Group items matching

in title, tags, annotations or url

He said it should deal with the items that both sides can agree on now and expected that "the new administration" would be working on another package next year.

"Waiting for next year is not an answer," McConnell said. He also a spending bill being negotiated now by the House and Senate would serve as a vehicle for passing more pandemic aid.

The must-pass bill is a potential vehicle to attach coronavirus relief before lawmakers adjourn this Congress and head home for the holidays.

It seems like to me it's pretty late to decide you'd rather have something than nothing," Blunt said. "The whole idea of not being willing to negotiate until you're down to the last week of negotiating time usually doesn't produce a very good result.

"I think $900 billion would do a lot more good right now than $2 trillion will do in March. This is an important time to step up if we can."

Sen. Chris Coons, D-Del., a key ally of Joe Biden's, said he didn't sign on to the proposal to avoid sending a signal that the president-elect is already on board. "I think it's important that I not be misperceived as supporting something on behalf of the incoming administration. I don't speak for them," Coons said.

And while he "celebrates" Pelosi's efforts to get a larger relief bill, he said it's time to reconsider with Congress running out of time.

And in the absence of anything — with two weeks before the holidays, essentially fewer than two — we have to do something," Phillips said. "So I encouraged her thoughtful consideration. It doesn't serve every need, every purpose. Not everybody will be thrilled. But this was based on not what do we want, it's what we can achieve."

In severe cases, however, the clash between the virus and the immune system rages much longer. Other parts of the body, including those not directly affected by the virus, become collateral damage, prompting serious and potentially life-threatening symptoms

On Friday, the president received an experimental antibody cocktail developed by drug maker Regeneron. The next day he began a course of the antiviral remdesivir. Experts say such treatments might be best administered early in infection, to rein in the virus before it runs amok.

If the innate immune system makes early progress against the virus, the infection may be mild. But if the body’s defenses flag, the coronavirus may continue replicating, ratcheting up the viral load. Faced with a growing threat, innate immune cells will continue to call for help, fueling a vicious cycle of recruitment and destruction. Prolonged, excessive inflammation can cause life-threatening damage to vital organs like the heart, kidneys and lungs.

Eventually, a second wave of immune cells and molecules arrives, more targeted than their early counterparts and able to home in on the coronavirus and the cells it infects.

A typical immune response launches its defense in two phases. First, a cadre of fast-acting fighters rushes to the site of infection and attempts to corral the invader. This so-called innate response buys the rest of the immune system time to mount a second, more tailored attack, called the adaptive response, which kicks in about a week later, around the time the first wave begins to wane.

On Sunday, President Trump’s doctors reported that he had also received a course of dexamethasone, a steroid that broadly blunts the immune response by curbing the activity of several cytokines. Dexamethasone has been shown to reduce death rates in hospitalized Covid-19 patients who are ill enough to require ventilation or supplemental oxygen. But it is far less likely to help and may even harm patients at an earlier stage of infection, or those who have milder disease. Experts say that administering dexamethasone inappropriately, or too soon, could undermine a helpful immune response, allowing the virus to ravage the body.

At 74 years old and about 240 pounds, Mr. Trump occupies a high-risk age group and verges on obesity, a condition that can exacerbate the severity of Covid-19. Men also tend to have a poorer disease prognosis.

Administration officials have insisted that the arms sale — particularly the transfer of the coveted F-35 fighter jets — is not a direct reward for the Emirates’ recognition of Israel. But they have acknowledged that it is linked to the broader diplomatic initiative, and Mr. Kushner briefed Senate Republicans on Tuesday on his work with the Emiratis, according to a person familiar with the discussion.

Democrats had accused Trump administration officials of rushing the sales through in the final months of Mr. Trump’s term, and pointed to reports indicating the Emirates had previously misused American-made weapons.

Congressional efforts to block arms sales are rarely successful. After the administration last year circumvented Capitol Hill to allow the sale of billions of dollars of munitions to Saudi Arabia and the United Arab Emirates, lawmakers tried to derail the deal but were unable to override the president’s veto.

it took more than 40 days since Americans went to the polls for many GOP members of Congress to speak up.

"The fact that it took six weeks for my colleagues to recognize reality and stop undermining our Democratic process is sad and disappointing," said Senate Democratic Whip Dick Durbin in a floor speech Tuesday following McConnell's remarks.

Trump needs to "take his cue from Leader McConnell, that it's time to end his term," in a floor speech

"Our Republican colleagues, for the sake of our democracy, for the sake of the peaceful transition of power, should stop the shenanigans," Schumer said "Stop the misrepresentations and acknowledge that Joe Biden will be our next president."

Two other members of GOP leadership -- Senate Majority Whip John Thune of South Dakota and Sen. John Cornyn of Texas -- both said that any effort to overturn the election results on January 6, when a joint of session of Congress meets to count the electoral votes, would be fruitless.

McConnell said while millions wished the election would have yielded a different result, "our system of government has processes to determine who will be sworn in on January the 20th. The Electoral College has spoken."

Trump, even in defeat, holds enormous sway over his party, to the point where many refuse to publicly accept electoral reality or raise any concerns as the President continues to undermine the integrity of US democracy by lying that the election was rigged and stolen from him

"Montana cast three electoral votes for President Trump, and the Electoral College voted today," said Daines, who just won reelection in Montana. "And Congress will need to ratify in January."

some GOP members of Congress were signaling they were more willing to accept Biden's victory.

