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Javier E

Our Nation Cannot Censor Its Way Back to Cultural Health - 0 views

  • The Supreme Court could not be more clear about the special importance of the First Amendment in the university setting. Cohn quotes these famous words from Sweezy v. New Hampshire:
  • The essentiality of freedom in the community of American universities is almost self-evident. No one should underestimate the vital role in a democracy that is played by those who guide and train our youth. To impose any strait jacket upon the intellectual leaders in our colleges and universities would imperil the future of our Nation. No field of education is so thoroughly comprehended by man that new discoveries cannot yet be made. Particularly is that true in the social sciences, where few, if any, principles are accepted as absolutes. Scholarship cannot flourish in an atmosphere of suspicion and distrust. Teachers and students must always remain free to inquire, to study and to evaluate, to gain new maturity and understanding; otherwise, our civilization will stagnate and die.
  • Yet even when a state agency can regulate the expression of ideas, should it? After all, most cancel culture incidents don’t implicate the First Amendment either. Employers can fire you for your speech. Social media can block any of us from access to their platforms. But in law as in culture, the question of “can” is separate from the question of “should.”
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  • For example, a school board can remove the book Maus from its eighth-grade curriculum (because of profanity and mouse nudity), but should it? A school board can remove To Kill a Mockingbird (for alleged racial insensitivity) from a required reading list, but should it? 
  • In Board of Education v. Pico, a 1982 Supreme Court case that cast doubt on the ability of public schools to ban library books on the basis of their ideas alone, the court’s plurality described a purpose of public education as preparing “individuals for participation as citizens," and as vehicles for "inculcating fundamental values necessary to the maintenance of a democratic political system.”
  • Systematically suppressing ideas in public education does not help our students learn liberty, nor does it prepare them for pluralism. It teaches them to seek protection from ideas and that the method for engaging with difference is through domination. 
  • Our nation is a diverse pluralistic constitutional republic, and as James Madison noted in Federalist No. 10, we cannot respond to the inevitable rise of competing factions by suppressing liberty, tempting as that always is. Madison was shrewd and realistic enough to recognize that liberty empowers factions. As he put it, “Liberty is to faction what air is to fire, an aliment without which it instantly expires.”
  • At the same time, however, “it could not be less folly to abolish liberty, which is essential to political life, because it nourishes faction, than it would be to wish the annihilation of air, which is essential to animal life, because it imparts to fire its destructive agency.”
  • I mounted a Christian defense of American classical liberalism, and I made the case that–while no system of government is perfect–American classical liberalism does possess two cardinal virtues. Its protections of liberty recognize both the dignity and the imperfection of man. 
  • And few liberties encompass both that dignity and imperfection more than the right to speak. The violation of that right–the deprivation of that dignity–can inflict a profound moral injury on a citizen and it can help perpetuate profound injustices in society and government. As Douglass noted, free speech is the “dread of tyrants.”
  • Moreover, as John Stuart Mill’s argument for free speech demonstrates, free speech rests on a foundation of humility.
  • Summarizing Mill, Greg articulates “three possibilities in any given argument:
  • You are wrong, in which case freedom of speech is essential to allow people to correct you.
  • You are partially correct, in which case you need free speech and contrary viewpoints to help you get a more precise understanding of what the truth really is.
  • You are 100% correct, in which unlikely event you still need people to argue with you, to try to contradict you, and to try to prove you wrong. Why? Because if you never have to defend your points of view, there is a very good chance you don’t really understand them, and that you hold them the same way you would hold a prejudice or superstition. It’s only through arguing with contrary viewpoints that you come to understand why what you believe is true.
  • In short, I value free speech, not so much because I’m right and you need to hear from me, but rather because I’m very often wrong and need to hear from you. Free speech rests upon a foundation of human fallibility.
  • As American animosity rises, we simply cannot censor our way to social peace or unity. We can, however, violate the social compact, disrupt the founding logic of our republic, and deprive American students and American citizens of the exchange of ideas and of the liberty that has indeed caused, as Douglass prophesied, “thrones, dominions, principalities, and powers, founded in injustice and wrong” to tremble in the face of righteous challenge.
Javier E

Opinion | The Mystery of White Rural Rage - The New York Times - 0 views

  • Business types and some economists may talk glowingly about the virtues of “creative destruction,” but the process can be devastating, economically and socially, for those who find themselves on the destruction side of the equation. This is especially true when technological change undermines not just individual workers but also whole communities.
  • It’s a big part of what has happened to rural America.
  • This process and its effects are laid out in devastating, terrifying and baffling detail in “White Rural Rage: The Threat to American Democracy,” a new book by Tom Schaller and Paul Waldman
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  • “devastating” because the hardship of rural Americans is real, “terrifying” because the political backlash to this hardship poses a clear and present danger to our democracy, and “baffling” because at some level I still don’t get the politics.
  • Technology is the main driver of rural decline, Schaller and Waldman argue. Indeed, American farms produce more than five times as much as they did 75 years ago, but the agricultural work force declined by about two-thirds over the same period, thanks to machinery, improved seeds, fertilizers and pesticides
  • Coal production has been falling recently, but thanks partly to technologies like mountaintop removal, coal mining as a way of life largely disappeared long ago, with the number of miners falling 80 percent even as production roughly doubled.
  • The decline of small-town manufacturing is a more complicated story, and imports play a role, but it’s also mainly about technological change that favors metropolitan areas with large numbers of highly educated workers.
  • Technology, then, has made America as a whole richer, but it has reduced economic opportunities in rural areas. So why don’t rural workers go where the jobs are? Some have
  • But some cities have become unaffordable, in part because of restrictive zoning — one thing blue states get wrong — while many workers are also reluctant to leave their families and communities.
  • So shouldn’t we aid these communities? We do. Federal programs — Social Security, Medicare, Medicaid and more — are available to all Americans, but are disproportionately financed from taxes paid by affluent urban areas. As a result there are huge de facto transfers of money from rich, urban states like New Jersey to poor, relatively rural states like West Virginia.
  • While these transfers somewhat mitigate the hardship facing rural America, they don’t restore the sense of dignity that has been lost along with rural jobs.
  • And maybe that loss of dignity explains both white rural rage and why that rage is so misdirected — why it’s pretty clear that this November a majority of rural white Americans will again vote against Joe Biden, who as president has been trying to bring jobs to their communities, and for Donald Trump, a huckster from Queens who offers little other than validation for their resentment.
  • This feeling of a loss of dignity may be worsened because some rural Americans have long seen themselves as more industrious, more patriotic and maybe even morally superior to the denizens of big cities — an attitude still expressed in cultural artifacts like Jason Al
  • In the crudest sense, rural and small-town America is supposed to be filled with hard-working people who adhere to traditional values, not like those degenerate urbanites on welfare, but the economic and social reality doesn’t match this self-image.
  • Prime working-age men outside metropolitan areas are substantially less likely than their metropolitan counterparts to be employed — not because they’re lazy, but because the jobs just aren’t there.
  • Quite a few rural states also have high rates of homicide, suicide and births to single mothers — again, not because rural Americans are bad people, but because social disorder is, as the sociologist William Julius Wilson argued long ago about urban problems, what happens when work disappears.
  • Draw attention to some of these realities and you’ll be accused of being a snooty urban elitist
  • The result — which at some level I still find hard to understand — is that many white rural voters support politicians who tell them lies they want to hear. It helps explain why the MAGA narrative casts relatively safe cities like New York as crime-ridden hellscapes while rural America is the victim not of technology but of illegal immigrants, wokeness and the deep state.
  • while white rural rage is arguably the single greatest threat facing American democracy, I have no good ideas about how to fight it.
Javier E

Donald Trump Has Broken the Constitution - The Atlantic - 1 views

  • The Constitution is not, however, as Justice Robert Jackson once famously wrote, “a suicide pact.” That phrase is usually used to suggest that government can legitimately overstep its bounds in times of emergency. But it also refers, I think, to moments when “we the people” pour a national libation of Kool-Aid and demand that everybody drink.
  • Clearly a large proportion of American citizens—not as many as voted for Hillary Clinton, but still, under our strange system, enough—wanted Trump as their president and now hope that he fulfills the loud promises he repeatedly made to the country.
  • But those promises are the problem. Donald Trump ran on a platform of relentless, thoroughgoing rejection of the Constitution itself, and its underlying principle of democratic self-government and individual rights. True, he never endorsed quartering of troops in private homes in time of peace, but aside from that there is hardly a provision of the Bill of Rights or later amendments he did not explicitly promise to override, from First Amendment freedom of the press and of religion to Fourth Amendment freedom from “unreasonable searches and seizures” to Sixth Amendment right to counsel to Fourteenth Amendment birthright citizenship and Equal Protection and Fifteenth Amendment voting rights.
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  • Like an admissions officer at Trump University, he offered Americans a bag of magic beans and asked them in exchange to hand over their rights and their form of government.Smiling, nearly 60 million complied.
  • He is, in other words, a figure out of authoritarian politics, not the American tradition; and a democratic constitution that empowers such a leader has misfired badly.
  • I deny their right to give Trump my rights or those of others who cannot defend themselves. No result is legitimate that threatens the Constitution its very promise of the “blessings of liberty.” No transient plurality, no matter how angry, has the power to strip minorities of equal status and protection; no mass of voters, no matter how frightened, has the power to vote away the democratic future of their children and their children’s children.
  • These values don’t bind Donald Trump; norms of decency do not apply; he shrugs off the very burden of fact itself. Like dictators of the Old World, he uses his mass media power to lie, to insult, to strip individuals of their dignity, to commit the grossest libels of religious and national groups, and to encourage persecution, torture, and public violence. He actively campaigns against any notions of racial, religious, and sexual equality. He threatens those who oppose him with the unchecked power of the state.
  • American national leaders gain their legitimacy by competing in compliance with not merely the outward forms but the clear values of our Constitution—equal dignity, religious freedom and tolerance, open deliberation, and the rule of law.
  • Over a decade and a half of no-holds-barred politics and “enemy-within” panic, Americans drove their democracy as if it were an automobile with an oil leak, until the engine at last has seized up and the vehicle has crashed.
  • The Constitution is broken, and I don’t know how, or whether, it will be fixed.
  • But I know this as well: Trump was elected President on November 8.But he is not my president and he never will be.
Javier E

