tv Public Affairs Events CSPAN November 23, 2016 2:00am-4:01am EST
[applause] it is amazing the power of the videoootage in these particular cases. some of that you see now. one of the questions people say police are doing what they should be doing and people shouldn't be committing crimes but one of the things you have to ask yourself the members of congress will have to ask does it deserve a death sentence when someone is selling cigarettes outside of a candy shop does it deserve the death sentence when a little boy is playing with a fake weapon in a park or when someone is running away but then stops and raises his or her hand
those are important questions for us.speaki .. state police and or retired detective, 14 years undercover in a kardex the narcotics started in 1970 so i saw the war on drugs grow from nothing to this horrible monstrosity it is today. so when you ask how do we get here, how do we get to this point with all of these pictures we just saw that was the war on drugs. the war on drugs was created completely needlessly.
in 1970 when i started undercover that was the beginning and the likelihood of anybody in this country dine as a result of the drug war was less than the likelihood of them die from falling down the steps in their own home. lise likely that dine from choking to death on their own food at dinner when we started a war on drugs. so you have to ask why. the answer to that why is actually told by richard nixon domestic policy advisor john ehrlichman. it was richard nixon who initiated the war on drugs. john ehrlichman said in an interview in 1994 and i quote, you want to know what this is really all about, the nixing campaign in 1968 in the in the nixon white house after that had two enemies.
the antiwar left and black people. do you understand what i am saying? we? we knew we couldn't make it illegal to be either against the r or black. but by getting the public to associate the hippies with marijuana and the blacks with heroin and then by criminalizing both heavily we could disrupt to their communities, we could arrest their leaders, raid their homes, break up the meetings, and vilify meetings, and vilify them night after night on the evening news. did we know we are lying about the drugs? of course we did. so says john ehrlichman. think of wt we did in 1970. in 1970 we said that what a
person decides to put in their own body, not only makes him a criminal, but we are going to go to war against those people. we train our police officers to go to war. that is a terrible metaphor is a terrible metaphor for policing in a democratic society. people who go to war soldiers and they have a completely different aspect the new police officers who are supposed to protect and serve. when you are trained to go to war many of our police officers came to believe that their job was to put away drug dealers or drug users no matter what they had to do to do it. that is when corruption raised its ugly head. that's only started only started mine on the stand about how we made arrests. that is when we started using really excessive brutality because these people were first
demonized and made a look in our eyes that they were not really human, people who were using drugs. this is all about racism, folks. all of it. it was not a coincidence that after hundreds of years of slavery in this country we ended that in 1865 and within ten yea in the south the folks down there created jim crow, a system that cap black folks engaged like animals and work details for another hundred years when finally we passed the civil rights act.
only three years after the civil rights act was passed saying it is not a good thing to discriminate against people because of the color of their skin only three years after that richard nixon created the war on drugs which implemented in 1970. the idea of the war on drugs is that it is not a good idea to discriminate against people because of the color of their skin but the first you can label them criminal you can do anything you want to them. that is why today in our state prisons, 60% of the people in those prisons or black folks, therefore felony narcotics arrest. in our federal prison system 81% of the people there effort narcotics felonies or
black folks. 37% of all the people we arrest in this country for drug violations or black, they only account for 13% of the population of blacks are known to use drugs at almost exactly the same level as white folks. once these folks are in prison it doesn't stop there. a black man in prison answers a sentence of about six years on average in prison for drug the exact same drug crime that a white man serves four years in prison for. this is racism, folks. it is institutionalized racism. it is because that you see things like what is going on today with our police, we are
making as many arrests as we can possibly make, why? because the drug war, the narcotics arrest and the only arrest that police can make in the united states that we get paid extra for. how we do that? the federal government actually gives us extra money in funding based on how many drug arrests our department made the year before, we get more money if we made more arrest. we have ton this. [applause] >> tonight there will be a town hall meeting at the national press club. it it will delve in even more into the types of state and federal policies which have resulted in the types of policing that we see in the types of pressure that has been on police to do exactly what
they have been doing. it is not isolated. there's enormous pressure on police officers as we have seen with the justice department report about ferguson, missouri. how officers are told to target people for low-level offenses and to ticket them because it generates revenue. you will also hear mr. cole talking about as well how the drug war itself and federal drug policy actually incentivizes police departments to in fact track on drugs. it is important in the discussion of before i turn to doctor woods who will wrap up the panel and then will go to q&a.t's important to think about what crime actually is. often it is wrong. people say well police go where crime is. let me tell you something is a law professor who teaches in the university of california system and he used to teach in chicago. crime happens on every
university campus on the weekend and during the week. illicit drug use, illicit drug selling, underage drinking, underage drinking, yes i see lots of people nodding. how many police coming cracking down with their dogs, with guns? they don't. so the fiction about we just go where the crime happens is not true. if we wanted to find out where crime is, we know. stop at duke, stop at virginia, stop at harvard, stop at hail, stop at stanford, i have a niece that set you and another at the that that you and another at the university of chicago, crime is happening. that's our policing is happening. our statistics are skewed. when he sees statistics that suggest you're going where the crime is, if you don't see the statistics pointing to the universities and other places then it's not accurate and you know this from your own experience. will conclude with doctor would.
>> good afternoon. it is a pleasure to be here in a pleasure to see so many people here, i was momentarily distracted by jack when he talked about 1968 because it reminded me that in 1968 i was both a hippie and i was black, had a big afro and i had may rick jeans leather jeans on. i won't won't comment about the marijuana but it certainly was a time that was very exciting for me. en i think back on what judge hatchett said instead it about circumstances at need to change it makes me feel hopeful to see you here when you didn't have to be. thank you. >> when you didn't have to be because circumstances don't have
to change. you have that responsibility to determine whether circumstances will change or not. in the early 20th century there is a species of birds, canaries that were placed in the shafts of minds, coal mines and silver mines, gold mines the canaries were there to determine if there is noxious fumes coming out of the minds where they're coming out at such a rate to kill the minors. if those canaries died the minor's new those fumes were coming out and they should get out of the mines. those children suffering from gun violence are the canary people of our society positioned into mineshaft of our culture,
suffering the killing consequences of our actions. our children familiar with gun violence adapt and grow in unhealthy and dangerous race, often beyond our ability to understand and to control. my role on the panelis is to provide the signs, the developmental trajectory those exposed to gun violence fought. but first one moment the thing for a moment about how the environment and the brain interact. i don't know the name -- i apologize. and it it is about 90% of all. wire human brain so developed on
birth. wire children so immature developmentally compared to other species what we believe is they haven't so much to learn. they they have to learn coping skills. they have to learn reading, social skills, plana socializing and most while caring for others. we understand our genetics as well creating eventually a numbing alteration of both bodily and brain function. we have examples of both. the dutch hunger winter phenomenon is an example of the body functioning going awry. in holland there is fetuses born in that year suffered what was
called a finite nutritional . the children that were born that year and that because of the extraordinary hunger they underwent to change their body and in fact use nutrition and nutrients in a much different way than other generations but what ended up happening with that generatioand holland was an incredibly high rate of diabetes and other diseases that will are secondary to nutrition. there is impact and trauma on the brain. the right frontal lobe, the lobe if you had a chance to read doctor's brain is the largest low other than the
frontal lobe is that part of the brain that is damaged by trauma and we see that children cannot get the big picture. they cannot effectively wait ten deliberate. their ability to abstract is impaired and this is the literature that we now know. this is not theory, we know theory, we know this, we can look at the mris in the imaging and see the impact of this on the brain. a noted neuropsychologist says the consequences of early experience can be so's persistent estimate multigenerational. and as we grow older we see her parents and perhaps her grandparents not only in the mirror but in her actions, behaviors, in art even our beliefs. the brain is always developing. at any given point in life the brain has been sculpted by all that has come before it, even by things long before.