"We've now gone through the constitutional process and the electors have voted, so there's a President-elect," Blunt said. "With Vice President Biden as the President-elect, the President continues, obviously, to have all the options he has available to him, but the electoral vote today was significant."

"It would take far more than one speech to catalog all the major wins the Trump administration has helped deliver for the American people," he said. "The outsider who swore he would shake up Washington and lead our country to new accomplishments, both at home and abroad proceeded to do exactly that. President Trump and Vice President Mike Pence deserve our thanks and our gratitude for their tireless work and their essential roles in all these victories and in many more."

"I think everybody realized it yesterday that counting the voting of the electors was a pivotal moment, and I agree," Cornyn told reporters Tuesday, when asked if he recognizes Biden as President-elect.

it appears that Abbot was barred from a more august podium out of an assumption that his views on racial preferences are beyond debate. Even though he was to speak on an unrelated topic. This “deplatforming” — if we must — was, in a word, simplistic.

the existence of racism does not, as DiAngelo suggests, make it valid to propose that there is a kind of undifferentiated body of white people with indistinguishable interests.

Writers like DiAngelo, who wield enormous influence in our current discourse, encourage the assumption that white people act as a self-preservationist amalgam. This notion of a pale-faced single organism stomping around the world is a cartoon, yet smart people hold this cartoon up as an enlightened way of thinking, and it has caught on.

I also suspect I am hardly alone, when hearing the term “systemic racism,” in quietly wondering how useful it is to use the same word, racism, for both explicit bigotry and inequality, even if the latter is according to race.

His simplistic definitions declare a dichotomy between racism and antiracism with naught in between — quite a blunt instrument to apply to something as complex as the sociology and history of race in our nation

In his similarly best-selling “How to Be an Antiracist,” the Boston University professor Ibram Kendi begins by defining a “racist” as “one who is supporting a racist policy through their actions or inaction or expressing a racist idea.” He then defines an “antiracist” as “one who is supporting an antiracist policy through their actions or expressing an antiracist idea.”

religion tends to anthropomorphize. He sees a major difference between religious belief and science as the tendency for the former to attribute agency and intentionality to things we may not be able to explain.

In the new woke religion, society is described as “racist,” a term originally applied to people.

Note also the eerie parallel between the conceptions of original sin and white privilege as unremovable stains about which one is to maintain a lifelong concern and guilt.

Religions don’t always have gods, but they usually need sins, which in the new religion is the whiteness that supposedly bestrides everything in our lives.

With an unreachable pitilessness, a catechism couched in an elaborate jargon is being imposed almost as if sacred: privilege, decentering, hegemony, antiracism.

The only thing that will turn back this tide is a critical mass willing to insist on complexity, abstraction and forgiveness. As a Black man, I am especially appalled by the implication that to insist on these three things in thinking about race issues is somehow anti-Black.

most people primarily seek the approval of people in their own reference groups.

Acceptance within some circles is contingent on refusal to cooperate with the Biden administration’s public-health campaign. Getting vaccinated is a betrayal of that group norm, and those who get the shot can legitimately fear losing their job or incurring the wrath of their families and other reference groups.

Sociology solves mysteries like these by zeroing in on problematic relationships, not the decisions that individuals make in isolation

a very distinctive type of relationship that sociologists have been studying for more than 70 years: the con job. Con artists gain social or financial advantage by convincing their marks to believe highly dubious claims—and to block out all information to the contrary.

The seminal text in the field—Erving Goffman’s 1952 essay “On Cooling the Mark Out”

all targets of con artists eventually come to understand that they have been defrauded, yet they almost never complain or report the crime to authorities. Why? Because, Goffman argues, admitting that one has been conned is so deeply shameful that marks experience it as a kind of social death.

people targeted by con jobs can save their pride by denying the con as long as possible—or claiming they were in on it the whole time. This saves face and cheats social death, but allows the con to continue unchecked, entrapping others.

con artists employ specialists to “cool” marks down when the deception is finally revealed. A cooler, he writes, “has the job of handling persons caught out on a limb—persons whose expectations and self-conceptions have been built up and then shattered.” Coolers prevent blowback from angry marks

Having expressed doubts about COVID-19 vaccination or other pandemic mitigation likely makes Ivey and DeSantis more effective in persuading other conservatives: Their previous positions signify authenticity and in-group loyalty, making them more trustworthy, not less. High-status leaders such as Scalise, Ivey, Blunt, and DeSantis can expand the range of acceptable behavior for other group members through the example of their own actions.

The conservative coolers are finally on the case, and only they have a chance of transforming partisan vaccine refusers into vaccine adopters.

The experience of nearly 250 years is that the first type of movement generally succeeds: emancipation, suffrage, civil rights, marriage equality. They have aimed to build the country up, and bring Americans more closely together, on foundations already in place.

The second type — from the Confederacy to the white supremacy of the Jim Crow era to militant Black nationalism in the 1960s — always fails. These movements want to tear things down, divide Americans, reject and replace our national foundations.

