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The ideas that seized the imagination of millions had deep and diverse intellectual roots. For example, the mid-20th century thinker Sayyid Qutb mounted a comprehensive critique of the soulless materialism of America, tracing it in part to the separation of church and state — the fatal error, he believed, that divided the spirit from the flesh. In the Muslim world, he argued, body and soul should not be split asunder, but should live united in a resurrected caliphate, governed by Shariah law.

When political Islamists tried to establish theocratically influenced rule in actual nations, their movement’s reputation was badly hurt. In one of extremism’s most violent, radical manifestations, the Islamic State’s caliphate in Iraq and Syria became a blood-drenched nightmare.

In his 2011 book, “The Missing Martyrs,” Charles Kurzman showed that fewer than one in every 100,000 Muslims had become an Islamist terrorist in the years since 9/11. The vast majority rejected the enterprise.

If extremists thought they could mobilize Muslim opinion through acts of clarifying violence, they have failed. Across 11 lands in which Pew surveyed Muslims in 2013, a median of only 13 percent had a favorable opinion of Al Qaeda.

even in more moderate places, political Islam is losing favor. In 2019, The Economist surveyed the data and concluded, “Across the Arab world people are turning against religious political parties and the clerics who helped bring them to power.

Many appear to be giving up on Islam, too.” Ayatollah Mohammad-Taqi Mesbah Yazdi of Iran noticed the trend in his own country: “Iranians are evading religious teachings and turning to secularism.”

Globally, terrorism is down. Deaths from attacks fell by 59 percent between 2014 and 2019. Al Qaeda’s core members haven’t successfully attacked the U.S. homeland since 9/11. In 2017, the Saudi crown prince, Mohammed bin Salman, began a process of marginalizing radical Wahhabism.

“most Islamist terrorism today tends to be local — the Taliban in Afghanistan, Boko Haram in Nigeria, al-Shabab in the Horn of Africa. That’s a major reversal from the glory days of Al Qaeda, when its leaders insisted that the focus must be not on the ‘near enemy’ (the local regimes) but rather the ‘far enemy’ (the United States and the West more broadly).”

it’s obvious that even local conflicts can create incredible danger. But the idea of global glory — a fundamental shaking of the world order — that burst on the world stage roughly 40 years ago has been brought low.

The two have lately engaged in sabre-rattling and name-calling. But such tension has been rare during their seven-decade rivalry as modern nations.

mostly avoided contact

India and China maintained overlapping claims, and their forces sometimes clashed, as in a brief war in 1962. But they both also judged that there was not enough at stake to fight a big war over.

unresolved challenges multiply, the advantage shifting to whoever poses the sharpest ones

China appears to have decided that this future is now

20 Indians and at least four Chinese dead

From a weiqi perspective China’s boldness is understandable

China’s infrastructure has expanded towards its peripheries at a speed India has been unable to match

China’s southern neighbour looks weak in other ways

India’s army has little functional interoperability with any other.

the board fills up and one player emerges dominant, there should be no surprise for it to push the advantage

India’s remains packed with upward potential.

The biggest question thrown up by this history is why the West failed to see the danger earlier.

The North Atlantic Treaty Organization made a statement in 2008 that Ukraine and Georgia would one day join, and over nearly 14 years never followed through on membership. The EU drew up a trade deal with Ukraine without factoring in Russia’s strong-arm response. Western policies didn’t change decisively in reaction to limited Russian invasions of Georgia and Ukraine, encouraging Mr. Putin to believe that a full-blown campaign to conquer Ukraine wouldn’t meet with determined resistance—either internationally or in Ukraine, a country whose independence he said repeatedly was a regrettable accident of history.

The roots of the war lie in Russia’s deep ambivalence about its place in the world after the end of the Soviet Union

Viewed from elsewhere in Europe, NATO’s eastward enlargement didn’t threaten Russia’s security. NATO membership is at core a promise to collectively defend a member that comes under attack. The alliance agreed in 1997 not to permanently station substantial combat forces in its new eastern members that were capable of threatening Russian territory. Russia retained a massive nuclear arsenal and the biggest conventional forces in Europe.

Mr. Putin thought of Russian security interests more broadly, linking the preservation of Moscow’s influence in adjacent countries with his goals of reviving Russia’s global power and cementing his authoritarian rule at home.

U.S. intelligence learned in 2005 that Mr. Putin’s government had carried out a broad review of Russian policy in the “near abroad,” as the Kremlin termed former Soviet republics. From now on, Russia would take a more assertive approach and vigorously contest perceived U.S. influence.

Mr. Bush asked Mr. Putin why he thought the end of the Soviet Union had been the greatest tragedy of the 20th century. Surely the deaths of more than 20 million Soviet citizens in World War II was worse, Mr. Bush said. Mr. Putin replied that the USSR’s demise was worse because it had left 25 million Russians outside the Russian Federation, according to Ms. Rice, who was present.