the game, raptor from california was asked during an arts and entertainment documentary called the streets of content what he felt to be the most devastating thing occurring in compton, california. he could've said poverty because we all know the impact of poverty. he could've said education because we all know the undermining of education leads to an impact in our ability to critical thinking. but what he said however was guns. this insight is quite important when considering whether the long-term consequences can be reversed and humans exposed early in life to abuse or deprivation. to a a shortage of calories or love. or just corrosive of being bathed in fear and lessons of hopelessness. don't forget, all of us are minors.
all of us have to pass the canaries in order to stay alive. thank you very much. [applause] >> before we begin the q&a, i want to thank you all and also the congress men and women whose offices that you work in and their commitment and care about these issues. let's conclude and then we'll take q&a with just a couple of of things that are american public that you should know, in 2015 there almost 13,000 people killed in the united states because of gun violence. now let's put that in context over a ten year timeframe between 2005 and 2015,
therare 71 americans killed by terrorist attacks. one americans killed by terrorist attacks. so between 2005 and 2015, 71 americans in terrorist attacks. during that same time, gun violence over 300,000. i think that really tells us something. that puts it in perspective doesn't it about the urgency of this issue in our responsibility to address these issues. i think with all that you have heard today there's one thing we all agree upon here and that is the explicit repeal of the amendment. the dickey dickey amendment is one that even former congressman dickey has said that he regrets having authored. it something he says we should think about again but what the amendment did in the 1990s is it explicitly said that none of the funds made available for injury prevention at the cdc may
be used to advocate or promote gun-control and this was said to be a shot across with the cdc stopping any research that it was doing on public health and gun violence. since then president obama has has said no cdc, you can go forward and do this but just last year alone there was over 110 members of congress that said let's do an explicit repeal because the cdc is not doing it. the cdc cdc is in fear that somehow they will be violating federal lawo engage in research that would tell us about the public health impact of gun violence. there is 110 members of congress who signed a letter in 2015 about this. even if the repeal goes forward and we certainly hope it does
there remains the question of congressional funding so we can understand the problem better. there any questions that you have? >> please identify yourself and please speak as loud a you can. of a question for anyone on the panel, you're all qualified and i would take to hear from where the one of you. drugs and gun violence are often linked. this coming november the number of states that have ballot initiatives to legalize marijuana. in particular in particular a lot of campaigns are noting that the discrimination and excessive force comes along with the war on drugs. i want to know if any of your seen evidence that there is going to be a reduction in gun violence please excessive
force, if and when some of these initiatives to legalize drugs, specifically marijuana our past? >> a quick refreeze for a viewing audience. the the question is with many marijuana initiatives on ballot for november, is an expected and that there'll be a reduction in gun violence question. >> let me say quickly the experience we have had in certain states has been that there had it has been a in certain types of arrest etc. when marijuana has been legalize. however it's important to keep in mind that i talk about drugs were talking about alcohol as well. not just just talking about marijuana or illegal drugs. most of my work is done with capital cases, people people on death row. many of those cases are alcohol. we still have to look at the impact of alcohol, illegal drugs as well as that of those that
are on the ballot to be legalized. >> thank you. >> we need a microphone thank you very much. >> i can only speak for chicago and in reduction of gun violence when we deal with the drug issue , no for chicago because it's deeper than that. we have to do with the fact that our young people just don't have simply anything to do. so it's not like they're killing each other over drugs, their killing each of the basically through just want to be long like the drill music as i don't know if you know what it is but it's basically basically music where you gangbanged through music. so if i say i'm with somebody else and there's a record label
given me money so to basically kill my fellow they call my opposition, then drugs have nothing to do with it. so no. the drug thing, no. >> this organization i run, leap has over 200,000 members now, cops, judges, now, cops, judges, prosecutors, prison officials, and we believe that yes the war on drugs is what is causing all of the gun violence. when you say a drug is illicit just like when you said alcohol was illicit from 13 years back a hundred years ago, organized crime was created and everybody started selling illegal alcohol. to do that everybody got a gun because if you get ripped off of your product or your money you couldn't go to a cop and said
you were robbed so you had to have a gun that's what's happened now that we started this war on other drugs. everybody, young kids that can't get a job because we don't have enough jobs or worry about the kids in certain neighborhoods getting a job they go into the drug business because it's and only choice in most of them would never be doing that if there given another decent choice but this is what they do, they all have to have a gun to protect themselves. if. if you have a gun in your situation where when i was a kid somebody would diss my girlfriend or something or say a bad word that they would probably get punched in the nose. but when you have a gun in your pocket people pull out the gun and use it. >> the next question. >> one moment please.
