Skip to main content

Home/ History Readings/ Group items matching "agenda" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
13More

The 'insurgent left' and path dependency - The Washington Post - 0 views

  • the insertion of the insurgents into the Democratic Party is allegedly creating anxiety among mainstream Democrats who worry that it provides the hard right with just the angle they need right now to hold onto power.
  • their goals are ambitious. But are they extreme and dangerous? Not at all, and in fact, the insurgents’ goals are directionally shared by moderates. The questions are how far to go and how best to get from here to there
  • Ocasio-Cortez ran on, among other things: Medicare for all, free public college and trade school, a job guarantee, ending private prisons and abolishing ICE (Immigration and Customs Enforcement). Consider the motivation for these ideas:
  • ...10 more annotations...
  • is the angst of mainstream Democrats well-founded? I’m not sure it’s even real.
  • Look at the policy agenda of moderate Pennsylvania Democrat Conor Lamb, who won a congressional district that went for Trump by almost 20 points. He’s for jobs through infrastructure investment, increasing health coverage through building on the Affordable Care Act, raising wages through strengthening unions and reducing student debt through refinancing at lower rates and partial debt forgiveness in exchange for public service.
  • It’s also an agenda that points in the same broad direction as that of the so-called insurgents. The difference between moderate and socialist Democrats is less about policy goals and more about path dependency.
  • Path dependency is the concept that where you end up is a function of where you start out. In this context, it means you can only get from the current policy regime to a more progressive one through incremental change. Medicare for More must proceed Medicare for All. Smaller, more customized job creation programs must proceed the guarantee of a good job for everyone who wants one
  • In practice, that means you can’t assume away the power of the health insurance industry in blocking single payer. You can’t assume the federal government can handily employ tens of millions of people in what are now private-sector functions. Instead, you build a public option into the health-care exchanges and you extend Medicare eligibility to slightly younger people. You subsidize private employers to hire targeted workers.
  • At least, that’s where you start. It’s not where you end. Under path dependency, the efficiency of the public option, if it is properly supported, will start to claw back excess profits from the current health-care system.
  • The logic of social justice and the policy agenda it implies is deep and persuasive, especially in a society as diverse as our own
  • The problem is that the intersection of wealth concentration and pay-to-play politics is undermining representative democracy, thereby blocking the electorate from a chance to see real, progressive change in action.
  • The solution is for path-dependent moderates to coexist and work closely with those who would leapfrog the path to more quickly achieve their goals.
  • Neither I nor anyone else can tell you who’s right, i.e., how binding the path is. That is an empirical question to be answered by a very different politics than we have today. To find that answer, we need to get to that new politics, and fast.
2More

In a new tweetstorm, Trump gives his voters the middle finger - The Washington Post - 0 views

  • The tariffs are the only surviving piece of his agenda of economic nationalism. That may be, but there is another way to understand this: Trump is sticking to it because it is a key feature of his agenda of xenophobic nationalism, which is, at bottom, the only nationalism he really cares about.
  • This lack of a serious economic rationale makes more sense if you accept that Trump is wedded to an agenda of xenophobic, not economic, nationalism. It’s no accident that the only surviving elements of his nationalism are the immigration and trade crackdowns: Both further his largely fabricated grand narrative that U.S. workers’ struggles are the fault of undocumented immigrants from “shithole countries,” snooty Euro-weenie elites and the Chinese menace.
12More

The economic rationale for the Democrats' aggressive agenda - The Washington Post - 0 views

  • economic conditions right now make this an excellent time for a bolder-the-better agenda.
  • First, the Federal Reserve recently announced that its previously planned interest-rate increases were on pause
  • The key fact is that the U.S. economy started to wobble with the Fed funds rate at 2.5 percent, a level that’s but one-half of its long-term average.
  • ...9 more annotations...
  • In today’s economy, the risks of weak demand, left-behind people and places, and stagnant low- and mid-level wages and incomes are greater than those of higher inflation
  • This is a symptom of structurally weak underlying demand and a rationale for stimulative policies.
  • Second, the U.S. economy is probably significantly slowing as we speak because of fading fiscal stimulus.
  • These dynamics imply that a fiscal policy twofer is on offer. Increased investment in public goods, including education, infrastructure and the Green New Deal can help push back both on structural inequality and slower growth
  • We’re a bit like a bicycle that cruises along at a decent clip until it hits the slightest hill, and then, without a push, starts to shake
  • Third, even as the heretofore stimulated U.S. economy was closing in on full employment, interest rates and inflation stayed very low and lots of people were/are still struggling to make ends meet
  • Larry Summers discusses this phenomenon under the rubric of “secular stagnation,” meaning that even late in an expansion, economies underperform without an extra push
  • It is also a coherent and essential response to underlying stagnation that has grown to plague advanced economies.
  • we needn’t wait for a thorough diagnosis of causes if we know what will reverse them.
12More

Biden makes his first big overture to Sanders voters - The Washington Post - 0 views

  • Sanders ran for president not just to win, but also to get his ideas in wide circulation and pull the Democratic Party to the left. And that’s precisely what’s happening. The party is going to nominate a candidate with establishment roots and centrist instincts, but that candidate is adapting his policy agenda to move in Sanders’s direction.
  • This is true in another crucial sense as well. These moves suggest that the Democratic Party’s thinking on economic issues and policy has been reoriented in a serious and meaningful way, in no small part due to Sanders and his movement.
  • Josh Bivens, the director of research at the progressive Economic Policy Institute, explained these deeper currents in an email to us:
  • ...9 more annotations...
  • “The Biden campaign understands that they’ll have to work towards reaching out to progressives and building bridges to unity,” this senior Sanders adviser told us. “We think they’re operating with good intent.”
  • On student debt, the proposal seems to me an acknowledgment that typical workers’ failure to see labor market success (especially rising wages) in recent decades is not because they didn’t try hard enough to get the right skills and credentials. They did try hard to get these — including taking on risky debt. But, labor market success, it turns out, isn’t just about individual skills. It’s also about institutions and policy and power, and until you make these work for typical workers, not much will be fixed.
  • In a sense, then, these moves represent steps toward a real concession to a very different understanding of political economy than the one that has animated Democratic politicians such as Biden for decades.
  • Medicare, for example, has too often been treated first and foremost as a budget problem to be shrunk rather than valuable social insurance to be expanded. So the debate often included proposals to ratchet up the eligibility age. The fact that this proposal turns 180 degrees and lowers this age of eligibility is huge.
  • “We’ll give them space to make their best case,” the Sanders adviser told us, characterizing the Sanders team’s view of the situation.
  • As Sanders would no doubt tell you, that kind of influence is possible not only because of the inherent appeal of his ideas, but also precisely because politicians like Biden are not immutable in what they will support. They respond to public opinion and public pressure, which is why you pressure them.
  • Indeed, it needs to be seen as a highly significant fact about U.S. politics that Sanders really does command extraordinary support and loyalty among young voters, and that Biden has a great deal of work to do with these voters.
  • Young voters may view Biden as a relic of an earlier age. But this isn’t just personal; they’d also like the party to be more aggressive on liberal policies than Biden is naturally inclined to be. To no small degree, the Sanders agenda and worldview do represent the agenda and aspirations of the Democratic Party of the future.
  • The Biden team appears to recognize this, at least if these early moves are any indication.
3More

Donald Trump's Hatefulness Stirs Anger, Distorts Culture, Threatens GOP Agenda | Nation... - 0 views

  • Ultimately, culture matters more than politics, and when the leader of the free world inflicts cultural damage this severe, he’s doing far more harm than a few judicial appointments can remedy. Conservatives used to understand this reality. In fact, we once made this argument with great clarity and power.
  • It’s time for conservatives to remember the cultural power of the presidency. It’s time for us to understand that Trump’s persona is — certainly for now — more influential than his policies. Sure, seek lower tax rates and better judges. Sure we praise him when he’s right and critique mistakes. But we must lift our eyes from the strike zone and look at his overall impact. And that means not holding back from speaking the larger, more important truths.
  • Krauthammer was right. Trump’s conduct yesterday was a “moral disgrace.” He exacerbated divisions that have existed since before the nation’s founding. He gave the vicious and vile alt-right it’s most important public victory. If he keeps it up, his “agenda” will be a footnote to history. Hate, division, and rage will be his true legacy, and that legacy will have far greater consequence than any policy he manages to pass.
8More

Bannon's 'epic' defense of Trump doesn't extend to all his moves, or all his aides and ... - 0 views

  • Bannon’s ‘epic’ defense of Trump doesn’t extend to all his moves, or all his aides and allies
  • Bannon did offer forceful praise — and, indeed, an epic defense — of Trump and much of his agenda
  • he also called Trump’s decision to fire FBI Director James B. Comey the biggest mistake “maybe in modern political history”
  • ...5 more annotations...
  • accused Republican congressional leaders of “trying to nullify the 2016 election”
  • warned that the president’s decision to give Congress six months to come up with a solution for “dreamer” immigrants brought to the country illegally as children could cause a “civil war” within the Republican Party
  • Sanders said that “the president was right in firing Director Comey,” and pushed back on some of Bannon’s other assertions. “I think that Steve always likes to speak in, kind of, the most extreme measures,”
  • Bannon has at times also treated Trump as an imperfect vehicle for his own nationalist agenda
  • “It’s difficult to make the case that you’re helping the president if you’re in the position where you’re actively opposing either him or his political agenda,”
10More

The great dealmaker? Lawmakers find Trump to be an untrustworthy negotiator. - The Wash... - 0 views

  • President Trump campaigned as one of the world’s greatest dealmakers, but after nine months of struggling to broker agreements, lawmakers in both parties increasingly consider him an untrustworthy, chronically inconsistent and easily distracted negotiator .
  • The president’s propensity to create diversions and follow tangents has kept him from focusing on his legislative agenda and forced lawmakers who might be natural allies on key policies into the uncomfortable position of having to answer for his behavior and outbursts.
  • Senate Minority Leader Charles E. Schumer (D-N.Y.) said Trump called him one morning that same week, interrupting his workout at the gym to tell him, “Let’s do some bipartisan work on health care!”
  • ...7 more annotations...
  • But this past week, Trump created whiplash. On Monday — just moments after Alexander and Murray released the blueprint for a short-term authorization of federal subsidies that help lower-income Americans afford coverage but that the administration had just halted — Trump said he supported the effort.
  • Corker said his fellow Tennessean has “the patience of Job” to negotiate with Trump, referring to the biblical prophet who suffers one curse after another but keeps his faith.
  • “The expectation that you will stand by what you said you would do is higher in politics than it is in the cutthroat world of real estate,” Schwartz added. “That’s a brutal environment in which misdirection and bullying and making one offer and changing it later are all common practice.”
  • Trump’s lack of ideological roots makes him an unusual figure in Washington, where most lawmakers adhere rigidly to their party’s agendas.
  • Trump has been traveling the country to pitch his plan for broad tax cuts, targeting in particular Manchin and other Democratic senators up for reelection in 2018 in states Trump won last year. The president boasted this past week of being able to easily pass tax legislation this fall, even though a bill has not been introduced.
  • Schumer said the key to getting things done on Capitol Hill is for the president to take a back seat.
  • Schwartz said playing to Trump’s ego, as Graham has with his golf compliments, is an effective way to manage him. His advice to those seeking to make deals with Trump: Find the most persuasive way to portray one’s agenda as a personal victory for the president, and be the last person to talk to him. “Trump is motivated by the same concern in all situations, which is to dominate and to be perceived as having won,” Schwartz said. “That supersedes everything, including ideology.”
6More

David Bossie: Ditch the filibuster and pass a radical agenda -- here's why Dems' dream ... - 0 views

  • The filibuster and the 60-vote threshold to invoke cloture are tried and tested measures in the U.S. Senate intended to "cool off" hot legislation that passes with a simple majority in the U.S. House.
  • For decades these important rules have become precedent because they encourage what the Senate is historically known for, consensus building and bipartisan compromise.  While at times a source of great frustration for the party in power -- and for me personally -- the filibuster has served our country well because it preserves rights for the minority party and limits the damage done by enacting legislation that creates unintended consequences that is detrimental to all Americans.
  • The American people did not vote for a radical agenda, one way or the other. To the contrary, the American people voted for consensus. President Biden was elected by just over 40,000 votes in three states; Democrats have a tiny five seat majority in the House; and the Senate is knotted at 50-50. 
  • ...3 more annotations...
  • The Democrats' refusal to participate in the legislative process in a constructive way made suspending filibuster rules tempting to many, including me.  I wanted the border wall to be built and sanctuary cities to be defunded, but Democrats weren’t interested in working out a compromise because of their hatred for President Trump. 
  • Democrats’ approval ratings would erode, as would generic ballot polling data about which party should control the next Congress. And an already divided country would only become more polarized. Shame on Biden, Harris, Schumer, and Durbin if they decide to go down this road.
  • So, what do President Biden and Senator Schumer want their legacies to be? If they move forward with killing the legislative filibuster, it will be open season for the next Republican president and Republican Congress in 2025. 
9More

Trump aide Stephen Miller told Bannon immigration would 'decimate' America | US news | ... - 0 views

  • he under-fire White House adviser Stephen Miller said in a 2016 radio interview that immigration could see America lose its sovereignty and be “decimated”, echoing racist and white nationalist themes at the heart of a current scandal that has seen growing demands for him to resign.
  • Miller claimed that Obama-era trade and immigration policies, which had bipartisan support, would “decimate” the US, give amnesty to dangerous immigrants, and end US sovereignty.
  • Miller’s extreme language in public is under renewed scrutiny following a series of reports by the Southern Poverty Law Center (SPLC) that revealed how leaked emails showed the White House aide espousing white nationalist views and injecting that agenda into Breitbart.
  • ...6 more annotations...
  • More than 80 members of Congress, 55 civil rights groups and Democratic presidential candidates have demanded Miller resign in response to the leaked emails.
  • The White House did not respond to the Guardian’s request for comment. In statements to the media, they have not denied the emails came from Miller or addressed the content of the emails. Stephanie Grisham, the White House press secretary, told the New York Times that the SPLC was an “utterly discredited, long-debunked far-left smear organization”.
  • Much of Miller’s interview with Bannon is centered on attacking two of Trump’s Republican rivals in the 2016 presidential race, Marco Rubio and Ted Cruz.
  • Miller spent most of the interview criticizing Rubio, who was part of a coalition of four Republicans and four Democrats in the Senate, known as the Gang of Eight, who attempted to pass bipartisan immigration reform. Miller said if the bill they put forward had passed in Congress and become law, “America would be decimated”.
  • He also said Rubio’s election would lead to open borders and “the destruction of US sovereignty”.
  • An SPLC report published on Tuesday alleges Miller had an outsized influence on the output at Breitbart, pushing stories the site should cover and suggesting where those stories should be arranged on the homepage. The emails show that Miller specifically pushed articles attacking Rubio, who Trump has called a “great friend” since becoming president.
20More

Biden Denounces Storming of Capitol as a 'Dark Moment' in Nation's History - The New Yo... - 0 views

  • President-elect Joseph R. Biden Jr. denounced the storming of the Capitol on Wednesday as the violent expression of President Trump’s refusal to accept his defeat, calling it “an assault on the citadel of liberty” and saying the president had stoked the mob with his brazen and false claims that the 2020 election had been stolen.
  • “a dark moment” in the nation’s history,
  • “It’s disorder. It’s chaos. It borders on sedition and it must end now.”
  • ...17 more annotations...
  • The day had started as one of triumph for Mr. Biden and his party, with Democrats coming off elections the day before that sealed control of the Senate by picking up two seats in Georgia and Congress scheduled to clear away the last formal Republican objections to his victory by certifying the Electoral College outcome.
  • Filling out his cabinet, Mr. Biden chose Judge Merrick B. Garland, whose Supreme Court nomination Republicans blocked in 2016, to be attorney general, placing the task of repairing a beleaguered Justice Department in the hands of a centrist judge.
  • The assault on the Capitol by pro-Trump demonstrators devolved into a physical confrontation that halted the process of certifying the Electoral College outcome
  • It’s not protest. It’s insurrection.
  • Other interest groups quickly seized on the Georgia results to ratchet up the pressure on Mr. Biden to make good on his campaign promises.
  • “The work of the moment and the work of the next four years must be the restoration of democracy, of decency, honor, respect, the rule of law,” he said, adding later: “We must step up
  • Mr. Biden’s advisers are deep into the process of developing policy proposals to deliver to Congress in the coming weeks, starting with another stimulus package
  • Shortly after, Mr. Trump posted on Twitter a one-minute video in which he empathized with the rioters because “we had an election that was stolen from us,” but then urged them to “go home now. We have to have peace. We have to have law and order.”
  • The Democratic victories in Georgia put Mr. Biden’s party in control at both ends of Pennsylvania Avenue and reduced the risk of total partisan gridlock in Congress, at least for two years.
  • “With Schumer in control of the calendar, he’s got the opportunity to do some really substantial things.”
  • The Biden team is also drafting proposals to implement the president-elect’s “Build Back Better” campaign agenda, including new government spending on clean energy, infrastructure, health care and education, financed by tax increases on the rich and corporations.
  • Mr. Biden’s allies in the Senate expressed optimism that, armed with committee chairmanships and control of the legislative calendar, they could advance the president-elect’s policy goals.
  • “We need to fix a lot of the damage Trump’s done, and then there’s pent-up demand for a whole lot of things — what do we do about climate and about racial inequality, about wealth inequality, about structural racism,” said Senator Sherrod Brown of Ohio, who is set to be the top Democrat on the Senate Banking Committee.
  • Mr. Biden has also proposed the most ambitious climate agenda of any president in history, including $2 trillion in spending on green initiatives. A majority in the Senate gives Mr. Biden options to make some of that happen.
  • But Mr. Biden’s agenda will be constrained by the Democrats’ narrow advantages in the House and in the Senate, where moderate Democrats such as Senator Joe Manchin III of West Virginia and Senator Kyrsten Sinema of Arizona will wield vast power over which plans can pass.
  • Before the outbreak of violence on Capitol Hill, Mr. Biden signaled on Wednesday morning that despite the shift of Senate control to Democrats, he would still attempt to build legislative coalitions with Republicans on his top priorities
  • A high-profile business lobbying group that has long supported many Republicans, the National Association of Manufacturers, denounced Mr. Trump on Wednesday for inciting the violence and suggested it was time for his administration to invoke a constitutional provision to remove him
7More

Can We Stop America's Free Fall? - The Bulwark - 0 views

  • The daunting path to renewal.
  • The indispensable prerequisite for restoration is the defeat of Donald Trump. Only then can we give ordinary Americans the security that undergirds a stable democracy: quality healthcare; economic and racial justice; universal childcare; decent public schools; affordable higher education; internet access; and fair wages.
  • Further, we need a lasting commitment to combating climate change; protecting the environment; renewing our infrastructure; and crafting an immigration system which reflects our better self
  • ...4 more annotations...
  • “For change to endure,” George Packer writes, “for national shame to become pride, we need a radical agenda with a patriotic spirit. We have to revive the one thing that has ever held together this sprawling, multiplicitous country: democratic faith.”
  • That requires sweeping reform of our sclerotic institutions, and the popular will to do it. But a majority of Americans generally believe that we need significant changes in how our government functions.
  • Here are some essentials: Protecting voting rights. Achieving a multistate compact to conform the Electoral College to the popular will. Establishing term limits for Supreme Court justices. Abrogating the filibuster. Instituting bipartisan commissions to design legislative districts. Curbing money in politics. Passing strict ethics requirements for public officials.
  • That is daunting, perhaps impossible, agenda. But it’s the only way our failing democracy can hope to reclaim our collective faith. Writes Packer: “The experience of a competent, active government bringing opportunity and justice to Americans left behind by globalization would inject an antivenom into the country’s bloodstream.”
140More

Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

  • Explore
  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
  • ...137 more annotations...
  • 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
20More

Opinion | The Economic Mistake Democrats Are Finally Confronting - The New York Times - 0 views

  • This is the driving theory of most of the progressive policy agenda, most of the time: give people money or a moneylike voucher they can use to buy something they need or even just want.
  • The problem is that if you subsidize the cost of something that there isn’t enough of, you’ll raise prices or force rationing. You can see the poisoned fruit of those mistakes in higher education and housing. But it also misses the opportunity to pull the technologies of the future progressives want into the present they inhabit.
  • The first problem is explored in “Cost Disease Socialism,” a new paper by the center-right Niskanen Center. “We are in an era of spiraling costs for core social goods — health care, housing, education, child care — which has made proposals to socialize those costs enormously compelling for many on the progressive left,”
  • ...17 more annotations...
  • That requires a movement that takes innovation as seriously as it takes affordability.
  • what Bastani sees clearly is that the world we should want requires more than redistribution. It requires inventions and advances that render old problems obsolete and new possibilities manifold.
  • the authors urge conservatives to tackle costs directly. Too often, Republican proposals to cut government spending are just shell games that shift costs onto individuals. The conservative enthusiasm for moving Medicare beneficiaries onto (often more expensive!) private plans “risks being little more than an accounting trick — a purely nominal change in ‘who pays’ that would do little to address the underlying sources of cost growth.”
  • For now, though, it’s Democrats who are starting to take supply-side concerns seriously.
  • A problem of our era is there’s too little utopian thinking, but one worthy exception is Aaron Bastani’s “Fully Automated Luxury Communism,” a leftist tract that puts the technologies in development right now — artificial intelligence, renewable energy, asteroid mining, plant- and cell-based meats, and genetic editing — at the center of a postwork, postscarcity vision.
  • “What if everything could change?” he asks. “What if, more than simply meeting the great challenges of our time — from climate change to inequality and aging — we went far beyond them, putting today’s problems behind us like we did before with large predators and, for the most part, illness? What if, rather than having no sense of a different future, we decided history hadn’t actually begun?”
  • There are sharp limits on supply in all of these sectors because regulators make it hard to increase supply (zoning laws make it difficult to build housing), training and hiring workers is expensive (adding classrooms means adding teachers and teacher aides, and expanding health insurance requires more doctors and nurses) or both. “This can result in a vicious cycle in which subsidies for supply-constrained goods or services merely push up prices, necessitating greater subsidies, which then push up prices, ad infinitum,” they write.
  • Progressives have long known to look for problems on the demand side of the economy — to ask whether there are goods and services people need that they cannot afford. That will make today fairer, but to ensure tomorrow is radically better, we need to look for the choke points in the future we imagine, the places where the economy can’t or won’t supply the things we need. And then we need to fix them.
  • In a world where two-thirds of emissions now come from middle-income countries like China and India, the only way for humanity to both address climate change and poverty is to invent our way to clean energy that is plentiful and cheap and then spend enough to rapidly deploy it.
  • It is true that European countries free-ride off the high cost we pay for drugs, because it’s the U.S. market that drives innovation. But that doesn’t mean we’d be better off paying their prices, if that meant new drug development slowed. We don’t just want everyone to have health insurance in the future. We want them to be healthier, freed from diseases and pain that even the best health insurance today cannot cure or ease.
  • It’s ludicrous to say that the pharmaceutical system we have now is oriented toward innovation. It’s oriented toward profit; sometimes that intersects with innovation and sometimes it doesn’t.
  • We should combine price controls with new policies to encourage drug development. That could include everything from more funding of basic research to huge prizes for discovering drugs that treat particular conditions to more public funding for drug trials.
  • Years ago, Bernie Sanders had an interesting proposal for creating a system of pharmaceutical prizes in which companies could make millions or billions for inventing drugs that cured certain conditions, and those drugs would be immediately released without exclusive patent protections. Focusing on the need to make new drugs affordable while ignoring the need to make more of them exist is like trimming a garden you’ve stopped watering.
  • this is a lesson progressives are, increasingly, learning. This is clearest on climate. Much of the spending in the Biden agenda is dedicated to increasing the supply of renewable energy and advanced batteries while building the supply of carbon-neutral transportation options.
  • In a blog post, Jared Bernstein, a member of President Biden’s Council of Economic Advisers, and Ernie Tedeschi, a senior policy economist for the council, framed the Biden agenda as “an antidote for inflationary pressure” because much of it expands the long-term supply of the economy.
  • Climate change is the most pressing example
  • look closely and you can see something new and overdue emerging in American politics: supply-side progressivism.
8More

Deficit Hawks Down - NYTimes.com - 0 views

  • Mr. Obama’s clearly deliberate neglect of Washington’s favorite obsession was just the latest sign that the self-styled deficit hawks — better described as deficit scolds — are losing their hold over political discourse.
  • Why have the deficit scolds lost their grip? I’d suggest four interrelated reasons.
  • First, they have cried wolf too many times. They’ve spent three years warning of imminent crisi
  • ...5 more annotations...
  • It should have been obvious that the deficit would come down as the economy recovered. But this point was hard to get across until deficit reduction started appearing in the data.
  • Now it has — and reasonable forecasts, like those of Jan Hatzius of Goldman Sachs, suggest that the federal deficit will be below 3 percent of G.D.P., a not very scary number, by 2015.
  • the third reason the deficit scolds have lost influence: the contrary doctrine, the claim that we need to practice fiscal austerity even in a depressed economy, has failed decisively in practice.
  • Consider, in particular, the case of Britain. In 2010, when the new government of Prime Minister David Cameron turned to austerity policies, it received fulsome praise from many people on this side of the Atlantic. For example, the late David Broder urged President Obama to “do a Cameron”; he particularly commended Mr. Cameron for “brushing aside the warnings of economists that the sudden, severe medicine could cut short Britain’s economic recovery and throw the nation back into recession.” Sure enough, the sudden, severe medicine cut short Britain’s economic recovery, and threw the nation back into recession.
  • there was also clearly a lot of bad faith involved, as the scolds tried to exploit an economic (not fiscal) crisis on behalf of a political agenda that had nothing to do with deficits. And the growing transparency of that agenda is the fourth reason the deficit scolds have lost their clout.
2More

Carson Another Cabinet Pick With Record of Opposing Obama - 0 views

  •  
    WASHINGTON - The shape of President-elect Donald J. Trump 's domestic agenda is likely to become clearer this week as he continues filling top cabinet posts, focusing his vetting on conservatives with long records of opposing President Obama's approach to social programs, wages, public lands, veterans and the environment.
  •  
    WASHINGTON - The shape of President-elect Donald J. Trump 's domestic agenda is likely to become clearer this week as he continues filling top cabinet posts, focusing his vetting on conservatives with long records of opposing President Obama's approach to social programs, wages, public lands, veterans and the environment.
5More

The right shuts down free speech, too - The Washington Post - 0 views

  • In a disturbing series of events, conservative organizations have been claiming the mantle of free speech in service of suppressing campus speech they dislike, too.
  • The most recent case involves professor Olga Perez Stable Cox at Orange Coast College in California. An anonymous student in her human sexuality class secretly recorded Cox discussing her political views. She referred to Donald Trump as a “white supremacist,” his running mate Mike Pence “as one of the most anti-gay humans in this country” and their election as an “act of terrorism.”
  • Meanwhile, the Orange Coast College Republicans — the group that disseminated the gotcha video — is campaigning for her firing. The group’s president said that expunging commentary such as hers from campus is necessary to ensure the college’s commitment to “diversity, equity and inclusivity.”
  • ...2 more annotations...
  • conservative pundits convinced that U.S. colleges are leftist indoctrination camps have taken up the Republican students’ cause. Fox News’s Bill O’Reilly referred to the professor’s words as an “assault” on her students — conflating words with physical violence in the same way liberals so often do.
  • In a similar vein, the conservative group Turning Point USA recently published a “Professor Watchlist,” a catalogue of what it thinks are dangerous and “anti-American” professors who deserve public shaming for allegedly trying to “advance a radical agenda in lecture halls.” (Among those “radical agenda” items: advocating gun control, calling Ted Cruz’s infamous “New York values” statement anti-Semitic.)
16More