Perceptions changed in January 2007, when Mr. Putin vented his growing frustrations about the West at the annual Munich Security Conference. In a long and icy speech, he denounced the U.S. for trying to rule a unipolar world by force, accused NATO of breaking promises by expanding into Europe’s east, and called the West hypocritical for lecturing Russia about democracy. A chill descended on the audience of Western diplomats and politicians at the luxury Hotel Bayerischer Hof, participants recalled.

“We didn’t take the speech as seriously as we should have,” said Mr. Ischinger. “It takes two to tango, and Mr. Putin didn’t want to tango any more.

“I need a MAP. We need to give the Ukrainian people a strategic focus on the way ahead. We really need this,” Mr. Yushchenko said, Ms. Rice recalled. Ms. Rice, who was initially uncertain about having Ukraine in NATO, gave a noncommittal answer. When the request was debated in the National Security Council, Mr. Bush said NATO should be open to all countries that qualify and want to join.

Try as it might, the White House couldn’t overcome German and French resistance to offering a MAP to Ukraine and Georgia.

Berlin and Paris pointed to unsolved territorial conflicts in Georgia, low public support for NATO in Ukraine, and the weakness of democracy and the rule of law in both.

Ms. Merkel, remembering Mr. Putin’s speech in Munich, believed he would see NATO invitations as a direct and deliberate threat to him, according to Christoph Heusgen, her chief diplomatic adviser at the time. She was also convinced Ukraine and Georgia would bring NATO no benefits as members, Mr. Heusgen said.

Ms. Rice, a Soviet and Russia expert, said Mr. Putin wanted to use Ukraine, Belarus and Georgia to rebuild Russia’s global power, and that extending the shield of NATO membership could be the last chance to stop him. German and French officials were skeptical, believing Russia’s economy was too weak and dependent on Western technology to become a serious threat again.

In the final session, Ms. Merkel debated in a corner of the room with leaders from Poland and other eastern members of NATO, who advocated strenuously on behalf of Ukraine and Georgia. Lithuanian President Valdas Adamkus strongly criticized Ms. Merkel’s stance, warning that a failure to stop Russia’s resurgence would eventually threaten the eastern flank of the alliance.

“We agreed today that these countries will become members of NATO,” it read. But it didn’t say when. And there was no MAP.

Many of Ukraine’s supporters were heartened. But some officials in Bucharest feared it was the worst of both worlds. NATO had just painted a target on the backs of Ukraine and Georgia without giving them any protection.

Mr. Putin joined the summit the next day. He spoke behind closed doors and made clear his disdain for NATO’s move, describing Ukraine as a “made-up” country.

“He then became a fervent nationalist,” said Mr. Heusgen. “His great anxiety was that Ukraine could become economically and politically successful and that the Russians would eventually ask themselves ‘Why are our brothers doing so well, while our situation remains dire?’ ”

Mr. Putin’s show of military force backfired politically. He had won control of Crimea and part of Donbas, but he was losing Ukraine.

divisions manifested themselves during Ukraine’s bitterly fought elections and during the Orange and Maidan revolutions. But they receded after 2014. Many Russophone Ukrainians fled from repression and economic collapse in separatist-run Donbas. Even eastern Ukraine came to fear Russian influence. Mr. Putin was doing what Ukrainian politicians had struggled with: uniting a nation.

Mr. Putin never tried to implement the Minsk accords, said Mr. Heusgen, the German chancellery aide, because their full implementation would have resolved the conflict and allowed Ukraine to move on.

At a conversation at the Hilton Hotel in Brisbane, Australia, during a G-20 summit in late 2014, Ms. Merkel realized that Mr. Putin had entered a state of mind that would never allow for reconciliation with the West, according to a former aide.

The conversation was about Ukraine, but Mr. Putin launched into a tirade against the decadence of democracies, whose decay of values, he said, was exemplified by the spread of “gay culture.”

The Russian warned Ms. Merkel earnestly that gay culture was corrupting Germany’s youth. Russia’s values were superior and diametrically opposed to Western decadence, he said

He expressed disdain for politicians beholden to public opinion. Western politicians were unable to be strong leaders because they were hobbled by electoral pressures and aggressive media, he told Ms. Merkel.

Ms. Merkel’s policy reflected a consensus in Berlin that mutually beneficial trade with the EU would tame Russian geopolitical ambitions.

The U.S. and some NATO allies, meanwhile, began a multiyear program to train and equip Ukraine’s armed forces, which had proved no match for Russia’s in Donbas.

The level of military support was limited because the Obama administration figured that Russia would retain a considerable military advantage over Ukraine and it didn’t want to provoke Moscow.