The Bad History Behind 'You Didn't Build That' - Bloomberg - 0 views

  • “Bourgeois Dignity” is both the title of a recent book by the economic historian Deirdre N. McCloskey and, she argues, the attitude that accounts for the biggest story in economic history: the explosion of growth that took northern Europeans and eventually the world from living on about $3 a day, give or take a dollar or two (in today’s bu
  • ing power), to the current global average of $30 -- and much higher in developed nations
  • That change, she argues, is way too big to be explained by normal economic behavior, however rational, disciplined or efficient
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  • the usual stories of utility maximization and optimal pricing “can’t explain the rise in the whole world’s (absolute) advantage from $3 to $30 a day, not to speak of $137 a day.”
  • McCloskey’s explanation is that people changed the way they thought, wrote and spoke about economic activity. “In the eighteenth and nineteenth centuries,” she writes, “a great shift occurred in what Alexis de Tocqueville called ‘habits of the mind’ -- or more exactly, habits of the lip. People stopped sneering at market innovativeness and other bourgeois virtues.” As attitudes changed, so did behavior, leading to more than two centuries of constant innovation and rising living standards.
  • Most of “Bourgeois Dignity” is devoted to knocking down alternative explanations for the sudden and enormous escalation in living standards. In particular, McCloskey draws on the last half-century of economic-history scholarship to debunk what most people outside the field assume was the critical ingredient: savings and wealth accumulation. We might call this explanation “capital-ism.” Whether derived from Karl Marx, Max Weber, Karl Polyani, or, in a more-recent incarnation, Fernand Braudel, she argues, the emphasis on capital simply gets the facts wrong. It is empirically false.
  • savings rate of at least 12 percent, compared with no more than 10 percent to 20 percent in modern industrial economies. And, contrary to Weber’s story about a new Protestant Ethic, savings rates were roughly the same in Catholic and Protestant countries or, for that matter, in China.
  • Besides, as economic historians discovered in the 1960s, the economic takeoff didn’t actually require large amounts of capital. Early cotton mills, for instance, were relatively cheap to set up. “The source of the industrial investment required was short-term loans from merchants for inventories and longer- term loans from relative
  • What was different, she maintains, is how people thought about new ideas. Creative destruction became not only accepted but also encouraged, as did individual enterprise. “What
  • ade us rich,” she writes, “was a new rhetoric that was favorable to unbounded innovation, imaginatio
  • ness, persuasion, originality, with individual rewards often paid in a coin of honor or thankfuln
  • McCloskey’s book is not only a useful survey of how scholars answer the biggest question in economics: What causes growth? It is also a timely reminder that prosperity depends on more than effort or resources or infrastructure or good laws. Attitudes matter, too. You don’t build a wealthy society by deriding bourgeois enterprise -- or the people who take pride in it.
Javier E

What's Wrong With 'All Lives Matter'? - NYTimes.com - 1 views

  • what we see is that some lives matter more than others, that some lives matter so much that they need to be protected at all costs, and that other lives matter less, or not at all. And when that becomes the situation, then the lives that do not matter so much, or do not matter at all, can be killed or lost, can be exposed to conditions of destitution, and there is no concern, or even worse, that is regarded as the way it is supposed to be
  • we have to remember that under slavery black lives were considered only a fraction of a human life, so the prevailing way of valuing lives assumed that some lives mattered more
  • when and where did black lives ever really get free of coercive force? One reason the chant “Black Lives Matter” is so important is that it states the obvious but the obvious has not yet been historically realized. So it is a statement of outrage and a demand for equality, for the right to live free of constraint, but also a chant that links the history of slavery, of debt peonage, segregation, and a prison system geared toward the containment, neutralization and degradation of black lives,
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  • We can see the videos and know what is obviously true, but it is also obviously true that police and the juries that support them obviously do not see what is obvious, or do not wish to see.
  • we cannot name all the black men and women whose lives are snuffed out all because a police officer perceives a threat, sees the threat in the person, sees the person as pure threat. Perceived as a threat even when unarmed or completely physically subdued, or lying in the ground, as Rodney King clearly was, or coming back home from a party on the train and having the audacity to say to a policeman that he was not doing anything wrong and should not be detained: Oscar Grant.
  • also a police system that more and more easily and often can take away a black life in a flash all because some officer perceives a threat.
  • The perception is then ratified as a public perception at which point we not only must insist on the dignity of black lives, but name the racism that has become ratified as public perception.
  • to make that universal formulation concrete, to make that into a living formulation, one that truly extends to all people, we have to foreground those lives that are not mattering now, to mark that exclusion, and militate against it. Achieving that universal, “all lives matter,” is a struggle
  • it is not just that black lives matter, though that must be said again and again. It is also that stand-your-ground and racist killings are becoming increasingly normalized, which is why intelligent forms of collective outrage have become obligatory.
  • At least in these cases that have galvanized the nation and the world in protest, we all see the twisted logic that results in the exoneration of the police who take away the lives of unarmed black men and women. And why is that the case? It is not because what the police and their lawyers present as their thinking in the midst of the situation is very reasonable. No, it is because that form of thinking is becoming more “reasonable” all the time. In other words, every time a grand jury or a police review board accepts this form of reasoning, they ratify the idea that blacks are a population against which society must be defended, and that the police defend themselves and (white) society, when they preemptively shoot unarmed black men in public space.
  • What has led us to this place? J.B.: Racism has complex origins, and it is important that we learn the history of racism to know what has led us to this terrible place. But racism is also reproduced in the present, in the prison system, new forms of population control, increasing economic inequality that affects people of color disproportionately.
  • I’ve heard that some white people have held signs that read “All Lives Matter.” J.B.: When some people rejoin with “All Lives Matter” they misunderstand the problem, but not because their message is untrue. It is true that all lives matter, but it is equally true that not all lives are understood to matter which is precisely why it is most important to name the lives that have not mattered, and are struggling to matter in the way they deserve.
  • we cannot have a race-blind approach to the questions: which lives matter? Or, which lives are worth valuing? If we jump too quickly to the universal formulation, “all lives matter,” then we miss the fact that black people have not yet been included in the idea of “all lives.”
  • So the police see a threat when there is no gun to see, or someone is subdued and crying out for his life, when they are moving away or cannot move. These figures are perceived as threats even when they do not threaten, when they have no weapon, and the video footage that shows precisely this is taken to be a ratification of the police’s perception
  • whiteness is figured as a young virgin whose future husband is white — this characterization ratifies the sentiments that oppose miscegenation and defend norms or racial purity. But whose sexuality is imperiled in this scene? After all, black women and girls were the ones who were raped, humiliated and disposed of under conditions of slavery, and it was black families who were forcibly destroyed: black kinship was not recognized as kinship that matters
  • women of color, and black feminists in particular, have struggled for years against being the sexual property of either white male power or black masculinity, against poverty, and against the prison industry, so there are many reasons it is necessary to define racism in ways that acknowledge the specific forms it takes against men, women, and transgendered people of color.
  • there are white people who may be very convinced that they are not racist, but that does not necessarily mean that they have examined, or worked though, how whiteness organizes their lives, values, the institutions they support, how they are implicated in ways of talking, seeing, and doing that constantly and tacitly discriminate. Undoing whiteness has to be difficult work, but it starts, I think, with humility, with learning history, with white people learning how the history of racism persists in the everyday vicissitudes of the present, even as some of us may think we are “beyond” such a history, or
  • It is difficult and ongoing work, calling on an ethical disposition and political solidarity that risks error in the practice of solidarity.
  • It is probably important and satisfying as well to let one’s whiteness recede by joining in acts of solidarity with all those who oppose racism.
  • ut just as certain kinds of violence and inequality get established as “normal” through the proceedings that exonerate police of the lethal use of force against unarmed black people, so whiteness, or rather its claim to privilege, can be disestablished over time
  • it is probably an error, in my view, for white people to become paralyzed with guilt and self-scrutiny. The point is rather to consider those ways of valuing and devaluing life that govern our own thinking and acting, understanding the social and historical reach of those ways of valuing.
  • Whiteness is not an abstraction; its claim to dominance is fortified through daily acts which may not seem racist at all precisely because they are considered “normal.”
  • There are many ways to do this, in the street, the office, the home, and in the media. Only through such an ever-growing cross-racial struggle against racism can we begin to achieve a sense of all the lives that really do matter.
  • This week’s conversation is with Judith Butler, Maxine Elliot Professor in the department of comparative literature and the program of critical theory at the University of California, Berkeley.
gaglianoj

Cheh Introduces 'Death With Dignity' Assisted Suicide Bill: DCist - 0 views

  • Currently, assisted suicide is legal in only four states, but D.C. could soon join that list.
  • Under the proposed “Death with Dignity Act of 2015,” a mentally competent patient suffering from a terminal illness that's "likely to result in death within six months" can request medication that would allow them to choose the time, place, and circumstances of his/her death."
  • Should Cheh's bill make it through the Council and signed by Mayor Muriel Bowser, D.C. would be one of the few places in the country to legalize assisted suicide.
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  • But due to the sensitive nature of the bill, Cheh said she doesn't want to rush it through the Council.
Javier E

Review of Francis Fukuyama's "Identity: The Demand for Dignity and the Politics of Resentment" | History News Network - 0 views

  • Fukuyama sees citizen identification with their own nation state as an important part of liberal democracy. In contrast to most progressive leaders, he does not view multiculturalism and the celebration of different ethnicities and sexual orientation as a step forward to more personal freedom. Instead, he sees these new demands for individual identity as destabilizing to modern nation states. 
  • Fukuyama states that “demand for recognition of one’s identity is a master concept that unifies much of what is going on in world politics today.”
  • This demand for recognition of individual identity, whether based on race, religion or gender, has been accelerated by the explosion in international trade and travel and the rise of the Internet and social media. The latter communication tools have “facilitated the emergence of self-contained communities, walled off not by physical barriers but by belief in shared identity.”
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  • To help readers understand the drive for identity in Western Civilization, Fukuyama coins two new terms, both based on the Greek word thymos, which he explains as “the part of the soul that craves recognition or dignity.” His first term isothymia, he defines as “the demand to be respected on an equal basis with other people.”His second new word, megalothymia, is “the desire to be recognized as superior.”
  • What actions can liberal democracies take to protect minorities while strengthening their traditional freedoms? Fukuyama proposes the development of “creedal national identities.” In this scenario, individuals would strongly identify with the “core values” in their country rather than on “shared personal characteristics.” 
  • Fukuyama argues that the left has made a serious mistake in abandoning its traditional concerns with demanding economic equality and worker protections in favor of promoting “a wide variety of groups perceived as being marginalized…blacks, immigrants, women, the LGBT community.” In response, the right in many countries redefined itself as “patriots who seek to protect traditional national identity.”
  • Megalothymia becomes a major problem when an aggressive majority group takes power and seeks to socially ostracize or even exterminate a minority group. Nazi Germany is the ultimate expression of this trend in the 20th century. 
  • In the United States, progressives should “adopt an assimilationist agenda.” This would include “strengthening external borders” while providing a clear path to citizenship for the 12 million undocumented men and women now in the country. He also wants public education to phase-out bilingual education and focus on teaching all students English language skills. He cites the “thirteen different languages taught in the New York City schools” as a divisive factor, weakening a national identity and fostering segregated communities.Fukuyama also proposes universal national service for all young people, as a “powerful way of integrating newcomers into the national culture.”He chastises the Democratic Party and progressives in general for “undermining the legitimacy of the American national story” by suggesting that racism and gender discrimination are “intrinsic to the country’s DNA.”
  • This has allowed the Republican Party and other conservative ideologues to redefine themselves as “patriots who seek to protect national identify.”He advises progressives to return to the traditional working-class issues of economic redistribution and improved government services (e.g. education, child care). 
Javier E

