jr., a former New Jersey attorney general, and Ronald K. Chen, the state’s onetime public advocate. Both are former deans of Rutgers Law School.

rofessor Bergelson, 59, has said that she did not hear the word spoken during the videoconference session, which three students attended after a criminal law class, and would have corrected the student if she had.

Professor Bergelson said she was never told about her students’ objections, learning of them only after the petition surfaced April 6, five months later. Within days, she said, she convened a meeting with the criminal law class and other first-year students to discuss the incident and to offer an apology. The student, who has not been publicly identified, also apologized during the meeting.

“I don’t think the Law School should have rules that are stricter than the Constitution of the United States,” said Dennis M. Patterson, a professor.

Professor Lopez and his co-dean, Kimberly Mutcherson, said in a statement that the discussion underway had nothing to do with “stifling academic freedom, ignoring the First Amendment, or banning words.”

Rather, they said, it was about “how best to create classroom environments in which all of our students feel seen, heard, valued and respected.”

“He said, um — and I’ll use a racial word, but it’s a quote,” the student said, according to a summary of the incident written by professors. “He says, ‘I’m going to go to Trenton and come back with my [expletive]s.”

The controversy began on Oct. 28, after a criminal law class all first-year students are required to take. In discussing the circumstances under which a criminal defendant could be held liable for crimes committed by his co-conspirators, the student repeated a quote from a defendant that appeared in an opinion written by a former State Supreme Court judge, Alan B. Handler.

Samantha Harris, the lawyer representing the woman, said the school would be abdicating its responsibility to train lawyers if it encouraged professors to avoid epithets in all contexts.

“When you’re an attorney, you hear all kinds of horrible things,” said Ms. Harris, a former fellow at FIRE, the Foundation for Individual Rights in Education.

dam Scales, a Black professor at Rutgers Law who has signed the statement of support for Professor Bergelson, said he opposed even voluntary limits on speech. But he said the number of his colleagues who believe racial epithets should never be spoken, regardless of the context, is “not insignificant.”

“You represent people who have said horrible things, who have done horrible things,” she said. “You can’t guarantee a world free of offensive language.”

The faculty discussions, held by videoconference, have been fraught, he said.

“I can’t imagine a less hospitable setting than a 100-person Zoom call to discuss racism,” he said. “It’s a demoralizing time for everyone involved.”

“I certainly grew up in the shadow of this tragedy,” she said. “I am very sensitive to how a word can trigger painful episodes. I would never use the words in class.”Still, she said, other professors and students should be free to make their own choices.

Professor Bergelson, who emigrated from Moscow as an adult, said her belief that slurs rooted in racism, bigotry or misogyny should be avoided in class stems from her personal history. Her grandmother, she said, was a journalist who was executed in 1950 by the Stalin regime for associating with the Jewish Anti-Fascist Committee. Another relative was executed in 1952.

The college’s president, Kathleen McCartney, offered profuse apologies and put the janitor on paid leave. “This painful incident reminds us of the ongoing legacy of racism and bias,” the president wrote, “in which people of color are targeted while simply going about the business of their ordinary lives.”

a law firm hired by Smith College to investigate the episode found no persuasive evidence of bias. Ms. Kanoute was determined to have eaten in a deserted dorm that had been closed for the summer; the janitor had been encouraged to notify security if he saw unauthorized people there. The officer, like all campus police, was unarmed.

Smith College officials emphasized “reconciliation and healing” after the incident. In the months to come they announced a raft of anti-bias training for all staff, a revamped and more sensitive campus police force and the creation of dormitories — as demanded by Ms. Kanoute and her A.C.L.U. lawyer — set aside for Black students and other students of color.

But they did not offer any public apology or amends to the workers whose lives were gravely disrupted by the student’s accusation.

The atmosphere at Smith is gaining attention nationally, in part because a recently resigned employee of the school, Jodi Shaw, has attracted a fervent YouTube following by decrying what she sees as the college’s insistence that its white employees, through anti-bias training, accept the theory of structural racism.

The story highlights the tensions between a student’s deeply felt sense of personal truth and facts that are at odds with it.

Those tensions come at a time when few in the Smith community feel comfortable publicly questioning liberal orthodoxy on race and identity, and some professors worry the administration is too deferential to its increasingly emboldened students.

“My perception is that if you’re on the wrong side of issues of identity politics, you’re not just mistaken, you’re evil,” said James Miller, an economics professor at Smith College and a conservative.

Faculty members, however, pointed to a pattern that they say reflects the college’s growing timidity in the face of allegations from students, especially around the issue of race and ethnicity.

In 2016, students denounced faculty at Smith’s social work program as racist after some professors questioned whether admissions standards for the program had been lowered and this was affecting the quality of the field work. Dennis Miehls, one of the professors they decried, left the school not long after.

This is a tale of how race, class and power collided at the elite 145-year-old liberal arts college, where tuition, room and board top $78,000 a year and where the employees who keep the school running often come from working-class enclaves beyond the school’s elegant wrought iron gates

“Stop demanding that I admit to white privilege, and work on my so-called implicit bias as a condition of my continued employment,”

Student workers were not supposed to use the Tyler cafeteria, which was reserved for a summer camp program for young children. Jackie Blair, a veteran cafeteria employee, mentioned that to Ms. Kanoute when she saw her getting lunch there and then decided to drop it. Staff members dance carefully around rule enforcement for fear students will lodge complaints.

“We used to joke, don’t let a rich student report you, because if you do, you’re gone,” said Mark Patenaude, a janitor.

A well-known older campus security officer drove over to the dorm. He recognized Ms. Kanoute as a student and they had a brief and polite conversation, which she recorded. He apologized for bothering her and she spoke to him of her discomfort: “Stuff like this happens way too often, where people just feel, like, threatened.”

That night Ms. Kanoute wrote a Facebook post: “It’s outrageous that some people question my being at Smith, and my existence overall as a woman of color.”

Her two-paragraph post hit Smith College like an electric charge. President McCartney weighed in a day later. “I begin by offering the student involved my deepest apology that this incident occurred,” she wrote. “And to assure her that she belongs in all Smith places.”

Ms. McCartney did not speak to the accused employees and put the janitor on paid leave that day.

