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The Spanish Flu Killed More Than 50 Million People, but We're Only Now Beginning to Rec... - 0 views

historynewsnetwork.org/...167195 flu wwi epidemic history
shared by Javier E on 10 Nov 17 - No Cached
  • virus was a novel concept in 1918, and there was no diagnostic test for flu. That means that there was no such thing as a laboratory confirmed death from the disease,
  • Until the 1990s, people thought that around 22 million people had died. It wasn’t until 1998, the 80th anniversary of the disaster, that Australian historian and geographer Niall Johnson and German flu historian Jürgen Müller came up with the current estimates, which means that for 80 years humanity only had a tiny inkling of its loss in 1918. It was really only in the 21st century that people realized the full impact of the Spanish flu.
  • Scholars in the humanities, who have long been interested in collective memory, point out that impact is not the same as meaning. Meaning depends on language—that is, on having the language available to describe exactly what happened and why.
  • ...8 more annotations...
  • That language was lacking in 1918. In large swathes of the world, people still viewed epidemics as acts of god and considered themselves helpless against them.
  • the plague’s lethality didn’t only vary across time, it varied across space too. If you lived in certain parts of Asia, you were 30 times more likely to die of the Spanish flu than if you lived in certain parts of Europe. New York City lost 0.5 per cent of its population, Western Samoa 22 per cent.
  • We now have the vocabulary to explain these troubling disparities. Concepts like immune memory and genetic predisposition have taken over that task from divine retribution. We understand that social and economic factors shape health as much as biological ones—something that was much less well appreciated at the time
  • we have it in our linguistic toolbox to explain other features of the pandemic too, that were inexplicable then—features such as the subsequent wave of lethargy and “melancholia” (depression) that washed over the world. Today, we call this postviral syndrome.
  • As these concepts were recognized and labelled, the pandemic began to acquire meaning—or rather, a different meaning: the one we recognize today. But it took time.
  • wars and pandemics are remembered differently. Collective memories for war seem to be born instantly, fully formed—though subject, of course, to endless embellishment and massage—and to fade over time.
  • Memories of cataclysmic pestilence therefore build up more slowly, and once they have stabilized at some kind of equilibrium—determined, perhaps, by the scale of death involved—they are, in general, more resistant to erosion.
  • There is a precedent in the 14thcentury Black Death, after all. Like the Spanish flu, it overlapped with a war—the Hundred Years’ War, in its case. Like the Spanish flu it was far more lethal than the war with which it overlapped. But unlike the Spanish flu it is not treated as a mere footnote to that war.
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The Vanishing American Adult: Ben Sasse on Virtue in Politics - The Atlantic - 0 views

www.theatlantic.com/...528015 virtue politics self-control culture meaning morality education
shared by Javier E on 29 May 17 - No Cached
  • a serious new book, The Vanishing American Adult. It advances a thesis that’s at once out of place at this political moment and almost too on-the-nose for the Trump years: He believes Americans have lost their sense of personal integrity and discipline
  • people must recover their sense of virtue. The republic depends on it.
  • At this point, the idea of a shared culture is almost unimaginable: America has been carved up into mutually exclusive spheres bounded by religion, race, income, and city-limit signs
  • ...14 more annotations...
  • He’s trying to articulate a language of shared culture and values in a country that has been rocked by technological, cultural, and demographic change. It may be an imperfect attempt. But at least Sasse has identified the right project.
  • The Vanishing American Adult is written as a reflection on the purpose and nature of education, which, Sasses argues, should extend beyond schooling and classrooms.
  • Instead of relying on “institutionalized school-centric childhood[s],” Sasse says, families should develop practices that will prepare their kids to become “fully formed, vivacious, appealing, resilient, self-reliant, problem-solving souls who see themselves … called to love and serve their neighbors.”
  • In a chapter called “Embrace Work Pain,” Sasse encourages families to set their alarms early, maintain a rigorous chore system, and send their kids out to do hard labor; in his case, it was detasseling corn
  • Sasse holds up multi-generational relationships, world travel, and voracious reading as ways of building greater empathy and self-knowledge.
  • A large portion of the book is dedicated to forms of stoicism, discipline, and self-denial: “There is almost nothing more important we can do for our young than convince them that production is more satisfying than consumption,” he writes. “Anyone who swims so completely in a sea of material surplus as to be unaware of the virtues of the simple life is flirting with great moral risk.
  • Citizens who take little interest in books threaten the idea of democracy, which “assume[s] the ability to read—and a desire to read.
  • Americans have long held the “ideal that work is a necessary component of becoming a fully formed adult, that a life well-lived entails a forward-leaning embrace of responsibility.” The country’s great challenge is “to create lifelong learners and lifelong producers,” he writes.
  • he believes culture—and the acculturation of the young—is more important than policy.
  • Americans “are a drifting and aimless people—awash in material goods and yet spiritually aching for meaning.
  • His proposals are about recovering this sense of meaning and establishing a shared language for talking about it, thickening the civic culture that serves as the foundation of political deliberat
  • This is an increasingly radical idea. America has largely responded to the challenges of diversity and pluralism by pushing moral language out of public life.
  • Platforms like Twitter, beloved by Sasse and Trump alike, thrive on outrage, reduction, and snark.
  • n. Like Rousseau, Sasse sees healthy society as a function of virtuous individuals. The senator is making “a plea for self-discipline and self-control” as “the one and only dignified alternative to discipline and control” by the government.
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10 Ways to Promote the Language and Communication Skills of Infants and Toddlers | FPG ... - 0 views

mtbt.fpg.unc.edu/...on-skills-infants-and-toddlers language communication psychology
shared by krystalxu on 25 Nov 17 - No Cached
  • They also are less likely to have difficulties learning to read and are more likely to have higher levels of achievement in schoo
  • that children develop at varying rates and differently depending upon a number of factors, such as personality and age.
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Attacks Blaming Asians For Pandemic Reflect Racist History Of Global Health : Goats and... - 0 views

www.npr.org/...e-from-black-death-to-covid-19
shared by anonymous on 27 Mar 21 - No Cached
  • The pandemic has been responsible for an outbreak of violence and hate directed against Asians around the world, blaming them for the spread of COVID-19. During this surge in attacks, the perpetrators have made their motives clear, taunting their victims with declarations like, "You have the Chinese Virus, go back to China!" and assaulting them and spitting on them.
  • The numbers over the past year in the U.S. alone are alarming. As NPR has reported, nearly 3,800 instances of discrimination against Asians have been reported just in the past year to Stop AAPI Hate, a coalition that tracks incidents of violence and harassment against Asian Americans and Pacific Islanders in the U.S.
  • Then came mass shooting in Atlanta last week, which took the lives of eight people, including six women of Asian descent. The shooter's motive has not been determined, but the incident has spawned a deeper discourse on racism and violence targeting Asians in the wake of the coronavirus.
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  • This narrative – that "others," often from far-flung places, are to blame for epidemics – is a dramatic example of a long tradition of hatred. In 14th-century Europe, Jewish communities were wrongfully accused of poisoning wells to spread the Black Death. In 1900, Chinese people were unfairly vilified for an outbreak of the plague in San Francisco's Chinatown. And in the '80s, Haitians were blamed for bringing HIV/AIDS to the U.S., a theory that's considered unsubstantiated by many global health experts.
  • Some public health practitioners say the global health system is partially responsible for perpetuating these ideas.According to Abraar Karan, a doctor at the Brigham and Women's Hospital and Harvard Medical School, the notion persists in global health that "the West is the best." This led to an assumption early on in the pandemic that COVID-19 spread to the rest of the world because China wasn't able to control it.
  • China's response was not without fault. The government's decision to silence doctors and not warn the public about a likely pandemic for six days in mid-January caused more than 3,000 people to become infected within a week, according to a report by the Associated Press, and created ripe conditions for global spread. Some of the aggressive measures China took to control the epidemic – confining people to their homes, for example — have been described as "draconian" and a violation of civil rights, even if they ultimately proved effective.
  • But it soon became clear that assumptions about the superiority of Western health systems were false when China and other Asian countries, along with many African countries, controlled outbreaks far more effectively and faster than Western countries did, says Karan.
  • Some politicians, including former President Donald Trump publicly blamed China for the pandemic, calling this novel coronavirus the "Chinese Virus" or the "Wuhan Virus." They consistently pushed that narrative even after the World Health Organization (WHO) warned as early as March 2020, when the pandemic was declared, that such language would encourage racial profiling and stigmatization against Asians. Trump has continued to use stigmatizing language in the wake of the Atlanta shooting, using the phrase "China virus" during a March 16 call to Fox News.
  • A report by researchers at the University of California at San Francisco (UCSF), released this month, directly linked Trump's first tweet about a "Chinese virus" to a significant increase in anti-Asian hashtags. According to a separate report by the Center for the Study of Hate and Extremism, anti-Asian hate crimes in 16 U.S. cities increased 149 percent in 2020, from 49 to 122.
  • Suspicion tends to manifest more during times of vulnerability, like in wartime or during a pandemic, says ElsaMarie D'Silva, an Aspen Institute New Voices fellow from India who studies violence and harassment issues. It just so happened that COVID-19 was originally identified in China, but, as NPR's Jason Beaubien has reported, some of the early clusters of cases elsewhere came from jet setters who traveled to Europe and ski destinations.
  • Karan says we also need to shift our approach to epidemics. In the case of COVID-19 and other outbreaks, Western countries often think of them as a national security issue, closing borders and blaming the countries where the disease was first reported. This approach encourages stigmatization, he says.
  • In the early days of COVID-19, skepticism by Western public health officials about the efficacy of Asian mask protocols hindered the U.S.'s ability to control the pandemic. Additionally, stereotypes about who was and wasn't at risk had significant consequences, says Nancy Kass, deputy director for public health at the Johns Hopkins Berman Institute of Bioethics.
  • According to Kass, doctors initially only considered a possible COVID-19 diagnosis among people who had recently flown back from China. That narrow focus caused the U.S. to misdiagnose patients who presented with what we now call classic COVID symptoms simply because they hadn't traveled from China.
  • It's reminiscent of the HIV/AIDS epidemic in the 1980s, Kass says. Because itwas so widely billed as a "gay disease," there are many documented cases of heterosexual women who presented with symptoms but weren't diagnosed until they were on their deathbeds.
  • That's not to say that we should ignore facts and patterns about new diseases. For example, Kass says it's appropriate to warn pregnant women about the risks of traveling to countries where the Zika virus, which is linked to birth and developmental defects, is present.
  • But there's a difference, she says, between making sure people have enough information to understand a disease and attaching a label, like "Chinese virus," that is inaccurate and that leads to stereotyping.
  • the West is usually regarded as the hub of expertise and knowledge, says Sriram Shamasunder, an associate professor of medicine at UCSF, and there's a sense among Western health workers that epidemics occur in impoverished contexts because the people there engage in primitive behaviors and just don't care as much about health.
  • Instead, Karan suggests reframing the discussion to focus on global solidarity, which promotes the idea that we are all in this together. One way for wealthy countries to demonstrate solidarity now, Karan says, is by supporting the equitable and speedy distribution of vaccines among countries globally as well as among communities within their own borders.Without such commitments in place, "it prompts the question, whose lives matter most?" says Shamasunder.
  • Ultimately, the global health community – and Western society as a whole – has to discard its deep-rooted mindset of coloniality and tendency to scapegoat others, says Hswen. The public health community can start by talking more about the historic racism and atrocities that have been tied to diseases.
  • Additionally, Karan says, leaders should reframe the pandemic for people: Instead of blaming Asians for the virus, blame the systems that weren't adequately prepared to respond to a pandemic.
  • Although WHO has had specific guidance since 2015 about not naming diseases after places, Hswen says the public health community at large should have spoken out earlier and stronger last year against racialized language and the ensuing violence. She says they should have anticipated the backlash against Asians and preempted it with public messaging and education about why neutral terms like "COVID-19" should be used instead of "Chinese virus."
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GOP group tells online donors: Give every month or 'we will have to tell Trump you're a... - 0 views