What’s wrong with a movement that, on its narrowest terms, aims to make Americans more aware of racial injustices, past and present? Nothing. In cases like those of Eric Garner, George Floyd and Ahmaud Arbery, non-Black America has had a long-overdue education about the fact that Black lives can still be subject to the same casual cruelties of a century ago.

like many movements that overspill their initial causes of action, Wokeness now connotes much more than an effort to reform the police or denounce racial injustice when it occurs. It is, instead, an allegation that racism is a defining feature, not a flaw, of nearly every aspect of American life, from its inception to its present, in the books we read, the language we speak, the heroes we venerate, the roads we drive, the way we do business, the way we select for merit and so on.

The insult turns to injury when it comes to the solutions Wokeness prescribes, and in the way that it prescribes them.

The problem with the allegation isn’t that it’s flatly wrong: America’s past is shot through with racism and, as Faulkner put it, “The past is never dead. It’s not even past.” But the allegation is also incomplete, distorted, ungenerous to former generations that advanced America’s promise, and untrue to the country most Americans know today.

Wokeness operates as if there had been no civil rights movement, and that white Americans hadn’t been an integral part of it. It operates as if 60 years of affirmative action never happened, and that an ever-growing percentage of Black Americans don’t belong to the middle and upper class (and that they are, incidentally, concentrated in the American South). It operates as if we didn’t twice elect a Black president and recently bury a Black general as an American icon.

It operates as if, in city after city, American police forces aren’t led by Black police chiefs and staffed by officers of diverse backgrounds. It operates as if white supremacy is still being systemically enforced, while ignoring the fact that a previously marginalized ethnic minority, namely Asian Americans, enjoys higher income levels than white Americans.

Above all, Wokeness pretends that incidents such as George Floyd’s murder, which are national scandals, are actually national norms

Most Americans, I suspect, not only sense the falseness of the allegation. They are, increasingly, insulted by it.

it is a prescription, not for genuine dialogue and reform, but for indoctrination and extirpation, based on a relentless form of race consciousness

A typical example: The American Medical Association recently published its “Guide to Language, Narrative and Concepts,” which includes such recommendations as replacing the term “disadvantaged” with “historically and intentionally excluded,” “social problem” with “social injustice,” “vulnerable” with “oppressed,” and “blacklist” and “blackmail” with words that don’t suggest an association between the word “black” and “suspicion or disapproval.”

This isn’t silly. It’s Orwellian. It’s a blunt attempt to turn everyday speech into a perpetual, politicized and nearly unconscious indictment of “the system.” Anyone who has spent time analyzing how the totalitarian regimes of the 20th century operated will note the similarities.

Ultimately, though, Americans are still free to reject the Woke ethos, even if they sometimes have to leave their institutions as a result.

This is why Wokeness will fail. For every attempt to cancel certain writers, others will publish them. For every diktat to fix language by replacing some words with others, people will merely find more subversive ways to say the same thing.

In the long run, Americans have always gotten behind protest movements that make the country more open, more decent, less divided. What today is called Woke does none of those things. It has no future in the home of the free.

With most speaking on the assumption that their remarks would not become public, U.S. officials acknowledged that their warfighting strategies were fatally flawed and that Washington wasted enormous sums of money trying to remake Afghanistan into a modern nation.

The interviews also highlight the U.S. government’s botched attempts to curtail runaway corruption, build a competent Afghan army and police force, and put a dent in Afghanistan’s thriving opium trade.

Since 2001, the Defense Department, State Department and U.S. Agency for International Development have spent or appropriated between $934 billion and $978 billion

Those figures do not include money spent by other agencies such as the CIA and the Department of Veterans Affairs, which is responsible for medical care for wounded veterans.

Several of those interviewed described explicit and sustained efforts by the U.S. government to deliberately mislead the public. They said it was common at military headquarters in Kabul — and at the White House — to distort statistics to make it appear the United States was winning the war when that was not the case.

SIGAR departed from its usual mission of performing audits and launched a side venture. Titled “Lessons Learned,” the $11 million project was meant to diagnose policy failures in Afghanistan so the United States would not repeat the mistakes the next time it invaded a country or tried to rebuild a shattered one.

the reports, written in dense bureaucratic prose and focused on an alphabet soup of government initiatives, left out the harshest and most frank criticisms from the interviews.

“We found the stabilization strategy and the programs used to achieve it were not properly tailored to the Afghan context, and successes in stabilizing Afghan districts rarely lasted longer than the physical presence of coalition troops and civilians,” read the introduction to one report released in May 2018.

To augment the Lessons Learned interviews, The Post obtained hundreds of pages of previously classified memos about the Afghan war that were dictated by Defense Secretary Donald H. Rumsfeld between 2001 and 2006.

Together, the SIGAR interviews and the Rumsfeld memos pertaining to Afghanistan constitute a secret history of the war and an unsparing appraisal of 18 years of conflict.

With their forthright descriptions of how the United States became stuck in a faraway war, as well as the government's determination to conceal them from the public, the Lessons Learned interviews broadly resemble the Pentagon Papers, the Defense Department's top-secret history of the Vietnam War.

running throughout are torrents of criticism that refute the official narrative of the war, from its earliest days through the start of the Trump administration.

At the outset, for instance, the U.S. invasion of Afghanistan had a clear, stated objective — to retaliate against al-Qaeda and prevent a repeat of the Sept. 11, 2001, attacks.

Yet the interviews show that as the war dragged on, the goals and mission kept changing and a lack of faith in the U.S. strategy took root inside the Pentagon, the White House and the State Department.