President Trump expanded the aid to include Javelin antitank missiles, but delayed it in 2019 while he pressed Ukraine’s new president, Volodymyr Zelensky, to look for information the White House hoped to use against Democratic presidential hopeful Joe Biden and Mr. Biden’s son, an act for which he was impeached.

in telephone conversations from 2020 onward, Mr. Macron noticed changes in Mr. Putin. The Russian leader was rigorously isolating himself during the Covid-19 pandemic, requiring even close aides to quarantine themselves before they could meet him.

The man on the phone with Mr. Macron was different from the one he had hosted in Paris and the Riviera. “He tended to talk in circles, rewriting history,” recalled an aide to Mr. Macron.

The U.S. no longer saw Europe as a primary focus. Mr. Biden wanted neither a “reset” of relations with Mr. Putin, like President Obama had declared in 2009, nor to roll back Russia’s power. The NSC cast the aim as a “stable, predictable relationship.” It was a modest goal that would soon be tested by Mr. Putin’s bid to rewrite the ending of the Cold War.

In early 2021, Mr. Biden became the latest U.S. president who wanted to focus his foreign policy on the strategic competition with China, only to become entangled in events elsewhere.

When Mr. Zelensky met with Mr. Biden in Washington in September, the U.S. finally announced the $60 million in military support, which included Javelins, small arms and ammunition. The aid was in line with the modest assistance the Obama and Trump administrations had supplied over the years, which provided Ukraine with lethal weaponry but didn’t include air defense, antiship missiles, tanks, fighter aircraft or drones that could carry out attacks.

U.S. national security officials discussed the highly classified intelligence at a meeting in the White House on Oct. 27. Director of National Intelligence Avril Haines warned that Russian forces could be ready to attack by the end of January 2022.

On Nov. 17, Ukraine’s defense minister, Oleksii Reznikov, urged the U.S. to send air defense systems and additional antitank weapons and ammunition during a meeting at the Pentagon, although he thought the initial Russian attacks might be limited.

Gen. Mark Milley, the chairman of the Joint Chiefs of Staff, told Mr. Reznikov that Ukraine could be facing a massive invasion.

Work began that month on a new $200 million package in military assistance from U.S. stocks. The White House, however, initially held off authorizing it, angering some lawmakers. Administration officials calculated arms shipments wouldn’t be enough to deter Mr. Putin from invading if his mind was made up, and might even provoke him to attack.

The cautious White House approach was consistent with Defense Secretary Lloyd Austin’s thinking. He favored a low-profile, gradual approach to assisting Ukraine’s forces and fortifying NATO’s defenses that would grow stronger in line with U.S. intelligence indications about Russia’s intent to attack.

A paramount goal was to avoid a direct clash between U.S. and Russian forces—what Mr. Austin called his “North Star.”

On Dec. 27, Mr. Biden gave the go-ahead to begin sending more military assistance for Ukraine, including Javelin antitank missiles, mortars, grenade launchers, small arms and ammunition.

Three days later, Mr. Biden spoke on the phone with Mr. Putin and said the U.S. had no plan to station offensive missiles in Ukraine and urged Russia to de-escalate. The two leaders were on different wavelengths. Mr. Biden was talking about confidence-building measures. Mr. Putin was talking about effectively rolling back the West.

Gen. Mingus had fought in Iraq and Afghanistan, been wounded and earned a Purple Heart, and he spoke frankly about the challenges Russian forces would face. Invading a territory was one thing, but holding it was another, and the intervention could turn into a yearslong quagmire, he said. The Russians showed no reaction.

Mr. Macron found Mr. Putin even more difficult to talk to than previously, according to French officials. The six-hour conversation went round in circles as Mr. Putin gave long lectures about the historical unity of Russia and Ukraine and the West’s record of hypocrisy, while the French president tried to bring the conversation back to the present day and how to avoid a war.

Mr. Scholz argued that the international order rested on the recognition of existing borders, no matter how and when they had been created. The West would never accept unraveling established borders in Europe, he warned. Sanctions would be swift and harsh, and the close economic cooperation between Germany and Russia would end. Public pressure on European leaders to sever all links to Russia would be immense, he said.

Mr. Putin then repeated his disdain for weak Western leaders who were susceptible to public pressure.

Mr. Zelensky said Mr. Putin couldn’t be trusted to uphold such an agreement and that most Ukrainians wanted to join NATO. His answer left German officials worried that the chances of peace were fading. Aides to Mr. Scholz believed Mr. Putin would maintain his military pressure on Ukraine’s borders to strangle its economy and then eventually move to occupy the country.

Mr. Putin said he had decided to recognize the independence of separatist enclaves in eastern Ukraine. He said fascists had seized power in Kyiv, while NATO hadn’t responded to his security concerns and was planning to deploy nuclear missiles in Ukraine.

“We are not going to see each other for a while, but I really appreciate the frankness of our discussions,” Mr. Putin told Mr. Macron. “I hope we can talk again one day.”