www.cnn.com/...rechecked-boxes-trump-defector GOP politics US trump policy Culture
shared by carolinehayter on 08 Apr 21 - No Cached
  • The campaign arm of House Republicans is using an aggressive tactic to push online donors toward committing to monthly contributions, telling them that opting out of having the same amount automatically charged to their credit card or withdrawn from their bank each month is an act of disloyalty toward former President Donald Trump.
  • "We need to know we haven't lost you to the Radical Left. If you UNCHECK this box, we will have to tell Trump you're a DEFECTOR & sided with the Dems."
  • "If you want Trump to run for President this is your LAST chance to FLIP the House," donors are told above another pre-checked box. "Change your Trump Victory Fund Status to ACTIVE now! Remain inactive = Republicans lose."
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  • ActBlue, the Democratic fundraising platform, allows some groups to use such boxes.
  • But Republicans -- including Trump's 2020 campaign -- have gone to new lengths to tap into Trump's popularity and strong-arm supporters into regular, automatic contributions.
  • The NRCC's language was first reported by the Bulwark, a news site run by anti-Trump conservatives, which highlighted similar pre-checked boxes the NRCC has used in recent weeks, including one that told donors to "check this box if you want Trump to run again" -- when, in reality, what donors were being asked to do was leave checked a box that signed them up to make monthly donations
  • "As a TOP grassroots supporter, we were surprised to see you ABANDONED him. This is your LAST CHANCE to update your status to ACTIVE!" the pre-checked box said.
  • Using the same tactics that the New York Times reported Trump's campaign used -- provoking complaints and a surge of refunds -- the larger, ominous warnings are placed above more easily missed, smaller fonts that make clear what donors are actually committing to do.
  • The NRCC's pre-checked boxes also appear to ignore the cease-and-desist letter Trump's lawyers recently sent to Republican committees instructing them not to use his likeness to raise money.
  • The NRCC's counterpart, the Democratic Congressional Campaign Committee, also uses pre-checked boxes to sign online donors up for automatic monthly contributions.But the language donors see from the DCCC is straightforward about what they're being asked to do.
  • On the DCCC's ActBlue page, donors are asked immediately under their selection of an amount to donate to "Make it monthly!" The "Yes, count me in!" box is pre-checked, and has a "No, donate once" alternative next to it. Those who do opt for monthly donations then see a window thanking them for their monthly contributions, with an option to click a link to "Make this a one-time contribution instead."
  • "Unlike the NRCC, we use clear language and confirm with our grassroots supporters that they would like to set up a recurring monthly donation," DCCC spokeswoman Helen Kalla said.
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Opinion | White Riot - The New York Times - 0 views

