Study great ideas, but teach to the test (?)

STUDY GREAT IDEAS, BUT TEACH TO THE TEST

New York Times “On Education” Column
July 13, 2005
by Michael Winerip

Becky Karnes, a high school English teacher, recently completed a graduate-level writing course that she loved at Grand Valley State University.

“The course taught us better ways to teach writing to kids,” said Ms. Karnes, a 16-year veteran who is finishing up her master’s degree. “It showed you ways to stretch kids’ minds. I learned so much, I had my eyes opened about how to teach writing.”

Ms. Karnes learned all sorts of exercises to get children excited about writing, get them writing daily about what they care about and then show them how they can take one of those short, personal pieces and use it as the nucleus for a sophisticated, researched essay.

“We learned how to develop good writing from the inside, starting with calling the child’s voice out,” said Ms. Karnes, who got an A in the university course. “One of the major points was, good writing is good thinking. That’s why writing formulas don’t work. Formulas don’t let kids think; they kill a lot of creativity in writing.”

And so, when Ms. Karnes returns to Allendale High School to teach English this fall, she will use the new writing techniques she learned and abandon the standard five-paragraph essay formula. Right?

“Oh, no,” said Ms. Karnes. “There’s no time to do creative writing and develop authentic voice. That would take weeks and weeks. There are three essays on the state test and we start prepping right at the start of the year. We have to teach to the state test” (the Michigan Educational Assessment Program, known as MEAP).

“MEAP is not what writing is about, but it’s what testing is about,” Ms. Karnes said. “And we know if we teach them the five-paragraph essay formula, they’ll pass that test. There’s a lot of pressure to do well on MEAP. It makes the district seem good, helps real estate values.”In Michigan, there is added pressure. If students pass the state tests,
they receive $2,500 college scholarships, and in Ms. Karnes’s
middle-class district, families need that money. “I can’t see myself
fighting against MEAP,” she said. “It would hurt my students too much.
It’s a dilemma. It may not be the best writing, but it gets them the money.”

In this fashion, the five-paragraph essay has become the law of the
land: introductory paragraph; three supporting paragraphs, each with its
own topic sentence as well as three supporting ideas; and summary paragraph.

Students lose points for writing a one-sentence paragraph.

Many English teachers have developed a standard five-paragraph form with
blanks to fill in.

Topic sentence:__________.

Literary example:_________.

Historical example:_________.

Current event:__________.

Concluding sentence:_________.

The National Council of Teachers of English has warned that standardized
state tests mandated by the federal No Child Left Behind law, as well as
the College Board’s new SAT writing sample, are actually hurting the
teaching of writing in this country. For their part, the makers of these
tests emphasize that they don’t mandate a writing formula, and they,
too, say it would be a mistake if schools taught only by the formula.

But Nancy Patterson, the Grand Valley professor who offers the popular
course for teachers here, says in the face of those tests, teachers
cling to the formula and it spreads like kudzu. “A lot, particularly the
younger ones, have been raised on the five-paragraph formula, and are
insecure about their own writing,” she said. “They drink up what we do
here, but then go back to teach to the test. It shuts them down. It
narrows the curriculum.”

“If you give kids the formula to write an essay, you’re taking away the
very thinking that a writer engages in,” she said. “Kids are less apt to
develop a writer’s thinking skills.” And it is spreading downward. In
preparation for the fourth-grade state writing test, she said, she sees
third-grade teachers pressed to use the five-paragraph formula. A
teacher in Dr. Patterson’s class described her frustration over a
practice essay test in her district asking third graders to “defend or
refute from a patriotic standpoint” whether a friend should go to a
Memorial Day parade. “For 9-year-olds?” said Dr. Patterson. “Defend or
refute?”

Dr. Patterson has her teachers write in every class – something she did
with her students during 29 years in the public schools. They draw maps
of their neighborhoods, then write a story of something that happened
there. They envision a character they’d like to create, make a paper
doll of it, then pair up with another student and together write a story
with the two characters interacting.

“You’re teaching them narrative – how to tell stories that are dear to
them,” she said. She has them read good essays that start a hundred
different ways – with a quote; a question; a simple declaration of a
problem; a run-on sentence; a word or two. There are lessons on how a
writer blows up an important moment and how to turn a personal piece of
writing into a researched essay.

Recently, Kristen Covelle, 24, has been going on interviews for English
teaching jobs. She mentions exciting things she’s learned from Dr.
Patterson. “The interview will be going great,” Ms. Covelle said, “and
then MEAP will come up. They want to know will I teach to the test,
that’s what they’re looking for. They asked how I feel about using “I”
in writing. Would there ever be a case when “I” is appropriate in an
essay. I knew the answer they want – you’re not supposed to use it. But
I couldn’t say that. I said there could be times, you just can’t close
the door. They didn’t say anything but it was definitely the low point
of the interview.”

Ms. Karnes isn’t totally against the formula. “For kids struggling, if
you can give them a formula and they fill in the blanks, some will pass
the MEAP test who wouldn’t otherwise,” she said. “But it turns into a
prison. It stops you from finding a kid’s potential.”

She loves the last month of school, when state tests are over, she said.
Last spring she did lessons on poetry and writing short stories. “I
found interests and talents in those kids I didn’t know were there,” she
said. “It would have been nice to have a whole year to build on those
things.”

America, the violent (Part 2)

Here’s a link to part 2 of Ira M. Leonard’s America, The Violent essay for The Black Commentator.

…The development and use by Americans of the “just-war ideology,” intriguingly, is one of the major themes in a significant new reinterpretation of the 400-year American historical experience. In Dominion of War: Empire and Liberty in North America , 1500-2000 (Viking Press, 2005), by two prize-winning historians, Fred Anderson and Andrew Cayton, the authors say: “We construct a history of North America that emphasizes wars and their effects and stresses the ‘centrality’ of imperial ambition to the development of the United States.”

Americans should “see the imperialist adventures of 1812 [war with England], 1846 [war with Mexico], and 1898 [war with Spain], and the wars of liberation that began in 1775 [the Revolution], 1861 [the Civil War], and 1941 [World War II] as related.” They continue: “our purpose” is to emphasize “the importance of the wars Americans have fought less to preserve liberty than to extend the power of the United States in the name of liberty.”

Pointing up the book’s contemporary relevance, they write, “To this day the tendency persists … to justify war as an altruistic determination to rid the world of tyrannies that would crush the human spirit.”

War and imperial expansion, they argue in this engrossing and highly readable 420-page volume, have been the “central engine” of American economic, social and cultural development, but Americans still tenaciously retain the self-image of being a peace-loving people, who only respond to attacks upon them: indeed, “Americans … constructed their conquest of North America as a collective sacrifice in the service of human liberty.”

As a peace-loving people, “it is an article of faith that their wars have been forced upon them by those who would destroy their freedom,” and thus, “Americans tend to believe that by winning wars, they made the world a better, safer, freer place…”

John Pilger: The polite crushing of dissent and truth

Pilger is one of the few journalist out there who is not afraid to uncover and challenge the (not so) hidden agenda of the so-called war on terror and the corporate media who cover it. See his latest ZNet article
From Iraq to the G8: The Polite Crushing of Dissent and Truth.

Over the past two weeks, the contrast between two related “global” events has been salutary. The first was the World Tribunal on Iraq held in Istanbul; the second the G8 meeting in Scotland and the Make Poverty History campaign. Reading the papers and watching television in Britain, you would know nothing about the Istanbul meetings, which produced the most searing evidence to date of the greatest political scandal of modern times: the attack on a defenceless Iraq by America and Britain.

The tribunal is a serious international public inquiry into the invasion and occupation, the kind governments dare not hold. “We are here,” said the author Arundathi Roy in Istanbul, “to examine a vast spectrum of evidence (about the war) that has been deliberately marginalised and suppressed, its legality, the role of international institutions and major corporations in the occupation, the role of the media, the impact of weapons such as depleted uranium munitions, napalm, and cluster bombs, the use and legitimising of torture . . . This tribunal is an attempt to correct the record: to document the history of the war not from the point of view of the victors but of the temporarily anguished…”

More on Fox News celebration of London attacks

While Fox’s Brit Hume’s first thoughts following the London bombings were of money be be made in the market, Media Matters reports that other Fox anchors celebrated the “advantage” the bombings give to the “Western world” and opined that a “golden opportunity was missed” to “blow up Paris, and who cares?”

London Bombings “Advantage” for the West

“…one of the [Fox News] network’s anchors, Brian Kilmeade, said the attacks worked to the Western world’s advantage and he blasted the international gathering at the G8 for focusing on global warming and African aid instead of terrorism. Here is some of what he said right after Tony Blair spoke yesterday. This is FOX anchor Brian Kilmeade talking to another FOX’s Paul Varney:
KILMEADE: And that was the first time since 9-11 when they should know, and they do know now, that terrorism should be Number 1. But it’s important for them all to be together. I think that works to our advantage, in the Western world’s advantage, for people to experience something like this together, just 500 miles from where the attacks have happened.”

VARNEY: It puts the Number 1 issue right back on the front burner right at the point where all these world leaders are meeting. It takes global warming off the front burner. It takes African aid off the front burner. It sticks terrorism and the fight on the war on terror, right up front all over again.

KILMEADE: Yeah.”

Here’s the clip from Media Matters.

“Golden opportunity” missed to “blow up Paris”

The day before the July 7 terrorist attacks on London buses and subways, Fox News host John Gibson stated that the International Olympic Committee (IOC) “missed a golden opportunity” because, if France had been selected to host the 2012 Olympics, terrorists would “blow up Paris, and who cares?” Following the London attacks, Gibson reiterated that the IOC ought to have selected Paris instead of London, because the British should “let somebody else be worried about guys with backpack bombs for a while.”

From the July 6 broadcast of Westwood One’s The Radio Factor with Bill O’Reilly, guest-hosted by Gibson:

GIBSON: By the way, just wanted to tell you people, we missed — the International Olympic Committee missed a golden opportunity today. If they had picked France, if they had picked France instead of London to hold the Olympics, it would have been the one time we could look forward to where we didn’t worry about terrorism. They’d blow up Paris, and who cares?

From the “My Word” segment of the July 7 edition of Fox News’ The Big Story with John Gibson:

GIBSON: The bombings in London: This is why I thought the Brits should let the French have the Olympics — let somebody else be worried about guys with backpack bombs for a while.

Here’s the clip.

Rethinking mathematics

In the June 30 Wall Street Journal Diane Ravitch–right-wing historian of education, nativist, ultra-conservative monculturalist, defender of American students from the red horde of social studies educators–derided (it was certainly not a critique or review) a new book by the Eric Gutstein and Bob Peterson from Rethinking Schools in Milwaukee, Rethinking Mathematics: Teaching Social Justice by the Numbers.

Ravitch’s WSJ article is a small sample of her career-long attacks on curriculum and pedagogical practices that are intended to produce public education in the public interest (as opposed to education in the interest of Plato’s Republic). In this context, here op-ed is not necessarily remarkable or surprising, though it is another indication of the schlock that passes for “intellectual critiique” of progressive educational practices from the right. (See the Where the Blog has No Name post “Shut Up and March” for more on this issue.)

[Below is Ravitch’s op-ed and the letter to the WSJ from Gutstein and Peterson.]Ethnomathematics

By DIANE RAVITCH

Wall Street Journal
June 20, 2005; Page A14

It seems our math educators no longer believe in the beauty and power of
the principles of mathematics. They are continually in search of a fix
that will make it easy, relevant, fun, and even politically relevant. In
the early 1990s, the National Council of Teachers of Mathematics issued
standards that disparaged basic skills like addition, subtraction,
multiplication and division, since all of these could be easily performed
on a calculator. The council preferred real life problem solving, using
everyday situations. Attempts to solve problems without basic skills
caused some critics, especially professional mathematicians, to deride
the “new, new math” as “rainforest algebra.”

In a comparison of a 1973 algebra textbook and a 1998 “contemporary
mathematics” textbook, Williamson Evers and Paul Clopton found a dramatic
change in topics. In the 1973 book, for example, the index for the letter
“F” included “factors, factoring, fallacies, finite decimal, finite set,
formulas, fractions, and functions.” In the 1998 book, the index listed
“families (in poverty data), fast food nutrition data, fat in fast food,
feasibility study, feeding tours, ferris wheel, fish, fishing, flags,
flight, floor plan, flower beds, food, football, Ford Mustang,
franchises, and fund-raising carnival.”

Those were the days of innocent dumbing-down. Now mathematics is being
nudged into a specifically political direction by educators who call
themselves “critical theorists.” They advocate using mathematics as a
tool to advance social justice. Social justice math relies on political
and cultural relevance to guide math instruction. One of its precepts is
“ethnomathematics,” that is, the belief that different cultures have
evolved different ways of using mathematics, and that students will learn
best if taught in the ways that relate to their ancestral culture. From
this perspective, traditional mathematics — the mathematics taught in
universities around the world — is the property of Western Civilization
and is inexorably linked with the values of the oppressors and
conquerors. The culturally attuned teacher will learn about the counting
system of the ancient Mayans, ancient Africans, Papua New Guineans, and
other “non-mainstream” cultures.

Partisans of social justice mathematics advocate an explicitly political
agenda in the classroom. A new textbook, “Rethinking Mathematics:
Teaching Social Justice by the Numbers,” shows how problem solving,
ethnomathematics and political action can be merged. Among its topics
are: “Sweatshop Accounting,” with units on poverty, globalization, and
the unequal distribution of wealth. Another topic, drawn directly from
ethnomathematics, is “Chicanos Have Math in Their Blood.” Others include
“The Transnational Capital Auction,” “Multicultural Math,” and “Home
Buying While Brown or Black.” Units of study include racial profiling,
the war in Iraq, corporate control of the media, and environmental
racism. The theory behind the book is that “teaching math in a neutral
manner is not possible.” Teachers are supposed to vary the teaching of
mathematics in relation to their students’ race, gender, ethnicity, and
community.

This fusion of political correctness and relevance may be the next big
thing to rock mathematics education, appealing as it does to political
activists and to ethnic chauvinists.

It seems terribly old-fashioned to point out that the countries that
regularly beat our students in international tests of mathematics do not
use the subject to steer students into political action. They teach them
instead that mathematics is a universal language that is as relevant and
meaningful in Tokyo as it is in Paris, Nairobi and Chicago. The students
who learn this universal language well will be the builders and shapers
of technology in the 21st century. The students in American classes who
fall prey to the political designs of their teachers and professors will
not.

Ms. Ravitch is a historian of education at New York University, a senior
fellow at the Brookings Institution, and a member of the Koret Task Force
at the Hoover Institution.

http://online.wsj.com/article/0,,SB111922877339463719-email,00.html

# # #

OUR RESPONSE:

Justice for the World, Through Mathematics

Diane Ravitch (“Ethnomathematics,” editorial page, June 20) can’t seem to
get anything to add up quite right in her critique of our book,
Rethinking Mathematics.

First she ridicules the idea that math instruction can’t be neutral but
then asserts that the only purpose of math is to help students become
“the builders and shapers of technology in the 21st century.” That’s not
political?

Ms. Ravitch also implies that students who rethink mathematics won’t play
a part in building and shaping our future. What about helping students
become the people who will make the world a better place? Shouldn’t
educators suggest that math can help solve poverty, the AIDS crisis,
global warming, overreliance on fossil fuels, and so many other vexing
problems? Why is it a curricular crime to suggest that maybe math could
help people and the environment? It’s our experience that when students
recognize that math can focus on real world issues, their motivation to
learn increases.

Finally, Ms. Ravitch asserts that a socially responsible mathematics
lacks rigor. Where is her evidence? Indeed it’s Ms. Ravitch’s critique
that lacks rigor. Instead of actually evaluating the substance of our
book, she lists the titles of various chapters. We think it is teachers’
responsibility to help students sharpen their analytical skills through
mathematics so that they might contribute to social and ecological
justice.

Bob Peterson and Eric Gutstein
Milwaukee

(Messrs. Peterson and Gutstein are the editors of “Rethinking
Mathematics: Teaching Social Justice by the Numbers”)

Wall Street Journal, June 30, 2005

What is patriotism?

Is there a patriotism that is not nationalistic? How does internationalism relate to patriotism? What do you value in the traditions of your country? The Nation asked these questions of a group of activists, writers and politicians for a special issue of the magazine in July, 1991. The answers are still relevant today, so click below to read comments by Vivian Gornick, Jesse Jackson, Katrina vanden Heuvel, Martin Duberman, Floyd Abrams, Richard Falk, Howard Fast, Mary McGrory and Natalie Merchant, among many others.

What is patriotism?

Zinn: The myths of American exceptionalism

For your US Independence Day reading pleasure:
The Power and the Glory

Myths of American exceptionalism

Howard Zinn

The notion of American exceptionalism–that the United States alone has the right, whether by divine sanction or moral obligation, to bring civilization, or democracy, or liberty to the rest of the world, by violence if necessary–is not new. It started as early as 1630 in the Massachusetts Bay Colony when Governor John Winthrop uttered the words that centuries later would be quoted by Ronald Reagan. Winthrop called the Massachusetts Bay Colony a “city upon a hill.” Reagan embellished a little, calling it a “shining city on a hill.”

The idea of a city on a hill is heartwarming. It suggests what George Bush has spoken of: that the United States is a beacon of liberty and democracy. People can look to us and learn from and emulate us.

In reality, we have never been just a city on a hill. A few years after Governor Winthrop uttered his famous words, the people in the city on a hill moved out to massacre the Pequot Indians. Here’s a description by William Bradford, an early settler, of Captain John Mason’s attack on a Pequot village.

Those that escaped the fire were slain with the sword, some hewed to pieces, others run through with their rapiers, so as they were quickly dispatched and very few escaped. It was conceived that they thus destroyed about 400 at this time. It was a fearful sight to see them thus frying in the fire and the streams of blood quenching the same, and horrible was the stink and scent thereof; but the victory seemed a sweet sacrifice, and they gave the praise thereof to God, who had wrought so wonderfully for them, thus to enclose their enemies in their hands and give them so speedy a victory over so proud and insulting an enemy.

The kind of massacre described by Bradford occurs again and again as Americans march west to the Pacific and south to the Gulf of Mexico. (In fact our celebrated war of liberation, the American Revolution, was disastrous for the Indians. Colonists had been restrained from encroaching on the Indian territory by the British and the boundary set up in their Proclamation of 1763. American independence wiped out that boundary.)

Expanding into another territory, occupying that territory, and dealing harshly with people who resist occupation has been a persistent fact of American history from the first settlements to the present day. And this was often accompanied from very early on with a particular form of American exceptionalism: the idea that American expansion is divinely ordained. On the eve of the war with Mexico in the middle of the 19th century, just after the United States annexed Texas, the editor and writer John O’Sullivan coined the famous phrase “manifest destiny.” He said it was “the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions.” At the beginning of the 20th century, when the United States invaded the Philippines, President McKinley said that the decision to take the Philippines came to him one night when he got down on his knees and prayed, and God told him to take the Philippines.

Invoking God has been a habit for American presidents throughout the nation’s history, but George W. Bush has made a specialty of it. For an article in the Israeli newspaper Ha’aretz, the reporter talked with Palestinian leaders who had met with Bush. One of them reported that Bush told him, “God told me to strike at al Qaeda. And I struck them. And then he instructed me to strike at Saddam, which I did. And now I am determined to solve the problem in the Middle East.” It’s hard to know if the quote is authentic, especially because it is so literate. But it certainly is consistent with Bush’s oft-expressed claims. A more credible story comes from a Bush supporter, Richard Lamb, the president of the Ethics and Religious Liberty Commission of the Southern Baptist Convention, who says that during the election campaign Bush told him, “I believe God wants me to be president. But if that doesn’t happen, that’s okay.”Divine ordination is a very dangerous idea, especially when combined with military power (the United States has 10,000 nuclear weapons, with military bases in a hundred different countries and warships on every sea). With God’s approval, you need no human standard of morality. Anyone today who claims the support of God might be embarrassed to recall that the Nazi storm troopers had inscribed on their belts, “Gott mit uns” (“God with us”).

Not every American leader claimed divine sanction, but the idea persisted that the United States was uniquely justified in using its power to expand throughout the world. In 1945, at the end of World War II, Henry Luce, the owner of a vast chain of media enterprises–Time, Life, Fortune–declared that this would be “the American Century,” that victory in the war gave the United States the right “to exert upon the world the full impact of our influence, for such purposes as we see fit and by such means as we see fit.”

This confident prophecy was acted out all through the rest of the 20th century. Almost immediately after World War II the United States penetrated the oil regions of the Middle East by special arrangement with Saudi Arabia. It established military bases in Japan, Korea, the Philippines, and a number of Pacific islands. In the next decades it orchestrated right-wing coups in Iran, Guatemala, and Chile, and gave military aid to various dictatorships in the Caribbean. In an attempt to establish a foothold in Southeast Asia it invaded Vietnam and bombed Laos and Cambodia.

The existence of the Soviet Union, even with its acquisition of nuclear weapons, did not block this expansion. In fact, the exaggerated threat of “world communism” gave the United States a powerful justification for expanding all over the globe, and soon it had military bases in a hundred countries. Presumably, only the United States stood in the way of the Soviet conquest of the world.

Can we believe that it was the existence of the Soviet Union that brought about the aggressive militarism of the United States? If so, how do we explain all the violent expansion before 1917? A hundred years before the Bolshevik Revolution, American armies were annihilating Indian tribes, clearing the great expanse of the West in an early example of what we now call “ethnic cleansing.” And with the continent conquered, the nation began to look overseas.

On the eve of the 20th century, as American armies moved into Cuba and the Philippines, American exceptionalism did not always mean that the United States wanted to go it alone. The nation was willing–indeed, eager–to join the small group of Western imperial powers that it would one day supersede. Senator Henry Cabot Lodge wrote at the time, “The great nations are rapidly absorbing for their future expansion, and their present defense all the waste places of the earth. . . . As one of the great nations of the world the United States must not fall out of the line of march.” Surely, the nationalistic spirit in other countries has often led them to see their expansion as uniquely moral, but this country has carried the claim farthest.

American exceptionalism was never more clearly expressed than by Secretary of War Elihu Root, who in 1899 declared, “The American soldier is different from all other soldiers of all other countries since the world began. He is the advance guard of liberty and justice, of law and order, and of peace and happiness.” At the time he was saying this, American soldiers in the Philippines were starting a bloodbath which would take the lives of 600,000 Filipinos.

The idea that America is different because its military actions are for the benefit of others becomes particularly persuasive when it is put forth by leaders presumed to be liberals, orprogressives. For instance, Woodrow Wilson, always high on the list of “liberal” presidents, labeled both by scholars and the popular culture as an “idealist,” was ruthless in his use of military power against weaker nations. He sent the navy to bombard and occupy the Mexican port of Vera Cruz in 1914 because the Mexicans had arrested some American sailors. He sent the marines into Haiti in 1915, and when the Haitians resisted, thousands were killed.

The following year American marines occupied the Dominican Republic. The occupations of Haiti and the Dominican Republic lasted many years. And Wilson, who had been elected in 1916 saying, “There is such a thing as a nation being too proud to fight,” soon sent young Americans into the slaughterhouse of the European war.

Theodore Roosevelt was considered a “progressive” and indeed ran for president on the Progressive Party ticket in 1912. But he was a lover of war and a supporter of the conquest of the Philippines–he had congratulated the general who wiped out a Filipino village of 600 people in 1906. He had promulgated the 1904 “Roosevelt Corollary” to the Monroe Doctrine, which justified the occupation of small countries in the Caribbean as bringing them “stability.”

During the Cold War, many American “liberals” became caught up in a kind of hysteria about the Soviet expansion, which was certainly real in Eastern Europe but was greatly exaggerated as a threat to western Europe and the United States. During the period of McCarthyism the Senate’s quintessential liberal, Hubert Humphrey, proposed detention camps for suspected subversives who in times of “national emergency” could be held without trial.

After the disintegration of the Soviet Union and the end of the Cold War, terrorism replaced communism as the justification for expansion. Terrorism was real, but its threat was magnified to the point of hysteria, permitting excessive military action abroad and the curtailment of civil liberties at home.

The idea of American exceptionalism persisted as the first President Bush declared, extending Henry Luce’s prediction, that the nation was about to embark on a “new American Century.” Though the Soviet Union was gone, the policy of military intervention abroad did not end. The elder Bush invaded Panama and then went to war against Iraq.

The terrible attacks of September 11 gave a new impetus to the idea that the United States was uniquely responsible for the security of the world, defending us all against terrorism as it once did against communism. President George W. Bush carried the idea of American exceptionalism to its limits by putting forth in his national-security strategy the principles of unilateral war.

This was a repudiation of the United Nations charter, which is based on the idea that security is a collective matter, and that war could only be justified in self-defense. We might note that the Bush doctrine also violates the principles laid out at Nuremberg, when Nazi leaders were convicted and hanged for aggressive war, preventive war, far from self-defense.

Bush’s national-security strategy and its bold statement that the United States is uniquely responsible for peace and democracy in the world has been shocking to many Americans.

But it is not really a dramatic departure from the historical practice of the United States, which for a long time has acted as an aggressor, bombing and invading other countries (Vietnam, Cambodia, Laos, Grenada, Panama, Iraq) and insisting on maintaining nuclear and non-nuclear supremacy. Unilateral military action, under the guise of prevention, is a familiar part of American foreign policy.

Sometimes bombings and invasions have been cloaked as international action by bringing in the United Nations, as in Korea, or NATO, as in Serbia, but basically our wars have been American enterprises. It was Bill Clinton’s secretary of state, Madeleine Albright, who said at one point, “If possible we will act in the world multilaterally, but if necessary, we will act unilaterally.” Henry Kissinger, hearing this, responded with his customary solemnity that this principle “should not be universalized.” Exceptionalism was never clearer.

Some liberals in this country, opposed to Bush, nevertheless are closer to his principles on foreign affairs than they want to acknowledge. It is clear that 9/11 had a powerful psychological effect on everybody in America, and for certain liberal intellectuals a kind of hysterical reaction has distorted their ability to think clearly about our nation’s role in the world.

In a recent issue of the liberal magazine The American Prospect, the editors write, “Today Islamist terrorists with global reach pose the greatest immediate threat to our lives and liberties. . . . When facing a substantial, immediate, and provable threat, the United States has both the right and the obligation to strike preemptively and, if need be, unilaterally against terrorists or states that support them.”

Preemptively and, if need be, unilaterally; and against “states that support” terrorists, not just terrorists themselves. Those are large steps in the direction of the Bush doctrine, though the editors do qualify their support for preemption by adding that the threat must be “substantial, immediate, and provable.” But when intellectuals endorse abstract principles, even with qualifications, they need to keep in mind that the principles will be applied by the people who run the U.S. government. This is all the more important to keep in mind when the abstract principle is about the use of violence by the state–in fact, about preemptively initiating the use of violence.

There may be an acceptable case for initiating military action in the face of an immediate threat, but only if the action is limited and focused directly on the threatening party–just as we might accept the squelching of someone falsely shouting “fire” in a crowded theater if that really were the situation and not some guy distributing anti-war leaflets on the street. But accepting action not just against “terrorists” (can we identify them as we do the person shouting “fire”?) but against “states that support them” invites unfocused and indiscriminate violence, as in Afghanistan, where our government killed at least 3,000 civilians in a claimed pursuit of terrorists.

It seems that the idea of American exceptionalism is pervasive across the political spectrum.

The idea is not challenged because the history of American expansion in the world is not a history that is taught very much in our educational system. A couple of years ago Bush addressed the Philippine National Assembly and said, “America is proud of its part in the great story of the Filipino people. