Is This The End of the American Century?

This site features updates, analysis, discussion and comments related to the theme of my book published by Rowman & Littlefield in 2008 (hardbound) and 2009 (paperbound).

The Book

The End of the American Century documents the interrelated dimensions of American social, economic, political and international decline, marking the end of a period of economic affluence and world dominance that began with World War II. The war on terror and the Iraq War exacerbated American domestic weakness and malaise, and its image and stature in the world community. Dynamic economic and political powers like China and the European Union are steadily challenging and eroding US global influence. This global shift will require substantial adjustments for U.S. citizens and leaders alike.

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Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Wednesday, December 1, 2010

Der Spiegel on "A Superpower in Decline"

Sometimes the most clear-eyed analysis of the United States comes from outside the country, and this may be especially true in these times when so many Americans are frightened and angry about the way things are going. Germany's weekly newsmagazine Der Spiegel has published a long and thoughtful piece about the United States, entitled "A Superpower in Decline: Is the American Dream Over?" which reflects and updates many of the themes I raised in The End of the American Century.

For those who would dismiss Spiegel's analysis as biased, left-wing, or "socialist," I should point out that the magazine is generally considered to have a conservative (and capitalist!) slant. It is enlightening, and a little sobering, to read an intelligent analysis of our problems from outside the cauldron of contemporary U.S. politics.

Below are a few excerpts from the Spiegel article, though I would encourage everyone to read the whole thing.

• America has long been a country of limitless possibility. But the dream has now become a nightmare for many. The US is now realizing just how fragile its success has become -- and how bitter its reality. Should the superpower not find a way out of crisis, it could spell trouble ahead for the global economy.

• Americans have lived beyond their means for decades. It was a culture long defined by a mantra of entitlement, one that promised opportunities for all while ignoring the risks.

• The country is reacting strangely irrationally to the loss of its importance -- it is a reaction characterized primarily by rage. Significant portions of America simply want to return to a supposedly idyllic past.

• The rich keep getting richer, with the top 0.1 percent of income earners making more money than the 120 million people at the bottom of the income scale.

• Since the beginning of the millennium, no new jobs are being created on balance, because the US economy has undergone structural change. Companies are dominated by investors interested only in the kinds of quick and large profits that can be achieved by reducing the workforce.

• In 1978, the average income for men in the United States was $45,879. In 2007, it was $45,113, adjusted for inflation.

• How strong is the cement holding together a society that manically declares any social thinking to be socialist?

• The United States of 2010 is a country that has become paralyzed and inhibited by allowing itself to be distracted by things that are, in reality, not a threat: homosexuality, Mexicans, Democratic Majority Leader Nancy Pelosi, health care reform and Obama.

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Tuesday, August 24, 2010

Can US Education Be Fixed?

The following is an email I received from Lloyd Eskildson, about the failures of US education, especially in comparison with other wealthy countries.
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Your book is 'spot on' as the British would say, except for one aspect - needing more money for education. What is needed instead is much greater respect for education and increased parental/pupil motivation. Unfortunately, the resulting potential job attractiveness (also a motivator) would largely be negated by the much lower wage rates in Asia; at least this would cure the functional illiteracy issue. Though I have never taken an 'education course' nor do I have an education degree, I have had a strong interest in education for 30+ years, and have served as consultant to and Chief Deputy at the Maricopa County School Supt. Office. Following are some comments I made regarding a January, 2010 "U.S. News/World Report" that was trying to be optimistic.
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The bulk of this issue focuses on efforts to improve U.S. education. Contents include part of President Obama's plan (encouraging a longer school day and school year), D.C. schools' efforts to abandon teacher tenure and implement merit pay, New Orleans becoming the only major city with a majority of pupils in charter schools, and a major 'No Child Left Behind' (NCLB) mistake (allowing states to choose their own standards, invariably low). The issue also highlights the provocative question, "Will School Reform Fail?" on its front cover.