The great artificial intelligence duopoly - The Washington Post - 0 views

  • The AI revolution will have two engines — China and the United States — pushing its progress swiftly forward. It is unlike any previous technological revolution that emerged from a singular cultural setting. Having two engines will further accelerate the pace of technology.
  • WorldPost: In your book, you talk about the “data gap” between these two engines. What do you mean by that? Lee: Data is the raw material on which AI runs. It is like the role of oil in powering an industrial economy. As an AI algorithm is fed more examples of the phenomenon you want the algorithm to understand, it gains greater and greater accuracy. The more faces you show a facial recognition algorithm, the fewer mistakes it will make in recognizing your face
  • All data is not the same, however. China and the United States have different strengths when it comes to data. The gap emerges when you consider the breadth, quality and depth of the data. Breadth means the number of users, the population whose actions are captured in data. Quality means how well-structured and well-labeled the data is. Depth means how many different data points are generated about the activities of each user.
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  • Chinese and American companies are on relatively even footing when it comes to breadth. Though American Internet companies have a smaller domestic user base than China, which has over a billion users on 4G devices, the best American companies can also draw in users from around the globe, bringing their total user base to over a billion.
  • when it comes to depth of data, China has the upper hand. Chinese Internet users channel a much larger portion of their daily activities, transactions and interactions through their smartphones. They use their smartphones for managing their daily lives, from buying groceries at the market to paying their utility bills, booking train or bus tickets and to take out loans, among other things.
  • Weaving together data from mobile payments, public services, financial management and shared mobility gives Chinese companies a deep and more multi-dimensional picture of their users. That allows their AI algorithms to precisely tailor product offerings to each individual. In the current age of AI implementation, this will likely lead to a substantial acceleration and deepening of AI’s impact across China’s economy. That is where the “data gap” appears
  • The radically different business model in China, married to Chinese user habits, creates indigenous branding and monetization strategies as well as an entirely alternative infrastructure for apps and content. It is therefore very difficult, if not impossible, for any American company to try to enter China’s market or vice versa
  • companies in both countries are pursuing their own form of international expansion. The United States uses a “full platform” approach — all Google, all Facebook. Essentially Australia, North America and Europe completely accept the American methodology. That technical empire is likely to continue.
  • The Chinese have realized that the U.S. empire is too difficult to penetrate, so they are looking elsewhere. They are trying, and generally succeeding, in Southeast Asia, the Middle East and Africa. Those regions and countries have not been a focus of U.S. tech, so their products are not built with the cultures of those countries in mind. And since their demographics are closer to China’s — lower income and lots of people, including youth — the Chinese products are a better fit.
  • If you were to draw a map a decade from now, you would see China’s tech zone — built not on ownership but partnerships — stretching across Southeast Asia, Indonesia, Africa and to some extent South America. The U.S. zone would entail North America, Australia and Europe. Over time, the “parallel universes” already extant in the United States and China will grow to cover the whole world.
  • Policy-wise, we are seeing three approaches. The Chinese have unleashed entrepreneurs with a utilitarian passion to commercialize technology. The Americans are similarly pro-entrepreneur, but the government takes a laissez-faire attitude and the entrepreneurs carry out more moonshots. And Europe is more consumer-oriented, trying to give ownership and control of data back to the individual.
  • An AI arms race would be a grave mistake. The AI boom is more akin to the spread of electricity in the early Industrial Revolution than nuclear weapons during the Cold War. Those who take the arms-race view are more interested in political posturing than the flourishing of humanity. The value of AI as an omni-use technology rests in its creative, not destructive, potential.
  • In a way, having parallel universes should diminish conflict. They can coexist while each can learn from the other. It is not a zero-sum game of winners and losers.
  • We will see a massive migration from one kind of employment to another, not unlike during the transition from agriculture to manufacturing. It will largely be the lower-wage jobs in routine work that will be eliminated, while the ultra-rich will stand to make a lot of money from AI. Social inequality will thus widen.
  • The jobs that AI cannot do are those of creators, or what I call “empathetic jobs” in services, which will be the largest category that can absorb those displaced from routine jobs. Many jobs will become available in this sector, from teaching to elderly care and nursing. A great effort must be made not only to increase the number of those jobs and create a career path for them but to increase their social status, which also means increasing the pay of these jobs.
  • There are also issues related to poorer countries who have relied on either following the old China model of low-wage manufacturing jobs or of India’s call centers. AI will replace those jobs that were created by outsourcing from the West. They will be the first to go in the next 10 years. So, underdeveloped countries will also have to look to jobs for creators and in services.
  • I am opposed to the idea of universal basic income because it provides money both to those who don’t need it as well as those who do. And it doesn’t stimulate people’s desire to work. It puts them into a kind of “useless class” category with the terrible consequence of a resentful class without dignity or status.
  • To reinvigorate people’s desire to work with dignity, some subsidy can help offset the costs of critical needs that only humans can provide. That would be a much better use of the distribution of income than giving it to every person whether they need it or not. A far better idea would be for workers of the future to have an equity share in owning the robots — universal basic capital instead of universal basic income.
Javier E

Every Culture Appropriates - The Atlantic - 0 views

  • the idea persists that there is something wrong and oppressive about people of one background adopting and adapting the artifacts of another.
  • A Canadian university cancelled its yoga classes as culturally appropriating—notwithstanding that most of the strenuous moves taught in a modern class actually originate in Danish gymnastics and British army calisthenics, which were in turn appropriated by Indian entrepreneurs seeking to update yoga from a meditative to an active practice for the body-conscious modern age.
  • The cultural appropriation police answer the yoga and banh mi objections with a familiar counter-argument: it’s about power. It’s fine for colonized Indians to incorporate European fitness regimes into their yoga; wrong for Canadians of European origin to incorporate yoga into their fitness regimes.
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  • the trouble with that argument is that—like culture—power also ebbs and flows. Customs we may think of as immemorially inherent in one culture very often originated in that culture’s own history of empire and domination
  • All cultures have histories. Young people born in North America may imagine that their grandmother’s recipes or wardrobe emerged autochthonously in a timeless ancestral homeland. But that only reflects how thoroughly they have Americanized themselves, reducing other countries’ complexities to folklores to be fetishized rather than understood and evaluated on their own terms.
  • They took something foreign and made it something domestic, in a pattern that has repeated itself in endless variations since the Neolithic period.
  • For whatever reason it happened, the idea that clothing styles should change regularly and often for no very compelling reason is one of Europe’s most distinctive contributions to world culture. Before their encounter with European culture, nobody else saw the point of it.
  • With the cheongsam, fashion in the European sense came to China. In the decades from 1915 to 1950, the cheongsam changed more than women’s costume did in the previous 250 years.
  • Like the idea that audiences should refrain from talking while music is performed, the idea that women should be able to move about as freely and easily as men is a cultural product—popularized by the North Atlantic world in the period after the First World War.
  • If it’s wrong for one culture to borrow from another, then it was wrong to invent the cheongsam in the first place—because not only did the garment’s shape originate outside China, but so, too, did the garment’s purposes. It was precisely because they appreciated that they were importing Western ideas about women that the inventors of the cheongsam adapted a Western shape.
  • The Chinese dress young Kezia Daum wanted to wear to prom originated in a brutal act of imperialism, but not by any western people
  • The policemen of cultural appropriation do not think that way. They have a morality tale to tell, one of Western victimization of non-Western peoples—a victimization so extreme that it is triggered by a Western girl’s purchase of a Chinese dress designed precisely so that Chinese girls could live more like Western girls.
  • How to draw the line between that and America’s ugly tradition of minstrelsy, in which subordinated peoples are both mimicked and mocked—as Al Jolson mimicked and mocked black music in his notorious blackface career? There is no clear rule, but there is an open way: the values of respect and tolerance that draw precisely on the rationalist Enlightenment traditions both rejected and relied upon by the cultural-appropriation police
  • The would-be culture police build their whole philosophy on a single assumption of extreme chauvinism: that Western culture is universal—indeed the only universal culture.
  • Western technology, the Western emphasis on individual autonomy and equal human dignity, and even such oddly specific Western practices as death-metal music—the cultural police take all this for granted as thoroughly as a fish takes for granted the water in its fishbowl.
  • It’s a free society, do what you like! But please remember, as you do so, that this “freedom” you use is itself a cultural product, with its own origins in precisely the culture you traduce.
  • The Western culture of personal autonomy and equal dignity is a precious thing precisely because it is not universal. Those who participate in that culture and enjoy its benefits may hope—do hope—that it may someday become universal
  • If anything, that culture is at present in retreat, challenged and assailed both at home and abroad. It needs defending, and to be defended effectively it is vital to understand precisely how non-universal it is.
  • To the extent that the cultural-appropriation police are urging their targets to respect others who are different, they are saying something that everyone needs to hear
  • beyond that, they can plunge into doomed tangles.
  • In order to tell that story, the policemen of cultural appropriation must crush and deform much of the truth of cultural history—and in the process demean and infantilize the people they supposedly champion.
  • Those traditions are the spiritual core of American culture at its highest. And those values we should all hope to see appropriated by all this planet’s peoples and cultures.
  • When the Manchu dynasty was finally overthrown in 1911, Chinese people found themselves free for the first time in 250 years to dress as they pleased. In the decade afterward, creative personalities in the great commercial metropolis of Shanghai devised a new kind of garment for women. They called it the cheongsam.
  • The new garment was a fusion of old and new, east and west. Manchurian-style fabrics were tailored to a European-style pattern
  • The cheongsam was equally available to women from a wide range of statuses—and enabled Chinese women to move as their western counterparts did.
Javier E

