Category Archives: Education / Youth

What Do We Tell Our Grandchildren?

Well, I see that Trump’s effort to remake America into a gulag has claimed another victim: Americorps. 

If you are unfamiliar with Americorps, a recent description from the Brennan Center might be helpful.

The 1994 launch of AmeriCorps—the nation’s premier public service program, a sort of domestic Peace Corps—was one of former President Bill Clinton’s signature achievements. The program aimed to harness the idealism and spirit of service of thousands of Americans eager to contribute time and energy to addressing pressing national and community problems in a hands-on fashion.

That basic vision continues today in the efforts of some 80,000 mostly young AmeriCorps members, who receive minimal living expenses and a modest education stipend (currently $5,815) in exchange for an intense year of work. They perform tasks like tutoring struggling schoolchildren and helping out with after-school activities at under-performing schools; cleaning up parks and other public lands; providing help to veterans and their families; and responding to hurricanes, floods, tornados, and other emergencies. No program, especially one so large and challenging, is perfect. But for most participants, it’s a life-changing experience, one that can help open doors to post-AmeriCorps jobs and careers. The current funding level is $386 million, the same as for fiscal 2016. The agency’s overall allocation is a little more than $1 billion.

I can confirm that reference to “life changing”–my youngest grandson took his gap year as an Americorps volunteer. He was always a good kid–did well in school, didn’t get into trouble, and displayed the sort of empathy currently missing from our federal government–but that year saw enormous maturation. He worked (hard!) with an assortment of young Americans who came from a wide variety of backgrounds, and became newly appreciative of his own privilege. 

That grandson is graduating from college next month. He had initially hoped to work in government, but Trump’s election took that option off the table. He will join an entire cohort of young people graduating into a newly chaotic economic environment, and a threatening political and civic one.

Frank Bruni recently addressed the dilemma of these graduates in a column for the New York Times. I think he spoke for millions of us when he wrote,

It’s a hell of a thing to be surrounded by college seniors a month away from heading out into this new America, a land of malice and madness. My fellow professors and I are supposed to have nuggets of optimism at the ready, gauzy and gooey encomiums about infinite possibilities, the march of progress and that apocryphal arc, the one that bends toward justice. But all I’ve got is the metastasizing pit of fear in my own gut.

In his conversation with students, BruniI recalled the anxiety and uncertainty he’d experienced at their age, what he described as “the gnawing suspense of being on the threshold of adulthood with no clue what it had in store for me.” He confessed an inability to imagine that flux of emotions in a political moment like this one.

College students throughout the country made all sorts of decisions and nurtured all kinds of expectations based on one version of America only to encounter, less than three furious months into Trump’s second presidency, a much, much different one. It’s a situation suffused with bitter ironies: Those students have often been caricatured and vilified for not seeing enough good in America — for focusing on its betrayals rather than its ideals — and now they’re watching its leader betray those ideals daily, hourly, with a shrug or a smirk or, at least metaphorically, a cackle.

Bruni enumerates just a few of Trump’s betrayals: his calculated abandonment of a man consigned to a hellhole in El Salvador because of an administrative error, his “morally perverse assertions that Ukraine is evil and Russia rightly aggrieved, and his pardoning of the savages who smashed their way into the Capitol and bloodied police officers on Jan. 6, 2021.” 

How do we counsel these young people who are encountering, as Bruni says, not merely a change in the rules but the collapse of decency and dignity? What do I tell my own grandchildren, who were raised by a bunch of lawyers and educators and are painfully aware of the severity of the current assault on American values?

What– Bruni asks-is the fallback for a teetering democracy?

The only answer I can muster is to redouble our fidelity to the values exemplified by Americorps and the thousands of other government agencies and nonprofit organizations working to make life better for those who are less fortunate. 

Refuse to submit. Be one of the good Germans.