Ms. McCartney appeared intent on making no such missteps in 2018. In an interview, she said that Ms. Kanoute deserved an apology and swift action, even before the investigation was undertaken. “It was appropriate to apologize,” Ms. McCartney said. “She is living in a context of ‘living while Black’ incidents.”The school’s workers felt scapegoated.

“It is safe to say race is discussed far more often than class at Smith,” said Prof. Marc Lendler, who teaches American government at the college. “It’s a feature of elite academic institutions that faculty and students don’t recognize what it means to be elite.”

The repercussions spread. Three weeks after the incident at Tyler House, Ms. Blair, the cafeteria worker, received an email from a reporter at The Boston Globe asking her to comment on why she called security on Ms. Kanoute for “eating while Black.” That puzzled her; what did she have to do with this?

The food services director called the next morning. “Jackie,” he said, “you’re on Facebook.” She found that Ms. Kanoute had posted her photograph, name and email, along with that of Mr. Patenaude, a 21-year Smith employee and janitor.

“This is the racist person,” Ms. Kanoute wrote of Ms. Blair, adding that Mr. Patenaude too was guilty. (He in fact worked an early shift that day and had already gone home at the time of the incident.) Ms. Kanoute also lashed the Smith administration. “They’re essentially enabling racist, cowardly acts.”

Ms. Blair was born and raised and lives in Northampton with her husband, a mechanic, and makes about $40,000 a year. Within days of being accused by Ms. Kanoute, she said, she found notes in her mailbox and taped to her car window. “RACIST” read one. People called her at home. “You should be ashamed of yourself,” a caller said. “You don’t deserve to live,” said another.

Smith College put out a short statement noting that Ms. Blair had not placed the phone call to security but did not absolve her of broader responsibility. Ms. McCartney called her and briefly apologized. That apology was not made public.

By September, a chill had settled on the campus. Students walked out of autumn convocation in solidarity with Ms. Kanoute. The Black Student Association wrote to the president saying they “do not feel heard or understood. We feel betrayed and tokenized.”

Smith officials pressured Ms. Blair to go into mediation with Ms. Kanoute. “A core tenet of restorative justice,” Ms. McCartney wrote, “is to provide people with the opportunity for willing apology, forgiveness and reconciliation.”

Ms. Blair declined. “Why would I do this? This student called me a racist and I did nothing,” she said.

On Oct. 28, 2018, Ms. McCartney released a 35-page report from a law firm with a specialty in discrimination investigations. The report cleared Ms. Blair altogether and found no sufficient evidence of discrimination by anyone else involved, including the janitor who called campus police.

Still, Ms. McCartney said the report validated Ms. Kanoute’s lived experience, notably the fear she felt at the sight of the police officer. “I suspect many of you will conclude, as did I,” she wrote, “it is impossible to rule out the potential role of implicit racial bias.”

Ms. McCartney offered no public apology to the employees after the report was released. “We were gobsmacked — four people’s lives wrecked, two were employees of more than 35 years and no apology,” said Tracey Putnam Culver, a Smith graduate who recently retired from the college’s facilities management department. “How do you rationalize that?”

Rahsaan Hall, racial justice director for the A.C.L.U. of Massachusetts and Ms. Kanoute’s lawyer, cautioned against drawing too much from the investigative report, as subconscious bias is difficult to prove. Nor was he particularly sympathetic to the accused workers.

“It’s troubling that people are more offended by being called racist than by the actual racism in our society,” he said. “Allegations of being racist, even getting direct mailers in their mailbox, is not on par with the consequences of actual racism.”

Ms. Blair was reassigned to a different dormitory, as Ms. Kanoute lived in the one where she had labored for many years. Her first week in her new job, she said, a female student whispered to another: There goes the racist.

Anti-bias training began in earnest in the fall. Ms. Blair and other cafeteria and grounds workers found themselves being asked by consultants hired by Smith about their childhood and family assumptions about race, which many viewed as psychologically intrusive. Ms. Blair recalled growing silent and wanting to crawl inside herself.

The faculty are not required to undergo such training. Professor Lendler said in an interview that such training for working-class employees risks becoming a kind of psychological bullying. “My response would be, ‘Unless it relates to conditions of employment, it’s none of your business what I was like growing up or what I should be thinking of,’” he said.

In addition to the training sessions, the college has set up “White Accountability” groups where faculty and staff are encouraged to meet on Zoom and explore their biases, although faculty attendance has fallen off considerably.

The janitor who called campus security quietly returned to work after three months of paid leave and declined to be interviewed. The other janitor, Mr. Patenaude, who was not working at the time of the incident, left his job at Smith not long after Ms. Kanoute posted his photograph on social media, accusing him of “racist cowardly acts.”

“I was accused of being the racist,” Mr. Patenaude said. “To be honest, that just knocked me out. I’m a 58-year-old male, we’re supposed to be tough. But I suffered anxiety because of things in my past and this brought it to a whole ’nother level.”

He recalled going through one training session after another in race and intersectionality at Smith. He said it left workers cynical. “I don’t know if I believe in white privilege,” he said. “I believe in money privilege.”

This past autumn the university furloughed her and other workers, citing the coronavirus and the empty dorms. Ms. Blair applied for an hourly job with a local restaurant. The manager set up a Zoom interview, she said, and asked her: “‘Aren’t you the one involved in that incident?’”

“I was pissed,” she said. “I told her I didn’t do anything wrong, nothing. And she said, ‘Well, we’re all set.’”