The Roots of Muslim Rage - The Atlantic - 0 views

  • Islam is one of the world's great religions. Let me be explicit about what I, as a historian of Islam who is not a Muslim, mean by that
  • Islam has brought comfort and peace of mind to countless millions of men and women. It has given dignity and meaning to drab and impoverished lives. It has taught people of different races to live in brotherhood and people of different creeds to live side by side in reasonable tolerance
  • It inspired a great civilization in which others besides Muslims lived creative and useful lives and which, by its achievement, enriched the whole world
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  • But Islam, like other religions, has also known periods when it inspired in some of its followers a mood of hatred and violence. It is our misfortune that part, though by no means all or even most, of the Muslim world is now going through such a period
  • At times this hatred goes beyond hostility to specific interests or actions or policies or even countries and becomes a rejection of Western civilization as such, not only what it does but what it is, and the principles and values that it practices and professes. These are indeed seen as innately evil, and those who promote or accept them as the "enemies of God.
  • It must surely be clear that what won support for such totally diverse doctrines was not Nazi race theory, which can have had little appeal for Arabs, or Soviet atheistic communism, which can have had little appeal for Muslims, but rather their common anti-Westernism
  • In the classical Islamic view, to which many Muslims are beginning to return, the world and all mankind are divided into two: the House of Islam, where the Muslim law and faith prevail, and the rest, known as the House of Unbelief or the House of War, which it is the duty of Muslims ultimately to bring to Islam
  • But the greater part of the world is still outside Islam, and even inside the Islamic lands, according to the view of the Muslim radicals, the faith of Islam has been undermined and the law of Islam has been abrogated. The obligation of holy war therefore begins at home and continues abroad, against the same infidel enemy.
  • Like every other civilization known to human history, the Muslim world in its heyday saw itself as the center of truth and enlightenment, surrounded by infidel barbarians whom it would in due course enlighten and civilize.
  • Among the components in the mood of anti-Westernism, and more especially of anti-Americanism, were certain intellectual influences coming from Europe
  • One of these was from Germany, where a negative view of America formed part of a school of thought by no means limited to the Nazis but including writers as diverse as Rainer Maria Rilke, Ernst Junger, and Martin Heidegger. In this perception, America was the ultimate example of civilization without culture
  • German philosophy, and particularly the philosophy of education, enjoyed a considerable vogue among Arab and some other Muslim intellectuals in the thirties and early forties, and this philosophic anti-Americanism was part of the message.
  • sophy, even more anti-American, took its place—the Soviet version of Marxism, with a denunciation of Western capitalism
  • Not all the ideas imported from the West by Western intruders or native Westernizers have been rejected. Some have been accepted by even the most radical Islamic fundamentalists, usually without acknowledgment of source, and suffering a sea change into something rarely rich but often strange
  • The cause most frequently adduced for anti-American feeling among Muslims today is American support for Israel. This support is certainly a factor of importance
  • Despite this monotheism, Islam, like Judaism and Christianity, was at various stages influenced, especially in Iran, by the dualist idea of a cosmic clash of good and evil, light and darkness, order and chaos, truth and falsehood, God and the Adversary, variously known as devil, Iblis, Satan, and by other names.
  • More than ever before it is Western capitalism and democracy that provide an authentic and attractive alternative to traditional ways of thought and life. Fundamentalist leaders are not mistaken in seeing in Western civilization the greatest challenge to the way of life that they wish to retain or restore for their people.
  • Ultimately, the struggle of the fundamentalists is against two enemies, secularism and modernism. The war against secularism is conscious and explicit, and there is by now a whole literature denouncing secularism as an evil neo-pagan force in the modern world and attributing it variously to the Jews, the West, and the United States.
  • The war against modernity is for the most part neither conscious nor explicit, and is directed against the whole process of change that has taken place in the Islamic world in the past century or more and has transformed the political, economic, social, and even cultural structures of Muslim countries.
  • Islamic fundamentalism has given an aim and a form to the otherwise aimless and formless resentment and anger of the Muslim masses at the forces that have devalued their traditional values and loyalties and, in the final analysis, robbed them of their beliefs, their aspirations, their dignity, and to an increasing extent even their livelihood.
  • The instinct of the masses is not false in locating the ultimate source of these cataclysmic changes in the West and in attributing the disruption of their old way of life to the impact of Western domination, Western influence, or Western precept and example.
  • And since the United States is the legitimate heir of European civilization and the recognized and unchallenged leader of the West, the United States has inherited the resulting grievances and become the focus for the pent-up hate and anger.
  • It should by now be clear that we are facing a mood and a movement far transcending the level of issues and policies and the governments that pursue them.
  • This is no less than a clash of civilizations—the perhaps irrational but surely historic reaction of an ancient rival against our Judeo-Christian heritage, our secular present, and the worldwide expansion of both
  • It is crucially important that we on our side should not be provoked into an equally historic but also equally irrational reaction against that rival.
  • Another explanation, more often heard from Muslim dissidents, attributes anti-American feeling to American support for hated regimes, seen as reactionary by radicals, as impious by conservatives, as corrupt and tyrannical by both. This accusation has some plausibility
  • One such was political freedom, with the associated notions and practices of representation, election, and constitutional government. Even the Islamic Republic of Iran has a written constitution and an elected assembly
  • Muslim states have also retained many of the cultural and social customs of the West and the symbols that express them, such as the form and style of male (and to a much lesser extent female) clothing, notably in the military.
  • The movement nowadays called fundamentalism is not the only Islamic tradition. There are others, more tolerant, more open, that helped to inspire the great achievements of Islamic civilization in the past, and we may hope that these other traditions will in time prevail
  • But before this issue is decided there will be a hard struggle, in which we of the West can do little or nothing
  • To this end we must strive to achieve a better appreciation of other religious and political cultures, through the study of their history, their literature, and their achievements
Javier E