The answer, unfortunately, is "Yes - just like all the prior school reform efforts." But first, some background, starting with good news. 1)The "U.S. News and World Report" does not mention increased funding as a need. This follows decades of an emphasis on steadily increased inflation-adjusted funding/pupil (up about 250% in 30 years), with very little if anything to show in the way of improved pupil outcomes - especially at the high-school graduate level. Unfortunately, we have wasted trillions of dollars getting to this point, and continue doing so. 2)President Obama's efforts to extend the school day and year are on the right track. The late Professor Harold Stevenson (Univ. of Michigan) spent years researching differences between U.S. schools and those in China, Japan, and Taiwan. Each of the three nations spends a much smaller proportion of GDP on education, while their upper-level pupils consistently outscore ours. Stevenson found that Asian pupils spent almost 50% more time/week in class and had a school year about one-third longer. (Many Asian pupils also enroll in additional week-end and evening private schooling.) Similarly, years ago I found that the highest-scoring Arizona 3rd-grade readers were consistently located in the same small, farming community - the 'secret' was their teacher spent much more time on reading than others; unfortunately, this effort was not sustained in higher grades and the higher achievement faded as the pupils aged. Regardless, when Professor Stevenson presented his findings at a symposium that I helped organize, educators in attendance downplayed, belittled, and ignored his findings. 3)Studies have repeatedly found that high goals lead to higher achievement - in all areas of life. Hopefully, the NCLB mistake of allowing educators to assign themselves self-defeating low-goals (avoid accountability), will be quickly corrected now that it has been recognized.

Now, the relatively bad news. 1)U.S. educators are not likely to extend the school day and school year to come close to matching the efforts of pupils in the Far East - despite President Obama's imprimatur. 2)Education vouchers, school choice, and charter schools are major components of current reform efforts. All are based on the belief that schools competing for pupils will outperform those that do not. Makes sense, and there is some encouraging evidence. However, Stanford's Center for Research on Education Outcomes (CREDO) reported (6/15/09) that, 'in the aggregate, students in charter schools (are) not faring as well as students in traditional public schools.' Readers might be tempted to dismiss this finding as economic heresy; however, it is actually an invaluable piece of evidence. 2)The late Professor James Coleman (Univ. of Chicago) conducted one of the largest education studies in history, involving over 150,000 pupils, and intended to demonstrate that minority pupils were short-changed. Instead, Coleman found there was more variation in pupil achievement within schools than between schools - ergo, differences between U.S. schools were not the main key to success! Coleman's findings were derived from sophisticated statistical analysis. However, this major finding has been obvious for decades -sizable and sustained differences in pupil achievement exist between various ethnic and socio-economic groups. Instead of recognizing, celebrating (where appropriate), and acting upon those differences, we pretend they don't exist. When I went to school it was no secret that pupils of Asian and Jewish heritage performed, on average, much better than the rest of us. The rest of us survived a lack of special attention and got over it. Similarly, it's obvious today that minorities, in general, do much worse than most - in both dropout rates and academic achievement. How is this caused by, or to be cured by, the schools?

Coleman's finding is consistent with CREDOs. What's more, both findings are consistent with another of Stevenson's - that Asian parents (and pupils) were much more concerned about and involved with their children's' schooling than their American counterparts. Seemingly, American educators have been inadvertently functioning as education's worst enemies - constantly emphasizing the need for more money and new programs has implicitly downplayed the key role of parental and pupil motivation. Asian societies maximize those motivations through high-stakes college entrance examinations; conversely, the U.S. further reduces these motivations by trying to make it easier for graduates to attend college (already 67%, though about one-half drop out - up from one-fifth in the 1960s) through greater funding for aid and scholarships.

Finally, the really bad news. Education reform has been tried and failed for more decades than even I can recall. We've lurched back and forth from group instruction to individualized instruction, team-teaching to individual teacher teaching, bilingual instruction to English immersion, large schools to small schools, special education to mainstreaming, norm-referenced to criterion-referenced testing, New Math to higher-order thinking to rote drills, ability grouping to not, raising standards to building self-esteem through lower standards, more homework to less, reading instruction via phonics vs. whole language, cultural literacy to multiculturalism to values-free education, peer tutoring to teaching assistants, teacher-directed vs. child-centered, site-based management vs. leadership accountability, public school assignments by residence to open enrollment, vouchers, and charter schools, basic schools vs. 'regular' schools, etc. En route, we've also added kindergarten and pre-school (some areas), teacher professionalization, computers and the Internet, rebuilt and upgraded facilities, reduced class size, added specialists and supervisors, driven out competitive games in P.E., increased time-on-task (until we forgot about it), added compensatory education (Title I), Head Start, and gifted education, increased teacher pay to where it exceeds that of most private school teachers, raised additional monies through special tax programs, bake sales, book sales, and carnivals, and even mentioned parental involvement from time to time.

For what? Dropout rates, and achievement levels for those graduating are about where they were years ago. Its been like Lucie, Charlie Brown, and the football - over and over. The really good news is that Stevenson also found that U.S. children began school with higher achievement levels than their Far East competitors. We've had great educators - Jaime Escalante (Los Angeles), Marva Collins (Chicago), Mike Feinberg and Dave Levin (KIPP), Seymour Fliegel (Harlem), almost all those who taught at my high school (Wheaton High - '59), as well as innumerable successors today. But they can't do it on their own. We just need to forget about education fads, face reality, and demand more - starting with ourselves.

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My (DSM) response to this was as follows:

Thanks so much for this thoughtful essay. I agree with most of what you say, and especially your focus on the problem of parental involvement (or lack thereof) and student motivation. In my mind, though, the main reason for this in the US, compared to the other countries you mention, is simply the much higher incidence of poverty in this country. Poverty creates so many obstacles to effective education that no "fix" of the educational system is likely to work--as you point out.

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Friday, January 8, 2010

Cutting Education Budgets Further Weakens the U.S.

Indiana, like most states, is facing a budget crisis, and Governor Mitch Daniels (President Bush’s former Budget Director) recently proposed cutting $300 million from K-12 education budgets—3.5% of the total. This came on the heels of some searing stories in the Indianapolis Star about the dismal state of public schools in the city.

The Governor argued that he “had no choice.” But I am always wary when someone makes that assertion. We always have choices. The issue is priorities, not a lack of choice. Indiana had no difficulty, for example, raising $720 million to build a new professional football stadium.

Money alone will not solve the problems of public education in Indiana, or in the U.S. But inadequate funding is one of the problems, and budget cuts will simply exacerbate those problems. One reason that the U.S. is falling behind globally in education, and why Indiana is lagging nationally, is because of low levels of funding for education. According to U.N. figures, the U.S. ranks 45th among the countries of the world in public spending on education, as a proportion of the economy. Among the 50 states Indiana ranks #33 in per capita expenses for K-12 education (U.S. Census Bureau data).

It should be no wonder, then, that our schools perform so poorly compared to others, both globally and nationally. The high school graduation rate in Indiana is 73%, placing us in the bottom half of the 50 states. Even worse, Indianapolis ranks dead last among the nation’s 50 largest cities in high school graduation rates

Our spending on education is low, in large part because our state revenues are low. While there has been a big hullabaloo about property taxes in the state, they are overall low compared to other states. As a proportion of household income, they rank 34th among the 50 states. Indiana’s income tax rate is also low, especially given the “flat” rate of 3.4%. Most states have “bracketed” tax rates (as for federal income taxes), which require wealthy people to pay a higher rate than poor people. Almost all such states have top brackets above 5% of income.

So we are getting what we pay for. We have low taxes, low funding for public education, and poor schools. One choice—a necessary one in my view—is to raise taxes, especially on those who can most afford it, and begin providing funding that the schools deserve. We have choices.

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Sunday, December 13, 2009

The 21st Century, Multipolarity, and Education

The following email from Gaston Younger provides an interesting perspective on America's global reputation, the rise of other powers (especially in Asia) and the poor state of U.S. public education. As you will see from his emails, Younger lived in both Vietnam and France before coming to the U.S., where he served 20 years with the U.S. Army.
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I just read you book "The end of the American century" and find it very fascinating but yet a gloomy, unpleasant realistic outcome for our country if our elected public officials do not take into consideration the serious situations (financial, economic & educational) facing the US.

I was born in French Indochina & I can attest to the facts on my vacation trip to Vietnam and the surrounding countries of the former French colonial empire that China has replaced both France & the US as the preeminent global power in that part of the world. We should all welcome the new era of multipolar world; however American citizens should definitely demand from their government on both local & federal levels to invest more financial resources in public education if we are to compete successfully with the new rising powers; S Korea, India, China, Brazil.