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Universities And A Fork In The Road

There is no dearth of commentary/punditry addressing the Trump administration’s frenzied effort to discard the Constitution and install a Right-wing autocracy, Much of that commentary is thought-provoking. (And yes, much more of it ranges from naive to dissociated from reality.)

A column in last week’s New York Times was one of the best I’ve read.

The author, M. Gessen, was examining the administration’s war on America’s universities, which she quite accurately noted is being driven by anti-intellectualism and greed. As she writes, “Trump is building a mafia state, in which the don distributes both money and power. Universities are independent centers of intellectual and, to some extent, political power. He is trying to destroy that independence.”

Gessen then makes an incredibly important point–one that requires academia to acknowledge how far higher education has strayed from its central purpose, which must be the production and dissemination of knowledge. As she insists, successful resistance will require more than simply refusing to bend to Trump’s will. It will require abandoning concerns about rankings, donors, campus amenities and the like —concerns that, as she correctly points out, tend to preoccupy university administrations and divert them from their core mission.

Most prominent American universities, most of the time, measure their success not so much by the degree to which their faculty and graduates contribute to the world as by the size of their endowment, the number of students seeking admission and their ascent in rankings by U.S. News & World Report and others, which assess the value of a university education in part by looking at graduates’ starting salaries.

Trump has focused on research grants as an ideal instrument to blackmail academic institutions.

His first target, Columbia University, acceded to his demands within two weeks of losing $400 million in grants and contracts. When Columbia’s first sacrifice didn’t bring back the money, the university made another: its interim president, Katrina Armstrong. That didn’t satisfy Trump, who now reportedly wants Columbia to agree to direct government oversight. He is also brandishing financial threats, separately, at the University of Pennsylvania, Harvard, Cornell, Brown, Johns Hopkins and Northwestern — and still there is no sign of organized resistance on the part of universities. There is not even a joint statement in defense of academic freedom or an assertion of universities’ value to society. (Even people who have no use for the humanities may see value in medical schools and hospitals.)

The assault on Columbia has demonstrated the futility of submission.

Slashing and burning its way through the National Institutes of Health, the National Endowment for the Humanities, the Wilson Center, the United States Institute of Peace, the Smithsonian, and others, the administration has shown that it considers knowledge production worthless. In the rare areas where the president — or perhaps Elon Musk — may see value in research, the emergent mafia state is almost certain to distribute funds to its friends. One shudders to think what universities would have to do to fit themselves into that category.

Universities in other countries have faced similar assaults, and some have successfully defied them. Gessen provides a “case study,” from Poland which she acknowledges was radical–but which worked.

Adopting such a radical approach, and forsaking the usual concerns of development offices and communications departments, would be costly, to be sure. The universities most actively targeted by Trump have the resources necessary to weather such a radical reorientation. But as Leon Botstein, the president of Bard College, told me, “Too many of our wealthiest universities have made their endowments their primary object of protection.”

I really urge you to click through and read the entire essay. Reading it paradoxically put me in touch with my inner Pollyanna. Perhaps–if resistance to MAGA’s assault on academic and intellectual achievement is successful–it will restore academia’s focus on the essential purpose of education: the production and dissemination of knowledge. Not job training. Certainly not acquiescence to the prejudices and fantasies of a “Dear Leader.”

Gessen’s final paragraphs are worth pondering.

So this is my radical proposal for universities: Act like universities, not like businesses. Spend your endowments. Accept more, not fewer students. Open up your campuses and expand your reach not by buying real estate but by bringing education to communities. Create a base. Become a movement.

Alternatively, you can try to negotiate with a mafia boss who wants to see you grovel. When these negotiations fail, as they inevitably will, it will be too late to ask for the public’s support.

Harvard has just refused to be blackmailed by the administration’s threat to withhold a breathtaking nine billion in grants. Here’s hoping other schools follow its example.