www.nytimes.com/...itol-riot-white-grievance.html racism status resentment working class white fragility history crisis politics trump Culture
shared by Javier E on 13 Jan 21 - No Cached
  • how important is the frustration among what pollsters call non-college white men at not being able to compete with those higher up on the socioeconomic ladder because of educational disadvantage?
  • How critical is declining value in marriage — or mating — markets?
  • How toxic is the combination of pessimism and anger that stems from a deterioration in standing and authority? What might engender existential despair, this sense of irretrievable loss?
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  • How hard is it for any group, whether it is racial, political or ethnic, to come to terms with losing power and status? What encourages desperate behavior and a willingness to believe a pack of lies?
  • I posed these questions to a wide range of experts. This column explores their replies.
  • While most acute among those possessing high status and power, Anderson said,People in general are sensitive to status threats and to any potential losses of social standing, and they respond to those threats with stress, anxiety, anger, and sometimes even violence
  • White supremacy and frank racism are prime motivators, and they combined with other elements to fuel the insurrection: a groundswell of anger directed specifically at elites and an addictive lust for revenge against those they see as the agents of their disempowerment.
  • It is this admixture of factors that makes the insurgency that wrested control of the House and Senate so dangerous — and is likely to spark new forms of violence in the future.
  • The population of U.S. Citizens who’ve lost the most power in the past 40 years, who aren’t competing well to get into college or get high paying jobs, whose marital prospects have dimmed, and who are outraged, are those I believe were most likely to be in on the attack.
  • The terrorist attacks on 9/11, the Weatherman bombings in protest of the Vietnam War, ethnic cleansing in Bosnia, or the assassination of abortion providers, may be motivated by different ideological beliefs but nonetheless share a common theme: The people who did these things appear to be motivated by strong moral conviction. Although some argue that engaging in behaviors like these requires moral disengagement, we find instead that they require maximum moral engagement and justification.
  • “lower class individuals experience greater vigilance to threat, relative to high status individuals, leading them to perceive greater hostility in their environment.”
  • This increased vigilance, Brinke and Keltner continue, createsa bias such that relatively low socio-economic status individuals perceive the powerful as dominant and threatening — endorsing a coercive theory of power
  • there is evidence that individuals of lower social class are more cynical than those occupying higher classes, and that this cynicism is directed toward out-group members — that is, those that occupy higher classes.
  • Before Trump, many of those who became his supporters suffered from what Carol Graham, a senior fellow at Brookings, describes as pervasive “unhappiness, stress and lack of hope” without a narrative to legitimate their condition:
  • When the jobs went away, families fell apart. There was no narrative other than the classic American dream that everyone who works hard can get ahead, and the implicit correlate was that those who fall behind and are on welfare are losers, lazy, and often minorities.
  • What, however, could prompt a mob — including not only members of the Proud Boys and the Boogaloo Bois but also many seemingly ordinary Americans drawn to Trump — to break into the Capitol?
  • One possible answer: a mutated form of moral certitude based on the belief that one’s decline in social and economic status is the result of unfair, if not corrupt, decisions by others, especially by so-called elites.
  • There is evidence that many non-college white Americans who have been undergoing what psychiatrists call “involuntary subordination” or “involuntary defeat” both resent and mourn their loss of centrality and what they perceive as their growing invisibility.
  • violence is:considered to be the essence of evil. It is the prototype of immorality. But an examination of violent acts and practices across cultures and throughout history shows just the opposite. When people hurt or kill someone, they usually do it because they feel they ought to: they feel that it is morally right or even obligatory to be violent.
  • “Most violence,” Fiske and Rai contend, “is morally motivated.”
  • A key factor working in concert to aggravate the anomie and disgruntlement in many members of Trump’s white working-class base is their inability to obtain a college education, a limitation that blocks access to higher paying jobs and lowers their supposed “value” in marriage markets.
  • In their paper “Trends in Educational Assortative Marriage From 1940 to 2003,” Christine R. Schwartz and Robert D. Mare, professors of sociology at the University of Wisconsin and the University of California-Los Angeles, wrote that the “most striking” data in their research, “is the decline in odds that those with very low levels of education marry up.”
  • there isvery consistent and compelling evidence to suggest the some of what we have witnessed this past week is a reflection of the angst, anger, and refusal to accept an “America”’ in which White (Christian) Americans are losing dominance, be it political, material, and/or cultural. And, I use the term dominance here, because it is not simply a loss of status. It is a loss of power. A more racially, ethnically, religiously diverse US that is also a democracy requires White Americans to acquiesce to the interests and concerns of racial/ethnic and religious minorities.
  • In this new world, Federico argues, “promises of broad-based economic security” were replaced by a job market whereyou can have dignity, but it must be earned through market or entrepreneurial success (as the Reagan/Thatcher center-right would have it) or the meritocratic attainment of professional status (as the center-left would have it). But obviously, these are not avenues available to all, simply because society has only so many positions for captains of industry and educated professionals.
  • The result, Federico notes, is that “group consciousness is likely to emerge on the basis of education and training” and when “those with less education see themselves as being culturally very different from an educated stratum of the population that is more socially liberal and cosmopolitan, then the sense of group conflict is deepened.”
  • A major development since the end of the “Great Compression” of the 30 years or so after World War II, when there was less inequality and relatively greater job security, at least for white male workers, is that the differential rate of return on education and training is now much higher.
  • Trump, Richeson continued,leaned into the underlying White nationalist sentiments that had been on the fringe in his campaign for the presidency and made his campaign about re-centering Whiteness as what it actually means to be American and, by implication, delegitimizing claims for greater racial equity, be it in policing or any other important domain of American life.
  • Whites in the last 60 years have seen minoritized folks gain more political power, economic and educational opportunity. Even though these gains are grossly exaggerated, Whites experience them as a loss in group status.
  • all the rights revolutions — civil rights, women’s rights, gay rights — have been key to the emergence of the contemporary right wing:As the voices of women, people of color, and other traditionally marginalized communities grow louder the frame of reference from which we tell the story of American is expanding
  • The white male story is not irrelevant but it’s insufficient, and when you have a group of people that are accustomed to the spotlight see the camera lens pan away, it’s a threat to their sense of self. It’s not surprising that QAnon support started to soar in the weeks after B.L.M. QAnon offers a way for white evangelicals to place blame on (fictional) bad people instead of a broken system. It’s an organization that validates the source of Q-Anoners insecurity — irrelevance — and in its place offers a steady source of self-righteousness and acceptance.
  • “compared to other advanced countries caught up in the transition to knowledge society, the United States appears to be in a much more vulnerable position to a strong right-wing populist challenge.”
  • First, Kitschelt noted,The difference between economic winners and losers, captured by income inequality, poverty, and illiteracy rates within the dominant white ethnicity, is much greater than in most other Western countries, and there is no dense welfare state safety net to buffer the fall of people into unemployment and poverty.
  • Another key factor, Kitschelt pointed out, is thatThe decline of male status in the family is more sharply articulated than in Europe, hastened in the U.S. by economic inequality (men fall further under changing economic circumstances) and religiosity (leading to pockets of greater male resistance to the redefinition of gender roles).
  • More religious and less well-educated whites see Donald Trump as one of their own despite his being so obviously a child of privilege. He defends America as a Christian nation. He defends English as our national language. He is unashamed in stating that the loyalty of any government should be to its own citizens — both in terms of how we should deal with noncitizens here and how our foreign policy should be based on the doctrine of “America First.”
  • On top of that, in the United States.Many lines of conflict mutually reinforce each other rather than crosscut: Less educated whites tend to be more Evangelical and more racist, and they live in geographical spaces with less economic momentum.
  • for the moment the nation faces, for all intents and purposes, the makings of a civil insurgency. What makes this insurgency unusual in American history is that it is based on Trump’s false claim that he, not Joe Biden, won the presidency, that the election was stolen by malefactors in both parties, and that majorities in both branches of Congress no longer represent the true will of the people.
  • We would not have Trump as president if the Democrats had remained the party of the working class. The decline of labor unions proceeded at the same rate when Democrats were president as when Republicans were president; the same is, I believe, true of loss of manufacturing jobs as plants moved overseas.
  • President Obama, Grofman wrote,responded to the housing crisis with bailouts of the lenders and interlinked financial institutions, not of the folks losing their homes. And the stagnation of wages and income for the middle and bottom of the income distribution continued under Obama. And the various Covid aid packages, while they include payments to the unemployed, are also helping big businesses more than the small businesses that have been and will be permanently going out of business due to the lockdowns (and they include various forms of pork.
  • “white less well-educated voters didn’t desert the Democratic Party, the Democratic Party deserted them.”
  • nlike most European countries, Kitschelt wrote,The United States had a civil war over slavery in the 19th century and a continuous history of structural racism and white oligarchical rule until the 1960s, and in many aspects until the present. Europe lacks this legacy.
  • He speaks in a language that ordinary people can understand. He makes fun of the elites who look down on his supporters as a “basket of deplorables” and who think it is a good idea to defund the police who protect them and to prioritize snail darters over jobs. He appoints judges and justices who are true conservatives. He believes more in gun rights than in gay rights. He rejects political correctness and the language-police and woke ideology as un-American. And he promises to reclaim the jobs that previous presidents (of both parties) allowed to be shipped abroad. In sum, he offers a relatively coherent set of beliefs and policies that are attractive to many voters and which he has been better at seeing implemented than any previous Republican president.
  • What Trump supporters who rioted in D.C. share are the beliefs that Trump is their hero, regardless of his flaws, and that defeating Democrats is a holy war to be waged by any means necessary.
  • In the end, Grofman said,Trying to explain the violence on the Hill by only talking about what the demonstrators believe is to miss the point. They are guilty, but they wouldn’t be there were it not for the Republican politicians and the Republican attorneys general, and most of all the president, who cynically exaggerate and lie and create fake conspiracy theories and demonize the opposition. It is the enablers of the mob who truly deserve the blame and the shame.
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Immigration law: Biden wants to remove this controversial word from US laws - CNNPolitics - 0 views

www.cnn.com/...index.html trump US Politics Culture history
shared by saberal on 21 Jan 21 - No Cached
  • Biden's proposed bill, if passed, would remove the word "alien" from US immigration laws, replacing it with the term "noncitizen." It's a deliberate step intended to recognize America as "a nation of immigrants," according to a summary of the bill released by the new administration.
  • "illegal alien," long decried as a dehumanizing slur by immigrant rights advocates, became even more of a lightning rod during the Trump era -- with some top federal officials encouraging its use and several states and local governments taking up measures to ban it.
  • US code currently defines "alien" as "any person not a citizen or national of the United States."Officials in the past have pointed to the term's prevalence in US laws to defend their word choices.
  • ...4 more annotations...
  • "We were in the Trump administration the perennial boogeyman," Vargas said. "Whenever Trump was in trouble, he started talking about the 'illegals' and talking about the border."But not everyone in the Trump administration was a fan of the language.
  • In guidelines issued in 2019, New York City banned the term "illegal alien" when used "with intent to demean, humiliate or harass a person." Violations, the city warned, could result in fines up to $250,000.
  • 2017 after officials publicized a hotline for victims of "crimes committed by removable aliens."
  • "Language has power. And I think we saw that in the Trump administration, how it used dehumanizing terms and how it debased language and in turn debased people,"
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Can DNA tests tell us who we are? Only if we're racists. - The Washington Post - 0 views

www.washingtonpost.com/...a-baca-eb7ace0a3455_story.html dna tests ethnicity racism
shared by Javier E on 20 Jun 21 - No Cached
  • What I regret is the ease with which I accepted the racist implications underlying the test: a desire to understand who I am through DNA.
  • In using DNA ancestry tests, we reduce the culture and lived experience that have long defined ethnicity to a biological, racial signifier that is neither especially relevant nor particularly accurate.
  • By joining in, I inadvertently bought into the dangerous notion that who we are lies fundamentally in our blood.
  • ...20 more annotations...
  • instead of allowing it to cement racialized ways of thinking, we can use these tests to highlight how meaningless genetic ancestry is compared with the many other factors that shape our experience of ourselves and our communities.
  • For most of human history, the concept of peoplehood — of belonging to a group larger than one’s extended family — has been largely determined by shared cultural practices (such as religion, customs and language) or political institutions.
  • This more capacious notion of belonging is how heritage is lived day to day for most people. I didn’t need a DNA test to identify as a Jew of European ancestry.
  • race science got a new lease on life when, in the 1950s, scientists discovered the molecular structure of DNA. By the 1980s DNA testing could reliably prove paternity
  • More than 26 million people are estimated to have taken genealogical DNA tests.
  • The answer goes back to the 18th and 19th centuries, when European colonialism and the slave trade birthed the modern concept of race.
  • As societies were built and genocides committed on the basis of racial hierarchy, it became imperative for racists to prove the biological existence of race. And so race “science” emerged, seeking to dislodge cultural heritage as the prime difference between groups of people.
  • “Aryan” became synonymous with “German,” excluding the many Jewish and Slavic speakers of the language.
  • et, no matter how strong it was, this sense of cultural heritage didn’t feel like enough for me. In a society that determines so much based on blood — money, connections, assumptions about character — culture by itself felt like an unreliable narrator of my identity.
  • Ironically, as academics were reaching the consensus that race is a social construct with no basis in biology — about 94 percent of human genetic variation occurs within so-called racial groups, with racial difference accounting for only 6 percent — the popularity of DNA testing was helping undermine that very idea.
  • almost 53 percent of Americans think biology at least somewhat determines their racial identity
  • Two-thirds of white Americans believe that their racial identity is determined by their DNA, compared with about half of black, Latino and Asian Americans
  • Only 35 percent of those surveyed believe that shared history or culture determines their racial identity.
  • DNA tests merely compare patterns in your genome with those of groups of people who have been identified as belonging to different ethnicities based on traditional genealogical research (vital records, family trees, etc.)
  • “If your 23andMe test says you’re 29 percent British, it’s because 29 percent of the pieces of your DNA were most likely to have come from a group that 23andMe’s reference library has labeled ‘British.’ ”
  • This means ethnicity estimates from companies like 23andMe and AncestryDNA tell a much narrower story than consumers — led along by marketing campaigns — read into them
  • such estimates are only as good as the companies’ pattern-matching algorithms and DNA reference libraries, which can be incomplete and haphazardly assembled
  • In fact, these companies’ ethnicity estimates for the same person can vary substantially.
  • In a society that continues to structure lives along the hierarchy of race, it is difficult to leave behind the reassuring neatness of blood ancestry — of, in an age of turbulence and uncertainty, knowing exactly and objectively who we are — for the reality of mixing, moving and contradiction that makes up our history on this planet.
  • As Chuck Hoskin Jr., then the Cherokee Nation’s secretary of state, wrote in response to Warren’s DNA testing controversy, “We are [tribal] citizens through historical documentation, adopted laws and a shared language and culture that make us unique.” DNA tests, he said, are “useless to determine tribal citizenship.”
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Senate resolution to honor Ruth Bader Ginsburg blocked after partisan fighting over lan... - 0 views