Introduction: Our Virtue

“There is one thing that a professor can be absolutely certain of: almost every student entering the university believes, or says he believes, that truth is relative…. Relativism is necessary to openness; and this is the virtue, the only virtue, which all primary education for more than fifty years has dedicated itself to inculcating.” p. 25

Democratic education…wants and needs to produce men and women [who are] supportive of a democratic regime.” p. 26

The historical assumption of the human sciences was (and remains) that an objective human nature exists and can be discovered—if not by reason itself, then at least by empirical science guided by reason. Science was a method to allow us to rise beyond the prejudices of our culture in order to discover the truths of human nature. It was a mechanism for opening our minds, an instrument of openness. p. 37-38

Liberalism has always tended towards increased freedom—i.e., decreased regulation. But “it was possible to expand the space exempt from legitimate social and political regulation only by contracting the claims to moral and political knowledge…. It begins to appear that full freedom can be attained only when there is no such knowledge at all…[and] of course the result is that…the argument justifying freedom disappears, and…all beliefs begin to have an attenuated character.” p. 28

Modern education is concerned mainly with correcting ethnocentrism—showing students that their preferences are merely accidents of their culture and that no single culture is better than any other. The roots of this movement are found in the problems (racism, mistreatment) that arose due to the multicultural nature of American life. p. 29-30

The Founders envisioned a society where individuals were bound together by their belief in and adherence to the rights of the Constitution. Minority factions were seen as a bad thing, detracting from social cohesiveness. p. 31

However, the provision of equal rights did not guarantee equal treatment, and minority groups suffered. This caused them to retreat into their minority identities and oppose the majority—indeed, “much of the intellectual machinery of twentieth-century American political thought and social science was constructed for the purpose of making an assault on [the] majority…. The very idea of a majority—now understood to be selfish interest—is done away with in order to protect the minorities.” p. 32-35

However, its ideas about what this means have changed over time, starting with a faith in the human rights of the U.S. Constitution, but ultimately changing to (now) mean “openness,” i.e., relativism. p. 26-27

“Historicism and cultural relativism actually are a means to avoid testing our own prejudices and asking, for example, whether men are really equal or whether that opinion is a democratic prejudice.” p. 40

Today, “the human sciences want to make us culture-beings with the instruments [science and reason] that were invented to liberate us from culture…: cultural relativism, historicism, the fact-value distinction—are the suicide of science. Culture, hence closedness, reigns supreme. Openness to closedness is what we teach.” p. 38-39

Yet the dogmatic modern assumption is that human nature does not exist, that our ways of being are culturally determined, that our minds are inherently constrained—“closed”—by cultural influences. p. 38

“There are two types of openness, the openness of indifference…and the openness that invites us to the quest for knowledge and certitude.” p. 41

The openness of indifference advocates the removal of all requirements in education—why should students learn languages or philosophy? But the reality is that, “to be open to knowing, there are certain types of things one must know which most people don’t want to bother to learn and which appear boring and irrelevant…true openness means closedness to all the charms that make us comfortable with the present.” p. 41

The Clean Slate

On the surface, Americans seems to lack a true culture or set of traditions. But most of them grew up with a shared knowledge of the Bible and the Declaration of Independence, and “contrary to much contemporary wisdom, the United States has one of the longest uninterrupted political [and intellectual] traditions of any nation in the world.” And this tradition is not confused or counterbalanced by a history of monarchy or aristocracy. p. 52-55

So we have a culture in which to root education, but we have begun to undermine it. The idealism of the American founding has been explained away as mythical, selfishly-motivated, and racist. And so our culture has been devalued. p. 55-56

Religion, too, has been explained away, but this has left us without a standpoint from which to understand our experience as humans. Parents “have nothing to give their children in the way of a vision of the world.” p. 56-57

“As it now stands, students have powerful images of what the perfect body is and pursue it incessantly. But deprived of literary guidance, they no longer have any image of a perfect soul, and hence do not long to have one. They do not even imagine that there is such a thing.” p. 67

Books

“I have begun to wonder whether the experience of the greatest texts from early childhood is not a prerequisite for a concern throughout life for them and for lesser but important literature. The soul’s longing…may well require encouragement at the outset.” p. 62

Literature is critical because it presents to young people the range of possibilities of human types—both good and bad. p. 62-64

But students are less and less exposed to literature, and as a result, “they have only pop psychology to tell them what people are like, and the range of their motives…. [Therefore,] people become more alike, for want of knowing they can be otherwise. What poor substitutes for real diversity are the wild rainbows of dyed hair and other external differences that tell the observer nothing about what is inside.” p. 64

Without exposure to literature, students usually resort to the movies. But movies do not provide the “distance from the contemporary” that students need, and so this only reinforces the belief that the here and now is all there is. p. 64

The loss of literature has also meant the loss of heroes. In a “perversion of the democratic principle,” this lack is almost admired, since being oneself is the supposed goal. But whether or not it is seen as desirable, students invariably seek role models. And without literature, they only have those around them (and in the media) to emulate. p. 66-67

“Nobody believes that the old books do, or even could, contain the truth…. Tradition has become superfluous.” p. 58

We are left with a culture filled with “the intense, changing, crude and immediate, which Tocqueville warned us would be the character of democratic art…. In short, life is made into a nonstop, commercially prepackaged masturbational fantasy. This description may seem exaggerated, but only because some would prefer to regard it as such.” p. 74-75

Relationships

“In short, after the war, while America was sending out its blue jeans to unite the young of all nations, a concrete form of democratic universalism that has had liberalizing effects on many enslaved nations, it was importing a clothing of German fabrication for its souls, which clashed with all that and cast doubt on the Americanization of the world on which we had embarked, thinking it was good and in conformity with the rights of man

“This indeterminate or open-ended future and the lack of a binding past mean that the souls of young people are in a condition like that of the first men in the state of nature—spiritually unclad, unconnected, isolated, with no inherited or unconditional connection with anything or anyone…. Why are we surprised that such unfurnished persons should be preoccupied principally with themselves?” p. 87-88

“The one eccentric element in this portrait, the one failure…is the relation between blacks and whites.” Although black students are present on campuses, they “have, by and large, proved indigestible.” p. 91

the Black Power movement arrived and the universities conceded to identity politics, which took the form of Black-themed courses, quotas, and an unwillingness to fail black students. p. 94-95

“The black student who wants to be just a student and to avoid allegiance to the black group has to pay a terrific price, because he is judged negatively by his black peers and because his behavior is atypical in the eyes of whites. White students have silently and unconsciously adjusted to a group presence of blacks, and they must readjust for a black who does not define himself by the group.” Affirmative action cements this dynamic. p. 95-96

The restructuring of the family requires that men subdue their masculine character. “And it is indeed possible to soften men. But to make them ‘care’ is another thing, and the project must inevitably fail…. The old moral order, however imperfect it may have been, at least moved towards the virtues by way of the passions. If men were self-concerned, that order tried to expand the scope of self-concern to include others [i.e., his wife and children], rather than commanding men to cease being concerned with themselves.” p. 129