After the disastrous eight years of the Bush regime & a total lock on power by a fanatical, right wing Taliban GOP controlled US Congress from 1994 until 2006, our country image abroad has dramatically deteriorated. It is incumbent upon informed citizens to urge their elected public officials to take implement immediate actions in the areas of k12 public education & environmental friendly green energy if we are to pull our country out of this economic fiasco.

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After receiving this email, I responded to Gaston, asking him about his own background, and this is his reply:

I was born in Vietnam from a mixed French-Vietnamese ancestry, left Vietnam in '67 for France where I continued my studies & came to the States in '73. I graduated from high school in New Orleans & joined the US Army for the next 20 years as a linguist (French & Arabic). I was stationed mostly throughout the Middle East, did couple tours on the DMZ in Korea & one tour in Germany. I was selected by the Army to attend DLI(Defense Language Institute) where I graduated top 5% in my Arabic class.

I was fortunate to have a throughout French education in my childhood in Indochina. The French educational system is second to none in Western Europe. It emphasizes primarily on the rich tradition of French literature. All kids memorize at an early age "les fables de La Fontaine"by Jean de La Fontaine, the classical works by Victor Hugo, Moliere, Guy De Maupassant, Honore de Balzac, Emile Zola, Albert Camus, Anatole France, Gustave Flaubert.

Thinking about Vietnam in the 20th century, I am saddened by the critical mistakes made by the French government in 1945, when it refused to recognize Ho Chi Minh declaration of independence; however France recognized Laos independence four years after the end of WW2. Did you know Ho Chi Minh actually admired the US? It is unfortunate the cold war allowed many demagogues particularly US Senator Joe McCarthy and many more in the Truman & Eisenhower administrations to demonize Ho Chi Minh & portrayed him a a Soviet stooge or harboring pro-Chinese sentiment while Vietnam has deep mistrust of its northern neighbors for thousand years & lets not forget it was the same Ho Chi Minh who organized the guerrilla warfare against the imperial Japanese Army occupying French Indochina while working closely with the OSS.
Like many Vietnamese, I have a deep admiration for French culture, literature, cuisine, music.

I share many of your political ideas. I worked in 2004 for John Kerry but I was disheartened by the election results, I still could not understand the reasons 58 million Americans voted for a demagogue from the red state of Texas considering his shady personal character & many policies implemented by his administration will definitely affect our country for years to come. I wore the Army uniform for 20 years with pride, but the prisoner sexual abuse at Abu Graibh made me sick to my stomach & soiled our country image throughout the world, I will never forgive this rogue Bush regime for destroying our military, ruined our country image abroad.

The midterm election in 2006 & President Obama successful election in 2008 finally gave us some hope to turn this country around, although it may be a little bit too late. The damage (fiscal policy mismanagement, unilateral foreign policy) has been done.

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Wednesday, September 16, 2009

Can We Cut Defense Spending to Pay for Health Care and Education?

I received the following email, from a retired medical school professor, raising the question of budget priorities, and whether we might be able to help pay for health care reform and/or education by reductions in the military budget. My response follows the letter:

Professor Mason:

I've been reading your book, "The End of the American Century," these past
several days and am finding it very readable and informative, albeit a bit
depressing. I'm a biomedical scientist by training and trade (and a fellow
academic and resident of Indianapolis; see below), and am much in need of an
uncomplicated, understandable discussion of economic principles. Your book
meets those criteria very well and I appreciate having it available.

Now to my question. Since retiring from the university, I've enjoyed engaging
in online "discussions" of issues political from time to time. Most
recently, during a discussion of how we might pay for health care reform, I
innocently -- and sincerely -- suggested that we might consider closing a
few of our military bases around the world. I've read Chalmers Johnson's
trilogy on the American empire and am quite sympathetic to the view that
we've way overspent on the military. In any case, my opponent dismissed my
suggestion as naïve and irrelevant by citing government figures
(http://www.truthandpolitics.org/military-relative-size.php)showing that military spending--as a percentage of GDP--is a mere 3.7% of GDP and has
actually declined in recent years. His point, of course, which was not
supported by any data, was that domestic social spending far outstrips
military spending. I find this notion preposterous but I'm puzzled by the
data he cited. Should I surmise that the percentage spent on, say,
education, is several times less than 3.7%? Or is this rendering of the data
simply misleading? Can you help me to sort this matter out?