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  • The US Senate failed to agree on language for a resolution honoring the late Justice Ruth Bader Ginsburg, a sign of how divided the chamber is over the Supreme Court vacancy.
  • "Republicans came to us with this resolution, but it ignored Justice Ginsburg's dying wish, what she called her most 'fervent wish' that she not be replaced until a new president is installed,"
  • Days before her death, Ginsburg dictated to her granddaughter that her "most fervent wish is that I will not be replaced until a new president is installed," NPR reported.
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  • "Specifically, the Democratic leader wants to add a statement that Justice Ginsburg's position should not be filled until a new president is installed, purportedly based on a comment Justice Ginsburg made to family members shortly before she passed,"
  • "All the kind words and the lamentations about Justice Ginsburg from the Republican majority will be totally empty if those Republicans ignore her dying wish and instead move to replace her with someone who will tear down everything she built," he added.
  • "Under the Constitution, members of the judiciary do not appoint their own successors."
  • Cruz asked that Schumer modify his request, and remove the language, and instead take up Cruz's resolution, which he said was modified to include quotes from Ginsburg saying she opposed increasing the number of justices on the court beyond the current nine.
  • . While the nation mourns Ginsburg's death, the Senate is gearing up for a high stakes political battle over the future of the Supreme Court, as Senate Majority Leader Mitch McConnell has vowed to bring President Donald Trump's nominee to a vote on the Senate floor. Trump said he will announce his nominee on Saturday.
  • "I believe that the President should next week nominee a successor to the court, and I think it is critical that the Senate takes up and confirms that successor before Election Day."
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Andrew Sullivan: You Say You Want A Revolution? - 0 views

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  • One of the things you know if you were brought up as a Catholic in a Protestant country, as I was, is how the attempted extirpation of England’s historic Catholic faith was enforced not just by executions, imprisonments, and public burnings but also by the destruction of monuments, statues, artifacts, paintings, buildings, and sacred sculptures. The shift in consciousness that the religious revolution required could not be sustained by words or terror alone. The new regime — an early pre-totalitarian revolution imposed from the top down — had to remove all signs of what had come before.
  • The impulse for wiping the slate clean is universal. Injustices mount; moderation seems inappropriate; radicalism wins and then tries to destroy the legacy of the past as a whole.
  • for true revolutionary potential, it’s helpful if these monuments are torn down by popular uprisings. That adds to the symbolism of a new era, even if it also adds to the chaos. That was the case in Mao’s Cultural Revolution, when the younger generation, egged on by the regime, went to work on any public symbols or statues they deemed problematically counterrevolutionary, creating a reign of terror that even surpassed France’s.
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  • Mao’s model is instructive in another way. It shows you what happens when a mob is actually quietly supported by elites, who use it to advance their own goals. The Red Guards did what they did — to their friends, and parents, and teachers — in the spirit of the Communist regime itself.
  • bram X. Kendi, the New York Times best seller who insists that everyone is either racist or anti-racist, now has a children’s book to indoctrinate toddlers on one side of this crude binary
  • Revolutionary moments also require public confessions of iniquity by those complicit in oppression.
  • These now seem to come almost daily. I’m still marveling this week at the apology the actress Jenny Slate gave for voicing a biracial cartoon character. It’s a classic confession of counterrevolutionary error: “I acknowledge how my original reasoning was flawed and that it existed as an example of white privilege and unjust allowances made within a system of societal white supremacy … Ending my portrayal of ‘Missy’ is one step in a life-long process of uncovering the racism in my actions.” For Slate to survive in her career, she had to go full Cersei in her walk of shame.
  • They murdered and tortured, and subjected opponents to public humiliations — accompanied by the gleeful ransacking of religious and cultural sites. In their attack on the Temple of Confucius, almost 7,000 priceless artifacts were destroyed. By the end of the revolution, almost two-thirds of Beijing’s historical sites had been destroyed in a frenzy of destruction against “the four olds: old customs, old habits, old culture, and old ideas.” Mao first blessed, then reined in these vandals.
  • take this position voiced on Twitter by a chemistry professor at Queen’s University in Canada this week: “Here’s the thing: If whatever institution you are a part of is not COMPLETELY representative of the population you can draw from, you can draw only two conclusions. 1) Bias against the underrepresented groups exists or 2) the underrepresented groups are inherently less qualified.”
  • Other factors — such as economics or culture or individual choice or group preference — are banished from consideration.
  • Revolutions also encourage individuals to take matters in their own hands. The distinguished liberal philosopher Michael Walzer recently noted how mutual social policing has a long and not-so-lovely history — particularly in post–Reformation Europe, in what he has called “the revolution of the saints.”
  • Revolutionaries also create new forms of language to dismantle the existing order. Under Mao, “linguistic engineering” was integral to identifying counterrevolutionaries, and so it is today.
  • The use of the term “white supremacy” to mean not the KKK or the antebellum South but American society as a whole in the 21st century has become routine on the left, as if it were now beyond dispute.
  • The word “women,” J.K. Rowling had the temerity to point out, is now being replaced by “people who menstruate.”
  • The word “oppression” now includes not only being herded into Uighur reeducation camps but also feeling awkward as a sophomore in an Ivy League school.
  • The word “racist,” which was widely understood quite recently to be prejudicial treatment of an individual based on the color of their skin, now requires no intent to be racist in the former sense, just acquiescence in something called “structural racism,” which can mean any difference in outcomes among racial groupings. Being color-blind is therefore now being racist.
  • And there is no escaping this. The woke shift their language all the time, so that words that were one day fine are now utterly reprehensible.
  • You can’t keep up — which is the point. (A good resource for understanding this new constantly changing language of ideology is “Translations From the Wokish.”) The result is an exercise of cultural power through linguistic distortion.
  • So, yes, this is an Orwellian moment
  • It’s not a moment of reform but of a revolutionary break, sustained in part by much of the liberal Establishment.
  • Even good and important causes, like exposing and stopping police brutality, can morph very easily from an exercise in overdue reform into a revolutionary spasm. There has been much good done by the demonstrations forcing us all to understand better how our fellow citizens are mistreated by the agents of the state or worn down by the residue of past and present inequality.
  • But the zeal and certainty of its more revolutionary features threaten to undo a great deal of that goodwill.
  • The movement’s destruction of even abolitionist statues, its vandalism of monuments to even George Washington, its crude demonization of figures like Jefferson, its coerced public confessions, its pitiless wreckage of people’s lives and livelihoods, its crude ideological Manichaeanism, its struggle sessions and mandated anti-racism courses, its purging of cultural institutions of dissidents, its abandonment of objective tests in higher education (replacing them with quotas and a commitment to ideology), and its desire to upend a country’s sustained meaning and practices are deeply reminiscent of some very ugly predecessors.
  • But the erasure of the past means a tyranny of the present. In the words of Orwell, a truly successful ideological revolution means that “every record has been destroyed or falsified, every book rewritten, every picture has been repainted, every statue and street building has been renamed, every date has been altered. And the process is continuing day by day and minute by minute. History has stopped. Nothing exists except an endless present in which the Party is always right.”
  • We are not there yet. But unless we recognize the illiberal malignancy of some of what we face, and stand up to it with courage and candor, we soon will be.
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I Was Wrong About Trigger Warnings - The Atlantic - 0 views