The S-400 purchase drove a rift between the two countries that has resisted repair. Mr. Cevik said the country hasn’t yet deployed the missile batteries, though Mr. Erdogan has said he wants to buy more.

“The United States and Turkey have longstanding and deep bilateral defense ties, and Turkey’s continued NATO interoperability remains a priority,” a State Department spokesman said. Several NATO member states fly F-16s, including Turkey.

The proposed deal illustrates the complex national-security issues in the U.S. relationship with Turkey, a NATO ally and regional power that hosts thousands of American soldiers.

The deal faces significant skepticism among key senators who object to Turkey’s purchase of the Russian missile system, according to congressional aides. The leaders of the Senate Foreign Relations Committee, Sens. Robert Menendez (D., N.J.) and James Risch (R., Idaho), have yet to take public positions on the deal.

“Our concern is, if we’re giving them military equipment, if they are going to be continuing to act in this aggressive manner towards Cyprus, toward the Greek islands,” said Rep. Nicole Malliotakis (R., N.Y.). “We’re concerned about our intellectual property being shared with Russia. [Turkey] is acting in many ways like an adversary.”

British sanctions over Turkey’s incursion into Syria would hinder Ankara’s purchase of the Eurofighter Typhoon, and France is unlikely to approve a sale of its Dassault Rafale fighters, in part because it sold planes to Turkey’s rival Greece last year, said Mr. Forrester.

“They may go to the Russians,” Mr. Jeffrey, the former ambassador, said. “And then you’ll have a descending spiral of accusations and bad feelings, and it will just reinforce going in the wrong direction. That’s why the F-16 is so important.”

the House approved the new measure on a party-line vote of 220 to 203 after a heated partisan debate in which lawmakers clashed over the state of election laws across the country.

Ms. Sinema has been under pressure from her colleagues to drop her opposition to a rules change, but her refusal to reverse course appeared to doom the bills in the Senate.

Democrats said the legislation was urgently needed to offset efforts taking hold in Republican-led states to make it more difficult to vote after Democratic gains in the 2020 elections and former President Donald J. Trump’s false claim that the vote was stolen.

“There are people who don’t want you to vote and they are using every tool in the toolbox to make it harder,”

Democrats of “hijacking” the space agency measure to push through legislation that they said represented federal intrusion into state voting operations to give an unfair advantage to Democratic candidates.

The road also services a major police academy and a compound where United Nations and foreign government staff members and officials live.

The bombing, part of a string of attacks blamed on the Qaeda-linked Al Shabab extremist group that have gripped Somalia in recent months, comes as the country’s leaders struggle to resolve a political crisis that has distracted the government from the deteriorating security situation.

Mohamed Ibrahim Moalimuu, a government spokesman, condemned what he described as a suicide attack, calling it “cowardly.”

“Such acts of terrorism will not derail the peace & the ongoing development in the country,” he wrote on Twitter. “We must unite in the fight against terrorism.”

The security situation in Somalia is deteriorating, and parts of the country are facing their driest season in around four decades. An estimated 3.8 million people are experiencing acute food insecurity, according to the United Nations, with almost three million displaced within the country.

The United Nations Assistance Mission in Somalia condemned the attack, and said none of its “personnel or contractors” were in the targeted convoy.

The explosion has hit the country as it undergoes a tense election period that has seen growing infighting among its political leaders.

The political struggle has threatened to tip the country into violent conflict, like the clashes that broke out in April, and reverse the modicum of peace and stability Somalia has achieved in recent years.

As disagreements over the elections have persisted, Al Shabab have stepped up their attacks, particularly in the capital. Over the past two months, the group has carried out car bomb explosions, assassinated government officials and attacked election centers — efforts analysts say are aimed at undermining the electoral process.

Witnesses said the explosion could be heard in many of the city’s districts.

“As long as the election cycle and current tensions drag on, the attention of the political elite will be more inwardly focused, while other priorities lag behind,”

“This unfortunately creates greater space for Al Shabab to operate.”

Escobar had fought two years for his right to euthanasia in the face of opposition from doctors, clinics and courts, even though the Constitutional Court last year recognized the procedure should not be available just for the terminally ill.

Colombia's Constitutional Court removed penalties for euthanasia under certain circumstances in 1997 and ordered the procedure to be regulated in 2014. The first person in Colombia with a terminal illness to die under those rules was in 2015.

As of October 15 last year, 178 people with terminal illnesses had been legally euthanized in Colombia since 2015, according to Colombian legal rights advocacy group DescLAB.

In August 1846, he convinced the Polk administration that he would negotiate a favorable peace if he were allowed to return home through an American naval blockade.

who took to the House floor in 1847 and introduced a series of resolutions demanding to know the location of the “spot of soil” where the war’s first skirmish took place. 

Having secured Veracruz, Scott’s army launched the war’s final thrust: a six-month, 265-mile fighting march to the “Halls of Montezuma” at Mexico City.

The 200-man outfit was mostly made up of Irish Catholics and other immigrants who resented the prejudice they faced from Protestants in the United States.

Under the leadership of an Irishman named John Riley, the “San Patricios” defected and became Santa Anna’s elite artillery force. They served with distinction at the Battles of Buena Vista and Cerro Gordo, but most of their unit was later killed or captured during an August 1847 clash at Churubusco

U.S. forces found the western route into the capital blocked by Chapultepec Castle, an imposing fortress that was home to Mexico’s military academy. General Scott ordered an artillery bombardment, and on September 13 his troops stormed the citadel and used ladders to scale its stone façade. Most of the Mexican defenders soon withdrew, but a group of six teenaged military cadets remained at their posts and fought to the last. 

Trist, however, would do no such thing. Believing that he was on the verge of a breakthrough with Mexicans, he disobeyed the President’s order and instead wrote a 65-page letter defending his decision to continue his peace efforts. Polk was left seething. He called Trist “destitute of honor or principle” and tried to have him removed from the U.S. Army headquarters, but he was unable to stop the negotiations. 

a plot larger than the size of Peru. The lands ceded by Mexico would later encompass all or part of the future states of California, New Mexico, Nevada, Utah, Arizona, Colorado, Wyoming, Oklahoma and Kansas.

the clash is nonetheless a giant step away from globalization — and, unlike World War I, it comes at a time when the world has already been moving away from economic integration: Trade’s share of global GDP peaked in 2008, and has been falling for the past decade.

the war in Ukraine doesn’t necessarily mark sharp a break in history. But it underlines and will perhaps cement the decline of globalization.

Similarly, the U.S. and Europe got vaccinated not only before low-income countries, but also before other rich countries — because they had the production capabilities.

Eventually, the logic of geopolitical conflict entered the equation. President Xi Jinping’s “Made in China 2025” initiative, for example, isn’t about creating jobs, it’s about securing economic space for China to operate with political autonomy.

even actors more benign than Putin can see the value of autonomy.

When the Covid-19 pandemic hit, national sovereignty took precedence over free trade almost everywhere.

That decline started with a populist backlash to the Great Recession and sluggish employment growth that made the politics of saving jobs more appealing than the politics of efficiency.

Meanwhile, in the U.S., one issue on which President Joe Biden hasn’t broken with his predecessor is trade with China.

Foreign nations see this, too. The sanctions regime against Russia is both extremely tough and surprisingly non-global.

There are good reasons for all this deglobalization. But it’s important to note that it will come at a cost.

Consumers around the world reaped large benefits from a world of specialization, comparative advantage, just-in-time shipping and elaborate supply chains.

But the populist economics that powered the current wave a decade ago are basically wrong. Mass unemployment after the financial crisis was a tragic mistake of demand-side policy, not a sin of globalization. America can absolutely drill more oil and gas, build more cars and microchips, and make more steel. But there is not a vast army of unemployed people to do that work.

If the U.S. reshores a large segment of tradeable goods, then it will have fewer people left to build houses, clean teeth, cut hair, cook food and care for children and the elderly.

To meet real security imperatives, these may be prices worth paying. Make no mistake, however: There is a price.

as more countries step away from globalization, the price will get steeper. A poorer world offers fewer customers for everyone’s exports, and a world less economically connected is one in which disruptions and conflict are more thinkable.

Are these costs unavoidable? Probably.

But they can be mitigated

One alternative to importing foreign-made goods, for example, is to import foreign-born workers. In an inflationary, supply-constrained, deglobalizing world, immigrants — including the so-called “unskilled” ones who clean houses, wash dishes and pick crops — are a valuable asset.

It’s also crucial to think pragmatically about what the actual issue any given policy is trying to address

there is a world of difference between a supply chain that depends on China and one that leads to Mexico, Central America or the Caribbean.

Right now, the outcome that we have been sliding toward seems one in which an autocratic East gradually divides from — and then potentially accelerates past — a democratic but divided West. 

Seizing that opportunity will require an understanding of both economics and history.

By any economic measure the West is significantly more powerful than the East, using the terms “West” and “East” to mean political alliances rather than just geographical regions. The U.S. and its allies account for 60% of global gross domestic product at current exchange rates; China, Russia and the autocracies amount to barely a third of that. And for the first time in years, the West is coming together rather than falling apart.

The question for Biden and the European leaders he will meet this week is simple: What sort of world do they want to build in the future? Ukraine could well mark the end of one great episode in human history. It could also be the time that the free world comes together and creates another, more united, more interconnected and more sustainable one than ever before

the answer to globalization’s woes isn’t to abandon economic liberalism, but to redesign it. And the coming weeks offer a golden opportunity to redesign the global economic order.

Yet once politicians got out of the way, globalization sped up, driven by technology and commerce.