Fundamental disagreements went unresolved. Some U.S. officials wanted to use the war to turn Afghanistan into a democracy. Others wanted to transform Afghan culture and elevate women’s rights. Still others wanted to reshape the regional balance of power among Pakistan, India, Iran and Russia.

The Lessons Learned interviews also reveal how U.S. military commanders struggled to articulate who they were fighting, let alone why.

Was al-Qaeda the enemy, or the Taliban? Was Pakistan a friend or an adversary? What about the Islamic State and the bewildering array of foreign jihadists, let alone the warlords on the CIA’s payroll? According to the documents, the U.S. government never settled on an answer.

As a result, in the field, U.S. troops often couldn’t tell friend from foe.

The United States has allocated more than $133 billion to build up Afghanistan — more than it spent, adjusted for inflation, to revive the whole of Western Europe with the Marshall Plan after World War II.

As commanders in chief, Bush, Obama and Trump all promised the public the same thing. They would avoid falling into the trap of "nation-building" in Afghanistan.

U.S. officials tried to create — from scratch — a democratic government in Kabul modeled after their own in Washington. It was a foreign concept to the Afghans, who were accustomed to tribalism, monarchism, communism and Islamic law.

During the peak of the fighting, from 2009 to 2012, U.S. lawmakers and military commanders believed the more they spent on schools, bridges, canals and other civil-works projects, the faster security would improve. Aid workers told government interviewers it was a colossal misjudgment, akin to pumping kerosene on a dying campfire just to keep the flame alive.

One unnamed executive with the U.S. Agency for International Development (USAID) guessed that 90 percent of what they spent was overkill: “We lost objectivity. We were given money, told to spend it and we did, without reason.”Lessons Learned interview | 10/7/2016Tap to view full document

The gusher of aid that Washington spent on Afghanistan also gave rise to historic levels of corruption.

In public, U.S. officials insisted they had no tolerance for graft. But in the Lessons Learned interviews, they admitted the U.S. government looked the other way while Afghan power brokers — allies of Washington — plundered with impunity.

Christopher Kolenda, an Army colonel who deployed to Afghanistan several times and advised three U.S. generals in charge of the war, said that the Afghan government led by President Hamid Karzai had “self-organized into a kleptocracy”Christopher Kolenda | Lessons Learned interview | 4/5/2016Tap to view full document by 2006 — and that U.S. officials failed to recognize the lethal threat it posed to their strategy.

By allowing corruption to fester, U.S. officials told interviewers, they helped destroy the popular legitimacy of the wobbly Afghan government they were fighting to prop up. With judges and police chiefs and bureaucrats extorting bribes, many Afghans soured on democracy and turned to the Taliban to enforce order.

None expressed confidence that the Afghan army and police could ever fend off, much less defeat, the Taliban on their own. More than 60,000 members of Afghan security forces have been killed, a casualty rate that U.S. commanders have called unsustainable.

In the Lessons Learned interviews, however, U.S. military trainers described the Afghan security forces as incompetent, unmotivated and rife with deserters. They also accused Afghan commanders of pocketing salaries — paid by U.S. taxpayers — for tens of thousands of “ghost soldiers.”

an army and national police force that can defend the country without foreign help.

Year after year, U.S. generals have said in public they are making steady progress on the central plank of their strategy: to train a robust Afgh

From the beginning, Washington never really figured out how to incorporate a war on drugs into its war against al-Qaeda. By 2006, U.S. officials feared that narco-traffickers had become stronger than the Afghan government and that money from the drug trade was powering the insurgency

throughout the Afghan war, documents show that U.S. military officials have resorted to an old tactic from Vietnam — manipulating public opinion. In news conferences and other public appearances, those in charge of the war have followed the same talking points for 18 years. No matter how the war is going — and especially when it is going badly — they emphasize how they are making progress.

Two months later, Marin Strmecki, a civilian adviser to Rumsfeld, gave the Pentagon chief a classified, 40-page report loaded with more bad news. It said “enormous popular discontent is building” against the Afghan government because of its corruption and incompetence. It also said that the Taliban was growing stronger, thanks to support from Pakistan, a U.S. ally.

Since then, U.S. generals have almost always preached that the war is progressing well, no matter the reality on the battlefield.

he Lessons Learned interviews contain numerous admissions that the government routinely touted statistics that officials knew were distorted, spurious or downright false

A person identified only as a senior National Security Council official said there was constant pressure from the Obama White House and Pentagon to produce figures to show the troop surge of 2009 to 2011 was working, despite hard evidence to the contrary.

Even when casualty counts and other figures looked bad, the senior NSC official said, the White House and Pentagon would spin them to the point of absurdity. Suicide bombings in Kabul were portrayed as a sign of the Taliban’s desperation, that the insurgents were too weak to engage in direct combat. Meanwhile, a rise in U.S. troop deaths was cited as proof that American forces were taking the fight to the enemy.

“And this went on and on for two reasons,” the senior NSC official said, “to make everyone involved look good, and to make it look like the troops and resources were having the kind of effect where removing them would cause the country to deteriorate.”