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  • Trigger warnings migrated from feminist websites and blogs to college campuses and progressive groups. Often, they seemed more about emphasizing the upsetting nature of certain topics than about accommodating people who had experienced traumatic events. By 2013, they had become so pervasive—and so controversial—that Slate declared it “The Year of the Trigger Warning.”
  • he issue only got more complicated from there. Around 2016, Richard Friedman, who ran the student mental-health program at Cornell for 22 years, started seeing the number of people seeking help each year increase by 10 or 15 percent. “Not just that,” he told me, “but the way young people were talking about upsetting events changed.
  • He described “this sense of being harmed by things that were unfamiliar and uncomfortable. The language that was being used seemed inflated relative to the actual harm that could be done. I mean, I was surprised—people were very upset about things that we would never have thought would be dangerous.” Some students, for instance, complained about lecturers who’d made comments they disliked, or teachers whose beliefs contradicted their personal values.
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  • Friedman worried that students also saw themselves as fragile, and seemed to believe that coming into contact with offensive or challenging information was psychologically detrimental. In asking for more robust warnings about potentially upsetting classroom material, the students seemed to be saying: This could hurt us, and this institution owes us protection from distress.
  • My own doubts about all of this came, ironically, from reporting on trauma. I’ve interviewed women around the world about the worst things human beings do to one another. I started to notice a concerning dissonance between what researchers understand about trauma and resilience, and the ways in which the concepts were being wielded in progressive institutions. And I began to question my own role in all of it.
  • as the mental health of adolescent girls and college students crumbles, and as activist organizations, including feminist ones, find themselves repeatedly embroiled in internecine debates over power and language, a question nags: In giving greater weight to claims of individual hurt and victimization, have we inadvertently raised a generation that has fewer tools to manage hardship and transform adversity into agency?
  • Since my days as a feminist blogger, mental health among teenagers has plummeted. From 2007 to 2019, the suicide rate for children ages 10 to 14 tripled; for girls in that age group, it nearly quadrupled. A 2021 CDC report found that 57 percent of female high-school students reported “persistent feelings of sadness or hopelessness,” up from 36 percent in 2011. Though the pandemic undoubtedly contributed to a crash in adolescent mental health, the downturn began well before COVID hit.
  • Part of the issue may be a social-media ecosystem that lets teens live within a bubble of like-minded peers and tends to privilege the loudest, most aggrieved voices; this kind of insularity can encourage teenagers to understand distressing experiences as traumatizing. “I think it’s easier for them to artificially curate environments that are comfortable,” Shaili Jain, a physician and PTSD specialist, told me. “And I think that is backfiring. Because then when they’re in a situation where they’re not comfortable, it feels really alarming to them.”
  • The CDC study suggests that, over the past decade, bullying among high schoolers has actually decreased in certain respects. Today’s teenagers are also less likely to drink or use illicit drugs than they were 10 years ago. And even before pandemic-relief funds slashed the child-poverty rate, the percentage of children living in poverty fell precipitously after 2012. American public high schoolers are more likely to graduate than at any other time in our country’s history, and girls are significantly more likely to graduate than boys.
  • So what has changed for the worse for teenage girls since roughly 2010? The forces behind their deteriorating mental health are opaque and complex, but one big shift has been a decline in the time teenagers spend with their friends in person, dipping by 11 hours a week—a decline that began before the pandemic, but was badly exacerbated by it
  • Since 2014, the proportion of teens with smartphones has risen by 22 percent, and the proportion who say they use the internet “almost constantly” has doubled
  • this idea—that to develop resilience, we must tough out hard situations—places a heavier burden on some people than others.
  • Applying the language of trauma to an event changes the way we process it. That may be a good thing, allowing a person to face a moment that truly cleaved their life into a before and an after, and to seek help and begin healing. Or it may amplify feelings of helplessness and hopelessness, elevating those feelings above a sense of competence and control.
  • “We have this saying in the mental-health world: ‘Perception is reality,’ ” Jain said. “So if someone is adamant that they felt something was traumatizing, that is their reality, and there’s probably going to be mental-health consequences of that.”
  • Martin Seligman, the director of the Positive Psychology Center at the University of Pennsylvania, has spent the past 50 years researching resilience. One study he co-authored looked at the U.S. Army, to see if there was a way to predict PTSD. Unsurprisingly, he and his fellow researchers found a link to the severity of the combat to which soldiers were exposed
  • But the preexisting disposition that soldiers brought to their battlefield experiences also mattered. “If you’re a catastrophizer, in the worst 10 or 20 percent, you’re more than three times as likely to come down with PTSD if you face severe combat,” Seligman told me. “And this is true at every level of severity of combat—the percentage goes down, but it’s still about twice as high, even with mild combat or no obvious combat.”
  • In other words, a person’s sense of themselves as either capable of persevering through hardship or unable to manage it can be self-fulfilling. “To the extent we overcome and cope with the adversities and traumas in our life, we develop more mastery, more resilience, more ability to fend off bad events in the future,”
  • Teenage girls report troublingly high rates of sexual violence and bullying, as well as concern for their own physical safety at school. But it’s not clear that their material circumstances have taken a plunge steep enough to explain their mental-health decline
  • soldiers who experienced severe trauma could not only survive, but actually turn their suffering into a source of strength. “About as many people who showed PTSD showed something called post-traumatic growth, which means they have an awful time during the event, but a year later they’re stronger physically and psychologically than they were to begin with,” he said. But that empowering message has yet to take hold in society.
  • what would be a more productive way to approach adversity
  • physical exercise. “It’s like any form of strength training,” he told me. “People have no hesitation about going to the gym and suffering, you know, muscle pain in the service of being stronger and looking a way that they want to look. And they wake up the next day and they say, ‘Oh my God, that’s so painful. I’m so achy.’ That’s not traumatic. And yet when you bring that to the emotional world, it’s suddenly very adverse.”
  • “But conversely, to the extent that we have an ideology or a belief that when traumatic events occur, we are the helpless victims of them—that feeds on itself.”
  • he exercise metaphor rankled Michael Ungar, the director of the Resilience Research Centre at Dalhousie University, in Halifax, Canada. “Chronic exposure to a stressor like racism, misogyny, being constantly stigmatized or excluded, ableism—all of those factors do wear us down; they make us more susceptible to feelings that will be very overwhelming,” he told me. There are, after all, only so many times a person can convince themselves that they can persevere when it feels like everyone around them is telling them the opposite.
  • “the resiliency trap.” Black women in particular, she told me, have long been praised for their toughness and perseverance, but individual resiliency can’t solve structural problems
  • From Dent’s perspective, young people aren’t rejecting the concept of inner strength; they are rejecting the demand that they navigate systemic injustice with individual grit alone. When they talk about harm and trauma, they aren’t exhibiting weakness; they’re saying, Yes, I am vulnerable, and that’s human.
  • patients are being more “transparent about what they need to feel comfortable, to feel safe, to feel valued in this world,” she said. “Is that a bad thing?”
  • Most of the experts I spoke with were careful to distinguish between an individual student asking a professor for a specific accommodation to help them manage a past trauma, and a cultural inclination to avoid challenging or upsetting situations entirely
  • Thriving requires working through discomfort and hardship. But creating the conditions where that kind of resilience is possible is as much a collective responsibility as an individual one.
  • to replace our culture of trauma with a culture of resilience, we’ll have to relearn how to support one another—something we’ve lost as our society has moved toward viewing “wellness” as an individual pursuit, a state of mind accessed via self-work.
  • “If everything is traumatic and we have no capacity to cope with these moments, what does that say about our capacity to cope when something more extreme happens?”
  • “Resilience is partly about putting in place the resources for the next stressor.” Those resources have to be both internal and external
  • Social change is necessary if we want to improve well-being, but social change becomes possible only if our movements are made up of people who believe that the adversities they have faced are surmountable, that injustice does not have to be permanent, that the world can change for the better, and that they have the ability to make that change.
  • we need to provide material aid to meet basic needs. We need to repair broken community ties so fewer among us feel like they’re struggling alone. And we need to encourage the cultivation of a sense of purpose beyond the self. We also know what stands in the way of resilience: avoiding difficult ideas and imperfect people, catastrophizing, isolating ourselves inside our own heads.
  • In my interviews with women who have experienced sexual violence, I try not to put the traumatic event at the center of our conversations. My aim instead is to learn as much as I can about them as people—their families, their work, their interests, what makes them happy, and where they feel the most themselves. And I always end our conversations by asking them to reflect on how far they’ve come, and what they are proudest of.
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Will China overtake the U.S. on AI? Probably not. Here's why. - The Washington Post - 0 views

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  • Chinese authorities have been so proactive about regulating some uses of AI, especially those that allow the general public to create their own content, that compliance has become a major hurdle for the country’s companies.
  • As the use of AI explodes, regulators in Washington and around the world are trying to figure out how to manage potential threats to privacy, employment, intellectual property and even human existence itself.
  • But there are also concerns that putting any guardrails on the technology in the United States would surrender leadership in the sector to Chinese companies.
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  • Senate Majority Leader Charles E. Schumer (D-N.Y.) last month urged Congress to adopt “comprehensive” regulations on the AI industry.
  • Rather than focusing on AI technology that lets the general public create unique content like the chatbots and image generators, Chinese companies have instead focused on technologies with clear commercial uses, like surveillance tech.
  • n a recent study, Ding found that most of the large language models developed in China were nearly two years behind those developed in the U.S., a gap that would be a challenge to close — even if American firms had to adjust to regulation.
  • This gap also makes it difficult for Chinese firms to attract the world’s top engineering talent. Many would prefer to work at firms that have the resources and flexibility to experiment on frontier research areas.
  • Restrictions on access to the most advanced chips, which are needed to run AI models, have added to these difficulties.
  • Recent research identified 17 large language models in China that relied on Nvidia chips, and just three models that used Chinese-made chips.
  • While Beijing pushes to make comparable chips at home, Chinese AI companies have to source their chips any way they can — including from a black market that has sprung up in Shenzhen, where, according to Reuters, the most advanced Nvidia chips sell for nearly $20,000, more than twice what they go for elsewhere.
  • Despite the obstacles, Chinese AI companies have made major advances in some types of AI technologies, including facial recognition, gait recognition, and artificial and virtual reality.
  • These technologies have also fueled the development of China’s vast surveillance industry, giving Chinese tech giants an edge that they market around the world, such as Huawei’s contracts for smart city surveillance from Belgrade, Serbia, to Nairobi.
  • Companies developing AI in China need to comply with specific laws on intellectual property rights, personal information protection, recommendation algorithms and synthetic content, also called deep fakes. In April, regulators also released a draft set of rules on generative AI, the technology behind image generator Stable Diffusion and chatbots such as OpenAI’s ChatGPT and Google’s Bard.
  • They also need to ensure AI generated content complies with Beijing’s strict censorship regime. Chinese tech companies such as Baidu have become adept at filtering content that contravenes these rules. But it has hampered their ability to test the limits of what AI can do.
  • No Chinese tech company has yet been able to release a large language model on the scale of OpenAI’s ChatGPT to the general public, in which the company has asked the public to play with and test a generative AI model, said Ding, the professor at George Washington University.
  • “That level of freedom has not been allowed in China, in part because the Chinese government is very worried about people creating politically sensitive content,” Ding said.
  • Although Beijing’s regulations have created major burdens for Chinese AI companies, analysts say that they contain several key principles that Washington can learn from — like protecting personal information, labeling AI-generated content and alerting the government if an AI develops dangerous capabilities.
  • AI regulation in the United States could easily fall short of Beijing’s heavy-handed approach while still preventing discrimination, protecting people’s rights and adhering to existing laws, said Johanna Costigan, a research associate at the Asia Society Policy Institute.
  • “There can be alignment between regulation and innovation,” Costigan said. “But it’s a question of rising to the occasion of what this moment represents — do we care enough to protect people who are using this technology? Because people are using it whether the government regulates it or not.”
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Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