Only after the Second World War did economic integration resume its advance — and then only on the Western half of the map

What most of us today think of as globalization only began in the 1980s, with the arrival of Thatcherism and Reaganism, the fall of the Berlin Wall, the reintegration of China into the world economy, and, in 1992, the creation of the European single market.

When the guns finally fell silent in 1918 and peace was forced on Germany at Versailles (in the Carthaginian terms that Keynes decried so eloquently), the Bidens, Johnsons and Macrons of the time tried to restore the old world order of free trade and liberal harmony — and comprehensively failed. 

As the new century dawned and an unknown “pro-Western” bureaucrat called Vladimir Putin came to power in Russia, the daily volume of foreign-exchange transactions reached $15 trillion. 

More recently, as the attacks on globalization have mounted, economic integration has slowed and in some cases gone into reverse.

Meanwhile in the West, Ukraine has already prompted a great rethink. As German Chancellor Olaf Scholz has proclaimed, we are at a Zeitenwende — a turning point. Under his leadership, pacifist Germany has already proposed a defense budget that’s larger than Russia’s. Meanwhile, Ukrainian immigrants are being welcomed by nations that only a few months ago were shunning foreigners, and, after a decade of slumber in Brussels, the momentum for integration is increasing.

But this turning point can still lead in several directions.

the invasion of Ukraine is accelerating changes in both geopolitics and the capitalist mindset that are deeply inimical to globalization.

The changes in geopolitics come down to one word: China, whose rapid and seemingly inexorable rise is the central geopolitical fact of our time.  

absent any decisive action by the West, geopolitics is definitively moving against globalization — toward a world dominated by two or three great trading blocs: an Asian one with China at its heart and perhaps Russia as its energy supplier; an American-led bloc; and perhaps a third centered on the European Union, with the Europeans broadly sympathetic to the U.S. but nervous about the possible return of an America-First isolationist to the White House and irked by America’s approach to digital and media regulation.

World trade in manufactured goods doubled in the 1990s and doubled again in the 2000s. Inflationary pressures have been kept low despite loose monetary policies.

From a CEO’s viewpoint, Putin’s invasion of Ukraine has done more than unleash Western embargoes and boost inflation. It is burying most of the basic assumptions that have underlain business thinking about the world for the past 40 years. 

Commercially speaking, this bet paid off spectacularly. Over the past 50 years multinationals have turned themselves from federations of national companies into truly integrated organizations that could take full advantage of global economies of scale and scope (and, of course, global loopholes in taxes and regulations)

Just as important as this geopolitical shift is the change in the capitalist mindset. If the current age of globalization was facilitated by politicians, it has been driven by businesspeople. Ronald Reagan and Margaret Thatcher didn’t decide that the components of an iPhone should come from 40 countries. Facebook wasn’t created by senior politicians — not even by Al Gore. Uber wasn’t an arm of the Department of Transportation. 

profits have remained high, as the cost of inputs (such as energy and labor) have been kept low.

Now what might be called the Capitalist Grand Illusion is under assault in Kyiv — just as Norman Angell’s version was machine-gunned on the Western Front.

Militarism and cultural rivalries keep trumping economic logic.

The second is Biden’s long experience

Every Western company is now wondering how exposed it is to political risk. Capitalists are all Huntingtonians now.

Greed is also acquiring an anti-global tint. CEOs are rationally asking how they can profit from what Keynes called “monopolies, restrictions and exclusions.

So the second age of globalization is fading fast. Unless something is done quickly and decisively, the world will divide into hostile camps, regardless of what happens in Ukraine.

this divided world will not suit the West. Look at the resolution passed by the United Nations General Assembly to condemn Russia’s invasion of Ukraine. The most trumpeted figure is that only 40 countries did not vote for this (35 abstained, and five voted against it), compared with 141 countries who voted in favor. But those 40 countries, which include India and China, account for the majority of the world’s population.

we still have time to shape a very different future: one in which global wealth is increased and the Western alliance bolstered.

One of the great problems with modern liberalism for the past few decades has been its lack of a gripping narrative and a compelling cast of heroes and villains

Now Putin has inadvertently reversed all that. Freedom is the creed of heroes such as Zelenskiy; anti-liberalism is the creed of monsters who drop bombs on children.

Biden can soften that message at home by adding a political dimension to his trade agenda. “Build back better” applies to globalization, too. A global new deal should certainly include a focus on making multinational companies pay their taxes, and the environment should be to the fore. But Biden should also talk about the true cost of protectionism in terms of higher prices, worse products and less innovation.

So far, Biden’s handling of the Ukraine invasion has been similarly nuanced. He has drawn a line between supplying the resistance and becoming involved in the war (or giving others an excuse to claim the U.S. is involved). And he has put firm pressure on China to stay out of the conflict.