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Why Research Matters

When I joined the faculty of Indiana University after decidedly non-academic stints as a lawyer, real estate developer and  ACLU executive director, non-university friends would often question the institutional obligation to devote considerable time and effort to research. They questioned the reason so many institutions of higher education pursue a “publish or perish” criterion for  tenure (and a number didn’t understand why we had tenure, either).

I’ll leave my fairly robust defense of tenure for another time, but in the face of Trump’s unprecedented assault on universities, the New York Times recently ran an editorial explaining the critical importance of scholarly research.

The editorial began by explaining that what we are seeing is typical of authoritarianism:

When a political leader wants to move a democracy toward a more authoritarian form of government, he often sets out to undermine independent sources of information and accountability. The leader tries to delegitimize judges, sideline autonomous government agencies and muzzle the media.

One of those “independent sources of information” is, rather obviously, scholarship. As the editorial points out, academic researchers pursue the truth–empirical facts– and that can present a threat to those in authority. Putin and Erdogan have closed universities, Modi’s government has arrested dissident scholars, and Orban has appointed loyal foundations to run universities.

Mr. Trump’s multifaceted campaign against higher education is core to this effort to weaken institutions that do not parrot his version of reality. Above all, he is enacting or considering major cuts to universities’ resources. The Trump administration has announced sharp reductions in the federal payments that cover the overhead costs of scientific research, such as laboratory rent, electricity and hazardous waste disposal. (A federal judge has issued a temporary restraining order against those cuts.) Vice President JD Vance and other Republicans have urged a steep increase of a university endowment tax that Mr. Trump signed during his first term. Together, these two policies could reduce the annual budgets at some research universities by more than 10 percent.

There is public dissatisfaction with the very real problems of America’s universities, and the editorial goes into considerable detail about the current deficiencies and problems of those institutions. But as it also notes, just as with Trump’s approach to trade, government waste, and immigration, the administration’s “solutions” won’t ameliorate or address the real problems. It will make things much worse.

The American higher education system, for all its flaws, is the envy of the world, and it now faces a financial squeeze that threatens its many strengths — strengths that benefit all Americans.

Chief among them is its global leadership in medical care and scientific research. American professors still dominate the Nobel Prizes. When wealthy and powerful people in other countries face a medical crisis, they often use their connections to get an appointment at an American academic hospital. For that matter, some of the same Republicans targeting universities with budget cuts seek out its top medical specialists when they or their relatives are ill.

American leadership in medical and scientific research depends on federal money. Private companies, even large ones, typically do not conduct much of the basic research that leads to breakthroughs because it is too uncertain; even successful experiments may not lead to profitable products for decades. Mr. Trump’s planned funding cuts are large enough to force universities to do less of this research. The list of potential forgone progress is long, including against cancer, heart disease, viruses, obesity, dementia and drug overdoses. And there will be costs beyond the medical sector. There is a reason that Silicon Valley sprang up next to a research university.

The Times is right to say that we need to speak–loudly and publicly– about why universities matter, to point to the many ways in which higher education and research promote public health, economic growth and national security. It’s also important to recognize that universities are the largest employers in some regions. And for many Americans, universities have been “an unmatched, if imperfect, engine of upward mobility that can alter the trajectory of entire families.”

Thus far, too many academic officials have been timid and quiet in the face of this assault. That needs to change.

College presidents do not need to become pundits. But they do need to defend the core mission of their institutions when it is under attack. University leaders would help themselves, and the country, by emerging from their defensive crouches and making a forthright case for inquiry, research, science and knowledge.

This administration is waging war on science and knowledge. It’s a war we cannot let them win.

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How We Got Here….

I recently came across a quote–I’ve misplaced the source–that summed up the conundrum that keeps so many of us up at night.