“I am not arguing here that the old family arrangements were good or that we should go back to them. I am only insisting that we not cloud our vision to such an extent that we believe that there are viable substitutes for them just because we want or need them.” p. 130

“All of our reforms have helped strip the teeth of our gears, which can therefore no longer mesh. They spin idly, side by side, unable to set the social machine in motion.” p. 131

Modern students are lacking the longing that is critical for a full enjoyment of life. They are complacent. And the universities do not see themselves as providing for such a longing. p. 134-136

The German Connection

Value relativism is the modern replacement for traditional morality, and “constitutes a change in our view of things moral and political as great as the one that took place when Christianity replaced Greek and Roman paganism.” p. 141

Value relativism has sunk so far into the American consciousness that its vocabulary has become colloquial: we talk about ‘charisma,’ ‘life-style,’ ‘commitment,’ ‘identity,’ etc. “Although they, and the things to which they refer, would have been incomprehensible to our fathers, not to speak of our Founding Fathers.” p. 147

Students today are largely apathetic about any concerns outside of themselves. There isn’t any malice in this self-centeredness; but it has become so entrenched in American culture that it isn’t even recognized as unusual. p. 82-86

“We chose [to import] a system of thought that, like some wines, does not travel; we chose a way of looking at things that could never be ours and had its starting point dislike of us and our goals.” p. 153

The question isn’t even asked whether the German doctrine of value-creation is contrary to democratic and egalitarian ideals; but it certainly seems to leave room for their opposites and perhaps promote them—i.e., value relativism seems to allow for fascism. p. 154

The Self

Although a precise definition remains elusive, “the self is the modern substitute for the soul.” p. 173

Man used to strive for fulfillment by taming his bodily desires in order to live virtuously. But this changed after Machiavelli (and Hobbes after him) suggested that instead we ignore virtue and follow our desires, which find their root in the state of nature. p. 174-175

Following their advice, “our desire becomes a kind of oracle we consult; it is the last word, while in the past it was the questionable and dangerous part of us.” p. 175

Locke then replaced the virtuous man with the rationally selfish one. “Beneath his selfishness, of course, lies an expectation that it conduces more to the good of others than does moralism.” p. 175-176

“All higher purposiveness in nature, which might have been consulted by men’s reason and used to limit human passion, has disappeared.” p. 176

That reason “is unable to rule in culture or in soul…constitutes a crisis of the West…[whose] regimes are founded on reason.” Previous regimes relied on religion, but Enlightenment undermined religion. p. 196

Psychology came to us “in order to treat the parts of man which had been so long neglected by liberal society…. Modern psychology has this in common with what was always a popular opinion, fathered by Machiavelli—that selfishness is somehow good. Man is self, and the self must be selfish. What is new is that we are told to look more deeply into the self, that we assumed too easily that we know it and have access to it.” p. 178

Prior to this, it was only God who was dignified—not man. And God was dignified in his freedom, his ability to create. If man was to be elevated, he, too, must be free; he, too, must be able to create. p. 180

And so, following Rousseau and our dissatisfaction with the Enlightenment, we have elevated creativity above reason as the ultimate virtue, and the artist replaced the philosopher and scientist at the admired human type. p. 181-182

Yet those who praise creativity don’t realize why. They admire it without seeing that it is the result of Romantic thought absorbed into democratic public opinion. And it has influenced the whole political spectrum, from Left to Right. p. 181-182

The Germans (Nietzsche and Weber) recognized as early as 1919 that the scientific spirit was dead, that reason cannot establish values. But Americans (naïvely, and largely unknowingly) still held onto the rationalist dream, written as they were into our political foundations. p. 194-195

When those ideas came to the U.S. (via Weber), “a very dark view of the future was superimposed on our incorrigible optimism. We are children playing with adult toys.” p. 195

“The psychology of the self has succeeded so well that it is now the instinct of most of us to turn for a cure for our ills back within ourselves rather than to the nature of things.” p. 179

Rousseau and others recognized this. “The very idea of culture was a way of preserving something like religion without talking about it.” But Nietzsche saw this was impossible. p. 196-197

We are left with no religion, but we still have religious impulses. p. 197

“The disenchantment of God and nature necessitated a new description of good and evil. To adapt a formula of Plato about the gods, we do not love a thing because it is good, it is good because we love it. It [became] our decision to esteem that makes something estimable.” p. 197

“Since values are not rational…they must be imposed.” Will, or commitment, is the primary virtue; it is the equivalent of (what used to be) faith. “Nietzsche was not a fascist; but this project inspired fascist rhetoric, which looked to the revitalization of old cultures or the foundation of new ones, as opposed to the rational, rootless cosmopolitanism of the revolutions of the Left.” p. 201-202

Nietzsche was a cultural relativist. This meant he anticipated war, because wars are inevitable when values are imposed and unrooted in truth or anything objective. p. 202

“Just over the horizon, when Weber wrote, lay Hitler…. He was the mad, horrible parody of the charismatic leader—the demagogue—hoped for by Weber.” Weber was not looking for something so extreme, but “when one ventures out into the vast spaces opened up by Nietzsche, it is hard to set limits.” p. 213-214

“Hitler did not cause a rethinking of the politics here or in Europe. All to the contrary—it was while we were fighting him that the thought that had preceded him in Europe conquered here.” And it remains dominant. p. 214

The language of values implies that the religious is the source of everything political, social, and personal. It has been facilitated by a softening and blurring of the idea of religion and “the sacred,” which are no longer seen as dangerous.

“As an image of our current intellectual condition, I keep being reminded of the newsreel pictures of Frenchmen splashing happily in the water at the seashore, enjoying the paid annual vacations legislated by Leon Blum’s Popular Front government. It was 1936, the same year Hitler was permitted to occupy the Rhineland. All our big causes amount to that kind of vacation.” p. 239

This is our educational crisis and opportunity. Western rationalism has culminated in a rejection of reason. Is this result necessary?” p. 240

Also, college students aren’t full-fledged grown-ups. They do need guidance, and they benefit from it.

“The campus protests of the late 1960s sought in part to dismantle the in loco parentis role that colleges and universities had held in American life. But the past two decades have been shaped by a reversal of that, as institutions have sought to reconstruct this role in response to what students and parents paying enormous sums for their education have seemed to want.”

For us professors, the surrogate-parent paradigm means regular emails and other reminders from administrators that we should be taking our students’ temperatures, watching for glimmers of distress, intervening proactively and fashioning accommodations, especially if there has been some potentially discomfiting global, national or local news event

where does reasonable consideration end and unreasonable coddling begin? And what do validation and comfort have to do with learning?

Arguably, everything. If you’re not mentally healthy, you’ll be harder pressed to do the reading, writing and critical thinking at the core of college work

many schools have encouraged that mind-set, casting themselves as stewards of students’ welfare, guarantors of their safety, places of refuge, precincts of healing.

But are we responsibly preparing them for the world after college — and for the independence, toughness, resourcefulness and resilience it will almost surely demand of them — when we too easily dole out A’s, too readily grant extensions, too gingerly deliver critiques, and too quickly wonder and sound alarms about any disturbance in the atmosphere?

We keep witnessing episodes of students taking their colleges to task in ways that smack of entitlement and fragility and are out of bounds

Hamline’s president, Fayneese Miller, defended that sequence of events by saying that to not weigh academic freedom against a “debt to the traditions, beliefs and views of students” is a “privileged reaction.”

That’s a troubling assertion, as Tom Nichols wrote in The Atlantic: “If you don’t want your traditions, beliefs or views challenged, then don’t come to a university, at least not to study anything in the humanities or the social sciences.”

The school is a merchant, a kind of department store, or so a student could easily assume, based on the come-ons from affluent colleges competing with one another for applicants. They peddle tantalizing dining options, themed living arrangements, diverse amusements. They assign students the role of discerning customers. And the customer is always right.

But in an educational environment, that credo is all wrong, because learning means occasionally being provoked, frequently being unsettled and regularly being yanked outside of your comfort zone,

most students can handle that dislocation — if they’re properly prepped for it, if they’re made to understand its benefits. We shortchange them when we sell them short

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The central theme of the course was empathy.

The simplest way of outlining the ideal university policy toward protest is to say that it should protect free speech, respect civil disobedience and uphold the rule of law

universities should protect the rights of students and faculty on a viewpoint-neutral basis, and they should endeavor to make sure that every member of the campus community has the same access to campus facilities and resources.

That also means showing no favoritism between competing ideological groups in access to classrooms, in the imposition of campus penalties and in access to educational opportunities

Indefinitely occupying a quad violates the rights of other speakers to use the same space. Relentless, loud protest violates the rights of students to sleep or study in peace. And when protests become truly threatening or intimidating, they can violate the civil rights of other students, especially if those students are targeted on the basis of their race, sex, color or national origin.

Noise limits can protect the ability of students to study and sleep. Restricting the amount of time any one group can demonstrate on the limited open spaces on campus permits other groups to use the same space.

Civil disobedience is distinct from First Amendment protected speech. It involves both breaking an unjust law and accepting the consequences.

In a 1965 appearance on “Meet the Press,” the Rev. Dr. Martin Luther King Jr. described the principle perfectly: “When one breaks the law that conscience tells him is unjust, he must do it openly, he must do it cheerfully, he must do it lovingly, he must do it civilly — not uncivilly — and he must do it with a willingness to accept the penalty.”

But what we’re seeing on a number of campuses isn’t free expression, nor is it civil disobedience. It’s outright lawlessness

reasonable time, place and manner restrictions are indispensable in this context. Time, place and manner restrictions are content-neutral legal rules that enable a diverse community to share the same space and enjoy equal rights.

Administrators and faculty members will often abandon any pretense of institutional neutralit

For many administrators, the very idea of neutrality is repugnant. It represents a form of complicity in injustice that they simply can’t and won’t stomach. So they nurture and support one side. They scorn the opposition, adopting a de facto posture that says, “To my friends, everything; for my enemies, the law.”

In March, a small band of pro-Palestinian students at Vanderbilt University in Nashville pushed past a security guard so aggressively that they injured him, walked into a university facility that was closed to protest, and briefly occupied the building. The university had provided ample space for protest, and both pro-Israel and pro-Palestinian students had been speaking and protesting peacefully on campus since Oct. 7.

But these students weren’t engaged in free speech. Nor were they engaged in true civil disobedience. Civil disobedience does not include assault, and within hours the university shut them down. Three students were arrested in the assault on the security guard, and one was arrested on charges of vandalism. More than 20 students were subjected to university discipline; three were expelled; and one was suspended.

The University of Chicago has long adhered to the Kalven principles, a statement of university neutrality articulated in 1967 by a committee led by one of the most respected legal scholars of the last century, Harry Kalven Jr. At their heart, the Kalven principles articulate the view that “the instrument of dissent and criticism is the individual faculty member or the individual student. The university is the home and sponsor of critics; it is not itself the critic. It is, to go back once again to the classic phrase, a community of scholars.”

But I still care deeply for the liberty of my conservative students. For this reason I have some advice for those in college who are concerned about their freedom of speech.

My Conservatives Club colleagues and I received national attention. Some were featured on the cover of The New York Times Magazine, and others got booked on popular TV shows like “The O’Reilly Factor.” In short, for an oppressed minority group whose speech was stifled, we had an awful lot of press.

My fellow conservative students and I half-ironically borrowed the language of the multiculturalist left and applied it to ourselves.

Most of us conservatives didn’t suffer from similar injustices, but we saw ourselves nevertheless as victims of ideological oppression.

It seemed that everyone was celebrating diversity and multiculturalism, and I didn’t see a role for myself in that. It occurred to me, as it has to countless other conservative students, that I might also be a kind of minority — an “ideological minority” — because of my conservative political views.

You know the world doesn’t love a victim. Don’t adopt a posture you disagree with just because it plays well in conservative media.

false equivalence is not helping you prepare for the wider world.

What I’m getting at is that I was never a victim. My message to conservative students is that neither are you.

You have a voice and ideas that people need to hear, but don’t compare disagreement with your ideas to suppression.

Many conservative students denounced recent protests against the college tour of the right-wing provocateur Milo Yiannopoulos as an attack on free speech. In all likelihood, those were protests against Mr. Yiannopoulos’s bullying and ridicule.

A “conservative campus speaker” is not someone who belittles left-wing students, but whose visit is for teaching and learning.