>> thank you for being here. my question has to do with improper policing in violence violence and having so much evidence geographic evidence as to how it's done, how is it in terms of our public that no one ever gets punished for it? >> that's an excellent question. i will tell you the our research, not not just in minnesota but nationally they are not prosecuted. never in history of the state of minnesota but what has to happen as i talked about briefly, transparency and accountability, the justice the justice department has said they wanted but what are the sanctions if they don't do the data what are the standards of doing that until we see really systemic reform and not just one case after another and when i say
that i am disturbed, i think there has to be some federal case that then becomes the standard of how we do this in these policing cases because we saw the videos. we know that people are not indicted on until there some accountability and people are held accountable this will continue in my opinion. >> let me at that, we know there must be better research, many departments do not keep statistics, many placed apartments to not have cameras or if they do they don't check to make sure the camera is actually taping and their reviewing those tapes, less than 1% of police are indicted after a police shooting of a civilian this raises questions about prosecutors to expand the conversation we also have to
look at the accountability prosecutors and whether or not they will pursue these particular cases and ethical ways. that is a real gap. gap. we have to pay attention to that particular gap if we want to see real reform take place. another question in the front. >> hello my name is madeline. i'm an intern. intern. as wondering if the nra is still the main obstacle to sensible gun legislation and funding for research. and how things can be resisted and overcome. >> yes, they are. that is what we are trying to do it is basically educate you guys, educate legislators to
take a stand and say listen no more on the campaigns, we are not taking any dollars. that's what we have to do, we have to put the pressure on the elected officials that said if you don't vote for common sense gun legislation you will not be reelected. that's basically what we need to do. to no longer be a source of be a source of pride from the nra. >> . . [inaudible] >> the first on that list should in fact be the nra. it it was the nra that pressured congress which led to the dickey amendment. i think anybody watching this, any of you in the room with see the travesty in shackling our own cdc from studying the impacts of gun violence. who would do that? there's no other country in the
world that would say we will not allow ourselves to look at these impacts. the me me give you statistic to tell you why we should. did you know in 2051 toddler per week shot someone? one toddler per week shot someone last year in the united states. we can't research this and look at this why would we allow ourselves to be shackled like that? there is a question in the back. >> hello my name is tiffany and and i'm a teach for america fellow. thank you for being here today. this is an enormous problem in our country and if someone who comes from a community i've had fresh up by the police, friends killed by
gun violence and a brother in prison for 20 years for drug trafficking sometimes it gets very discouraging and so i'm wondering what advice do you all have for young legislative assistant and people on the heel, people in general to try to help eradicate this problem. >> first thing i would suggest is talk to your legislators about the drug prohibition. there's nothing that that could be done in one fell swoop i would do more to reduce death, disease, crime, addiction, and save billions of our dollars then ending the war on drugs. in 46 years we have been fighting in we have spent over
1,500,000,000,000 dollars on this war all we have to show for is that we have made more than 50 million arrests in this country alone for nonviolent drug offenses, 44% of those arrests, 22 million of them were marijuana offenses and that we do everything we can possibly do to destroy the young people's lives that we are resting. it makes the situation worse and worse. it's a self-perpetuating constantly expanding policy disaster. >> thank you. please pass the microphone. >> and last week for affairs there is a fascinating article called the great white nope. and it speaks to the populism that we are seeing not just in the united states but around the world, brexit in england, merkel
in germany having difficulty with immigration, so you're going to see a broadening of your constituency. as long as this has been an issue that just look like it affected poor black folk or around folks, there's not as much interest, trust me when i told you about the canary people it wasn't just about the family and children, it's going to be your children. you need to take that into consideration. it's going to be your children that are going to be concerned about gun violence. it's going to be your grandchildren that are going to be concerned because the world is changing. if we don't do something about that now it's going to be a constituency that is much larger than one that can be ignored. >> will take one final question. it is in the back of the room. >> my name is ricardo from
virginia. my question especially with police brutality and police violence it seems like every time a fatal shooting lake ferguson in baltimore and recently in charlotte there's a big uprising in protest and things seem to die down. after a couple of days. i know awareness is really big and not just wearing police brutality how is it that we can get that awareness to really stick. >> thank you for that question. >> i think the process of transparency has to be accelerated. the ability to begin an independent investigation even a civil investigation needs to be able to happen sooner and what typically happens is they use the data practice act as a
shield to keep the data and especially the video and audio secret until the close of the grand jury and oftentimes wait as long as he or. that's too long and in public opinion dies down in the interim. i think it needs to happen sooner. judge hatch and i are pushing for that in minnesota. pefully we'll get results. he needs to occur more quickly and on a related topic investigation of the officer has to do be done with this same standard and figure it would be if it were you or i that were committing the crime. >> i agree with everything bob is same but as citizens we have to realize that we have responsibilities in this conversation has to continue. the reason i took the castle cases because i had been home
cursing at the television time and time again and i had to say, you have got to try to make a difference. that is why we are so committed to the reform, not just a civil action but reform that is sustainable and is transferable but in the gap between us getting these results there has to be these conversations in our, community that continue that really challenge the basic fundamental of water is there such a lack of transparency. quickly just 30 seconds, a few weeks ago i had a remarkable experience. i got to moderate a panel with the with erica gardner's mother, flandreau casteel's mother, the twin sister who is just killed in
tulsa and oscar grant, the young man who was killed at the station in oakland, i will tell you there's 4000 people there packed and the question was, we cannot let you leave unless there is some action plans. that's what we have to do. that's why i appreciate that panel in the town hall tonight. we have to lead each one of these events with clear action steps about what we are going to do next. >> i just want to add. i agree with everything that judge hatch instead but just try because i am a protester and a lot of people do not see the action we do behind the protester. so we do go to the board meetings and that we have. we do do organize and be strategic when we organize. we do campaigns on social media
the say her name campaign and the say his name campaign. and we keep each other informed but most of all we vote. if you seen that this past march we got attorney anita out of office because she knew the cover above mcdonnell. we have to stay active. we have to keep spreading awareness in the millennial's we have to get involved in the political process. >> lots of finger snapping. i want to thank you all for joining us. remember we have said rebid repeal the dickey amendment. you have heard about the tolls of mass incarceration and our drug drug war in the united states that specifically incentivize, perversely incentivize police departments to do a policing that is undignified and puts them in very compromise positions. you have also seen by the video that bob shows, the complicity of other officers in very
violent activity against civilians. i encourage you to join us tonight at the national press club or watch us on life. i want to conclude with the urging of cami ella williams. i think she provides a profound voice for these issues particularly from a millennial perspective. one week for now will be our national election. a time when a time when we will be electing a president for our country and a time where local officials will be elected. i urge you to hold them accountable. with your vote. i thank you for joining us today. [applause] [inaudible]this democracy stuffo
multiculturalism. it includes the head of national institution of scholars in the institute of western civilization. this. this discussion was hosted by the family research council in washington speemac's post to have them as a co- broadcaster here. with that said i want to say that we are here to consider an important educational topic that seems appropriate after the mudslinging and the endless political campaign that focuses on things that seem somewhat micro. this is very important in the larger level of water institutions are. my name is chris am the senior fellow for regulatory policy. this is an opportunity for us to step back and reflect on what we teach in school about western civilization and the civilization that produced this great country.