Biden needs to recognize that expanding economic interdependence among his allies is a geostrategic imperative. He should offer Europe a comprehensive free-trade deal to bind the West together

It is not difficult to imagine Europe or democratic Asia signing up for these sorts of pacts, given the shock of Putin’s aggression and their fear of China. Biden’s problem is at home. Why should the Democratic left accept this? Because, Biden should say, Ukraine, China and America’s security matter more than union votes.

Biden should pursue a two-stage strategy: First, deepen economic integration among like-minded nations; but leave the door open to autocracies if they become more flexible.

CEOs who used to build empires based on just-in-time production are now looking at just-in-case: adding inefficient production closer to home in case their foreign plants are cut off.

Constructing such a “new world order” will be laborious work. But the alternative is a division of the world into hostile economic and political blocs that comes straight out of the 1930s

Biden, Johnson, Scholz and Macron should think hard about how history will judge them. Do they want to be compared to the policymakers in the aftermath of World War I, who stood by impassively as the world fragmented and monsters seized the reins of power? Or would they rather be compared to their peers after World War II, policymakers who built a much more stable and interconnected world?

The Western policymakers meeting this week will say they have no intention of closing down the global order. All this economic savagery is to punish Putin’s aggression precisely in order to restore the rules-based system that he is bent on destroying — and with it, the free flow of commerce and finance. In an ideal world, Putin would be toppled — the victim of his own delusions and paranoia — and the Russian people would sweep away the kleptocracy in the Kremlin. 

In this optimistic scenario, Putin’s humiliation would do more than bring Russia back to its senses. It would bring the West back as well. The U.S. would abandon its Trumpian isolationism while Europe would start taking its own defense seriously. The culture warriors on both sides of the Atlantic would simmer down, and the woke and unwoke alike would celebrate their collective belief in freedom and democracy.

There’s a chance this could happen. Putin wouldn’t be the first czar to fall because of a misjudged and mishandled war.

Regardless of whether China’s leader decides to ditch Putin, the invasion has surely sped up Xi’s medium-term imperative of “decoupling” — insulating his country from dependence on the West.

For the “wolf pack” of young Chinese nationalists around Xi, the reaction to Ukraine is another powerful argument for self-sufficiency. China’s vast holdings of dollar assets now look like a liability given America’s willingness to confiscate Russia’s assets,

Some Americans are equally keen on decoupling, a sentiment that bridged Republicans and Democrats before Putin’s invasion of Ukraine.

In the great intellectual battle of the 1990s between Francis Fukuyama, who wrote “The End of History and the Last Man” (1992), and his Harvard teacher Samuel Huntington, who wrote “The Clash of Civilizations” (1996), CEOs have generally sided with Fukuyama.

Biden needs to go further in the coming weeks. He needs to reinforce the Western alliance so that it can withstand the potential storms to come

Keynes, no longer a protectionist, played a leading role in designing the International Monetary Fund, the World Bank, and the infrastructure of the postwar Western order of stable exchange rates. He helped persuade the U.S. to lead the world rather than retreating into itself. He helped create the America of the Marshall Plan. This Bretton Woods settlement created the regime that eventually won the Cold War and laid the foundations for the second age of globalization.

At the closing banquet on July 22, the great man was greeted with a standing ovation. Within two years he was dead — but the world that he did so much to create lived on. That world does not need to die in the streets of Kyiv. But it is on course to do so, unless the leaders meeting this week seize the moment to create something better. 

President Biden has said the goal of U.S. aid is to put Ukraine in the strongest possible position for eventual peace negotiations, without saying under what conditions it should negotiate.

But throughout the war, strengthening Ukraine with decisive firepower has clashed with another, overriding Western priority: to avoid uncontrolled escalation that leads to a direct war with Russia or to Putin using nuclear weapons.

A drawback of the U.S.’s incremental approach to military aid: Without a battlefield breakthrough, Kyiv doesn’t want to negotiate peace—and Moscow doesn’t have to.

“You end up in a strange middle ground where you’re not necessarily able to accomplish that second goal of putting Ukraine in a position of strength that makes negotiations possible.”

The thinking stems from an eagerness to contain a conflict whose shock waves have been felt across the global economy, uncertainty about how long Western voters will support the current levels of aid for Kyiv and disbelief that Ukraine can fully expel Russian forces.

arl von Clausewitz famously wrote that “war is a mere continuation of policy by other means,” stressing that military force is an instrument for attaining a political goal. Some unsuccessful wars have resulted less from lost battles than from the lack of an achievable political aim, so that campaigns came to be seen as draining and fruitless. Modern examples arguably include the Soviet and U.S. failures in Afghanistan and America’s defeat in Vietnam.

Some observers believe the state of war against Ukraine and its Western backers is becoming an end in itself, the raison d’être of a regime that can no longer offer economic growth and stability.