Thanks. I'm sorry to trouble you with this question, but you DID manage to
get me to pick up and read your book...

Regards,

Lynn R. Willis

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Dear Lynn,

Nice to "meet" you and thanks for reading my book, and for the compliment.

On the question of defense spending, it is true that it is a relatively small share of GDP. But in terms of spending priorities--the question you are addressing--I think the more appropriate comparison is defense spending as a proportion of the budget, not the GDP. In the TruthandPolitics page you mentioned, if you scroll down to Graph 2 (Defense Spending as a Percentage of Discretionary Spending), you will see that defense spending is about half of the entire "discretionary" budget of the U.S. government. So defense constitutes more than all other categories COMBINED, and is far more than that spent for education, welfare, etc. "Discretionary" spending refers to those categories that Congress has some authority over, as opposed to "Mandatory" programs (funds already committed) for Social Security, Medicare, Medicaid, Debt Interest, etc.


You can get a better sense of this if you look at a discretionary spending pie chart, or for a more authoritative and detailed source, look at the actual federal budget summary at:
http://www.whitehouse.gov/omb/assets/fy2010_new_era/Summary_Tables2.pdf

There, you will see (Table S-3) that for 2009, the Defense Department budget is $666 billion, and ALL other programs get only $613 billion. Education (Table S-7), gets a mere $41 billion.

Incidentally, US defense spending also makes up about half of all defense spending in the world, so the U.S. outspends virtually all other countries combined.

So I agree with your point that a small cut in the defense budget could make a huge difference in some of these other programs, including education and health care.

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Other comments welcome!

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Saturday, February 7, 2009

The Measure of America

The Social Science Research Council and Columbia University Press have published a remarkable and eye-opening book, called The Measure of America: American Human Development Report 2008-2009, which could function as a companion and statistical supplement to The End of the American Century. In analyzing the domestic situation of the U.S., The Measure of America has many of the same themes, and similar (and supporting) evidence as my book. Like my book, it shows that on most measures of societal development, the U.S. has declined over recent decades, and lost ground compared to other countries.

The Measure of America is modeled on the annual Human Development Report published since 1990 by the United Nations Development Programme. That series attempted to get away from the raw economic indicator of Gross Domestic Product, and to determine the level of human development in each country. The “human development index” used by UNDP, an alternative to GDP, was “a composite index measuring average achievement in the three basic dimensions of human development—a long and healthy life, knowledge, and a decent standard of living.” (From the Human Development Report 2006).

The Nobel Prize winning economist Amartya Sen was instrumental in developing the Human Development Report, and wrote the Foreword to The Measure of America. There, he writes that

“we have to judge the success of a society, including its economy, not just in terms of national wealth or the ubiquitous GNP, but in terms of the freedoms and capabilities that people enjoy to live as they would value living” (p. xi).
Sen observes that this approach has been “remarkably neglected in the United States in particular” and notes in this country “a major discrepancy between opulence and achievement.” The U.S. may be on some measures the world’s wealthiest nation, but “its accomplishments in longevity, secure health, fine education and other such basic features of good living are considerably below those of many other—often much poorer—countries.” He also notes, as I do in my book, that the position of the U.S. relative to other countries has been “steadily falling” over the years (p. xii).

The book itself assembles data in clearly presented tables on the three main “building blocks” of the human development index: a long and healthy life; access to knowledge; and a decent standard of living. In all three areas, the U.S. fares poorly in comparison to other countries. Compared to other wealthy countries, for example, the U.S. ranks #24 in life expectancy; #18 in high school graduation rates; and #2 in poverty rates (you don’t want to rank high on that one!).

The data shows the downward trend for the U.S. over time in most of these measures as well. And for the overall index, the U.S. world rank dropped from #2 in 1980 (behind only Switzerland) to #12 in 2005. Countries ahead of us include much of western Europe, Canada, Australia and Japan.


(The American Human Development Project also maintains a useful website at this link.)