and that lies at the dick core of our republican values that we care deeply about. i think united states, the creation of the united states is a world event of such magnitude it's hard to imagine the effects it has had full of positive good. i imagined the minority opinion but it is actually the truth. with few exceptions very little about our western civilization is taught at any level of schooling. whether it's primary secondary school or colleges and universities. that's a problem our panelists will discuss today. let me introduce the. there are each individuals who are dedicated to teaching about
western civilization and all of the men have doctorates in their fields and are distinguished scholars at the college level and at the university level as well. rather than go through the full bios i will say that they are online on our website, once all of this is posted it should be under the recently vector section. the mcgowan briefly laid know that. our moderator is a good good friend of family research council. we did an event and doc was here in may of 2011. his name is richard the gentleman here closest to me. he studied government and international relations and he will be our moderator on the panel.
he's presently at the american ademy distance learning. he is is a passionate advocate for teaching western civilization and infiltrating these ideas and students in the young. is taught taught at universities and colleges across america and as i said he's a very distinguished scholar. next over is doctor stephen was been the director of institute for the study of western civilization at texas tech since 2012. for 25 years was was the founding president chairman of the national association of scholars and it's a great organization dedicated to these traditional principles and liberal arts education. he has a long history history of doing this. this institute at texas tech is probably one of the rare places of its kind in the united states. finally we have a distinguished scholar doctor peter an
anthropologist who holds a tenured faculty position and he also served as the provost of boston university. in addition to scholarly work is published hundreds of articles and publications like national review and the partisan review. all of them have a great contributions to the literature in their fields. [applause] i invited my lot collects to come today they're worried about whether it's being taught in our college's about that. you see there's extraordinary ignorance about anything related to american government and history in the free market system and needless to say, the
west. in context the gentleman here published a long study of whether or not or how western civilization is taught in our colleges today. it's online online and you can read it. it is a striking evidence of the move away from the basics of american civilization and participation in the west and are premier colleges and universities. when i was an undergraduate many years ago i had to take two semesters, required courses in western civilization. i bought a big textbook a big textbook and it was quite burdensome. but i learned something about my civilization that i never would've known. i don't know where you're going to get this kind of information and knowledge. our seminar today has been preceded by a couple before us, us, st. francis college in brooklyn held a conference in 2012 on what is
the west best. and then st. vincent college in 2013 there's another one but that's it. except for for us. so not only are the seminars on western civilization vanishing but the discussion in our colleges and universities. the .. is where shape by culture, it's deep in old it goes back to particularly the fact that at the center of our civilization is a religion, christianity that is been critical for the shaping of the west. there's only a few colleges and i made an effort to
come up with a few colleges engaged in doing something about it, most of the usual suspects are on the list including texas tech, viola, wyoming catholic another's, this is a country of 3000 or more colleges switch there may be 2976 which there's no course on history of western civilization. there is a book you can read that we like to think is the one good source of the history of the west and that is russell kirk's american order. russell kirk was a historian and author of a groundbreaking book called the conservative mind. in the later years he focused on western civilization. this one book we discovered is a really good one book, one treatment of the history of the west. so good is good is it that we created a course called
russell's kirks america part one which replaced in cooperation with luke three.com. if you go to that you'll be able to access that course for free. it was developed by myself from colorado university and glenwood set northwood university and each of us has taken a part of the history of the west that we know i took on greece and christianity, and glenn gives us introduction to the effect of the reformation on the west. so with that said i would like to again encourage you to read that and go to the course for free. like to introduce doctor -- for his remarks. >> i want to thank everybody here, i want to to thank the online university in the family
council it's an honor to have an opportunity to say something about this most urgent educational process. often times when you speak in defense of western civilization the comeback is that you're being ethnocentric, you're not being inclusive, you're not taking in the whole global scene in which all of humanity is present. i think that actually reflects profound misunderstanding about western civilization. and what it has become in the misunderstanding is us, to the the extent that one can talk about there being a global civilization about there being something that embraces and wins together all of humankind, that something is western civilization which has gone global because it is so powerful
because it has brought such constructive and liberating change to the human condition. western civilization is as close as anything could possibly be to global civilization. there really are two names at this stage of the game for the same thing. of course western civilization roots are in a very particular part of the world. in europe and the mediterranean, and eventually in those places that were settled by europeans. if you you looked at western civilization circa 1700 through to something that was still relatively confined geographically. but if you you looked at western civilization today it is very close to being human civilization if you want to know about the human condition and the human predicament challenge western
civilization is the place to go. i may add to that that western civilization has developed this worldwide reach, a global inclusiveness because it is different in many ways from the other traditional civilizations. western civilization has unique qualities, qualities that depart from what the long-standing norm has been in the affairs of mankind. most of those departures, not not quite all but most of them are very -- brought great benefit to those who have been touched by them. but they are anomalous. what this means from the point of view of education is that we cannot we have a default setting for human beings. they involve things that have to be cherished.
they've all things we have to know about and understand. they involve things that come down to good stewardship. if we don't educationally engage in that stewardship if we don't impart to students what is special about western civilization and why certainly unbalanced it has been so greatly beneficial that in fact we are not doing our roller meeting our responsibilities as educators. said to say say by and large we are not. so we face the possibility that default position will return in a variety of ways and that would be a disaster if it happened. so what is unique about western civilization? initially it is as close as one can come to global civilization, virtually all of its leading aspects have been globalized.
and what are its leading aspects? i would say first of all individualism, the notion that individual has a certain a certain dignity that the individual has rights and that individual enterprise individual innovation, individual thought is ultimately what makes a civilization move and what makes creativity occur. you can find certain aspects of this in all cultures but it has come to be in the west self-conscious as an ideal in many parts of the west and certainly a defining, distinctive quality of so much of what is happened in the western world in the last 2500 years. republicanism, the notion republicanism, the notion that government is not the property the people who run but rather a public thing. something responsible for the
general public good even before we had representative government that was a belief. again, that notion particularly when it is harnessed to the idea of representative government is almost entirely distinctively western. christianity is the religion of the west. in fact before the term western civilization or western world was used the term christian was used to describe the same thing. christianity, part from theology has a public character. a character that has allowed it to contribute to the flourishing of the various beneficial characteristics of the west. i hope we'll have a chance to talk about some of that as we go
through what is distinctive about the west. rationalism. everybody knows reason and reason is something everybody possess. but thinking of reason as an intellectual tool to be disciplined and to produce systematic understandings of things, that is a characteristic western trait. you can find examples of it elsewhere but it's becoming institutionalized. great universities in the scientific project, and thought theology as well. christianity has a rational theology in a way few other religions do. this is a western trait. first. first global civilization i have mentored and i think too and i hope we can focus a bit on various ways in which this is happened western civilization has transformed the human condition in such a manner it's more desirable to be an ordinary
individual in the western world today that i most respects it would've been to be a royal and western civilization several hundred years ago and anywhere else in the world. there is more to be had from life even for an ordinary person. then there would a bed in the freely people at the top. here we can see a few transformations western civilization is private sided over. tremendous increase in life expectancy, largely due to modern medicine, to public sanitation to having predictable and abundant food supply. all of these things have markedly approved the prospects for living the four score and ten that was traditionally the allotted time span but really wasn't for most people. now now it is.