Russia hasn’t given up its maximal goal, pursued in many neighboring countries for years, Polyakova said: to reassert its old sphere of influence and stop countries such as Ukraine from moving further West—whether that means domination or turning them into failed states. The Kremlin’s lesser declared aims are tactical maneuvering

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

Over the next several hours, militants rampaged through around two dozen Israeli towns—killing, looting, burning, kidnapping, and reportedly raping civilians. They managed to penetrate as far as Ofakim, 20 miles into Israel. They effectively controlled several main roads, on which they gunned down passing traffic. It took the IDF 6 hours to begin seriously engaging the militants. 18 hours after the incursion began, fighting was taking place in 22 spots. It took over 48 hours before the last of the major clashes with this first wave of the militants’ incursion was over and the militants neutralized.

In total, as of the morning of October 11th, over 1,200 Israelis are confirmed killed, almost 3,000 wounded (hundreds critically), and somewhere between 100 and 150 kidnapped, including whole families with toddlers and senior citizens.

For months, Netanyahu has been cautioned that his divisive “governance reforms” represented a reckless gamble with the country’s national security. He received numerous private (and then public) warnings from every major security chief that his policies were eroding IDF preparedness and provoking Israel’s enemies to test its readiness. Netanyahu ignored, dismissed, or ridiculed every one of these warnings. He and his acolytes have systematically castigated those who voiced concern as disloyal “agents of the deep state” or, worse, “leftist traitors.”

The events of October 7th represented a colossal intelligence failure. With or without substantial Iranian assistance, it is now clear that Hamas had been preparing the attack for over a year. Astonishingly, it apparently did so without major leaks. The few tell-tale signs of an impending attack that did surface appear to have been ignored.

Taken by surprise, and made to fight for their lives in understaffed outposts, the IDF was operationally incapable of adequately responding to the militants’ land maneuver. Unarmed civilians were left to fend for themselves for long hours, with horrific consequences.

What will make October 7th uniquely egregious in the eyes of many Israelis (perhaps most) is the fact that events of this sort were not only reasonably foreseeable but were repeatedly foreseen and repeatedly ignored by Israel’s current leadership.

at least 950 Palestinians have been killed in retaliatory IAF air strikes.

As long as Israel faces immediate danger, all hands will be on deck and party politics largely put aside.

As long as the emergency continues, therefore, Netanyahu won’t have to face the pressure of public protests against his program to weaken the Israeli judiciary.          

But in the longer term, it is difficult to see how Netanyahu, the great political survivor, will survive the events of October 7th. His reputation as “Mr. Security” is in tatters and it is impossible to see how it could possibly recover.

Analysts keen to convey the magnitude of October 7th to American audiences have already tagged it Israel’s Pearl Harbor or 9/11. Neither label adequately captures the day’s true significance.

A more accurate name might be something like “Israel’s civic Yom Kippur.” Why? Because the very existence of the State of Israel was supposed to guarantee that a day like this would never happen. In the Yom Kippur War of October 1973—when Egypt and Syria launched a surprise assault—Israel lost some 2,700 soldiers, but it managed to effectively protect its civilian population. No Israeli towns or villages were ever breached. The social contract was honored, albeit at a terrible price.

On October 7, 2023, it was primarily civilians who were killed, maimed, and kidnapped. This was the day when the IDF wasn’t there to defend the people it was created to protect. This was the day when—livestreamed on social media—distraught family members saw their loved ones carried away, like livestock, into Hamas captivity in Gaza. This was the day when—in a horrifying echo of the Holocaust—defenseless Jewish mothers, citizens of a sovereign Jewish State, tried to keep their babies from crying as armed men lurked outside, listening to ascertain whether anyone was alive inside the home, before setting it on fire.

many Israelis, already mistrustful of their elected representatives and worn out by internal divisions, may have finally lost faith in their national leaders or, worse, in the core institutions of their nation state. Where was the army when murderous gunmen broke into our homes deep inside Israel itself?

Fifty years ago, in the aftermath of the 1973 Yom Kippur War, Israel appeared broken, internally torn, and internationally isolated. Yet, it proved itself remarkably resilient. Can Israel gather itself again from the terrible blow it sustained on October 7th? I have no doubt that it can.

Over the past four years, more than 1,600 cybercrime cases on TikTok have been reported to authorities, said Kuber Kadayat, a Nepal police spokesman. He said most of the complaints were related to sharing nude photos or financial extortion.

Last week, the government said it would require social-media companies running platforms used in Nepal to set up liaison offices in the country.

India banned TikTok—citing threats to national security—along with dozens of other Chinese apps in 2020 after a clash between Indian and Chinese troops on the countries’ disputed border.

Nepal isn’t the first to cite concerns about the content shared on the app. Pakistan has banned the app multiple times after authorities received complaints of indecent content, later lifting the bans after receiving promises from TikTok to better control the content. In August, Senegal blocked access to the app citing hateful and subversive content being shared on it.