History Readings

Known for their strict focus on Islamic law, the Salafis often talk of reviving medieval Islamic corporal punishments, restricting women’s dress and the sale of alcohol, and cracking down on heretical culture.

Salafi leaders described their decision in part as a reaction against the presidential candidate of the Muslim Brotherhood, the powerful and established Islamist group that now dominates Parliament. Though more moderate than the Salafis, the Brotherhood also favors the fashioning of an explicitly Islamic democracy in Egypt, and on social and cultural issues the group is closer to the Salafis than Mr. Aboul Fotouh is.

a spokesman for the Salafi group, acknowledged a big difference with Mr. Aboul Fotouh over his understanding of a verse of the Koran declaring, “There is no compulsion in religion,” which he interprets to mean that the state should not compel people to follow religious rules. But such compulsion “in reality is not possible now” in any case, Mr. Shahat said.

Leading Salafis hinted in recent days that they did not expect quick fulfillment of their goals for a state governed by Islamic law. Instead , they wanted a president who could deal with Egypt’s pressing needs while allowing them freedom to preach and advocate.

the Salafi endorsement also appeared to provide an unexpected validation for Mr. Aboul Fotouh’s argument that mixing preaching and politics would be “disastrous” for both Islam and Egypt,

Although the Salafis are more conservative on many cultural issues, they also typically disapprove of the Muslim Brotherhood’s emphasis on internal obedience and orthodoxy.

Mr. Aboul Fotouh has explained that his candidacy and his expulsion from the Brotherhood are part of a larger dispute over whether in a democratic Egypt the Brotherhood should control its own political party, or instead go back to its roots in preaching and charity while its members apply their own values to political life.

he has alluded to threats to the credibility of religious leaders in the unseemly day-to-day of political life, ranging from the appearance of compromises in the interest of power to more vivid embarrassments

The overlap between what’s partisan politics and what’s missionary is disastrous for the religious mission and a disaster for the party as well,” Mr. Aboul Fotouh said of the Brotherhood in the El Rahma interview. “They will see in the future the result of this threat, which is a threat to the homeland and to religion.

Mr. Aboul Fotouh also speaks fluently in the language of Salafis. He has talked at greater length and in greater detail about what Islamic law demands than the other Islamist candidates, including those of the Muslim Brotherhood, who fear alarming moderates. Among other things, he often argues that the first priorities in advancing Islamic law should be individual freedom and social justice.

he argued that Egyptian Muslims were not waiting for a president to teach them to follow their faith. They wanted a president to develop their agriculture and industry, as he said Islamic law also required.

Mr. Aboul Fotouh, who spent more than six years in jail for his Brotherhood leadership, brought to the competition for the Salafi vote a special authenticity. Many Salafi leaders came out of the Islamist student movement that Mr. Aboul Fotouh led in the 1970s, before he and some others from the student group joined and revitalized the Brotherhood.

At Stanford more than elsewhere, the university and business forge a borderless community in which making money is considered virtuous and where participants profess a sometimes inflated belief that their work is changing the world for the better

Faculty members commonly invest in start-ups launched by their students or colleagues. There are probably more faculty millionaires at Stanford than at any other university in the world.

In his twelve years as president, Stanford’s endowment has grown to nearly seventeen billion dollars. In each of the past seven years, Stanford has raised more money than any other American university.

But Stanford’s entrepreneurial culture has also turned it into a place where many faculty and students have a gold-rush mentality and where the distinction between faculty and student may blur as, together, they seek both invention and fortune.

A quarter of all undergraduates and more than fifty per cent of graduate students are engineering majors. At Harvard, the figures are four and ten per cent; at Yale, they’re five and eight per cent.

many students uncritically incorporate the excesses of Silicon Valley, and that there are not nearly enough students devoted to the liberal arts and to the idea of pure learning. “The entire Bay Area is enamored with these notions of innovation, creativity, entrepreneurship, mega-success,” he says. “It’s in the air we breathe out here. It’s an atmosphere that can be toxic to the mission of the university as a place of refuge, contemplation, and investigation for its own sake.”