if not more. these various lines of my graphs are not only western civilization but non-western parts of the world coming under like south korea, japan coming under the influence of the west. we are told are told that influence was terribly exploited but look what it did. it went up everywhere. george the second in the middle of the 18th century, the first english king to reach the age of 70. that is remarkable. is remarkable. especially for me. i have exceeded him. poor man was only a king in the 18th century so he struggled, i think you reach 74 but no one earlier than that had done so. again might remark about ordinary people in kings. this led to a great increase in world population but an increase that has not made people poor. in the the past and population went up ere is a squeeze and
he was the foremost person and you can see this increase particularly between 181900. so, in the old days people would have thought the kind of life we have today was entirely at least here on earth a matter of fact and the famous painter pictured that kind of scene in which these folks just lie about how it comes across when food drops into the mouth you see over there they have a fork stuck in it and there are those just ready to put off the plate. you know how this happened. you go to some fast food place and it's all ready for you in a the supermarket. so again that would have been fantasy but now we have it. [laughter] this is all the connections in
the world and you can see how the civilization has come. the institutions that came from the west and around the world capitalism or free-market economics there was a question as to whether that would have been nothing and since the end of the cold war to be much everyone in principle has accepted that its markets are. they even offered in the breachh in those countries that don't have it it is an oligarchical autocracy and yet it does have at least on the surface. it is the congress law and
everybody has to give lip service and many countries indeed. around the world they would be hard-pressed to think of many other games. it comes out of the west and worldwide and it's the ideology some of which are suspect in the extreme forms and also western nationalism, libertarianism, environmentalism, all these things originated in the last are reflections of the core traits spread throughout the world. individualism, looking at these things more closely.
here it is based on the survey search and compared levels of individualism. it's a western trait very few other cultures are monogamous but the west has been and it creates not only a family of a very special and powerful kind, but it's also an aspect of the quality. one man has one woman and one woman has one man. you don't have polygamy for one very powerful man that was in the western way. iwestern way. it suggests the individualism and economic enough the west. this makes women more powerful not just today but also the famous marks now and in the pa
past. china onl only had one on this t there have been plenty of women who have rained and today i googled. googled. googled. in republicanism we see ancient greece, ancient realm, the publics in italy in the middle ages reborn in the high middle ages and then eventually develops in the kind of representative governing of the kingdoms and there you see various examples of that. also in adversarial notion in the courts no now that we have parks that. they can have legal representation.
this is the individual rights and rule of law. it grew out of the dramatic fall in europe and florist in the anglo-american tradition again replete with many safeguards for individual freedom and many pre- strains in the power of the constitutionalism. in most places and times they lived off taxation and of course that hasn't entirely disappeared and it's something we do have to worry about. but the great anomaly in the west is that the wealthiest people have gotten rich off producing the useful goods not taking stuff from others who.
then it gathers th a head of stm in the 19th century. we saw the concentration with respect to the individualism. we have to fight for freedom and constitutional liberty and often that was physical. to this very day we have to fight for it and hopefully it will take place in a constitutional and peaceful matter through the representative systems. but the price of liberty as someone once said that was true from the very start this year we see the battle from 1302 between the flooding was.
it's a distinctive brand of thought and problem solving and rational theology of the famous raphael paintings. there were philosophers in other parts of the world of som some e famous muslim philosophers didn't take. it flourished for a while but then it died out and probably this is quite the muslim position is a in a fatalistic way his commands but in the tradition he opens the door for thinking about those walls for charging one's own course.
so again individualism and the higher status. of course it's the west that abolished it and we have a form of commercial slavery it's true not just westerners. imperialism is here at the ottoman empire so the west did that, too it's more alive here nois not to say anything against the indians who have a kind of
enlightened government. compare the chart and how suspicious are you. united states, canada, france doesn't do too terribly well. not sure why that is true. genocide as old as the hills. a few of the things that are not so great we have a utopian thinking and that's kind of a rationalism gone haywire. if i were to explain in general
it is allowed for ordinary people to freely do their thing. they were in a whole variety of ways and they distributed the ability to use power through reason and individualism and through the family that creates a greater sense of individuality and not one person over the multitude. there's all sorts of things in the west all having to do the distribution and power and individualism that make it work but it hasn't always worked even in the west use all those examples we have to be and teach about it.
it's why the stewardship is so essential not only for the west for the future of all humankind. let me end right there. thank you very much. >> thank you. i am invited to talk about the fate of the western civilization in the universities and thank you for giving me such a small compact topic to deal with. to know what makes us distinct and why it's great but here we are talking about the western civilization and in my view that is close to the price of entry
you get the opportunity to talk about a certain combination of traditions in which we are all participating in the way that we are participating us to ask these questions and think them through. the western civilization has true favorite stories about itself as one stor with one stoo a golden age when people are free and prosperous and happy and that they have the wise rulers and good law, material abundance, loving families and spiritual security. and then something awful happe happens. then invent patriarchy and the barbarians swept out of asia where germany or someplace exhaust from the internal combustion engine melted the ice caps and they all died. something happened that made
everything worse. the identity of the culprit. the path of western civilization is downward. the babylonians, egyptians, they go west. that's a story that we tell ourselves a lot. the other contrasting story while there were catastrophes along the way, western civilization on the whole is searched forward. free and prosperous and at least in the aggregate they are happier. it may not always be wise but they are constrained by the rule of law and we have such material abundance now that we can have the genetically modified foods
or outlawing the production. who could everything that was achievable but the extremely prosperous world could entertain such ideas. we have achieved new levels of happiness according to this by liberating ourselves to enjoy sex outside marriage and to welcome in same-sex couples and we enjoy medical events and conquer diseases and added decades of health to the average lifespan. you may not think that those are all progress but some people do. along the way we have acquired such a illumination on the fundamental principles of justice that we stand ready to bring about the golden age that other stuff for lost. like the stories of decline committee disagre,they disagrees a lot. are we to celebrate the enlightenment or condemn it with secularism as a step forward or stumble.