Why I Cannot Fall in Line Behind Trump - The New York Times - 0 views

  • Why I Cannot Fall in Line Behind Trump
  • Republicans who disagree with my stance make the following argument: Mr. Trump, while flawed, is preferable to Hillary Clinton. His cabinet appointments, they say, have been reassuring, and it’s true that several of them are. In addition, the nominee to replace Antonin Scalia on the Supreme Court is certain to be more of an originalist than a Clinton appointment would be. On top of that, Republicans are in control of Congress, meaning they are likely to drive much of the agenda, particularly given Mr. Trump’s notable lack of interest in policy. Whatever misgivings anti-Trump conservatives might have had about him, he’ll undo much of the agenda of his liberal predecessor while Mrs. Clinton would have built on it.
  • For Mr. Trump, nothing is sacred. The truth is malleable, instrumental, subjective. It is all about him. It is always about him.
  • ...13 more annotations...
  • The more pressing concern many of us had about Mr. Trump is that he simply isn’t up to the job of being president.
  • Last weekend Mr. Trump gave an interview to the Washington Post in which he said his administration would quickly put out its own health proposal, which would cover everyone now insured and cost much less.
  • The extraordinary and unenviable task facing the White House staff is to contain Mr. Trump, to keep a dysfunctional president from producing a dysfunctional presidency.
  • Beyond that, Mr. Trump has continued to demonstrate impulsivity and narcissism, an affinity for conflict and vindictiveness. Which leads to my main worry about Mr. Trump: His chronic lack of restraint will not be confined to Twitter. His Twitter obsessions are a manifestation of a deeper disorder.
  • He thrives on creating disorder, in violating rules, in provoking outrage. He is a shock jock. This might be a tolerable (if culturally coarsening) trait in a reality television star; it is a dangerous one in a commander in chief.
  • To understand why, it’s worth keeping in mind that my chief worries about Mr. Trump were never strictly ideological; they had to do with temperament and character.
  • When President Trump is buffeted by events — when hard times hit, when crises arise, when other politicians and world leaders do not bend to his will — pernicious things will happen.
  • Rather than try to address the alienation and anger that exists in America, he will amplify them. He’ll create yet more conspiracy theories.
  • He will also go in search of enemies — the press, the opposition party, other nations, even Republican leaders — in order to create diversions that inflame his most loyal supporters.
  • In failing to distinguish between the good of the nation and his own vanity, the danger is that Mr. Trump will fail to see the limits of his authority and will try to use both the bully pulpit and the power of government — the I.R.S., the F.B.I., regulatory agencies and others — to settle personal scores. He’ll do what he needs to in order to get his way.
  • What this means is that Republican leaders in Congress need to be ready to call Mr. Trump on his abuses and excesses, now that he is actually in office.
  • They need to ask themselves a simple, searching question: “If Barack Obama did this very thing, what would I be saying and doing now?” — and then say and do it.
  • man with illiberal tendencies, a volatile personality and no internal checks is now president. This isn’t going to end well.
1More

Republicans to map out strategy for Trump's agenda - 0 views

  •  
    WASHINGTON U.S. Republican lawmakers will map out strategy for enacting President Donald Trump's agenda of repealing and replacing Obamacare and overhauling the tax code as they gather in Philadelphia on Wednesday for a three-day policy retreat. Trump and Vice President Mike Pence are expected to huddle with the lawmakers on Thursday.
‹ Previous 21 - 40 of 598 Next › Last »
Showing 20 items per page