Nothing mattered, in the end. Not the probable dementia, the unfathomable ignorance, the emotional incontinence; not, certainly, the shambling, hate-filled campaign, or the ludicrously unworkable anti-policies.
The candidate out on bail in four jurisdictions, the convicted fraud artist, the adjudicated rapist and serial sexual predator, the habitual bankrupt, the stooge of Vladimir Putin, the man who tried to overturn the last election and all of his creepy retinue of crooks, ideologues and lunatics: Americans took a long look at all this and said, yes please.

How did that–how could that– happen? 

There are really two imponderable questions involved: one, what motivated his supporters to ignore those very obvious facts about him, plus the disaster of his first term, and return him to the Oval Office? And two, what led millions of Americans to conclude that there was no need to inconvenience themselves by going to the polls?

This blog has spent a lot of time and pixels on that first question. The superficial answer is that the Republican Party is no longer a traditional political party–it has become a White Christian Nationalist cult. The more difficult question is: why? What is it about White Christian Nationalism that is so appealing to some people that they are willing to overlook all the demonstrable deficits enumerated in that opening quotation, and support a man who lacks a single redeeming human quality? (He isn’t even one of those evil men whose despicable behaviors are covered by charm or distracting good looks–his physical appearance and personality are both repulsive.)

As regular readers of this blog know, my answer to that first question is the deep-seated racism that is America’s original–and continuing– sin. Throughout our history, far too many people have chosen to “other” those who look or pray differently. Today’s Christian Nationalism is a modern version of the attitudes that motivated and justified slavery, the KKK, Jim Crow, and  periodic eruptions of anti-Semitism. Christian fundamentalism feeds the persistent misogyny that allows MAGA folks to joke about sexual assaults and dismiss the significance of predatory sexual behaviors. 

There are clearly a lot of unhappy people who want to blame some “other” for their disappointments and failures–many more than we like to recognize. If there was any doubt about the immense role of racism in support for Trump, his anti-DEI rampage should have eliminated it.

But what about the second question? What failure of American life explains the significant number of people who simply didn’t bother to vote? Some of them probably didn’t want to choose between a Black woman and a clown–they shared MAGA’s biases, but detested Trump, so they opted out. Others were undoubtedly victims of the multiple vote suppression tactics employed by GOP operatives. But those two categories can’t explain the large numbers of no-shows.

Over my 21 years of teaching, I reluctantly concluded that America’s schools have failed their most important function:  citizenship education. The nation’s public schools weren’t established simply to teach the three Rs–they were also, and importantly, intended to be constitutive of a public–to turn out informed citizens who understood the system they inhabited, and recognized that membership in a polity involves civic responsibilities. (Voucher programs–as I’ve noted– wage war on that civic mission of the schools, and undermine efforts to forge a united citizenry.)

For too long, too many Americans have been–civically speaking–dumb, fat and happy. They’ve accepted the benefits of living in a free society without worrying about their obligation to maintain it. They’ve ignored politics, followed favored celebrities rather than civic or political leaders, dodged such civic duties as jury duty and voting, and complained about paying their taxes–all while assuming that police and fire departments would continue to protect them, that their Social Security checks would appear on their due dates, that the National parks would be open when they wanted to visit…expectations that are currently at risk.

If there is any bright side to the Trump/Musk destruction currently being waged, it is that people are being awakened to the fact that the maintenance of a stable government and civil society requires them to be informed participants–that they are not guaranteed an effortless free and livable society, and that continued progress toward realization of the American Idea is not inevitable. 

If and when enough good Americans eject the clowns, buffoons and bigots installed by our megalomaniac co-Presidents–if and when We the People regain control of our governing institutions, rebuilding civic education should be a first order of business. 

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If you want to understand the disastrous budget Republicans are trying to pass–and the process they’ll need to negotiate to do that–I will be doing a Zoom interview of Economics Professor Denvil Duncan from 7:00 to 8:00 tomorrow night, for the Central Indiana Indivisible chapter. You can register here.