was it the dawn of the new age of self-fulfillment or the twilight accompanying the new age of self-centered as? regardless all of these are versions of the same story. the story of the western civilization unfinished as the greeks surpassed the egyptians, and the romans out of the greeks so the western civilization will help usher in the new age of global civilization. to say there are two favorite stories it tells about itself is not to say that they were the only stories there were others but also we prefer the great melancholy of believing that we are the remnants of the once great civilization of the great hope for the best is yet to come to the not so great on you are just muddling through making the best of the opportunities and hoping not to fall into the ditch by the front of the road.
my attempt gives me a somewhat different perspective from the historian. the most impressive contrast i can think of between the west and the rest is precisely that we have these competing narratives of who we are in the decline in progress. both of them expressed a deep sense that we are in the midst of the momentous historical change. the west from early on gained a sense of itself as a possibility, the place where the order is never so fixed it cannot give way to something else. writing in the fifth century bc they tell of the meeting with an egyptian prieswas anegyptian prc questions about history and the priest responded by pointing to an enormous line of statues representing the pharaohs of the age upon each past. the basic social order was fixed and forever recapitulated the
passage of the past foretold the future exactly. notwithstanding, nothing important ever changed. and everything could change and that meant everything has a beginning and a possible and. he wrote his book from which we get the word history that caused the great war between the persians and the greek's. that led him deeper and deeper into the mystery of what made the greek's, what we would now call the western civilization so different from their neighbors. he was even willing to ask questions like where do the gods come from but they did it. if we wonder what happened in the western civilization today the institution that we set aside to perpetuate our civilization isn't doing such a great job of that anymore.
not so long ago, anybody graduating from college would have been at least a portion. not so long before the outcome of the great majority would have read in greek and said not so long ago i mean about 100 years less than the blink of an eye they haven't vanished from the curriculum but the explorer allows us to check over a million college syllabi in one search that appears in 1,347 college syllabus today. the communist manifesto appears in about three times that many but so does plato's republic so all is not lost just greatly diminished. but we no longer live in a civilization where the educated men and women are generally familiar. the question naturally occurs does that matter. the fate of the civilization
doesn't appear with an ancient book that ha has no claim to the divine inspiration. on the other hand, if president obama had read the history and paid a reasonable attention it's hard to imagine he would have entered into the nuclear deal in july, 2015. they would have warned him the culture of the last regime that was built from the deep principled aggression and deception negotiating the difficult under the best of circumstances and to negotiate from th a position of confidence and goodwill is blind folly. president obama appears to be on the right side of history but very much on the right side of the history. he sought a message before attacking the persians and they said if they attacked a mighty empire would fall. he didn't quite understand but it was his own.
it seems like harsh criticism of president obama if they criticize this a bit. we couldn't blame anyone for learning what hasn't been taught by the time that barack obama enrolled in college as a freshman in 1979, the teaching of the western civilization was already receiving from the american undergraduate curriculum, the national association of scholars a few years ago traced the recession from 1964 to 2010. in 1964, the truth semester required of the western civilization with a nearly universal requirement and american colleges have aspired to be something more than trade schools. by 1989, more than half the colleges they studied had eliminated altogether and the other half watered it down to a minor option. by 2010, we could find only one elite college in the country
william and mary that required the western civilization and william and mary required only for history majors. as soon as the report came out, they abolished the requirement. there was one major public university, the university of south carolina that still require years of all students. now our study did not conclude some outlier institution such as hillsdale and moreover there are outliers to the outliers mentioned that have chosen to pursue that refers to a radical retreat from the mainstream. as it was put a few years ago, the collapse and staggering walls of trade from everyday know-how and he gathered people for a maintained both order and learning it at the benedict option was used for christians and catholics and evangelicals who want to retreat from modern
life and do what they can to preserve the christian community from the new barbarism. there is a small collection of colleges that serve these out from the mainstream so there is a way in which western civilization continues as an important part of higher education in the subset of institutions. now, western civilization may be so far gone that the benedict options are the best hope. but i'm not ready to rush to that conclusion. it came with the election of donald trump and the victories of republicans in th the house, senate and state legislatures and gubernatorial races so if there ever were a moment where the unbridled dominance of the campus left it might be bridled after all that this is the
champion of the civilization that has risks. he does not in his character in the highest virtues. his thoughts were on unpredictable aspirations only intermittently. he came from the world of entertainment that many of us would judge in the claims and that's what i voted for him and i hope for the best. i contrasted the views of higher education with hillary clinton as a matter of his confronting higher education in the establishment of it anyway while she flattered and reassured that establishment would have solidified the institutions and their disdain for western civilization, the sense of entitlement into the credentials of some. he confronts and undermines each of these partly as a matter of
his robust contempt for the manners at the academy wound up in the scriptures on political correctness. the trademark unpredictability runs counter to higher education relentless campaign for ever more speech codes, diverse crowds, sensitivity and implicit bias. so far, so good. how this will translate into any kind of public policy, we don't yet know so i will let that go. western civilization in any case doesn't stand or fall with a particular policy but does depend in some mysterious way on whether we see it as mostly good or mostly bad. changing the tone of higher education towards civil organization is a tone. at the moment our colleges and universities are saturated with an attitude that western civilization is mostly bad and we are eager to teach students to recognize this and foster to
escape its wheels by becoming as it is often put global citizens or citizens of the world. now what if anything the president opresident is trying o settle this attitude i would say what he should do is deflate the ego of higher education that thrives on the conceit of the professoriate believes it is better thaknowsbetter than anyb. wow, i view that as a midget casting a shadow in imagining it as a giant. many graduate graduates apply he same disdain for their country and culture and they may be well-equipped to the social justice warriors and they have the full complement behind them in specialized courses that reflect the trendy ideological themes in the interest of the professors. i generalize perhaps recklessly but i think these generalizations are in the main truth colleges and universities have dispatched the core curriculum and they did that
around 1968 and now having spent several decades in the wilderness, they are essentially intellectually coherent programs anin heavyand have a superficial scaffolding of requirements which the civilization course can fit in but rarely is and we have a sense of students wandering through their education as though they were wandering it through a shopping mall picking up the equivalent of the neiman marcus sweater and emerging after four years ill dressed and with a bad diet. [laughter] wasting western civilization on them probably won't work. they are not accustomed to that level of difficulty. let me refer back to my role as an anthropologist.