Stanford is not the only university to adopt this approach to learning—M.I.T., among others, does, too. But Kelley’s effort is widely believed to be the most audacious. His classes stress collaboration across disciplines and revolve around projects to advance social progress. The school concentrates on four areas: the developing world; sustainability; health and wellness; and K-12 education.

Feeling dejected or unhappy in a place like Stanford causes one to feel abnormal and out-of-place, so we may tend to internalize and brood over this lack of happiness instead of productively addressing the situatio

his principal academic legacy may be the growth of what’s called “interdisciplinary education.” This is the philosophy now promoted at the various schools at Stanford—engineering, business, medicine, science, design—which encourages students from diverse majors to come together to solve real or abstract problems. The goal is to have them become what are called “T-shaped” students, who have depth in a particular field of study but also breadth across multiple disciplines. Stanford hopes that the students can also develop the social skills to collaborate with people outside their areas of expertise. “Ten years ago, ‘interdisciplinary’ was a code word for something soft,” Jeff Koseff says. “John changed that.”

Among the bolder initiatives to create T-students is the Institute of Design at Stanford, or the d.school, which was founded seven years ago and is housed in the mechanical-engineering department.

Distance learning threatens one day to disrupt higher education by reducing the cost of college and by offering the convenience of a stay-at-home, do-it-on-your-own-time education. “Part of our challenge is that right now we have more questions than we have answers,” Hennessy says, of online education. “We know this is going to be important and, in the long term, transformative to education. We don’t really understand how yet.”

financial aid has produced a campus of diverse students who are unburdened by student debt—and who thus don’t have to spend the first five years of their career earning as much money as they can.

“The kinds of project we put in front of our students don’t have right and wrong answers,” Greenberg says. “They have good, better, and really, really better.”

he was impressed by “the bias toward action” at the d.school. Newspapers have bureaucracy, committees, hierarchies, and few engineers, he said. At the Post, “diversity” was defined by ethnicity and race. At the d.school, diversity is defined by majors—by people who think different.

Byers has kept in touch with Systrom and Krieger and remembers them as “quiet and quite humble,” by which he means that they were outstanding human beings who could get others to follow them. They were, in short, T-students.

The United States has “two types of college education that are in conflict with each other,” he said. One is “the classic liberal-arts model—four years of relative tranquility in which students are free to roam through disciplines, great thoughts, and great works with endless options and not much of a rationale.” The second is more utilitarian: “A college degree is expected to lead to a job, or at least to admission to a graduate or professional school.” The best colleges divide the first two years into introductory courses and the last two into the study of a major, all the while trying to expose students to “a broad range of disciplines and modes of thought.” Students, he declared, are not broadly educated, not sufficiently challenged to “search to know.” Instead, universities ask them to serve “the public, to work directly on solutions in a multidisciplinary way.” The danger, he went on, is “that academic researchers will not only embrace particular solutions but will fight for them in the political arena.” A university should keep to “its most fundamental purpose,” which is “the disinterested pursuit of truth.

Stanford, along with its peers, is now justifying its existence mostly in terms of what it can do for humanity and improve the world,” he answered. “I am concerned that a research-intense university will become too result-oriented,” a development that risks politicizing the university. And it also risks draining more resources from liberal arts

students spent too much time networking and strategizing and becoming “slaves to the dictates of a hoped-for future,” and too little time being spontaneous. “Stanford students are superb consequentialists—that is, we tend to measure the goodness of actions by their eventual results,

We excel at making rational calculations of expected returns to labor and investment, which is probably why so many of us will take the exhortation to occupy Wall Street quite literally after graduation. So before making any decision, we ask one, very simple question: What will I get out of it?”

“At most great universities, humanities feel like stepchildren,”

The long-term value of an education is to be found not merely in the accumulation of knowledge or skills but in the capacity to forge fresh connections between them, to integrate different elements from one’s education and experience and bring them to bear on new challenges and problems. . . . Yet we were struck by how little attention most departments and programs have given to cultivating this essential capacity. We were also surprised, and somewhat chagrined, to discover how infrequently some of our students exercise it. For all their extraordinary energy and range, many of the students we encountered lead curiously compartmentalized lives, with little integration between the different spheres of their experience.