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  • 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
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  • 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
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(2) What Was the 'Soviet Century'? - by André Forget - Bulwark+ - 0 views

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  • Schlögel makes the argument that the Soviet Union is best understood not primarily as the manifestation of rigid Communist ideology, but as an attempt to transform an agrarian peasant society into a fully modern state
  • “A ‘Marxist theory,’” he writes, “yields very little for an understanding of the processes of change in postrevolutionary Russia. We get somewhat nearer the mark if we explore the scene of a modernization without modernity and of a grandiose civilizing process powered by forces that were anything but civil.” In other words, the interminable debates about whether Lenin was the St. Paul of communism or its Judas Iscariot are beside the point: As a Marxist might put it, the history of the Soviet Union is best explained by material conditions.
  • the story one pieces together from his chapters goes something like this. In the years between 1917 and 1945, the Russian Empire ceased to be a semi-feudal aristocracy governed by an absolutist monarch whose rule rested on divine right, and became an industrialized state. It dammed rivers, electrified the countryside, built massive factories and refineries, collectivized agriculture, raised literacy rates, set up palaces of culture, created a modern military, and made the Soviet Union one of the most powerful countries in the world. In the course of doing so, it sent some of its best minds into exile, crippled its system of food production, set up a massive network of prison camps, watched millions of its citizens die of hunger, killed hundreds of thousands more through slave labor and forced relocation, and executed a generation of revolutionary leaders. It did all this while surviving one of the most brutal civil wars of the twentieth century and the largest land invasion in history.
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  • Over the next forty-five years, it tried to establish a solid basis for growth and prosperity. It launched an ambitious housing program to create living spaces for its massive and rapidly urbanizing population, and to nurture the growth of a Soviet middle class that had access to amenities and luxury goods. At the same time, it systematically blocked this new middle class from exercising its creative faculties outside a narrow range of approved topics and ideological formulas, and it could not reliably ensure that if someone wanted to buy a winter coat in December, they could find it in the shop. It created a state with the resources and technology to provide for the needs of its citizens, but that was unable to actually deliver the goods.
  • The USSR moved forward under the weight of these contradictions, first sprinting, then staggering, until it was dismantled by another revolution, one that was orchestrated by the very class of party elites the first one had produced. But the states that emerged from the Soviet Union in 1991, and the people who lived in them, had undergone a profound change in the process.
  • Schlögel argues that over its sixty-eight years of existence, the Soviet Union did succeed in its goal of creating a “new Soviet person” (novy sovetsky chelovek). But, as he puts it,The new human being was the product not of any faith in a utopia, but of a tumult in which existing lifeworlds were destroyed and new ones born. The “Homo Sovieticus” was no fiction to be casually mocked but a reality with whom we usually only start to engage in earnest when we realize that analyzing the decisions of the Central Committee is less crucial than commonly assumed
  • Placing the emphasis on modernization rather than ideology allows Schlögel to delineate oft-ignored parallels and connections between the USSR and the United States. In the 1930s, especially, there was a great deal of cultural and technical collaboration between U.S. citizens and their Soviet counterparts, which led to what Hans Rogger called “Soviet Americanism” (sovetsky amerikanizm). “In many respects,” Schlögel writes, Soviet citizens “felt closer to America; America had left behind the class barriers and snobbery of Old Europe. America was less hierarchical; you could rise socially, something otherwise possible only in postrevolutionary Russia, where class barriers had broken down and equality had been universally imposed by brute force.”
  • As each rose to a position of global economic, political, and military predominance, the British Empire and the United States divided the world into “white” people, who had certain inalienable rights, and “colored” people who did not. The USSR, rising later and faster, made no such distinctions. An Old Bolshevik who had served the revolution for decades was just as likely to end their life freezing on the taiga as a Russian aristocrat or a Kazakh peasant.
  • Pragmatism and passion were certainly present in the development of the USSR, but they were not the only inputs. Perhaps the crucial factor was the almost limitless cheap labor supplied by impoverished peasants driven off their land, petty criminals, and political undesirables who could be press-ganged into service as part of their “reeducation.”
  • Between 1932 and 1937, the output of the Dalstroy mine went from 511 kilograms of gold to 51.5 tons. The price of this astonishing growth was paid by the bodies of the prisoners, of whom there were 163,000 by the end of the decade. The writer Varlam Shalamov, Schlögel’s guide through this frozen Malebolge, explains it this way:To turn a healthy young man, who had begun his career in the clean winter air of the gold mines, into a goner, all that was needed, at a conservative estimate, was a term of twenty to thirty days of sixteen hours of work per day, with no rest days, with systematic starvation, torn clothes, and nights spent in temperatures of minus sixty degrees in a canvas tent with holes in it, and being beaten by the foremen, the criminal gang masters, and the guards.
  • There is no moral calculus that can justify this suffering. And yet Schlögel lays out the brutal, unassimilable fact about the violence of Soviet modernization in the 1930s: “Without the gold of Kolyma . . . there would have been no build-up of the arms industries before and during the Soviet-German war.” The lives of the workers in Kolyma were the cost of winning the Second World War as surely as those of the soldiers at the front.
  • Of the 250,000 people, most of them prisoners,1 involved in building the 227-kilometer White Sea Canal, around 12,800 are confirmed to have died in the process. Even if the actual number is higher, as it probably is, it is hardly extraordinary when set against the 28,000 people who died in the construction of the 80-kilometer Panama Canal (or the 20,000 who had died in an earlier, failed French attempt to build it), or the tens of thousands killed digging the Suez Canal
  • it is worth noting that slave labor in mines and building projects, forced starvation of millions through food requisitions, and the destruction of traditional lifeworlds were all central features of the colonial projects that underwrote the building of modernity in the U.S. and Western Europe. To see the mass death caused by Soviet policies in the first decades of Communist rule in a global light—alongside the trans-Atlantic slave trade, the genocide of Indigenous peoples in Africa and the Americas, and the great famines in South Asia—is to see it not as the inevitable consequence of socialist utopianism, but of rapid modernization undertaken without concern for human life.
  • But Soviet Americanism was about more than cultural affinities. The transformation of the Soviet Union would have been impossible without American expertise.
  • Curiously enough, Schlögel seems to credit burnout from the era of hypermobilization for the fall of the USSR:Whole societies do not collapse because of differences of opinion or true or false guidelines or even the decisions of party bosses. They perish when they are utterly exhausted and human beings can go on living only if they cast off or destroy the conditions that are killing them
  • it seems far more accurate to say that the USSR collapsed the way it did because of a generational shift. By the 1980s, the heroic generation was passing away, and the new Soviet people born in the post-war era were comparing life in the USSR not to what it had been like in the bad old Tsarist days, but to what it could be like
  • Schlögel may be right that “Pittsburgh is not Magnitogorsk,” and that the U.S. was able to transition out of the heroic period of modernization far more effectively than the USSR. But the problems America is currently facing are eerily similar to those of the Soviet Union in its final years—a sclerotic political system dominated by an aging leadership class, environmental degradation, falling life expectancy, a failed war in Afghanistan, rising tensions between a traditionally dominant ethnic group and freedom-seeking minorities, a population that has been promised a higher standard of living than can be delivered by its economic system.
  • given where things stand in the post-Soviet world of 2023, the gaps tell an important story. The most significant one is around ethnic policy, or what the Soviet Union referred to as “nation-building” (natsional‘noe stroitel‘stvo).
  • In the more remote parts of the USSR, where national consciousness was still in the process of developing, it raised the more profound question of which groups counted as nations. When did a dialect become a language? If a nation was tied to a clearly demarcated national territory, how should the state deal with nomadic peoples?
  • The Bolsheviks dealt with this last problem by ignoring it. Lenin believed that “nationality” was basically a matter of language, and language was simply a medium for communication.
  • Things should be “national in form, socialist in content,” as Stalin famously put it. Tatar schools would teach Tatar children about Marx and Engels in Tatar, and a Kyrgyz novelist like Chinghiz Aitmatov could write socialist realist novels in Kyrgyz.
  • Unity would be preserved by having each nationality pursue a common goal in their own tongue. This was the reason Lenin did not believe that establishing ethno-territorial republics would lead to fragmentation of the Soviet state
  • Despite these high and earnest ideals, the USSR’s nationalities policy was as filled with tragedy as the rest of Soviet history. Large numbers of intellectuals from minority nations were executed during the Great Purge for “bourgeois nationalism,” and entire populations were subject to forced relocation on a massive scale.
  • In practice, Soviet treatment of national minorities was driven not by a commitment to self-determination, but by the interests (often cynical, sometimes paranoid) of whoever happened to be in the Kremlin.
  • The ethnic diversity of the USSR was a fundamental aspect of the lifeworlds of millions of Soviet citizens, and yet Schlögel barely mentions it.
  • As is often the case with books about the Soviet Union, it takes life in Moscow and Leningrad to be representative of the whole. But as my friends in Mari El used to say, “Moscow is another country.”
  • None of this would matter much if it weren’t for the fact that the thirty years since the dismantling of the USSR have been defined in large part by conflicts between and within the successor states over the very questions of nationality and territory raised during the founding of the Soviet Union.
  • in the former lands of the USSR, barely a year has gone since 1991 without a civil war, insurgency, or invasion fought over control of territory or control of the government of that territory in Central Asia, the Caucasus, and Eastern Europe.
  • Russia’s full-scale invasion of Ukraine in February 2022 euthanized any remaining hopes that globalization and integration of trade would establish a lasting peace in Eastern Europe. The sense of possibility that animates Schlögel’s meditations on post-Soviet life—the feeling that the lifeworld of kommunalkas and queues had given way to a more vivacious, more dynamic, more forward-looking society that was bound to sort itself out eventually—now belongs definitively to the past. Something has been broken that cannot be fixed.
  • It is worth noting (Schlögel does not) that of the institutions that survived the dismantling of the Soviet state, the military and intelligence services and the criminal syndicates were the most powerful, in large part because they were so interconnected. In a kind of Hegelian shit-synthesis, the man who established a brutal kind of order after the mayhem of the nineteen-nineties, Vladimir Putin, has deep ties to both. The parts of Soviet communism that ensured a basic standard of living were, for the most part, destroyed in the hideously bungled transition to a market economy. Militarism, chauvinism, and gangster capitalism thrived, as they still do today.
  • Perhaps it is now possible to see the Soviet century as an anomaly in world history, an interregnum during which two power blocks, each a distorted reflection of the other, marshaled the energies of a modernizing planet in a great conflict over the future. The United States and the USSR both preached a universal doctrine, both claimed they were marching toward the promised land.
  • The unipolar moment lasted barely a decade, and we have now fallen through the rotten floor of American hegemony to find ourselves once again in the fraught nineteenth century. The wars of today are not between “smelly little orthodoxies,” but between empires and nations, the powerful states that can create their own morality and the small countries that have to find powerful friends
  • the key difference between 2023 and 1900 is that the process of modernization is, in large parts of the world, complete. What this means for great-power politics in the twenty-first century, we are only beginning to understand.
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Opinion | It's the End of Computer Programming As We Know It. (And I Feel Fine.) - The ... - 0 views