The Geography of Trumpism - The New York Times - 0 views

  • We examined what factors predict a high level of Trump support relative to the total number of registered voters.The analysis shows that Trump counties are places where white identity mixes with long-simmering economic dysfunctions.
  • What they have in common is that they have largely missed the generation-long transition of the United States away from manufacturing and into a diverse, information-driven economy deeply intertwined with the rest of the world.
  • “It’s a nonurban, blue-collar and now apparently quite angry population,” said William Frey, a demographer at the Brookings Institution. “They’re not people who have moved around a lot, and things have been changing away from them, but they live in areas that feel stagnant in a lot of ways.”
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  • in the places where support for Mr. Trump runs the strongest, the proportion of the white population that didn’t finish high school is relatively high. So is the proportion of working-age adults who neither have a job nor are looking for one. The third-strongest correlation among hundreds of variables tested: the preponderance of mobile homes.
  • Trump counties include places that have voted for both Republicans and Democrats, and the strongest predictors of Trump support include how a county responded to two very different third-party candidates: Trump territory showed stronger support for the segregationist George Wallace in the 1968 election than the rest of the country, and substantially weaker support for the centrist former Republican John B. Anderson in 1980.
  • the economic problems that line up with strong Trump support have long been in the making, and defy simple fixes.
  • have any of the individuals commenting ever met or talked to the uneducated trailer dwellers referred to in this article. I think not. This poor pitiful underclass that we must now fix as true liberals has been making poor decisions for decades. Serial children withe serial mothers and resulting large child support payments. Job hopping and laying around the house all winter when laid off while waiting for the Wife to get home from work and make dinner. Gun purchases for thousands of dollars and 45,000 dollar trucks on an annual income of 35,000. Cashing in 401ks. To buy the latest 4 Wheeler. Oh and don't forget the biannual trips to Disney world or to hunt out west on credit cards. I sprang from uneducated people of another generation and the men by and large did not engage in self destructive behavior like this. sorry you make your bed and don't expect me to cry about it.
  • I think at least half of the American political class, the republican half, wants Americans to be ignorant. The ignorant are easily duped and manipulated. The GOP establishment clearly knows that, but they never expected someone like Trump to beat them at their own game. That explains why the GOP is generally unwilling to adequately fund public education and is content to punish the non-rich who seek higher education by burying them in debt.
  • Until now I had deceived myself into believing that I am a college educated hard working East coast Caucasian with moderate views and a penchant for reading a multi-faceted world class newspaper. However, the continued biased reports concerning Mr. Trump and his campaign are quite distasteful and have completely lost objectivity.Now, the journalistic attacks have moved toward his supporters and potential voters. Well, as with many of my fellow unintelligent white trash friends this only cements my unwavering support for the Trump campaign.
  • I have seen technology take jobs from people more than immigrants. It is a terrible feeling. Most of my peers and I are now working freelance jobs. Sometimes its voluntary but often times it is because we can't find full time jobs with benefits. For those of us over 60 it is the only work available. If you have never been independent you are in for a shock at how hard it can be to run a small sole proprietor business from scratch.
  • Enormous advances in technology have made the trans-oceanic distances disappear. Foreign-based administrative jobs are now transparent, meaning that "back-room" corporate jobs such as payroll, accounting and corporate management can be off-shored. Jobs in this category also include computer software development and computer system help-line support. The concept of the "virtual corporation", which maintains low levels of "project managers" can scale up or down, and only a small "corporate core" needs to be physically in the USA.
  • Trump has said that he hires people from other countries over American citizens and thinks Americans are already overpaid. So, why is he so popular with the angry voters who are living from paycheck to paycheck or were forced to retire? Trump is part of the problem, not the solution. The working class voters need wage insurance or a living wage solution and they need the government to step in and help them. Remember the WPA programs from the 30s? My guess is that Trump's supporters don't want to be the takers after years of thinking they were above that and were the makers. Surprise, we are all in the same boat.
  • there is a much bigger issue than creating jobs for these people. It is figuring out why so many are incapable of learning at a college level and beyond. I refuse to believe that it is nature dictating such a limitation. My money is on nurture; therefore, my money is on being able to solve that problem too.
  • Until we as a country stop treating intelligence as a disease and take steps to improve education across the board, this is what the fall-out will be. It was only a matter of time before someone figured out they could get to the White House by courting the angry white people vote.
  • among high school or less, 40% some college, but 33% among college graduates, and 19% among the post-graduates. In no election did Trump get the vote of the majority of college graduates or postgraduates. The education gap is consistent and steady. The gender gap is equally consistent.
  • The jobs engine the drove the US to its post war boom was the manufacturing sector. That has been gutted - by US consumer decisions.FDR did not practice racial identity politics.
  • Racism lurks - always - near the surface for ALL human beings. Don't believe me? Go take Harvard's Project Implicit tests (free) and learn about your own racist proclivities!By nature, all human beings tend toward tribalism; we are *wired* to notice and react to "difference". Civilization is the mass awareness of that proclivity towards shunning or rejecting "the other" and creating laws to stop it from becoming reality.When people become stressed, the veneer of civilization starts to break down - our more primitive, wired behaviors take over. That's what is happening now.We also have a huge propensity - as a species - towards cooperation. We have to somehow keep pursuing that "Better Angel of Our Nature" to keep the tide from turning permanently ugly.
  • As I read this article I began to confront an uncomfortable reality. We, as a society are to blame for Mr. Trump's support. Apparently we have ignored or overlooked the tragic plight faced by a sizable minority. Imagine the unemployed coal minor in West Virgina. His financial life is probably a shambles and he has no realistic prospect of recovering. He feels hopeless and abandoned. He sees publicized efforts to address problems of ethnic minorities and immigrants, yet he sits cold and jobless without anyone clamoring to address his situation. He starts getting angry and frustrated.Then, out of nowhere someone comes who appears to want to fight for him. Finally, someone who might champion his cause. Bring back jobs. Stop cheap labor from coming in.
  • Nationally, 23 percent of the 25-to-54-year-old population was not working in March, up from 18 percent in 2000. The areas where Trump is most popular appear to be at the forefront of that trend.
  • Don't people realize that technology, computers, automation and especially robots have replaced more manufacturing and more factories than all the illegal immigrants ever have? On many factory floors you hardly see any human beings at all. Every product is whisked along conveyor belts and assembled (or cooked), and then inspected, labeled, packaged and shipped with a minimum of human intervention. That's today's world. What are we to do? Protest against computers and robots.Also, American corporations have zero loyalty to the USA. Their loyalty is to their bottom line. They take advantage of every tax loophole they can; and if their product is labor intensive they would much rather pay 5000 workers a dollar a day with no benefits rather than stay in America and have to pay someone $18 an hour will vacation time, holiday time off, Soc Sec taxes and Medicare taxes.
  • This is the Party of Stupid the Republican carefully constructed through painstaking racism, defunding of public education, defunding of infrastructure, hate radio, Fox-Henhouse News and trickle-down poverty.Donald Trump's supporters are the direct result of the Republican's decades-long efforts at dumbing down a large swath of Americans.The Republican Party needs to take a giant proud bow as their electorate walks down the runway of nationally-assisted-suicide.
  • The irony of all this is that, yes, the world is shifting out from under the feet of the less-educated poor, but none of us face a really BIG or YUGE problem like slavery, Civil War, total war, a Great Depression, or even a gold/silver conflict. Yet Ken Lay and others can seriously muse over the possibility of secession from the union.The goals that so many of T's supporters are crying for are already in the process of being achieved -- the debt is too high but the national deficit has been cut in half under Obama. Millions now have health care that they didn't have before. "Taxed Enough Already" couldn't be more of an inept slogan.I wonder sometimes if the collapse of the USSR was such a good thing. Having a common enemy provided a kind of glue that held us together. Now some of us seem -- recklessly., hysterically, feverishly -- anxious to find an equally powerful enemy in our own ranks.
  • I can't count the number of my husband's uneducated white southern relations who have taken extensive advantage, repeatedly, of both state and federal programs, including unemployment, food stamps, occasional welfare, and (sometimes specious) "disability." (My husband's mother was one of 11 born to poor sharecroppers, and the only one to leave her subculture
  • Oh, and about the "myth" that opposition to Islam is only is by simplistic Islamophobes. Let me suggest for those who didn't get to it, this article about about the premier public intellectual of France: "Once Hopeful for Harmony, a Philosopher Voices Discord in France" It said that he has concluded that Islam is not comparable with 'Western enlightenment values."
  • It's obvious that the changing economy has structurally disadvantaged many less educated people across America. But, it is also true that economically distressed whites enjoy access to exactly the same programs that assist minorities. They just don't "feel" like this is true.
  • Truth be told, Trump is supported by numerous highly educated people who choose not to support known liars and/or socialists. These same people are tired of candidates who are bought and paid for by secret and evil Super PACs-- Trump is not controlled by these groups. Rubio, Kasich, Cruz and C;inton are.
  • The counties where Trump is most popular also have the lowest employment participation rates. Ordinarily, those folks would be expected to vote Democratic, which is more likely to continue the government spending that sustains them. Trump followers are willing to support him even though it is probably against their economic interest.So how to explain this? The strong correlation to previous support for George Wallace suggests it's about identity. A certain segment of the population does not accept diversity and change. They cling to white supremacy. The irony, as the article notes, is that these are the same folks who self-identify their heritage as "American," rather than, say "English" or "German." However, to me, they seem very un-American.
  • If policy hadn't been influenced by campaign funding, perhaps we would be in a better situation. Maybe congress would have paid more attention to improving the education system. It's a shame that most people don't understand that their only true weapon is voting for someone that isn't in debt to an industry. If we don't change our campaign finance system, nothing will change. Our voices will never be heard, our needs will never be met and policy will continue to favor profit, not people.
  • You are misinterpreting the analysis. This is a correlation analysis and what it says is that there is a moderately strong positive correlation between the % of people in a county that are white and have no high school and the % of people that support Trump. The 61 number is the correlation coefficient. The analysis does NOT show that folks in mobile homes vote for Trump.
  • There is only one interesting question regarding Trump: can he win Ohio and Florida in the national elections? Otherwise his campaign will turn into a footnote in American history like the campaign of many other unsuccessful candidates (Dukakis someone?). His voters, then, will be forgotten, as they usually are, until the next elections. That's the only time America's, winner takes it all culture, remembers those people exist.
  • However crude his message, on trade Trump has a legitimate point, which is that the US (not US companies, which don't care about international boundaries, but US workers) has got the short end of trade deals for decades. Whatever benefits the US has gleaned from these deals, they are minuscule compared to their utterly transformative effects on India, Mexico and especially China, which begs the question of why we couldn't have negotiated a better deal, one less devastating to old-line manufacturing. It often seems US negotiators are driven more by a religious belief in and devotion to free-trade principles, than by national self-interest. Trump may be unfit to be president, but I don't doubt he would have driven a harder bargain and come out with a better deal, if only because, unlike US negotiators, he'd be fully prepared to walk away from a deal he didn't like.
  • It's high time we re-engage in our communities with love and empathy. We need less talk of the theoretical economics underpinning trade deals and the credibility of climate science. It's not because these things are unimportant or irrelevant to governing in a complex world, but because our neighbors are afraid we've forgotten them in all our sophistication. They need to hear and see that we care about them. Our ideas about common efforts to improve their lives need to be less about class and more about community. We need to be clear that even the least among us are important to our common future
  • So many of the comments on this piece seem to fall into the category of subliminal rationales for long held prejudices that many of us have but don't understand.
  • this analysis didn’t show a particularly powerful relationship between the racial breakdown of a county and its likelihood of voting for Trump. There are Trump-supporting counties where very high proportions of the population are African-American and others where it was very low, for example.
  • There's a very powerful stigma associated with being poor in this country. Frankly, it makes it nearly impossible for an elite institution like the Times to write about poor populations without those same people perceiving a condescending tone. At the first mention of trailer parks--even if that is an apt descriptor for a type of housing--the words begin to cut and defenses rise. When spoken by a rich person, those words demean, even if they're not meant to by the speaker
  • The problem is that "Thug Trump," just so happens to touch on some truths, and existing bi-partisan defects that we ignore. Funny, as different as they are, Ralph Nader made the same point, that the major defects of our country are supported by both parties and thus untouchable. I guess the nature of a revolutionary is part misfit but also sensing the time is ripe for a drastic change. It may be better to look less at the person, and more that the endemic defects that he promises to change. From Huey Long to Norman Thomas, outsiders have had positive effects.
  • These relatives, who are very pleasant to talk to on a one-to-one basis, are the same people who send us rabid chain emails about how Obama hates America, how we need to "take back our country," etc. "The blacks" are "parasites and takers" and the real reason they invariably vote Republican. They see no relationship between their own "taking" and the "taking" by blacks and Hispanics.
  • Whether Trump can appeal to enough independent or even blue collar Democrats is problematic absent some sensational catastrophe in the economy or in government. But you never know. Recall the charge of "Rum, Romanism, and rebellion" late in the 1884 election. It changed history
  • I bought into that "it's the fault of freeloaders" shtick for years, until i was laid off at age 50. Suddenly, I was one of those "freeloaders" with a 30 year impeccable work history and it changed my mind drastically. I've run into people like me from all walks of life; people with degrees and skills who lost jobs and are cut out of returning to the world of employment. I found something eventually, but at half the pay with no benefits. I don't support Trump but he's tapped into the lives of people like me. Globalization has showed us that for those at the very top, the elites, our country and it's workers don't matter much as long as the money keeps flowing. Unfortunately, I can't see that Trump would do much to change that
  • racism in the US is complicated. Some people who say the right things do the worst things, and vice versa. What gets you in trouble is saying blue-collar stuff like "nappy-headed ho's" White liberals are the most politically correct and the most critical of crude speech. But white liberals often have less contact with blacks than any other whites. Bigotry is not easily identified.
  • One of the strongest predictors of Trump support is the proportion of the population that is native-born. Relatively few people in the places where Trump is strong are immigrants — and, as their answers on their ancestry reveal, they very much wear Americanness on their sleeve.
  • The point is that now, the entire middle class and working class have been fleeced by the Repubs AND the Dems, elected representatives who have shirked their duties and spent their time helping their billionaire puppetmasters.
  • Bernie supporters and Trump supporters have something big in common: their basic grievance, which is that the economy is rigged for the 1%. It's helpful to understand our differences, but then we should be finding common ground, not calling each other names. We're all people; we all deserve dignity and respect.
  • We are in the early throes of another revolution now, and this one will even more dramatically favor those with superior cognitive abilities and education over those with average or below average cognitive abilities and education. Yet all people at all levels need to eat, have shelter, and pursue lives of dignity and meaning. It remains unclear what kind of society will emerge from the current disruptions, but it is increasingly obvious that the transition will not be pretty.
Javier E

Opinion | Who Killed the Knapp Family? - The New York Times - 0 views

  • there is a cancer gnawing at the nation that predates Trump and is larger than him.
  • Suicides are at their highest rate since World War II; one child in seven is living with a parent suffering from substance abuse; a baby is born every 15 minutes after prenatal exposure to opioids; America is slipping as a great power.
  • We have deep structural problems that have been a half century in the making, under both political parties, and that are often transmitted from generation to generation.
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  • Deaton and the economist Anne Case, who is also his wife, coined the term “deaths of despair” to describe the surge of mortality from alcohol, drugs and suicide.
  • “The meaningfulness of the working-class life seems to have evaporated,” Angus Deaton, the Nobel Prize-winning economist, told us. “The economy just seems to have stopped delivering for these people.”
  • Only in America has life expectancy now fallen three years in a row, for the first time in a century, because of “deaths of despair.”
  • “I’m a capitalist, and even I think capitalism is broken,” says Ray Dalio, the founder of Bridgewater, the world’s largest hedge fund.
  • The suffering was invisible to affluent Americans, but the consequences are now evident to all: The survivors mostly voted for Trump, some in hopes that he would rescue them
  • The stock market is near record highs, but working-class Americans (often defined as those without college degrees) continue to struggle. If you’re only a high school graduate, or worse, a dropout, work no longer pays.
  • If the federal minimum wage in 1968 had kept up with inflation and productivity, it would now be $22 an hour. Instead, it’s $7.25.
  • we would return to the Kristof family farm in Yamhill and see a humanitarian crisis unfolding in a community we loved — and a similar unraveling was happening in towns across the country. This was not one town’s problem, but a crisis in the American system.
  • Even in this presidential campaign, the unraveling of working-class communities receives little attention. There is talk about the middle class, but very little about the working class
  • One consequence is that the bottom end of America’s labor force is not very productive, in ways that reduce our country’s competitiveness
  • we discuss college access but not the one in seven children who don’t graduate from high school.
  • “We have to stop being obsessed over impeachment and start actually digging in and solving the problems that got Donald Trump elected in the first place,”
  • We have to treat America’s cancer.
  • the situation is worsening, because families have imploded under the pressure of drug and alcohol abuse, and children are growing up in desperate circumstances
  • In the 1970s and ’80s it was common to hear derogatory suggestions that the forces ripping apart African-American communities were rooted in “black culture.” The idea was that “deadbeat dads,” self-destructive drug abuse and family breakdown were the fundamental causes, and that all people needed to do was show “personal responsibility.
  • A Harvard sociologist, William Julius Wilson, countered that the true underlying problem was lost jobs, and he turned out to be right. When good jobs left white towns like Yamhill a couple of decades later because of globalization and automation, the same pathologies unfolded there.
  • Men in particular felt the loss not only of income but also of dignity that accompanied a good job. Lonely and troubled, they self-medicated with alcohol or drugs, and they accumulated criminal records that left them less employable and less marriageable.
  • Family structure collapsed.
  • The problems are also rooted in disastrous policy choices over 50 years
  • The United States wrested power from labor and gave it to business, and it suppressed wages and cut taxes rather than invest in human capital, as our peer countries did.
  • The kids on the No. 6 bus rode into a cataclysm as working-class communities disintegrated across America because of lost jobs, broken families, gloom — and failed policies.
  • Americans also bought into a misconceived “personal responsibility” narrative that blamed people for being poor.
  • It’s true, of course, that personal responsibility matters: People we spoke to often acknowledged engaging in self-destructive behaviors.
  • But when you can predict wretched outcomes based on the ZIP code where a child is born, the problem is not bad choices the infant is making.
  • If we’re going to obsess about personal responsibility, let’s also have a conversation about social responsibility.
  • Why did deaths of despair claim Farlan, Zealan, Nathan, Rogena and so many others?
  • First, well-paying jobs disappeared
  • Second, there was an explosion of drugs
  • Third, the war on drugs sent fathers and mothers to jail, shattering families.
  • Both political parties embraced mass incarceration and the war on drugs, which was particularly devastating for black Americans, and ignored an education system that often consigned the poor — especially children of color — to failing schools
  • Since 1988, American schools have become increasingly segregated by race, and kids in poor districts perform on average four grade levels behind those in rich districts.
  • Yet it’s not hopeless. America is polarized with ferocious arguments about social issues, but we should be able to agree on what doesn’t work: neglect and underinvestment in children. Here’s what does work.
  • ob training and retraining give people dignity as well as an economic lifeline. Such jobs programs are common in other countries.
  • For instance, autoworkers were laid off during the 2008-9 economic crisis both in Detroit and across the Canadian border in nearby Windsor, Ontario. As the scholar Victor Tan Chen has showed, the two countries responded differently
  • The United States focused on money, providing extended unemployment benefits. Canada emphasized job retraining, rapidly steering workers into new jobs in fields like health care, and Canadian workers also did not have to worry about losing health insurance.
  • The focus on job placement meant that Canadian workers were ushered more quickly back into workaday society and thus today seem less entangled in drugs and family breakdown.
  • Another successful strategy is investing not just in prisons but also in human capital to keep people out of prisons.
  • We attended a thrilling graduation in Tulsa, Okla., for 17 women completing an impressive local drug treatment program called Women in Recovery.
  • The graduates had an average of 15 years of addiction each, and all were on probation after committing crimes. Yet they had quit drugs and started jobs
  • Women in Recovery has a recidivism rate after three years of only 4 percent, and consequently has saved Oklahoma $70 million in prison spending,
  • Bravo for philanthropy, but the United States would never build interstate highways through volunteers and donations, and we can’t build a national preschool program or a national drug recovery program with private money.
  • For individuals trying to break an addiction, a first step is to face up to the problem — and that’s what America should do as well
Javier E

How the West Got Covid So Wrong. Covid is a Test of Civilization, and… | by umair haque | Oct, 2020 | Eudaimonia and Co - 0 views

  • In Britain, Covid now “exceeds the worst-case scenario.” In America, a thousand people die a day, and cases are skyrocketing. In Europe, the numbers are exploding. Covid is ripping savagely across the West. But in the East, meanwhile, life is slowly returning to some semblance of normality.
  • That’s a remarkable development — the West, after all, is made up of the world’s richest, most powerful societies. And yet it seems they couldn’t defeat something as tiny as a virus. The East is far poorer, less developed — and yet, it was able to defeat Covid, while the West is in the grip of the pandemic, all over again, worse than before.
  • So how did the West get Covid so wrong?
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  • Now, to the East, this behaviour is both jaw-dropping and bewildering. It goes beyond mere irresponsibility, and is considered something more like stupidity, ignorance, malice, deceit, or all four
  • That is what civilization is, and where it begins: the presence of the very first kind of enlightened mind, which can nourish, protect, and elevate another
  • What does Mead’s Femur have do with the West’s stunning failure that let Covid spiral out of control? As it turns out, everything.
  • These days, the tourists are gone, mostly. But — and here’s the point — the bars, restaurants, and clubs are still full. I pass by them on my daily walk to the park and wonder: what are these people doing? How are they sitting there so close to one another, with no social distancing in place, laughing, joking in the middle of a literal pandemic that’s exploding all around them? What the?
  • The people I pass by in the bars are made of two social groups, largely. Young people, and the working class. That’s the same group, in a sense, since most young people are working class, until they amass enough wealth to rise beyond it
  • They have made a choice. Their beer and burger or cocktail and steak matters more than stopping the spread of a deadly disease. What the?
  • This group is putting the most vulnerable in society at profound risk. Those who are already ill, and immunocompromised. Those even lower down the socioeconomic ladder than them — minorities, the underclass, and so forth, among whom death rates are astronomical. The elderly, the frail, the aged.
  • Certain groups in Western society have made the decision that the vulnerable’s lives matter less than their right to party, to have a beer and a burger, a cocktail and a steak, a laugh at the pub with friends. What the?
  • The groups who are now apparently completely indifferent to spreading Covid seem to have taken their cues from leaders. Young people and the working class seem to have no conscience or compunction left whatsoever about spreading Covid
  • To act in such a way as to put your elders, or the ill, especially, at risk, is something that is a grave violation of social norms. Easterners can’t understand why Westerners are behaving like…spoiled children. Are they right?
  • There is a kind of toxic indifference that seems to have spread through Western societies. Life itself is treated with a kind of shrugging fatalism — especially those of the vulnerable. It is literally valued less than a night out at the pub by much of society.
  • The attitude of toxic indifference is what the West seems to share in common now, and that is why it has been brought to its knees by Covid.
  • the West” is not monolithic. Certainly, toxic indifference is not at the same level across all of it
  • let me discuss the most extreme examples — America and Britain — to highlight where toxic indifference comes from: leadership.
  • In Britain and America, Covid cases have now exploded well past their first peak. America is approaching 100,000 cases per day — the point at which social breakdown will begin. Britain is hitting more than that, on a per capita basis. And yet neither of these societies has a national lockdown.
  • uccessful societies — New Zealand, Taiwan, Vietnam, and many more — deliberately crunched the curve. Their strategy was to eradicate Covid, through what’s now a global template of best practices — lock down, test, trace, quarantine, isolate, and so forth.
  • The approach of Western leaders, in other words, was reactive, hesitant, and cautious, not decisive, swift, and proactive:
  • Margaret Mead once said that the beginning of human civilisation was found in a healed femur. That that single, simple discovery meant that someone took the time to invest in healing someone else’s broken leg — without which they surely would have died
  • Western leaders, in other words, modelled toxic indifference for their societies. They gave people a license to be indifferent, by acting largely indifferent themselves.
  • Young people justify it by saying that “they need to have social lives” — as if they weren’t spending most of their social lives online before Covid, and the working class by saying they need to work. Both of those arguments are partially true. But it’s truer to say that these are groups which have become dangerously indifferent to preserving the value of the lives of the vulnerable.
  • The young and the working class are punching down, as American leftists would put it.
  • More formally, more accurately, Covid has made Western societies predatory ones. The young and working class are exploiting and abusing those more powerless than them
  • Neither group seems to consider the possibility much that society needs to come together to defeat the pandemic, once and for all, and the only way that can be done is to put the vulnerable first.
  • America treating Covid indifferently is no surprise, after all — it’s a nation where kids are gunned down in schools, diabetics are simply left to die, people beg strangers online for money to pay for crippling healthcare costs
  • But it’s more surprising to see Europe turning predatory due to Covid, or having Covid expose its vulnerability to becoming predatory
  • I don’t mean to single the young and working class out. That is missing my point. What I am saying is that toxic indifference is trickling down in the West. From elites, like leaders, to the bourgeois — that’s been the case for the last few decades
  • Indifference is trickling down from the elite and the bourgeois, to the working class and the young.
  • we know where a society of indifference ends. It ends in America. In stupidity, ignorance, violence, hate, racism, brutality, and the poverty and despair which underlies it all.
  • The indifferent cannot act collectively, therefore they cannot invest, transform, change, unite, come together, and therefore they cannot live in a modern, functioning society, with an expansive, sophisticated, supportive, generous social contract
  • So what about climate change? Mass extinction? Ecological collapse? The massive waves of depression and ruin those will unleash — in the next decade? How can societies that can’t unite, act wisely, behave responsibly to fight Covid come together to do much about even larger catastrophes?
  • Covid reveals the decivilizing of the West. As I mentioned, Margaret Mead said the fundamental test of civilization is the healed femur: that someone took the time and effort to heal someone else. It is the absence of indifference and the presence of care, in other words
  • What made the West special, once upon a time, was not its brutality, but its idea of civilization, as the elevation and nourishment of every life, with dignity, purpose, belonging, truth, justice, and, more crucially, the idea that freedom was a society that was able to act in a civilised way.
  • freedom became free-dumb: the idea that my right to be abusive, exploitative, ignorant, violent, selfish — to carry a gun to Starbucks or deny you healthcare and retirement — came to prevail
  • If the pattern of the West’s decaying attitudes, the spread of the foolish American idea of free-dumb as “freedom,” is what Covid has revealed — I punch down, on the person below me, I exploit and abuse the person even lower than me in the socioeconomic hierarchy, because that is what I must do to survive, or at least what I have been taught to do to feel good and worthy — then the simple fact is that the West has little future
  • Their failure teaches us something. Civilization matters. When a society gives up on the idea of being civilized, it collapses harder and faster than its most learned wise men often imagine. That is because no society can withstand a tidal wave of stupidity and violence. Is that where the West is headed?
  • In a simpler way, maybe the simplest, what I am talking about is a lack of simple human goodness. That is what Mead’s Femur points to — the presence of goodness — and it is what is missing in America and Britain. They are now societies with a massive, gaping, jaw-dropping lack of human goodness, and Covid is just the latest example. But that deficit spells real trouble — it isn’t some kind of abstract moral concern.
  • Covid is a cold wind, and it shows that the flame is flickering. If anything, it shows us the future of civilization — in Mead’s sense, as the absence of violence, and the presence of decency, dignity, care, nourishment, equality, of human goodness realized — may lie in the East.
mattrenz16