Instead of erecting buildings, Andreessen says, Stanford should invest even more of its resources in distance learning: “We’re on the cusp of an opportunity to deliver a state-of-the-art, Stanford-calibre education to every single kid around the world. And the idea that we were going to build a physical campus to reach a tiny fraction of those kids was, to me, tragically undershooting our potential.”

In late January, a popular d.school class, Entrepreneurial Design for Extreme Affordability, taught by James M. Patell, a business-school professor, consisted of thirty-seven graduate and three undergraduate students from thirteen departments, including engineering, political science, business, medicine, biology, and education. It was early in the quarter, and Patell offered the students a choice of initial projects. One was to create a monitoring system to help the police locate lost children. Another was to design a bicycle-storage system.

The “key question,” he says, is: “How can we increase efficiency without decreasing quality?”

online education might also disrupt everything that distinguishes Stanford. Could a student on a video prompter have coffee with a venture capitalist? Could one become a T-student through Web chat? Stanford has been aligned with Silicon Valley and its culture of disruption. Now Hennessy and Stanford have to seriously contemplate whether more efficiency is synonymous with a better education.

Think about the traits that creative people possess. Creative people don’t follow the crowds; they seek out the blank spots on the map. Creative people wander through faraway and forgotten traditions and then integrate marginal perspectives back to the mainstream. Instead of being fastest around the tracks everybody knows, creative people move adaptively through wildernesses nobody knows.

students have to jump through ever-more demanding, preassigned academic hoops. Instead of developing a passion for one subject, they’re rewarded for becoming professional students, getting great grades across all subjects, regardless of their intrinsic interests. Instead of wandering across strange domains, they have to prudentially apportion their time, making productive use of each hour.

Then they move into a ranking system in which the most competitive college, program and employment opportunity is deemed to be the best. There is a status funnel pointing to the most competitive colleges and banks and companies, regardless of their appropriateness.

Then they move into businesses in which the main point is to beat the competition, in which the competitive juices take control and gradually obliterate other goals

We live in a culture that nurtures competitive skills. And they are necessary: discipline, rigor and reliability. But it’s probably a good idea to try to supplement them with the skills of the creative monopolist: alertness, independence and the ability to reclaim forgotten traditions.

The result of smart blended learning is richer and deeper interactions between teachers and students (and between students themselves) than in traditional classrooms. Integrating technology and teaching allows students to fully master content and skills, and at the pace that’s right for them.

Focusing on outcomes, on the other hand, encourages continuous improvement against a set of overall goals

move beyond the old input-based metrics used to micro-manage how people in the existing public-education system work and instead embrace outcomes-based regulations that reward individual student learning gains and liberate educators on the ground to figure out the best way to achieve those gain

the public education system will be transformed into a student-centric one

move beyond today’s time-based rules—those policies, regulations and arrangements that hold time as a constant and learning as the variable, which inhibits the ability to move to a competency-based learning system

We've maxed out our hardware. No one even tries to buy the fastest computer anymore because we don't give them any tasks (except video editing, I suppose) that require that level of horsepower

Some of it, sure, is that we're dumping the computation on the servers on the Internet. But the other part is that we mostly do a lot of the things that we used to do years ago -- stare at web pages, write documents, upload photos -- just at higher resolutions.

On the mobile side, we're working with almost the exact same toolset that we had on the 2007 iPhone, i.e. audio inputs, audio outputs, a camera, a GPS, an accelerometer, Bluetooth, and a touchscreen. That's the palette that everyone has been working with -- and I hate to say it, but we're at the end of the line.

despite the efforts of telecom carriers, cellular bandwidth remains limited, especially in the hotbeds of innovation that need it most

more than the bandwidth or the stagnant hardware, I think the blame should fall squarely on the shoulders of the business model. The dominant idea has been to gather users and get them to pour their friends, photos, writing, information, clicks, and locations into your app. Then you sell them stuff (Amazon.com, One King's Lane) or you take that data and sell it in one way or another to someone who will sell them stuff (everyone). I return to Jeff Hammerbacher's awesome line about developers these days: "The best minds of my generation are thinking about how to make people click ads." 

The thing about the advertising model is that it gets people thinking small, lean.