the best way we can talk about the western civilization is talking about what is not western civilization. now, at the beginning of the second chapter of the 1934 book, the anthropologist ruth benedict patterns the culture she wrote. she tells an anecdote about the chief of the serrano indians of the san bernardino mountains in california. ramon, the chief of the band disbanded tribe was filled with nostalgia for the great old days, the power of his people once had he lovingly described an addict the foods they gathered from the desert and before their eyes would turn to bears and then one day without transition he breaks and says in the beginning god gave to every people a cup and clay and from this they drink their life. in his mind, the figure of speech was full of meaning.
they all dipped in the water, he continued, but their cups were different. now the poignancy of this image is undeniable and it's only deepened if you happen to know as he didn't that they customarily took it and broke it and left fragments there. so for this image of cultural death, he probably never could have hit upon that image if the serrano were stil was still alid thriving as a cultural group. he gained the wisdom to see his people in the distinct cultural entity precisely because they were no longer there. it's when the cop was broken thacup was brokenthat it becameo then something has been lost.
so the question is are we the serrano. let's hope not. i base my help on two things. first, unlike the serrano that had no perception of themselves in the larger world, western civilization is and has been from the beginning profoundly multicultural. it is built into it a multiculralism that leads the race class obsessed multiculturalism today as children playing with toys & blocks. when we speak of the civilization we are speaking first of the athens and jerusalem, philosophy and faith, reason. of these traditions and just mingle with one another, they refused the hard efforts of people. since we invoked this earlier let me invoke them again. the major theme is how they differed from their neighbors. they were so enclosed in the civilization that worshiped itself and saw a no need to
welcome the foreign ideas. they were too eager but they did so indiscriminately. he offers assessments of dozens of other people in circles thats that they knew at the time and he finds the unique strength of the selective openness to the outside world. they were curious, inventive, willing to barcode to incorporate the learning of other people that they were present in fifth century bc and perhaps long before that the world of homer for example brings us into contact with a kind of cosmopolitanism based on the traitor and the mediterranean cities, states and complex alliances with an appreciation for the arts. the first olympic games in the historical record from 776, they
were multicultural and essentially secular. i prepared to say more than i have time for. sthis would be turned back to te stories about the decline. western civilizations two stories are decline and progress. at the golden age gone or one of rebirth in the senate. the popular literature, the mass entertainment, the dominant ideologies of these days belong almost exclusively among the stories of decline where the stories of this utopia, the legions of the writers busy imagining all the ways we could destroy ourselves or be destroyed by others and it crawls with aliens that have nothing better to do than cost billions of miles to annoy us. every few years we learn of a new catastrophe.
too many killer bees, too few bees, some frogs die off the north american best. asteroids have made it overrides us and wipe out modern communications, the list goes on and on but the great fear that rivets the attention of college students today is global warming or climate change. president elect trump immunity to the fear struck some in the press as spelling out the absolute doom of the planet. the pages of "the new york times" for the past two weeks have read like an extended obituary page for humanity. they sincerely believe what they say and i know full well that many of college students were questioning the adherence and i bring it up at the instance how they decline still with us as a terminal indictment of the civilization. why is it in the industrial revolution we are bringing this
on ourselves into paying the price of dissent therprice of dy out of it now. if we ask why the efforts to restore are stymied on campus, global warming fanaticism is a significant part of the answer. why study the west when the world is ending and why study when it's the plane wreck happened from the fossil fuel industry it is doing us all. if we are to study the western civilization the key question however how and why we progress when the rest of the world did and how do we progress from the stone age hunters and gatherers that once wondered to the agricultural tribes and then the urban civilizations and how do o we develop the impersonal law and escape the channels it may be possible to conceptualize the developments as something other than progress it's awfully hard to do.
bill mckibben now calls for the radical population in the production of accompanied to te return from the farming. i've met college graduates who take this seriously and are trying to live off their own produce but any serious attempt to think that the history of the west requires us to wrestle with progress and i suspect even the most loyal followers have mckibben referred back to the 18th century version and progress is not an abstraction it is a condition of our lives. if we are going to tell that story we have to make the rules for all those follies that came with it. they gave us the mechanized warfare and slaughter on the unparalleled scale and we have the broad diseases to much of the world and we cannot still be
stories without also telling the story of king leopold of the lasting infamy. if we are to reclaim the western civilization to anticipate these sorts of challenges, i think that we need to recognize we are fighting against the intellectual dispositions that have been submitted into place by students from a young age. one of the pos best popular nown our high schools is the history of america. it is a book that is essentially anti-western. students grow up with this in the predisposition to read western history as a story of exploitation and destruction. the prejudices lie deep into the race class and gender of most of history and crowds out almost anything we might want to say about political history. after wrapped up.
okay. i'm going to suggest one simple way. let's celebrate thanksgiving and i mean that seriously. the american thanksgiving story is now often times presented and it gets twisted in a lot of ways but when george washington gave us the first it was to thank god. now in reforming the higher education let me speak at the end of.
we now know we can deal with that disdain. in the history in progress, the christian worldview that enters into the civilization is that history does have a destination, restoration and the divine order to. do you have a few words that you would like to say? >> i just want to thank all of you for coming here.
we are about to wrap it up. i have been told we would have a question and answer session here. a new thing that we are doing is we have a facebook page where folks can watch some of that. with that i think that we will convolute. i want to think of three of you for these interesting presentations people will watch over and over again because there's a lot of material to think about and i want to thank all of you for traveling here and letting us partake in your knowledge and years of experience i think it was a benefit to all of us. with that, -- [applause]
i think it's important for the universities to understand is that the speed [inaudible] spec i present the view. [laughter] the tradition in the anglo-american history as a small government tradition. it's a government that's very suspicious of concentrated power and political authority. obviously, hamilton had a strong view of it and jefferson did but compared to virtually everyone today, they both felt that the government had to be controlled. there is a lot of thought but
also a long tradition of courage in standing up for that. i recently came across a story and i hope i have a fe they havw moments to relate this to you. in 1670 in england, william penn was tried for preaching publicly without a license. he was arrested and brought before a ferociously biased court that wanted to convict him and a colleague arrested at the same time. after a kind of kangaroo trial, the jury was sent out to deliberate and came back and acquitted his friend but not of the serious charge and the tumultuous assembly. the judge was tremendously furious at this instant the jury
back to deliberate over night without food, water or the chamber. they came back the next morning with the same verdict in this time he swore at them and he looked at him and told him he was going to cut his throat. so the jury was sent up for a second night without food, water or chamber and when they returned on the third day, they equip it both. nonetheless he wasn't released he was sent back to prison for contempt into the jury was locked up and was told they wouldn't be free until they paid a humongous fine. so they paid but he refused to and he sought the habeas corpus from a higher court and he got
it and then the higher court ruled that it is well remembered in history the case rules a jury cannot be coerced into each can make an independent decision. now looking around today is how a lot of public officials behave when they are afraid someone might do something to them, people that are much more responsible, and looking at the courage that they showed, this showwhat is needed ultimately to protect the hamiltonian at jeffersonian and they were prepared to fight the revolution and showed courage. what i most worry about in the future is not so much the loss of your knowledge that the loss of our coverage. we need that ability to speak truth to powernd stand up when it's required and i worry greatly about that. i have a quick question.