It is important you invite speakers to campus. We certainly did. But seek out the highly credentialed thinkers, like Walter Williams, Victor Davis Hanson or Yuval Levin.

The Foundation for Individual Rights in Education keeps a handy database of nationwide attempts to withdraw invitations to speakers, and 2016 was a record year. But almost a third of those attempts were directed at Mr. Yiannopoulos alone. That should be food for thought

Until you stop settling for what’s surely the satisfying release of Mr. Yiannopoulos’s deliberate and superficial antagonism, you can’t know whether it’s the actual conservatism that your fellow students have rejected.

If you take responsibility for the parts of your education you control, and focus your energy on learning, writing, speaking and debating (instead of shock-value pranks, appeals to victimhood or dismissal of academia at large), you will grow and succeed

Read Edmund Burke, Matthew Arnold, Russell Kirk, Thomas Sowell, Michael Oakeshott and Peggy Noonan. Acknowledge arguments you disagree with on their own terms, and respond to their substance.

Put conservative ideas at the forefront of your politics, even if conservative leaders and icons have largely abandoned conservatism. In some ways your potential to make civil choices and to restore dignity to the Republican Party makes you the most crucial allies of those across the political spectrum who care about truth, honor, liberty and democracy.

My aspiration for all the students I teach who don’t agree with me is for them to become my most formidable interlocutors. If you don’t like this advice, consider it a prompt.

Among them are variations on a proposal that exploded in Indiana last year, when controversy over a so-called religious freedom law became a flashpoint in the ongoing debate over religious belief and legal equality. The Hoosier State’s measure led to an estimated $60 million in lost revenue, and after weeks of economic and political pressure, Indiana Governor Mike Pence approved revisions to the law clarifying that businesses couldn’t use it to turn away LGBT patrons.

To many supporters, these bills are necessary to protect deeply held religious beliefs and are worth the controversy and lost revenue. To critics, however, the measures seemed aimed at allowing people to treat LGBT citizens differently, based on moral opposition to homosexuality and transgenderism, and serve as a reminder that the lessons of the Indiana fight were fleeting.

The fight in South Dakota echoes earlier clashes over gender identity and bathroom use of transgender people. The sponsor of the South Dakota bathroom measure, state Rep. Fred Deutsch, has argued in committee testimony that it is necessary to protect the “bodily privacy rights” of “biologic boys and girls” and that transgender students should be offered alternate accommodations if they do not wish to use the facilities that correspond to their sex assigned at birth.

The fight has played out at the state level largely because there is no federal law that bans discrimination based on sexual orientation or gender identity. The Equality Act, a federal bill that would create such protections, is unlikely to go anywhere in a Republican-controlled Congress.

Rebecca Dodds, the mother of a transgender son who recently graduated from high school in the state’s famed Black Hills, said compelling students to use a separate facility could force them to out themselves to their peers, which could lead to harassment or violence.

Though the bill does not specify what those accommodations would be, schools that have dealt with conflicts over bathroom use have often instructed transgender students to use staff or nurse facilities, or facilities in buildings separate from their peers. The Department of Justice has issued several rulings and opinions that say such treatment of transgender students amounts to sex discrimination under Title IX, though federal courts are still weighing the issue.

It extends protections for people with three moral beliefs that are laid out in the bill’s text: (1) Marriage is or should only be recognized as the union of one man and one woman (2) Sexual relations are properly reserved to marriage (3) The terms male or man and female or woman refer to distinct and immutable biological sexes that are determined by anatomy and genetics by the time of birth.

While critics worry about such bills being used to turn away LGBT people from housing, jobs or businesses, they also worry it could open the door to a broader insertion of personal morality in the public sphere. A pharmacist might, for instance, refuse to fill a birth control prescription for an unmarried woman or a child care agency might refuse to look after a boy or girl with gay parents, without risk of losing their state licenses.

Speaking in support of the bathroom bill, a representative from South Dakota Citizens for Liberty said the measure offers a good compromise: “It allows for the sensitive accommodation of students who are experiencing personal trials,” Florence Thompson testified at a hearing of the Senate education committee on Feb. 11. “And does so without giving preferential treatment to a tiny segment of the student population at the expense of the privacy rights of the vast majority.”

Meanwhile, the majority of states lack LGBT non-discrimination laws, although a bill in Pennsylvania will likely add sexual orientation and gender identity to the state’s non-discrimination protections.

In Georgia, where lawmakers are considering at least four religious freedom bills, a group of businesses—including Coca-Cola, AT&T and Delta—has formed to promote “inclusive” policies, explicitly mentioning sexual orientation and gender identity as qualities that should be respected.

In South Dakota, dollars and cents may determine whether the bathroom bill passes too, with the ACLU arguing that the passage of such a law would put the state in direct conflict with federal policy—and therefore all but guarantee costly litigation for school districts that are forced to choose to follow one or the other. Failing to comply with guidance from the Department of Education, which has said that students’ gender identities must be respected, could run the risk of costing local districts hundreds of millions in federal funds.

Yet supporters like Deutsch say that the guidance coming from the federal government is the reason such bills are needed, so that South Dakota won’t be pressured into providing facility access for transgender students that is not yet explicitly laid out in federal law.

The top Republican on the House Education and Labor Committee argued that the new guidance from Cordray "bows to the whims of state-based Democrat politicians who are more interested in putting companies out of business than helping struggling student loan borrowers."

The new federal student aid policy is one of several changes the Biden administration has made in Department o Education policy. In March, the department reversed a controversial Trump-era policy that will lead to the cancellation of roughly $1 billion in student debt for borrowers who were defrauded by their colleges.

The Biden administration, however, is still facing pressure by some congressional Democrats to forgive $50,000 in federal student loan debt per borrower. Advocacy groups are also calling for a complete overhaul of the current borrower defense process.

The plan for the outing that evening was to secure several buses to carry students to a march in Mexico City several days later to commemorate a student massacre that had occurred in 1968.

At another point, a student sneaked up behind a police officer and tried to disarm him

The police had left by then, and the students sought to record the evidence of the attack while trying to communicate with their classmates in the other buses.

response rates did indeed depend on students’ race and gender identity.