www.nytimes.com/...ai-coding.html computer programming computer science coding future
shared by Javier E on 02 Jun 23 - No Cached
  • “Programming will be obsolete,” Matt Welsh, a former engineer at Google and Apple, predicted recently. Welsh now runs an A.I. start-up, but his prediction, while perhaps self-serving, doesn’t sound implausible:
  • I believe the conventional idea of “writing a program” is headed for extinction, and indeed, for all but very specialized applications, most software, as we know it, will be replaced by A.I. systems that are trained rather than programmed. In situations where one needs a “simple” program … those programs will, themselves, be generated by an A.I. rather than coded by hand.
  • there’s also a way in which A.I. could mark the beginning of a new kind of programming — one that doesn’t require us to learn code but instead transforms human-language instructions into software. An A.I. “doesn’t care how you program it — it will try to understand what you mean,” Jensen Huang, the chief executive of the chip-making company Nvidia, said in a speech this week at the Computex conference in Taiwan. He added: “We have closed the digital divide. Everyone is a programmer now — you just have to say something to the computer.”
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  • Wait a second, though — wasn’t coding supposed to be one of the can’t-miss careers of the digital age?
  • computer programming grew from a nerdy hobby into a vocational near-imperative, the one skill to acquire to survive technological dislocation
  • Joe Biden to coal miners: Learn to code! Twitter trolls to laid-off journalists: Learn to code! Tim Cook to French kids: Apprendre à programmer!
  • Over time, from the development of assembly language through more human-readable languages like C and Python and Java, programming has climbed what computer scientists call increasing levels of abstraction — at each step growing more removed from the electronic guts of computing and more approachable to the people who use them.
  • A.I. might now be enabling the final layer of abstraction: The level on which you can tell a computer to do something the same way you’d tell another human.
  • GitHub, the coder’s repository owned by Microsoft, surveyed 2,000 programmers last year about how they’re using GitHub’s A.I. coding assistant, Copilot. A majority said Copilot helped them feel less frustrated and more fulfilled in their jobs; 88 percent said it improved their productivity. Researchers at Google found that among the company’s programmers, A.I. reduced “coding iteration time” by 6 percent.
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AI is already writing books, websites and online recipes - The Washington Post - 0 views

www.washingtonpost.com/...ai-spam-websites-books-chatgpt ai books writing industry publishing crisis culture economics
shared by Javier E on 06 May 23 - No Cached
  • Experts say those books are likely just the tip of a fast-growing iceberg of AI-written content spreading across the web as new language software allows anyone to rapidly generate reams of prose on almost any topic. From product reviews to recipes to blog posts and press releases, human authorship of online material is on track to become the exception rather than the norm.
  • Semrush, a leading digital marketing firm, recently surveyed its customers about their use of automated tools. Of the 894 who responded, 761 said they’ve at least experimented with some form of generative AI to produce online content, while 370 said they now use it to help generate most if not all of their new content, according to Semrush Chief Strategy Officer Eugene Levin.
  • What that may mean for consumers is more hyper-specific and personalized articles — but also more misinformation and more manipulation, about politics, products they may want to buy and much more.
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  • As AI writes more and more of what we read, vast, unvetted pools of online data may not be grounded in reality, warns Margaret Mitchell, chief ethics scientist at the AI start-up Hugging Face
  • “The main issue is losing track of what truth is,” she said. “Without grounding, the system can make stuff up. And if it’s that same made-up thing all over the world, how do you trace it back to what reality is?”
  • a raft of online publishers have been using automated writing tools based on ChatGPT’s predecessors, GPT-2 and GPT-3, for years. That experience shows that a world in which AI creations mingle freely and sometimes imperceptibly with human work isn’t speculative; it’s flourishing in plain sight on Amazon product pages and in Google search results.
  • “If you have a connection to the internet, you have consumed AI-generated content,” said Jonathan Greenglass, a New York-based tech investor focused on e-commerce. “It’s already here.
  • “In the last two years, we’ve seen this go from being a novelty to being pretty much an essential part of the workflow,”
  • the news credibility rating company NewsGuard identified 49 news websites across seven languages that appeared to be mostly or entirely AI-generated.
  • The sites sport names like Biz Breaking News, Market News Reports, and bestbudgetUSA.com; some employ fake author profiles and publish hundreds of articles a day, the company said. Some of the news stories are fabricated, but many are simply AI-crafted summaries of real stories trending on other outlets.
  • Ingenio, the San Francisco-based online publisher behind sites such as horoscope.com and astrology.com, is among those embracing automated content. While its flagship horoscopes are still human-written, the company has used OpenAI’s GPT language models to launch new sites such as sunsigns.com, which focuses on celebrities’ birth signs, and dreamdiary.com, which interprets highly specific dreams.
  • Ingenio used to pay humans to write birth sign articles on a handful of highly searched celebrities like Michael Jordan and Ariana Grande, said Josh Jaffe, president of its media division. But delegating the writing to AI allows sunsigns.com to cheaply crank out countless articles on not-exactly-A-listers
  • In the past, Jaffe said, “We published a celebrity profile a month. Now we can do 10,000 a month.”
  • It isn’t just text. Google users have recently posted examples of the search engine surfacing AI-generated images. For instance, a search for the American artist Edward Hopper turned up an AI image in the style of Hopper, rather than his actual art, as the first result.
  • Jaffe said he isn’t particularly worried that AI content will overwhelm the web. “It takes time for this content to rank well” on Google, he said — meaning that it appears on the first page of search results for a given query, which is critical to attracting readers. And it works best when it appears on established websites that already have a sizable audience: “Just publishing this content doesn’t mean you have a viable business.”
  • Google clarified in February that it allows AI-generated content in search results, as long as the AI isn’t being used to manipulate a site’s search rankings. The company said its algorithms focus on “the quality of content, rather than how content is produced.”
  • Reputations are at risk if the use of AI backfires. CNET, a popular tech news site, took flack in January when fellow tech site Futurism reported that CNET had been using AI to create articles or add to existing ones without clear disclosures. CNET subsequently investigated and found that many of its 77 AI-drafted stories contained errors.
  • But CNET’s parent company, Red Ventures, is forging ahead with plans for more AI-generated content, which has also been spotted on Bankrate.com, its popular hub for financial advice. Meanwhile, CNET in March laid off a number of employees, a move it said was unrelated to its growing use of AI.
  • BuzzFeed, which pioneered a media model built around reaching readers directly on social platforms like Facebook, announced in January it planned to make “AI inspired content” part of its “core business,” such as using AI to craft quizzes that tailor themselves to each reader. BuzzFeed announced last month that it is laying off 15 percent of its staff and shutting down its news division, BuzzFeed News.
  • it’s finding traction in the murkier worlds of online clickbait and affiliate marketing, where success is less about reputation and more about gaming the big tech platforms’ algorithms.
  • That business is driven by a simple equation: how much it costs to create an article vs. how much revenue it can bring in. The main goal is to attract as many clicks as possible, then serve the readers ads worth just fractions of a cent on each visit — the classic form of clickbait
  • In the past, such sites often outsourced their writing to businesses known as “content mills,” which harness freelancers to generate passable copy for minimal pay. Now, some are bypassing content mills and opting for AI instead.
  • “Previously it would cost you, let’s say, $250 to write a decent review of five grills,” Semrush’s Levin said. “Now it can all be done by AI, so the cost went down from $250 to $10.”
  • The problem, Levin said, is that the wide availability of tools like ChatGPT means more people are producing similarly cheap content, and they’re all competing for the same slots in Google search results or Amazon’s on-site product reviews
  • So they all have to crank out more and more article pages, each tuned to rank highly for specific search queries, in hopes that a fraction will break through. The result is a deluge of AI-written websites, many of which are never seen by human eyes.
  • Jaffe said his company discloses its use of AI to readers, and he promoted the strategy at a recent conference for the publishing industry. “There’s nothing to be ashamed of,” he said. “We’re actually doing people a favor by leveraging generative AI tools” to create niche content that wouldn’t exist otherwise.
  • The rise of AI is already hurting the business of Textbroker, a leading content platform based in Germany and Las Vegas, said Jochen Mebus, the company’s chief revenue officer. While Textbroker prides itself on supplying credible, human-written copy on a huge range of topics, “People are trying automated content right now, and so that has slowed down our growth,”
  • Mebus said the company is prepared to lose some clients who are just looking to make a “fast dollar” on generic AI-written content. But it’s hoping to retain those who want the assurance of a human touch, while it also trains some of its writers to become more productive by employing AI tools themselves.
  • He said a recent survey of the company’s customers found that 30 to 40 percent still want exclusively “manual” content, while a similar-size chunk is looking for content that might be AI-generated but human-edited to check for tone, errors and plagiarism.
  • Levin said Semrush’s clients have also generally found that AI is better used as a writing assistant than a sole author. “We’ve seen people who even try to fully automate the content creation process,” he said. “I don’t think they’ve had really good results with that. At this stage, you need to have a human in the loop.”
  • For Cowell, whose book title appears to have inspired an AI-written copycat, the experience has dampened his enthusiasm for writing.“My concern is less that I’m losing sales to fake books, and more that this low-quality, low-priced, low-effort writing is going to have a chilling effect on humans considering writing niche technical books in the future,”
  • It doesn’t help, he added, knowing that “any text I write will inevitably be fed into an AI system that will generate even more competition.”
  • Amazon removed the impostor book, along with numerous others by the same publisher, after The Post contacted the company for comment.
  • AI-written books aren’t against Amazon’s rules, per se, and some authors have been open about using ChatGPT to write books sold on the site.
  • “Amazon is constantly evaluating emerging technologies and innovating to provide a trustworthy shopping experience for our customers,”
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J.G.A. Pocock, Historian Who Argued for Historical Context, Dies at 99 - The New York T... - 0 views