These are all trends and themes presented in The End of the American Century, where I also use authoritative data (including many of the same measures used in The Measure of America). They point out how far the U.S. has fallen, and how much work we have to do. The problems of the U.S., both economic and social, predate the disastrous Bush presidency, which simply exacerbated them all. It took more than eight years to dig us into this hole, and will take at least that long to recover. But we have to recognize these problems and understand them before we can begin to solve them.

The Measure of America: American Human Development Report, 2008-2009 (A Columbia / SSRC Book)

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Friday, October 24, 2008

U.S. Loses High-Tech Dominance

For most of the 20th Century, the U.S. was the world leader in science, technology, and innovation, with the best scientists, the best universities and the most advanced research and development programs. But all of that has begun to change as other countries and regions have become more advanced and more competitive and increasingly challenge U.S. dominance.

A recent article in the New York Times addressed the U.S. technological decline, and the ways Senators Obama and McCain have approached the issue. This story includes some eye-opening statistics about the loss of U.S. primacy in technology, innovation and R&D. At the top of the story, the Times points out the importance of this sector for America’s economy and role in the world:

For decades the United States dominated the technological revolution sweeping the globe. The nation’s science and engineering skills produced vast gains in productivity and wealth, powered its military and made it the de facto world leader. Today, the dominance is eroding.

One sees this in multiple indicators, but perhaps the most important is the country’s high-technology balance of trade. Until 2002, the U.S. always exported more high-tech products than it imported. In that year, the trend reversed, and the technology trade balance has steadily declined, with the annual gap exceeding $50 billion in 2007.

The U.S. has also fallen behind in spending on research and development, which drives high-tech innovation and development. As a percent of GDP, total R&D expenditures have remained flat since the 1960s, while federal government spending on R&D has declined steadily. The U.S. has fallen to 8th place worldwide on R&D spending as a share of GDP, behind Israel, Sweden, Finland, Japan, South Korea, Switzerland and Iceland (Popular Science 11/08).

China is not yet on that top-ten list, but may not be far behind. The country is ramping up support for high tech innovation and R&D, and President Hu Jintao this year called on Chinese scientists to challenge other countries in this area: "We are ready for a fight,” he said, “to control the scientific high ground and earn a seat on the world’s high technology board.” ("China's Industrial Ambition")

The U.S. is also slipping, relative to other countries, in the creation of patents, scientific inventions, the publication of science and engineering articles, and the number of students focusing on science, math and engineering. In international comparisons of scientific and mathematical literacy, and in international competitions in those fields, American students fare poorly, often ranking near the bottom of the group of wealthy countries. Increasingly the top science and engineering students in this country are citizens of other countries, who then return home. Science magazine (7/11/08) recently reported that the most likely undergraduate alma maters for those who earned a U.S. Ph.D. were—get this--Tsinghua University and Peking University—both in Beijing.

These worrisome developments prompted a major study recently, “Rising Above the Gathering Storm,” from the National Academies, the nation’s most eminent scientific and engineering organization, calling for the U.S. to strengthen its international competitiveness. The authors of the report were “deeply concerned that the scientific and technological building blocks critical to our economic leadership are eroding at a time when many other nations are gathering strength” and were “worried about the future prosperity of the United States. A review of high tech by the magazine Popular Science (11/08) puts it a but more bluntly: “The technological dominance of the United States may soon go the way of the dollar.”

Fortunately, the man who will probably take over as President next January, Barack Obama, is on top of these issues, often speaks about them, and has aggressively promoted efforts to remedy them. In his book The Audacity of Hope, he called for a doubling of federal funding for basic research and the training of 100,000 more engineers and scientists over the next four years. He co-sponsored a bill in Congress based on the recommendations of “The Gathering Storm” and called for increased federal support of science education, especially for women and minorities. The Senate passed the bill 88 to 8 ( Senator McCain abstained), but has not yet funded the programs. It will be an expensive proposition—about $43 billion for the first three years—which will be all that much more difficult to manage in this time of economic crisis. But these long-term investments are critical to recovering America’s economic dynamism

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Monday, October 13, 2008

Reality and Hope

Last spring, I delivered the annual "Last Lecture" at Butler University, in which I reflected on the challenges of remaining hopeful in the face of relentless, dismal news. The transcript of that talk appears here.

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