The threats have had an impact on her and she worries that speaking out about it could make her more of a target. Other lawmakers declined to speak with CBS News because they didn't want to normalize the violent threats. "I'm trying not to let it get to me," Dingell said. "But it doesn't mean that some nights when you're home and alone and you don't have the husband you love anymore, you don't get scared."A year after the January 6 riot, the Capitol Police says the threats to lawmakers are at an all-time high. Roughly 9,600 threats were referred to the agency in 2021, about 100 more than in 2020. 

"We're being stretched. Let's be blunt. We're being stretched. We're keeping up, but this is not an ideal situation," he added. Capitol Police flagged about 460 threats against lawmakers' lives last year. 

Threats against lawmakers rise when members of Congress take rhetorical aim at colleagues, according to Scalora. After Colorado Republican Lauren Boebert likened Minnesota Democrat Ilhan Omar to a suicide bomber, both received threats.

The Capitol Police is now looking to investigate more of those threats itself and rely less on other agencies. Manger's intelligence unit has doubled the number of analysts available to monitor the threat landscape, especially online. The department is also looking to add 280 new officers this year and is opening field offices in California and Florida to investigate these threats more efficiently. 

The virus kept spreading. By early April officials were logging an average of around 15,000 new cases a day. A spike in deaths followed. In Hong Kong alone, nearly 9,000 people have died since mid-February. To be clear, that’s a fraction of the infections and deaths that countries with fewer restrictions tallied during the worst of their own COVID surges. What’s so worrying in China is the trend—and the potential for cases, and deaths, to keep going up and up.

“It could be that we are seeing the resurgences in China, including the emergence and spread of new sub-strains, primarily because the population there never achieved high levels of natural immunity,”

You can’t build up natural antibodies across a large population if no one is ever exposed to the virus. That’s the downside of total lockdowns

The antibodies in recovered COVID patients lend strong immunity that, combined with vaccinations across large groups of people, can help blunt the impact of a new lineage. Michael for one said he believes natural immunity is stronger and longer-lasting than immunity resulting from even the best messenger-RNA vaccines.

“They also used inactivated viruses in their Sinovac and Sinopharm vaccines, which I had expected to be more robust than mRNA vaccines in terms of producing a more diversified immune response that could counter new mutants, et cetera,” Michael said, “but apparently it would seem that this response has waned, making people susceptible again to new strains.”

even if they are reasonably effective, the vaccines are unevenly distributed in China. The government’s attacks on foreign jabs has had the effect of encouraging anti-vax attitudes, especially among older Chinese who might be less media-savvy than their younger counterparts.

just half of the most vulnerable age group–over-80s–is fully vaccinated. That plus the lack of natural immunity has left millions of Chinese exposed to aggressive lineages that can punch right through lockdowns.

. “Any place can be a source of new variants, but those places with low levels of population immunity and unchecked spread of the virus are the most likely,”

Each individual infection, unchecked by antibodies, tends to produce two mutations every two weeks,

“What if we had 50 million people pull slot-machine levers simultaneously at the same time?” Moshiri asked. “We would expect at least one person would hit the jackpot pretty quickly. Now, replace the slot machine with ‘clinically-meaningful SARS-CoV-2 mutation,’ and that’s the situation we're in.”

All that is to say, the longer COVID rates remain high in the world’s most-populous country, the greater the chance that the next major lineage will be Chinese.

New lineages are inevitable from one country or another, of course. The trick is to slow the rate of mutation so that fresh vaccine formulations, therapies and public-health policies can at least keep pace with major changes in the virus.

billion people with uneven rates of vaccination by potentially low-quality jabs and very little natural immunity to back up the shots.

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

While a lack of transparency by the Bukele government makes it hard to assess the credibility of official crime data, experts say there is little doubt that there has been a notable reduction in violence since the start of the emergency decree.

“This crackdown has been unprecedented,” said Tiziano Breda, Central America analyst at the International Crisis Group, an independent research organization. “Without a doubt this has weakened the gangs.”

if criminal groups have been crippled, so too have many of El Salvador’s civil liberties.

“Similar policies of mass incarceration and an iron fist in El Salvador and the rest of the region have shown that in the long term they don’t achieve sustainable results and bring back surges of violence,”

Mr. Bukele’s approval ratings, according to polls, have remained above 80 percent, suggesting that many Salvadorans crave greater safety, even if it means a more repressive system.

“They were so desperate because of the levels of violence and the control of the gangs,” said José Miguel Cruz, an expert on El Salvador’s gang violence at Florida International University, “that they will accept that sort of deal with the devil.”

Since March, the Legislative Assembly, controlled by Mr. Bukele’s party, has approved legislation allowing judges to imprison children as young as 12, limiting freedom of expression, expanding the use of pretrial detention and permitting prosecutors and judges to try people in absentia.

And indiscriminately imprisoning young men who may have done nothing wrong alongside gang members could result in a large population of disaffected youth who might make easier recruits for gangs.

even if there is less violence in El Salvador, such a dip is likely to be temporary without addressing the root causes, including grinding poverty and corruption, some analysts warn.

The state of emergency has been used as a blunt instrument, according to the Human Rights Watch report, with police commanders establishing a quota system requiring officers to arrest a certain number of people every day.

The prison system is at a breaking point, with close to 100,000 people behind bars as of November, more than three times the capacity of the country’s penal system

At least 90 people have died in custody since the state of emergency began

The crackdown has swept up not just gang members, but also children, women and the physically and mentally disabled. Some residents in poor neighborhoods who once feared gang members, say they are more fearful of the Salvadoran police.