Opinion: The single most important quality a president must have - CNN - 0 views

  • President Donald Trump upended countless longstanding norms when he took office, prompting Americans, foreign allies and enemies alike to wonder, what does the office of the presidency really stand for?
  • One night after moving into a brand new White House in November 1800, then-President John Adams wrote to his wife Abigail and included a short prayer: "I pray Heaven to bestow the best of Blessings on this House, and on all that shall hereafter inhabit it. May none but honest and wise Men ever rule under this roof."
  • Faith in elected leaders rose to 55% in 2002, but by 2015 -- just before Trump took office -- it had dropped again, this time to only 19% of Americans saying they trusted the federal government all or most of the time.
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  • First, our next president should set a new tone in the White House on day one, proclaiming that honesty, dignity and respect for others will be the new marching orders. In the aftermath of Watergate, when former President Richard Nixon was forced out in disgrace, I saw his successor -- Gerald Ford -- change the atmosphere within hours. Ford proclaimed "that truth is the glue" that holds us all together. He believed it and soon his followers did, too.
  • If he or she is open and honest, that is the path they will walk; but if he or she acts more like a mobster, bullying and lying to those in his midst, some of them will eventually copy this behavior. So, the question before us is simple: Will the wise and the honest prevail over the next four years? The answer really rests with you, the voters. You are the ultimate stewards of our democracy.
  • Former President Franklin D. Roosevelt loved the prayer so much that in 1945 he had it engraved in the mantel above a stone fireplace in the State Dining Room.
  • These sentiments about honor and wisdom, shared for over two centuries by our best presidents, are now at the center of this year's presidential contest.
  • Within a decade, faith in the federal government as a whole dropped 41 points.
  • Faith in elected leaders rose to 55% in 2002, but by 2015 -- just before Trump took office -- it had dropped again, this time to only 19% of Americans saying they trusted the federal government all or most of the time.
  • Washington Post cataloging his over 20,000 false or misleading statements.
  • And a recent Pew poll measuring international sentiments across 13 countries found that the international community was more trusting of Russian President Vladimir Putin and Chinese President Xi Jinping than of Trump.
  • Indeed, I believe that the restoration of trust should be the single highest priority of our next president. Everything else will flow from there.
  • First, our next president should set a new tone in the White House on day one, proclaiming that honesty, dignity and respect for others will be the new marching orders.
  • Ford proclaimed "that truth is the glue" that holds us all together. He believed it and soon his followers did, too.
  • Second, our next president needs every department to review and refresh its ethics codes and then require every new political appointee to attend no-nonsense briefings on what is in bounds and what is out of bounds.
  • Third, our next president needs to review and overhaul those who now serve as inspectors general across the federal landscape.
  • In writing his magisterial biography of Harry Truman, historian David McCullough concluded that character is the single most important quality a president must have.
  • So, the question before us is simple: Will the wise and the honest prevail over the next four years? The answer really rests with you, the voters. You are the ultimate stewards of our democracy.
Javier E

Opinion | The world is realizing the U.S. is no longer committed to basic standards of decency - The Washington Post - 0 views

  • NOT SO long ago, asylum seekers turned to the United States, seeking refuge from repressive states. Now the United States is one of those repressive states.
  • That’s the gist of a Canadian federal court ruling, which would scrap a 16-year-old bilateral treaty called the Safe Third Country Agreement, under which Canada and the United States each recognize the other as a safe place to seek refuge. Justice Ann Marie McDonald ruled that Canada’s practice of turning back third-country refugees who try to cross at official points of entry along the U.S.-Canada frontier — on the theory that they have already reached a safe harbor in the United States — no longer makes sense given the atrocious treatment to which they are subjected south of the border. Canada, she wrote, can no longer turn a blind eye to the reality that the United States denies decent and dignified treatment to asylum seekers.
  • The judge found that the “accounts of the detainees demonstrate both physical and psychological suffering because of detention, and a real risk that they will not be able to assert asylum claims” in the United States.
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  • Justice McDonald based her ruling partly on testimony from asylum seekers who described harrowing conditions of confinement in U.S. detention, to which they are automatically taken when turned back by Canada.
  • Canada is among the United States’s closest allies; gratuitous America-bashing is not the norm there.
  • The question facing the administration of Prime Minister Justin Trudeau is whether its neighbor to the south still adheres to what Western democracies regard as the basic standards of dignity and decency on which the original treaty was based. The evidence suggests it does not.
Javier E

Cornel West: Is America 'even capable of treating the masses of Black people with decency and dignity'? - The Washington Post - 0 views

  • The strength of the younger generation is the willingness to see more clearly certain truths that have been hidden and concealed. The courage to step forward. The willingness to be critical of charismatic models and be open to a variety of different people.
  • The weaknesses of the younger generation, of course, is that they grew up in the most commodified culture in the history of the world. So there's something always very superficial about spectacle in a commodified culture. It's all about what's visible. What is projected. What your image is and so forth
  • you can find a lot of the young brothers and sisters always talking about what they brand is. I say, I ain't got no god-dang brand. I got a cause. You know what I mean? They put a brand on enslaved Africans when they came here and kept that brand on them. But that language, that market language, is built into the culture. That's the mentality of a spectacle. So you've got to shatter the superficial to get at the substantial.
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  • You're going to need money. You're going to need a career. You're going to need education. But do not view those things as idols. You use those things for something bigger than [your]selves. Love. Justice. Integrity.
  • my generation is a grand example of what it is to get caught in a commodified culture and think that it's all about success rather than greatness. This sense of: All I got to do is just become the first Black professor or Black mayor or Black president. That that, in and of itself, is a definition of service and success. No, don't confuse service and status. Once you get the status, then you start serving. What are you going to do with it?
woodlu