We found the most severe bias in disciplines paying higher faculty salaries and at private universities

our own discipline of business showed the most bias, with 87 percent of white males receiving a response compared with just 62 percent of all females and minorities combined.

Surprisingly, several supposed advantages that some people believe women and minorities enjoy did not materialize

Were Asians favored, given the model minority stereotype they supposedly benefit from in academic contexts? No. In fact, Chinese students were the most discriminated-against group in our sample

Did reaching out to someone of the same gender or race — such as a black student emailing a black professor — reduce bias? No. We saw the same levels of bias in both same-race and same-gender faculty-student pairs that we saw in pairs not sharing a race or gender (the one exception was Chinese students writing to Chinese professors).

Did it help to be in a discipline with a greater representation of women and minorities? Again, no. Faculty members in those more diverse disciplines, like criminal justice, were no less likely to discriminate than those in less diverse disciplines,

Did it help that these were students in the pre-applicant stage, when some believe underrepresented groups enjoy advantageous access to selective opportunities? Again, no

each of the supposed hidden advantages of being a woman or minority proved to be no more than a phantom.

Following federal guidelines, the National Equity Atlas defines low-income students as those eligible for the federal free- and reduced-lunch program.

Educational reformers are quick to underscore that in individual schools around the country dedicated teachers and principals have produced impressive results even for students submerged in communities of pervasive poverty. But, overall, concentrated poverty is tightly correlated with gaps in educational achievement.

That assessment points to one overwhelming conclusion: economic isolation and the concentration of poverty among students of color afflicts not only a few struggling cities, but virtually all cities—including many that have seen the most robust growth in jobs, incomes and population since the Great Recession.

But the weight of socioeconomic disadvantage—or, on the other side of the scale, of advantage—is really quite big. We don’t have much evidence of places that have been systematically successful when they serve very large populations of low-income students. It’s a big lift.“

In Chicago, 96 percent of both black and Latino students attend majority-poverty schools. In New York City, 96 percent of black and 95 percent of Latino students attend majority low-income schools.

Figures are available for whites in 95 cities. Only in 35 of them (or almost 37 percent) do most white students attend schools where a majority of their classmates qualify as poor

Socioeconomic integration is a legal alternative to racial reintegration—ruled unconstitutional by the Supreme Court in 2007 in the case of Parents Involved v. Seattle—that largely produces the same effect. It is also more popular option among parents than citywide busing because they want their children to attend nearby schools, said Brad Lander, a member of the New York City Council.

Rhodes primed polarized sentiments, calling the protesters “worse than the ‘Brown Shirt’ and the communist element,” labeling them “the worst type of people that we harbor in America.”

Just after noon, a group of guardsmen suddenly huddled together, retreated briefly, wheeled toward the right, turned in tandem and fired at the students for 13 seconds.The students were not only unarmed; most didn’t realize that the guards’ rifles held live ammunition. Four students were killed: Allison Krause, Jeffrey Miller, Sandra Scheuer and William Schroeder. Nine others were injured. After 50 years, we still don’t know why the guard turned and fired.

Thomas M. Grace, one of the students shot on May 4, went on to become a historian. Among his books is a well-received history of the protests, “Kent State: Death and Dissent in the Long Sixties.” In it, he argued that the shootings and the mass student strike had three immediate, tangible effects

First, the ensuing political pressure propelled Nixon to end the unwarranted Cambodian invasion earlier than anticipated, on June 30, 1970. Second, the horror of students dying at the hands of a militaristic state helped propel Congress to pass the War Powers Act in 1973, which curbed the president’s war-making authority. Third, the protests contributed to the ratification of the 26th Amendment a year later, which lowered the voting age from 21 to 18. Legislators recognized, not only that young adults old enough to be drafted should have the right to vote, but the civic awareness necessary for voting was evident in the acute appreciation of political problems that young people poignantly showed during the spring of 1970.

Kent State marked the symbolic end of the 1960s, stretching from the optimism of John F. Kennedy’s inauguration through the March on Washington to the long hot summers of riots, assassinations and radical activism.

Kent State did more than end an era; it also shaped a new one. As David Greenberg, a professor of history and journalism and media studies at Rutgers, explained, Kent State “left a legacy of disillusionment.

The May 4 shootings were viewed very differently by conservatives and liberals; most conservatives endorsed the National Guard’s actions and at best wrote off the shooting as a tragic accident

a position that liberals and the left found unimaginable

most people have forgotten that less than two weeks later, Phillip Lafayette Gibbs and James Earl Green, two students in Mississippi, were killed by police officers in the wake of a false rumor about the death of a civil rights leader. And while Kent State stands out as an exception — National Guardsmen killing white college students — over the years, state authorities have killed far more African-American protesters than whites

But the campus, largely empty of students and faculty, is quiet. An eerie silence will mark 12:24 p.m., the exact moment, 50 years earlier, when the soldiers opened fire. It will be, perhaps, appropriate — a moment to reflect, in our own freighted era, on the fragility and significance of the democratic ideals for which these students gave their lives.

Students will be able to seek an exemption from the COVID-19 vaccination requirement "for medical or religious reasons," Rutgers said. The rule would also not apply to Students who are in online programs.

Rutgers already requires new or transferring students to show proof of receiving several vaccines, hoping to prevent on-campus cases of diseases from measles, mumps and rubella to hepatitis B and meningitis.

Speculation that colleges might make COVID-19 vaccinations mandatory for students and staff began even before the first vaccines received authorization in December.

In a move that could help the vaccination effort, Rutgers said that New Jersey officials recently approved the university's health clinics to administer vaccine shots on campus for faculty, staff and students when vaccine doses become available — which has not yet happened.

A vaccination program will help Rutgers bolster the health and safety of "all members of our community of more than 71,000 students, the cities we are in and the communities we serve throughout New Jersey," said Antonio Calcado, the university's executive vice president and chief operating officer

Rutgers students can receive any of the three vaccines that are currently authorized for emergency use in the U.S. to satisfy the new rule, the school said. It added that incoming students who are under 18 years old may only be eligible for the Pfizer vaccine.

Indians make up the largest group by far, accounting for 40 percent of all international students across the country, according to the Canada Bureau for International Education. China ranks second, at 12 percent.