“The government can do many worse things to you,”

Ms. Solórzano’s younger brother Adrián, 30, was arrested in April and accused of terrorism. “It was a shock when the police arrived and said that they had to take him away,” she said, adding that her brother had done nothing wrong.

Then on July 5, representatives from a funeral home came to the family’s home and gave them the news: Adrián was dead, strangled to death while in custody. It was unclear how he was killed or by whom.

. In May, David Banks, the chancellor of New York City’s public schools, for many years a stronghold of “whole language” instruction, announced a sharp pivot toward phonics, a major victory for the “science of reading” movement and a blow to devotees of entrenched “balanced literacy” methods

As corporate management models and zealous state legislatures refashion the academy into a gated outpost of the gig economy, the humanities have lost their luster for undergraduates. According to reports in The New Yorker and elsewhere, fewer and fewer students are majoring in English, and many of those who do (along with their teachers) have turned away from canonical works of literature toward contemporary writing and pop culture. Is anyone reading “Paradise Lost” anymore? Are you?

While we binge and scroll and D.M., the robots, who are doing more and more of our writing, may also be taking over our reading.

There is so much to worry about. A quintessentially human activity is being outsourced to machines that don’t care about phonics or politics or beauty or truth. A precious domain of imaginative and intellectual freedom is menaced by crude authoritarian politics. Exposure to the wrong words is corrupting our children, who aren’t even learning how to decipher the right ones. Our attention spans have been chopped up and commodified, sold off piecemeal to platforms and algorithms. We’re too busy, too lazy, too preoccupied to lose ourselves in books.

the fact that the present situation has a history doesn’t mean that it isn’t rea

the reading crisis isn’t simply another culture-war combat zone. It reflects a deep ambivalence about reading itself, a crack in the foundations of modern consciousness.

Just what is reading, anyway? What is it for? Why is it something to argue and worry about? Reading isn’t synonymous with literacy, which is one of the necessary skills of contemporary existence. Nor is it identical with literature, which designates a body of written work endowed with a special if sometimes elusive prestige.

Is any other common human undertaking so riddled with contradiction? Reading is supposed to teach us who we are and help us forget ourselves, to enchant and disenchant, to make us more worldly, more introspective, more empathetic and more intelligent. It’s a private, even intimate act, swathed in silence and solitude, and at the same time a social undertaking. It’s democratic and elitist, soothing and challenging, something we do for its own sake and as a means to various cultural, material and moral ends.

Fun and fundamental: Together, those words express a familiar utilitarian, utopian promise — the faith that what we enjoy doing will turn out to be what we need to do, that our pleasures and our responsibilities will turn out to be one and the same. It’s not only good; it’s good for you.

Reading is, fundamentally, both a tool and a toy. It’s essential to social progress, democratic citizenship, good government and general enlightenment.

It’s also the most fantastically, sublimely, prodigiously useless pastime ever invented

Teachers, politicians, literary critics and other vested authorities labor mightily to separate the edifying wheat from the distracting chaff, to control, police, correct and corral the transgressive energies that propel the turning of pages.

His despair mirrors his earlier exhilaration and arises from the same source. “I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking!”

Reading is a relatively novel addition to the human repertoire — less than 6,000 years old — and the idea that it might be available to everybody is a very recent innovation

Written language, associated with the rise of states and the spread of commerce, was useful for trade, helpful in the administration of government and integral to some religious practices. Writing was a medium for lawmaking, record-keeping and scripture, and reading was the province of priests, bureaucrats and functionaries.

For most of history, that is, universal literacy was a contradiction in terms. The Latin word literatus designated a member of the learned elite

Anyone could learn to do it, but the mechanisms of learning were denied to most people on the grounds of caste, occupation or gender.

According to Steven Roger Fischer’s lively and informative “A History of Reading” (2003), “Western Europe began the transition from an oral to a literate society in the early Middle Ages, starting with society’s top rungs — aristocracy and clergy — and finally including everyone else around 1,200 years later.”

. The print revolution catalyzed a global market that flourishes to this day: Books became commodities, and readers became consumers.

For Fischer, as for many authors of long-range synthetic macrohistories, the story of reading is a chronicle of progress, the almost mythic tale of a latent superpower unlocked for the benefit of mankind.

The crisis is what happens either when those efforts succeed or when they fail. Everyone likes reading, and everyone is afraid of it.

For one thing, the older, restrictive model of literacy as an elite prerogative proved to be tenacious

The novel, more than any other genre, catered to this market. Like every other development in modern popular culture, it provoked a measure of social unease. Novels, at best a source of harmless amusement and mild moral instruction, were at worst — from the pens of the wrong writers, or in the hands of the wrong readers — both invitations to vice and a vice unto themselves

More consequential — and more revealing of the destabilizing power of reading — was the fear of literacy among the laboring classes in Europe and America. “Reading, writing and arithmetic,” the Enlightenment political theorist Bernard Mandeville asserted, were “very pernicious to the poor” because education would breed restlessness and disconte

“It was unlawful, as well as unsafe, to teach a slave to read,” Frederick Douglass writes in his “Narrative of the Life” recalling the admonitions of one of his masters, whose wife had started teaching young Frederick his letters. If she persisted, the master explained, their chattel would “become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.”

“As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing.”