www.nytimes.com/...jga-pocock-dead.html historian linguistic constraints context
shared by Javier E on 21 Dec 23 - No Cached
  • J.G.A. Pocock, who brought new perspectives to historical scholarship by arguing that the first step in understanding events of the past is to identify their linguistic and intellectual context
  • Among the most important were “The Ancient Constitution and the Feudal Law: A Study of English Historical Thought in the Seventeenth Century” (1957), “The Machiavellian Moment: Florentine Political Thought and the Atlantic Republican Tradition” (1975) and, most notably, “Barbarism and Religion,” a six-volume study of the life and times of Edward Gibbon,
  • Professor Pocock, Quentin Skinner and other like-minded scholars, known collectively as the Cambridge School, came to prominence in the late 1960s with a fresh approach to the study of political thought, characterized by an emphasis on context and an unwillingness to assume that all ideas and problems were viewed in the past as they would be viewed today.
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  • “Pocock rejected the idea that politics or philosophy addressed the same problems over time — what justice meant for Aristotle did not mean the same for Hobbes or for Rousseau,”
  • “So explaining what political ideas meant in theory and in practice became the historian’s task.”
  • The Cambridge School attracted devotees across the world in departments of politics, history, philosophy, literature and language — scholars who were admonished to set aside any modern-day assumptions and prejudices they might hold when delving into the past.
  • “Readers, Christian or non-believing, who may find themselves involved in analyses of thought they consider obsolete or false, are asked to remember that they are studying the history of a time when such thinking was offered and read seriously,” he wrote.
  • Professor Pocock’s first book, “The Ancient Constitution and the Feudal Law,” made clear that he would not be a conventional historian. The book asked how people in the 17th century viewed their past, and he wasn’t satisfied with drawing on the go-to philosopher of the period, John Locke. As Colin Kidd wrote in The London Review of Books in 2008, the book “drove a bypass around Locke” and “concentrated instead on a set of debates among such obscure antiquaries as William Petyt, James Tyrrell, William Atwood and Robert Brady.”
  • “The Machiavellian Moment” cemented Professor Pocock’s reputation among historians, and it continued to grow from there. The first volume of “Barbarism and Religion” came out in 1999, when Professor Pocock was in his mid-70s. Volume 6 appeared in 2015. He also edited or co-edited “The Political Works of James Harrington” (1977), “Edmund Burke: Reflections on the Revolution in France” (1987) and “The Varieties of British Political Thought, 1500-1800” (1993), among other books.
  • “Pocock’s central contention,” the Oxford historian Keith Thomas wrote in The New York Review of Books in 1986, “is that a work of political thought can only be understood if the reader is aware of the contemporary linguistic constraints to which its author was subject, for these constraints prescribed both his subject matter and the way in which that subject matter was conceptualized.”
  • its application to the history of political ideas forms a great contrast to the assumptions of the 1950s, when it was widely thought that the close reading of a text by an analytic philosopher was sufficient to establish its meaning, even though the philosopher was quite innocent of any knowledge of the period in which the text was written or of the linguistic traditions within which its author operated.”
  • “Historians need to understand that the history of discourse is not a simple linear sequence in which new patterns overcome and replace the old,” he wrote in 1988 in a preface to a reissue of “Politics, Language and Time,” a 1971 essay collection, “but a complex dialogue in which these patterns persist in transforming one another.”
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Opinion | We Need a New Language for Talking About Race - The New York Times - 0 views

www.nytimes.com/...talking-about-race.html race ancestry dna genetics identity history social construct racism
shared by Javier E on 04 Mar 22 - No Cached
  • The other day, while teaching a lecture class, one of us mentioned in passing that the average African American, according to a 2014 paper, is about 24 percent European and less than 1 percent Native American. A student responded that these percentages were impossible to measure, since “race is a social construction.”
  • the fact that race is a social invention and not a biological reality cannot be repeated too much.
  • However, while race is socially constructed, genetic mutations — biological records of ancestry — are not, and the distinction is a crucial one.
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  • To varying degrees, we have all inherited a muddled understanding of race, ancestry and phenotype from the Enlightenment,
  • if we don’t disentangle these concepts, we may miss the great promise of using genetics to push back against a very long and sad history of the misuse of science for pernicious purposes.
  • One of the key moments in the evolution of modern concepts of race occurred in France in 1741, when the members of Bordeaux’s Royal Academy of Sciences held a continentwide essay contest on the “cause” of dark skin and textured hair among African populations. Why, they asked, were Black people Black?
  • this contest signaled a new era of “scientific racism.” In the decades that followed, naturalists increasingly subdivided the human species into several so-called races by things like skin color, hair texture, skull shape and, most perniciously, according to supposedly transcendent essences.
  • genetics — or, for that matter, any science — has the potential to be misused, co-opted by racist ideologies and employed to bolster harmful narratives about racial purity or biological superiority.
  • There is no category for white in genetic analysis; half of his ancestry traces back to regions in Europe. We should never forget that whiteness, like Blackness, is just another social fiction.
  • If, throughout the 18th, 19th and 20th centuries, science put an enormous amount of effort into dividing the human species into separate categories, 21st-century genetic analysis promises to reveal just how meaningless those categories are — and how connected we’ve been all along.
  • it feels urgent that we develop new language for discussing the relationship between identity, ancestry, history and science
  • DNA analysis could help create that language by offering more nuanced ways of looking at individual origins and a more unifying narrative about our shared heritage
  • While, biologically speaking, the idea of individual human races with different origins is as farcical as the medieval belief that elves cause hiccups, the social reality of race is undeniable.
  • The multitude of population clusters, regions and genetic groups reflected in DNA tests counters existing narratives that try to reduce the astonishing variety of the human community to the four or five socially constructed races of man
  • But if we can, at the very least, embrace the understanding that race (a toxic social construction) and ancestry (a shared genetic history) are not only distinct but also fundamentally opposed — and teach that in our classrooms — it could go a long way toward freeing us from some of the binds in which scientific racism have trapped us.
  • The stories embedded in our genes beg to be told. They tell of ancestral diversity that stretches back thousands of years and ultimately underscores all that we — despite superficial physical differences — have in common.
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