At Northern College, there were 40 international students in 2014 — now it has 6,140. Enrollment got a further boost after Northern, like other remote public colleges, opened a campus by partnering with a private college in a Toronto suburb in 2015. Today, about one-third of Northern’s foreign students are in Timmins and at three other smaller northern campuses, while the rest are on the Toronto campus.

Maninderjit Kaur said she would probably not have gone to Timmins if the education consultant in India — who arranged her enrollment at Northern — had told her the school’s exact location.

She recalled landing at the airport in Toronto in 2018, and then hopping into an Uber, believing that Northern College was nearby. The eight-hour ride cost 800 Canadian dollars.

Now, Ms. Kaur works in marketing at the college and owns a gas station in town with her fiancé, Karanveer Singh, 28, who also came from India to study at Northern.

Dr. Penner, the college’s president, believed she held an ace: Graduates of Northern and other public colleges may apply for a post-graduation work permit that could lead to permanent residence and citizenship.

Early childhood education is a popular major among international students because of the high demand for related jobs in the region, said Erin Holmes, who oversees the program at Northern. Dozens of international students are immediately hired after graduating, allowing them to apply for permanent residence, Ms. Holmes said.

Across Canada, the influx of foreign students has been so great that it is blamed for worsening housing shortages. The Canadian government has recently taken measures to stem the increase, including by doubling the level of savings international students must prove they have

They tend to read each assignment two or three times before coming to class and take notes as well. Some of them have been incarcerated for 20 or 30 years and have been reading books all that time. They would hold their own in any graduate seminar. That they have had rough experiences out in the real world means they are less liable to fall prey to facile ideologies. A large proportion of them are black and Latino, and while they may not like David Hume’s or Thomas Jefferson’s ideas on race, they want to read those authors anyway. They want, in short, to be a part of the centuries-long conversation that makes up our civilization

My students there, enrolled in a for-credit college program, provide a sharp contrast with contemporary undergraduates. These men are highly motivated and hard-working

Never have I been more grateful to teach where I do: at a men’s maximum-security priso

Best of all from my selfish point of view as an educator, these students have no access to cellphones or the internet

they have retained their attention spans, while those of modern college students have been destroyed by their dependence on smartphones

My friends who teach at Harvard tell me administrators have advised them to change topics or activities several times in each class meeting because the students simply can’t focus for that long.

My students at the prison sit through a 2½-hour class without any loss of focus. They don’t yawn or take bathroom breaks

I have taught classes on the Enlightenment, the Renaissance, Romanticism, George Orwell, South Asian fiction. We’ve done seminars on Adam Smith and Alexis de Tocqueville. Together we have read Montaigne, Rousseau, Keats, Erasmus, Locke, Montesquieu, Wollstonecraft, Byron, Goethe, Petrarch, Rabelais, Saadat Hasan Manto, Rohinton Mistry

We encourage them to treat different societies in history as experiments in time travel, where they try to understand the mores of particular eras as though from the inside. They are very open to that approach, unlike university students, who tend see the past only as one long undifferentiated era of grievous unenlightenment: not just one damn thing after another, but one damn oppressive thing after another.

Like students at elite institutions, most of my incarcerated scholars are politically liberal. Unlike them, many are religious, and that proves surprisingly enriching in studying these authors

My hours at the prison are rich in such moments. In many ways, it is the Platonic ideal of teaching, what teaching once was. No faculty meetings, no soul-deadening committee work, no bloated and overbearing administration. No electronics, no students whining about grades.

Quite a few of our students are serving life sentences and will never be able to make use of their hard-won college credits

No student debt, no ideological intolerance, no religious tests—whoops, I mean mandatory “diversity” statements.

And in our courteous, laughter-filled classroom there is none of the “toxic environment” that my friends in the academy complain about, and that I experienced during my own college teaching career.

If prison inmates, many of whom have committed violent crimes, can pay close attention for a couple of hours, put aside their political and personal differences, support one another’s academic efforts, write eloquent essays without the aid of technology and get through a school year without cheating, is it too much to ask university students to do the same?

Or ask professors to try to create an atmosphere where these habits can prevail

Unlike a traditional history class, in which students are asked to master a single narrative, usually established by a textbook, Reisman’s lessons asked students to “interrogate, and then reconcile, the historical accounts in multiple texts in order to arrive at their own conclusions.” 

Reisman also evaluated student arguments on a scale beginning at the lowest level of analysis—judgment of historical actors by modern standards with no evidence—to judgments with minimal evidence and no regard for context, to judgments containing an awareness of context and perspective though limited in awareness of complexity, to, finally, awareness of one’s own historical subjectivity that encouraged resistance to hasty judgments.  This highest level demonstrated metacognition; these students had developed an awareness of their own thinking.

The fifty-minute periods were organized in a consistent, predictable structure (an important element of learning, Reisman maintains), with the teacher typically devoting ten minutes to introducing or reinforcing background information through lecturing, use of video, or textbook questions followed by thirty minutes of document work, individually or in groups.  The background presentation was designed to prepare students for the documents to come, and often to set up “straw men” that the documents could challenge.  The document work was organized around an essential question (for example, “Why did the Homestead strike of 1892 turn violent?”), and included documents offering conflicting interpretations.  Questions in the handouts were designed to direct student attention toward interrogation of the validity of the documents.  The final ten minutes were taken up with whole-class discussion, during which, Reisman hoped, students would engage in historical argument, making claims supported by specific evidence from the background material and documents. 

the introduction of historical thinking skills does not require the dismantling of chronological approaches to history.  Instead, they are integrated into the chronology-based curriculum already in place.

Reisman also noted another critical but unmeasured factor:  the role of the teacher.  It was crucial for teachers to model the thinking they asked of their students, often by putting a document up on a screen and “thinking aloud” as she read the document and reasoned her way through it, demonstrating, in the process, specific use of the various skills.  In this way, she could make metacognition concrete.  Teachers’ mastery of their subject varied, however, as did their skill in guiding a discussion.  Most of the teachers who participated in the study did not question documents sufficiently or “stabilize content knowledge” by correcting misconceptions.  Reisman pointed out the crucial role of guiding discussions, for example, to interrupt for clarification or to push student thinking toward greater rigor.  Instructional methods that permit students to explore a topic without teacher intervention run the risk of leaving errors and misconceptions—“opportunities in the search for understanding”—unexplored.