“If extraordinary human faculties and powers do lie dormant until a social innovation calls them into life,” he writes, “perhaps this might help to explain humanity’s constant advancement.” “Reading,” he concludes, “had become our union card to humanity.”

Douglass’s literary genius resides in the way he uses close attention to his own situation to arrive at the essence of things — to crack the moral nut of slavery and, in this case, to peel back the epistemological husk of freedom.

He has freed his mind, but the rest has not followed. In time it would, but freedom itself brings him uncertainty and terror, an understanding of his own humanity that is embattled and incomplete.

Here, the autobiographical touches on the mythic, specifically on the myth of Prometheus, whose theft of fire — a curse as well as a blessing bestowed on a bumbling, desperate species — is a primal metaphor for reading.

A school, however benevolently conceived and humanely administered, is a place of authority, where the energies of the young are regulated, their imaginations pruned and trained into conformity. As such, it will inevitably provoke resistance, rebellion and outright refusal on the part of its wards

Schools exist to stifle freedom, and also to inculcate it, a dialectic that is the essence of true education. Reading, more than any other discipline, is the engine of this process, precisely because it escapes the control of those in charge.

Apostles of reading like to quote Franz Kafka’s aphorism that “a book must be the ax for the frozen sea within us.” By itself, the violence of the metaphor is tempered by its therapeutic implication.

Kafka’s previous sentence: “What we need are books that hit us like the most painful misfortune, like the death of someone we loved more than we love ourselves, that make us feel as though we had been banished to the woods, far from any human presence, like a suicide.”

Are those the books you want in your child’s classroom? To read in this way is to go against the grain, to feel oneself at odds, alienated, alone. Schools exist to suppress those feelings, to blunt the ax and gently thaw the sea

Chaotic reading is something else. It isn’t bad so much as unjustified, useless, unreasonable, ungoverned. Defenses of this kind of reading, which are sometimes the memoirs of a certain kind of reader, favor words like promiscuous, voracious, indiscriminate and compulsive.

Roland Barthes distinguished between two kinds of literary work:

Text of pleasure: the text that contents, fills, grants euphoria: the text that comes from culture and does not break with it, is linked to a comfortable practice of reading. Text of bliss: the text that imposes a state of loss, the text that discomforts (perhaps to the point of a certain boredom), unsettles the reader’s historical, cultural, psychological assumptions, the consistency of his tastes, values, memories, brings to a crisis his relation with language.

he is really describing modalities of reading. To a member of the slaveholding Southern gentry, “The Columbian Orator” is a text of pleasure, a book that may challenge and surprise him in places, but that does not undermine his sense of the world or his place in it. For Frederick Douglass, it is a text of bliss, “bringing to crisis” (as Barthes would put it) his relation not only to language but to himself.

If you’ll forgive a Dungeons and Dragons reference, it might help to think of these types of reading as lawful and chaotic.

Lawful reading rests on the certainty that reading is good for us, and that it will make us better people. We read to see ourselves represented, to learn about others, to find comfort and enjoyment and instruction. Reading is fun! It’s good and good for you.

That is important work, but it’s equally critical for that work to be subverted, for the full destructive potential of reading to lie in reach of innocent hands.

Bibliophilia is lawful. Bibliomania is chaotic.

The point is not to choose between them: This is a lawful publication staffed by chaotic readers. In that way, it resembles a great many English departments, bookstores, households and classrooms. Here, the crisis never ends. Or rather, it will end when we stop reading. Which is why we can’t.

economist J. Bradford DeLong ’82, Ph.D. ’87, looking back on the twentieth century two decades after its end, comes to a similar conclusion but on different grounds.

DeLong, professor of economics at Berkeley, looks to matters of “contingency” and “choice”: at key junctures the economy suffered “bad luck,” and the actions taken by the responsible policymakers were “incompetent.”

these were “the most consequential years of all humanity’s centuries.” The changes they saw, while in the first instance economic, also “shaped and transformed nearly everything sociological, political, and cultural.”

DeLong’s look back over the twentieth century energetically encompasses political and social trends as well; nor is his scope limited to the United States. The result is a work of strikingly expansive breadth and scope

labeling the book an economic history fails to convey its sweeping frame.

The century that is DeLong’s focus is what he calls the “long twentieth century,” running from just after the Civil War to the end of the 2000s when a series of events, including the biggest financial crisis since the 1930s followed by likewise the most severe business downturn, finally rendered the advanced Western economies “unable to resume economic growth at anything near the average pace that had been the rule since 1870.

d behind those missteps in policy stood not just failures of economic thinking but a voting public that reacted perversely, even if understandably, to the frustrations poor economic outcomes had brought them.

Within this 140-year span, DeLong identifies two eras of “El Dorado” economic growth, each facilitated by expanding globalization, and each driven by rapid advances in technology and changes in business organization for applying technology to economic ends

from 1870 to World War I, and again from World War II to 197

fellow economist Robert J. Gordon ’62, who in his monumental treatise on The Rise and Fall of American Economic Growth (reviewed in “How America Grew,” May-June 2016, page 68) hailed 1870-1970 as a “special century” in this regard (interrupted midway by the disaster of the 1930s).

Gordon highlighted the role of a cluster of once-for-all-time technological advances—the steam engine, railroads, electrification, the internal combustion engine, radio and television, powered flight

Pessimistic that future technological advances (most obviously, the computer and electronics revolutions) will generate productivity gains to match those of the special century, Gordon therefore saw little prospect of a return to the rapid growth of those halcyon days.

DeLong instead points to a series of noneconomic (and non-technological) events that slowed growth, followed by a perverse turn in economic policy triggered in part by public frustration: In 1973 the OPEC cartel tripled the price of oil, and then quadrupled it yet again six years later.

For all too many Americans (and citizens of other countries too), the combination of high inflation and sluggish growth meant that “social democracy was no longer delivering the rapid progress toward utopia that it had delivered in the first post-World War II generation.”

Frustration over these and other ills in turn spawned what DeLong calls the “neoliberal turn” in public attitudes and economic policy. The new economic policies introduced under this rubric “did not end the slowdown in productivity growth but reinforced it.

the tax and regulatory changes enacted in this new climate channeled most of what economic gains there were to people already at the top of the income scale

Meanwhile, progressive “inclusion” of women and African Americans in the economy (and in American society more broadly) meant that middle- and lower-income white men saw even smaller gains—and, perversely, reacted by providing still greater support for policies like tax cuts for those with far higher incomes than their own.

Daniel Bell’s argument in his 1976 classic The Cultural Contradictions of Capitalism. Bell famously suggested that the very success of a capitalist economy would eventually undermine a society’s commitment to the values and institutions that made capitalism possible in the first plac

In DeLong’s view, the “greatest cause” of the neoliberal turn was “the extraordinary pace of rising prosperity during the Thirty Glorious Years, which raised the bar that a political-economic order had to surpass in order to generate broad acceptance.” At the same time, “the fading memory of the Great Depression led to the fading of the belief, or rather recognition, by the middle class that they, as well as the working class, needed social insurance.”

what the economy delivered to “hard-working white men” no longer matched what they saw as their just deserts: in their eyes, “the rich got richer, the unworthy and minority poor got handouts.”

As Bell would have put it, the politics of entitlement, bred by years of economic success that so many people had come to take for granted, squeezed out the politics of opportunity and ambition, giving rise to the politics of resentment.

The new era therefore became “a time to question the bourgeois virtues of hard, regular work and thrift in pursuit of material abundance.”

DeLong’s unspoken agenda would surely include rolling back many of the changes made in the U.S. tax code over the past half-century, as well as reinvigorating antitrust policy to blunt the dominance, and therefore outsize profits, of the mega-firms that now tower over key sectors of the economy

He would also surely reverse the recent trend moving away from free trade. Central bankers should certainly behave like Paul Volcker (appointed by President Carter), whose decisive action finally broke the 1970s inflation even at considerable economic cost

Not only Galbraith’s main themes but many of his more specific observations as well seem as pertinent, and important, today as they did then.

What will future readers of Slouching Towards Utopia conclude?

If anything, DeLong’s narratives will become more valuable as those events fade into the past. Alas, his description of fascism as having at its center “a contempt for limits, especially those implied by reason-based arguments; a belief that reality could be altered by the will; and an exaltation of the violent assertion of that will as the ultimate argument” will likely strike a nerve with many Americans not just today but in years to come.

what about DeLong’s core explanation of what went wrong in the latter third of his, and our, “long century”? I predict that it too will still look right, and important.

Lesson #5: Proportionality should be a guideline in war.

McNamara talks about the proportions of cities destroyed in Japan by the US before the dropping of the nuclear bomb, comparing the destroyed Japanese cities to similarly-sized cities in the US: Tokyo, roughly the size of New York City, was 51% destroyed; Toyama, the size of Chattanooga, was 99% destroyed; Nagoya, the size of Los Angeles, was 40% destroyed; Osaka, the size of Chicago, was 35% destroyed; Kobe, the size of Baltimore, was 55% destroyed; etc. He says LeMay once said that, had the United States lost the war, they would have been tried for war crimes, and agrees with this assessment.

Lesson #7: Belief and seeing are both often wrong. McNamara affirms Morris' framing of lesson 7 in relation to the Gulf of Tonkin incident: "We see what we want to believe."

Lesson #8: Be prepared to reexamine your reasoning. McNamara says that, even though the United States is the strongest nation in the world, it should never use that power unilaterally: "if we can't persuade nations with comparable values of the merit of our cause, we better reexamine our reasoning."

we are not omniscient. If we cannot persuade other nations with similar interests and similar values of the merits of the proposed use of that power, we should not proceed unilaterally except in the unlikely requirement to defend directly the continental U.S., Alaska and Hawaii.

We, the richest nation in the world, have failed in our responsibility to our own poor and to the disadvantaged across the world to help them advance their welfare in the most fundamental terms of nutrition, literacy, health and employment.

War is a blunt instrument by which to settle disputes between or within nations, and economic sanctions are rarely effective. Therefore, we should build a system of jurisprudence based on the International Court—that the U.S. has refused to support—which would hold individuals responsible for crimes against humanity.

If we are to deal effectively with terrorists across the globe, we must develop a sense of empathy—I don't mean "sympathy," but rather "understanding"—to counter their attacks on us and the Western World.

We underestimated the power of nationalism to motivate a people to fight and die for their beliefs and values.

Our misjudgments of friend and foe, alike, reflected our profound ignorance of the history, culture, and politics of the people in the area, and the personalities and habits of their leaders.