this is a question we're interested in at the state level for example. do the state legislatures that are now dominated by the more conservative elements of government across the country as we have seen, could they tell public universities to have western civilization courses or would that work meanin word meae are creatures of -- >> back they were successful in the heart of the education act. it's underfunded as other programs are what w about we goe stature and language and i sometimes think the government could redress the balance and in this case the legislation to allow the funding expressly for
programs having to do with the three institutions when hoping now -- [inaudible] >> i'm a little less optimistic. why are they there, to be lobbied and brought to enjoy the game. most of these state legislators are in hock to the football teams at the public universities in the state and they are not willing to bring them upon themselves. this ca >> it is well understood if everybody that the left has a stranglehold on the education in the country and has for decades. how can that be solved it sounds like a huge problem.
it's more than that. we know where they stand. how could that be reversed, that is the problem i think. >> first of all, patience is required because we have a system and a career is devoted to this and it has assured that people who are now finishing phd's in history, some 85% of them have the race class and gender. they are not going to be teaching western civilization or they will do as we have been working on a project in colorado and wyoming where the state of wyoming requires every student in the public university to take a course in civics and the university lives up to that and offers a course that its path by people that openly deride the requirement. any time you use public universities to mandate teaching
american history, physics, western civilization, it will be subverd by the current faculty. so the answer to this is surely that we need to create an alternative path to the profession of teaching both in public schools and in our universities, whereby we can find people that know e subject and can teach it reasonably well. i was provost of the kings college and i did that by scouring the world outside of the united states for scholars to knew the subjects and if they e out there they can be found, that we are talking about a kind of deep structural reform in higher education that will take at least a generation or probably longer. >> piggybacking on that question i know there are a lot of schools starting with classical education and this is for middle
school and secondary school. and also in colleges, there are obviously colleges that do focus on the classical curriculum but those are very few and far between. could you talk about is it effective to teach children that young and then when they get to college it is sort of an environment that is liberal and against it, can they stand against it or does it help to start that early? >> i think it does. wherever you can reach the young people at any age to teach them about history to the west is a good thing. people in second grade can learn about the trojan war and have some idea about what's fair. does this stick with every student through the years of college when they will be subjected to the relentless prejudice against the west and against the united states, for
some it sticks and for some it doesn't. the number of colleges that actually have some fairly well conceived program that is frndly to the west is not negligible. some of them are small religious colleges and others are larger religious colleges. the orinoco, northeast catholic college, there are enough of these things ar things around ba student graduates from a classical academy and is willing to settle for something of a standee ivy league or the top-rated 100 or so liberal arts colleges, there are places to go and get an education that is not antagonistic to our basic traditions. >> in regards to the declining
number of classes at the university's and also the changes in content i know you mentioned then in the united states is there a risk that even if we do start having the western civilization classes but they are based on things like that, could that become more a problem or is it more important to make sure we have the closest part of the content matter? >> i don't think that there is much to be said for trying to teach american history through the lens. [laughter] but it's possible there will be some like you who get a sense of propaganda and turn it into another direction. many will just take it at face value. i would say to teach western
civilization and related subjects well, we need good textbooks. there are problems i didn't get to because of the brevity of time that we have a shift in public education during the years of common core where history itself was denoted and in addition to that, the creators have a lot to become a president of the college board with the promise that he would align the tests. so what we have now is a u.s. history exam which for those of you that don't know it's one of the most popular tests in the country about half a million students a year takes a history course and resulting exam for
the great majority of them that's the last time they will ever systematically study american history. so it's the kind of stuff that we are talking about a two bardot a word we are not supposed to use anymore but it is. it prices race questioned her in its original version as he raced from history. there is no mention of the 120 page outline in the figures. and chief little turtle is fair and $10 if you can tell me who chief little turtle is. this transformation of american higher education in the direction of deploring america for its basic sis r coniisansalon suc
t te e udtsea college, they are taken for granted america is a terrie, terrible place in our task is to find a path to become a citizen of the world and objecting ourselves to whatever they say. >> all of this spark a memory with me when i was a graduate student i was there for a degree and the parade of western culture has to go and of course the faculty capitulated but i knew know a couple great faculty members who were quite mournful of that was the huge event in this whole process. >> stanford students last year formed a group to bring western civilization back to the curriculum. we helped with that, but they
lost a. maybe there's hope even for stanford. any other questions? i don't think you can look at the situation as static. one of the things we have to fight against his despair and lost hope. it's the changing way that education can be delivered. the technologies such as c-span, the internet enable us and the area i work to offer two years of college for under a thousand dollars. the other thing to stop us from making that regulation i and the department of education and the standards these are the people that are driving the cost of the education to levels most americans cannot afford. how long will that g this go ont
very long in fact i have a book coming out next month called becoming death of the higher education. i think it will be overturned by the education consumers that are concerned not only in the contenof thecontent being taugho the high cost. why would you subject yourself or your children to this type of abuse? >> it is pretty chunky stuff why pay 40,000 a year to go into massive debt for something if you have any kind of common sense. a lot of people were going around this process and it may be a way to do this. >> the extent to which market forces are allowed to play in all levels the better off we will be in the product delivered. one of the things that we said was true and we talk about in 2011 you just can't continue
this structure and one of the things we talk about is the redistribution of wealth from younger people to these academics glasshouses that have one or two classes. it's an enormous amount of money and if you think about how it is locked into the competitive forces it really is we don't think of it this way but it's a sort of monopoly chokehold in the gross economic sense. if you come in with an online course going for a thousand or $2,000 a semester as opposed to 20 or 30,000 this may be a vehicle for great change. there we go. >> quick question about the phrase looking into someone else's playbook, so in the sense that russia and china were not included in that illustration of the world map at shows as being
part of the western civil society, wouldn't it make sense to look to our playbook and see how we do things and would they be just as likely to teach a course or allow people to be educated on western civilization to gain a better understanding of how americans operate as they going to do more adversarial relationship with us a long the demilitarized zone that is becoming more militarized. ..