Why Russia has never accepted Ukrainian independence | The Economist - 0 views

  • Yeltsin did not just want what Mr Kravchuk had achieved in Ukraine for economic reasons. Independence would, he felt, be crucial to consolidating his power and pursuing liberal democracy. And Ukraine—never, until the 19th century, a well-defined territory, and home to various ethnic enclaves and deep cultural divides—becoming an independent unitary state within its Soviet borders set a precedent for Russia to define itself the same way, and refuse independence to restive territories such as Chechnya.
  • That was why the Russian republic was one of the first three polities in the world to recognise it as an independent state.
  • if a world in which Ukraine, Russia and indeed Belarus were completely independent from the Soviet Union was attractive, one in which they were not tied to each other in some other way was very troubling to a Russian like Yeltsin.
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  • It was not just that Ukraine was the second-most-populous and economically powerful of the remaining republics, its industries tightly integrated with Russia’s. Nor was it the question of what was to happen to the nuclear forces stationed there but still notionally under the command of Soviet authorities in Moscow. It went deeper.
  • The need to let the Baltic states go was clear—and when they left the Soviet Union in 1990, Solzhenitsyn, Yeltsin and most of Russia rallied against revanchist attempts to keep them in. Much the same was true of Central Asia and the Caucasus; they were colonies. Belarus and Ukraine were part of the metropolitan core. The bonds which tied “Little Russians” (ie Ukrainians), “Great Russians” and Belarusians together, Solzhenitsyn argued, must be defended by all means short of war.
  • For centuries Ukraine had anchored Russia’s identity. As the centre of the storied medieval confederation known as Kyivan Rus, which stretched from the White Sea in the north to the Black Sea in the south, Kyiv was seen as the cradle of Russian and Belarusian culture and the font of their Orthodox faith.
  • Being united with Ukraine was fundamental to Russia’s feeling of itself as European.
  • Instead the shooting down of planes, along with the violation of Ukrainian sovereignty, the seizure of Crimea, the reassertion that the legacy of Kyivian Rus meant the nations must be shackled together and the reversion of Belarus to dictatorship—that all came later, a sequence of events which led, 30 Decembers later, to 70,000 or more Russian troops on the border of Ukraine and, in a ghastly sideshow, thousands of Middle Eastern refugees stuck in the Belovezh forest itself. The once seemingly settled question of post-Soviet relations between the three nations has once again become an overriding geopolitical concern.
  • The agreement reached, in draft form, at 4am on Sunday morning achieved those aims with a rather neat piece of casuistry. For Russia simply to have followed Ukraine into independence would have left moot the question of the Soviet Union’s residual powers. So instead they abolished the union itself.
  • The Soviet Union had been formed, in 1922, through a joint declaration by four Soviet republics—the Transcaucasian republic and the three represented at Viskuli. With the Transcaucasian republic long since dismembered, the presidents dissolved by fiat what their forebears had bound together. In its place they put a Commonwealth of Independent States (CIS)—Mr Kravchuk would not allow any use of the word “union”—with few clearly defined powers which any post-Soviet state would be welcome to join. There was to be no special relationship between the Slavic three.
  • The importance of Ukraine was not an abstract matter to him. Like Solzhenitsyn, he was the child of a Ukrainian mother and a Russian father. He grew up singing Ukrainian songs and reading Gogol, who reimagined his native country’s folk magic as rich poetry after moving to St Petersburg. The Soviet Union had meant that Mr Gorbachev and others like him, whatever their parentage, could partake in both identities.
  • disassembling a multi-ethnic empire of 250m people was still a subject of huge trepidation. As Solzhenitsyn had written in “Rebuilding Russia”, “The clock of communism has stopped chiming. But its concrete edifice has not yet crumbled. And we must take care not to be crushed beneath its rubble instead of gaining liberty.” The fact that in that rubble, if rubble there was to be, there would be the world’s largest nuclear arsenal, spread between four separate countries (the three Slavic ones and Kazakhstan), frightened statesmen around the world.
  • “the Kyivan myth of origins…became the cornerstone of Muscovy’s ideology as the polity evolved from a Mongol dependency to a sovereign state and then an empire.” Russian empire required Ukraine; and Russia had no history other than one of empire. The idea of Kyiv as just the capital of a neighbouring country was unimaginable to Russians.
  • When, as the economy worsened, Mr Gorbachev went to President George Bush for $10bn-15bn, Bush’s top concern was the nuclear threat. The same worry had led him to oppose Ukraine’s secession in a speech given just before the August coup. “Do you realise what you’ve done?” Mr Gorbachev demanded of Mr Shushkevich. “Once Bush finds out about this, what then?”
  • Yeltsin was overcome by a sense of lightness and freedom. “In signing this agreement,” he later recalled, “Russia was choosing a different path, a path of internal development rather than an imperial one…She was throwing off the traditional image of ‘potentate of half the world’, of armed conflict with Western civilisation, and the role of policeman in the resolution of ethnic conflicts. The last hour of the Soviet empire was chiming.” Maybe the convoluted interdependency of Russia and Ukraine did not matter as much as people thought; maybe democratic nationhood was enough. Maybe the problem had been a failure of imagination.
  • His foreign supporters stood by him too, and the following year a security agreement saw America, Britain and Russia guarantee respect for Ukraine’s integrity within its existing borders—which is to say, including Crimea—in exchange for its giving up the nuclear weapons it had inherited from the Soviet Union. Ukraine was grateful; the West saw further evidence of a transition towards a liberal, democratic Russian state.
  • Yeltsin’s unburdened moment among the trees had been that of a man who did not want to, and did not have to, rule an empire. He consciously rejected not just the Soviet Union’s ideology and central planning, but also the tools of statecraft that had held it together—repression and lies. To him, the market economy was a condition for freedom, not a substitute for it. His successor, Vladimir Putin, also embraced capitalism. But he saw no need for it to bring freedom with it, and had no problem with a state run through repression and lies. He thus reversed Yeltsin’s democratic project and, though not at first territorially imperialist himself, took the country down the other side of Brzezinski’s fork. It is that which puts Russia and its Slavic neighbours in such a parlous position today.
  • But when pollsters asked people what they expected of their incoming president, reducing this corruption was not their highest priority. The standing of the state was. Russians wanted a strong state and one respected abroad. As Mr Putin’s successful manifesto put it,
  • “A strong state is not an anomaly to fight against. Society desires the restoration of the guiding, organising role of the state.” When, shortly after his election, Mr Putin restored the Soviet anthem, it was not as a symbol of reverting to central planning or rebuilding an empire. It was a signal that the strong state was back. State power did not mean the rule of law or a climate of fairness. It did not have, or need, an ideology. But it did have to take on some of the “geopolitical reality” that the meeting in Viskuli had stripped from the Soviet Union.
  • The strong state which provided an effective cover for kleptocracy in Mr Putin’s Russia was not an option for Mr Kuchma’s similarly oligarchic Ukraine. It had no real history as a state, let alone a strong one. Its national myth was one of Cossacks riding free. So in Ukraine the stealing was instead dressed up in terms of growing into that distinctive national identity. The essence of the argument was simple. As Mr Kuchma put it in a book published in 2003, “Ukraine is not Russia”.
  • And the West, spooked by the increased belligerence Russia had shown in Georgia, was taking a keen interest in Ukraine. The EU offered the country an association agreement which would allow Ukrainians to enjoy the benefits of a deep and comprehensive free-trade agreement and free travel across Europe.
  • Mr Kuchma could have used force against them; Mr Putin encouraged him to do so. But various considerations, including Western opprobrium, argued against it.
  • Perhaps most fundamental was his sense that, as a Ukrainian president, he could not thus divide the Ukrainian nation. He stayed his hand and allowed a second vote. Viktor Yushchenko, pro-Western and Ukrainian-speaking, beat Viktor Yanukovych, a corrupt thug from Donbas (the easternmost part of the country and, save Crimea, the most ethnically Russian) who had claimed victory the first time round. The “Orange revolution”, as the protest came to be known, was a serious setback for Mr Putin—all the more so when a similar uprising in Georgia, the Rose revolution, put another pro-Western state on his borders.
  • Mr Putin’s return to the presidency in 2012 came at a time when the global financial crisis had choked the Russian economy.
  • The degree to which Ukraine was not Russia became clearer, though, in 2004, when a rigged presidential election saw hundreds of thousands of Ukrainians protesting in the streets.
  • A year earlier a group of economists had told Mr Putin that a customs union with Ukraine would be a smart move. What was more, such a deal would preclude Ukraine’s association with the EU. Pursuing it was thus a way for Mr Putin to achieve three things at once: push back against the West; give Russia a victory that would prove its importance; and help the economy.
  • Mr Yanukovych did not want to be Russia’s vassal. Nor did he share western Europe’s values—especially when applied to matters of anti-corruption. But eventually he had to choose a side. At a secret meeting in Moscow in November 2013, as European leaders were preparing to sign their agreement with Ukraine, he was promised a $15bn credit line with $3bn paid up front. He ditched the European deal. And at 4am on November 30th his goons bludgeoned a few dozen students protesting against his betrayal in Kyiv’s Independence Square, known as Maidan.
  • This was far worse, for Mr Putin, than the Orange revolution. Ukraine had made geopolitical reality, to coin a phrase, of the independence it had claimed two decades before. Its demands for dignity resonated with Russia’s middle class and some of its elite, making it a genuinely dangerous example. So Mr Putin annexed Crimea and started a war in Donbas.
  • According to Russian state media, Mr Putin was not undermining a revolution against a corrupt regime quite like his own; he was protecting the Russian people and language from extermination at the hands of western Ukrainian fascists. The relevance to Russia of the issues that had led to what was being called in Ukraine “the revolution of dignity” was thus obscured
  • the annexation was supported by nearly 90% of the Russian population.
  • tract published in both Russian, Ukrainian and English in July 2021, Mr Putin described how the inheritors of “Ancient Rus” had been torn apart by hostile powers and treacherous elites, and how Ukraine had been turned from being “not Russia” into an anti-Russia, an entity fundamentally incompatible with Russia’s goals.
  • All baloney. Mr Putin did not attack Ukraine in order to honour or recreate an empire, whether Russian or Soviet. He attacked it to protect his own rule; the history is window-dressing. At the same time, following Brzezinski, for Russia to be something other than a democracy it has to at least be able to think of itself as an empire. And in Russia, empire requires Ukraine—now more deeply opposed to union with Russia than ever before.
  • “The Russian state, with its severe and inflexible interior, survived exclusively because of its tireless expansion beyond its borders. It has long lost the knowledge [of]—how to survive otherwise.”
  • The only way Russia can escape chaos, he argued, is to export it to a neighbouring country.
  • What he did not say was that Mr Putin’s export of chaos, and violence, to that end has severed the ties between the Slavic nations and their peoples in a way which the collapse of the Soviet empire did not.
  • Ukraine is not a province, or a colony; it is a beleaguered nation in a messy, perilous process of self-realisation. Belarus, for its part, is a grim illustration of how “severe and inflexible” things have to get in order to stop such aspirations welling up. Mr Lukashenko has met a nationalist resurgence with ever more brutal and well-orchestrated repression—a bloody irony given that he helped start it.
  • Like Ukraine, Belarus had no real history of statehood; all that Mr Lukashenko had given it since 1994 was a rough approximation of its Soviet past, fascism with Stalinist trappings. But the idea of something better had taken hold.
  • But change is afoot; it can be seen in the way that demography increasingly trumps regional allegiance. Even in the east nearly 60% of those born since 1991 see their future as in the EU—countrywide, the figure is 75%. All told 90% want Ukraine to stay independent, and nearly 80% are optimistic about its future.
  • That is why Alexei Navalny was first poisoned and is now jailed. As the leader of the opposition to Mr Putin he has championed the idea of Russia not as an empire but as a civic nation: a state for the people. It is why Russia has recently become much more repressive. It is why Mr Putin cannot tolerate a true peace on his borders.
  • Unlike Ukrainians and Belarusians, Russians cannot separate themselves from Russia, so they have to change it from within. They cannot do that in a forest retreat, or with a few phone calls. But only through such change will they become truly independent of the Soviet Union.
Javier E

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

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  • 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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