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They’re Still Coming For The Schools

While co-Presidents Trump and Musk absorb all the oxygen/attention, the Christian Nationalists have continued their long-term focus on the public schools. While Americans who understand the damage of the daily assaults on Separation of Powers and the Rule of Law are distracted, those “Christian soldiers” just keep marching on…

The Guardian recently published a report on that steady march by a product of Evangelical schooling.

The author began by relating his own education in what he termed “a sanctuary of faith, community and ‘true’ education,”  which he reported had left him disillusioned and bullied, and had set him on a “path of crushing financial insecurity that would haunt me for years.”

Twenty-five years later, Donald Trump and the Christian nationalist movement that put him in the White House (twice) are seeking to transform public education into something similar to what I was reared on, where science, history and even economics are taught through an evangelical conservative lens, while prayer and Bible reading are foundations of the curriculum.

As he notes, the efforts to transform education into fundamentalist Christian indoctrination takes two forms: injecting more Christian rhetoric and rituals into public school curriculum and the use of tax dollars to subsidize private religious schools via vouchers. As he also points out, each of these tactics is bolstering the education of America’s most privileged students, while downgrading services for children of low-income families.

Lest readers dismiss his concerns as overstatement, he provides evidence.

In Oklahoma, the state superintendent ordered his public schools to teach from the Christian holy book; he later sought to mandate all schools to air a video in which he prays for Trump. On his desk sat a black mug with the Latin phrase si vis pacem para bellum: “If you want peace, prepare for war.”

In June, Louisiana passed a law ordering all classrooms to display the Ten Commandments. And in Florida, Pam Bondi, now Trump’s attorney general, supported a constitutional amendment to allow state funding for religious schools before voters rejected it.

In 2022, a supreme court ruling allowed private religious schools to receive government funding. In response to this, LGBTQ+ advocates helped pass the Maine Human Rights Act in their state, protecting students and faculty from discrimination. Two Christian schools are suing the state for the ability to violate the new law while still receiving government funding. Separately, the supreme court has taken up a case addressing whether to allow taxpayer funds for religious charter schools, potentially leading to the first Christian public school in the US.

A Texas elementary school curriculum infuses Bible stories into language arts programs. And these efforts are not limited to Southern states. Iowa passed legislation granting taxpayer-funded “scholarships” to families who enroll their children in private schools, very much including Christian schools. Meanwhile, the Idaho Family Policy Center (IFPC), a Christian lobbying group, announced it was drafting a bill to would require Bible reading in all Idaho public schools. (The organization has also drafted legislation banning abortions and restricting transgender healthcare.)

These local efforts are currently being supercharged by the Trump/Musk administration. Trump has promised to “bring back prayer to our schools”, shut down the Department of Education and embrace “school choice”–measures that would fulfill a longstanding evangelical wishlist. Christian Nationalists insist that “government schools” brainwash children into “liberal atheists.” 

The Guardian essay recites the history of this effort to make America’s schools “godly” and–not so incidentally–keep them White. (The government’s denial of tax exemptions for segregated Christian schools–not Roe v. Wade– was what galvanized evangelicals and drove them into the GOP.)

Meanwhile, the Christian right doubled down on the creation of its own, independent education system, one that rejected evolution in favor of creationism, made students pledge allegiance to a Christian flag, and preached against environmental issues, LGBTQ+ rights and progressive policies.

The essay traced the author’s very painful emergence from the bubble he had inhabited, the fundamentalist education system in which “all knowledge and thought must bend itself to unarguable truth that the Bible is 100% factual in all matters.” As he notes, the “itchy curiosity of philosophy, the relentless questions of the scientific method, the skeptic probing of journalism, have no place in that world.”

That rejection of science, empiricism and inconvenient evidence is the “education” supported by the Trump/Musk Administration–not because either of these megalomaniacs are devout Christian fundamentalists, but because they know they owe their continued support to the fearful, racist, “faux Christian” voters who comprise the majority of the GOP base.

If successful, those Christian Warriors will take us back to the Dark Ages.

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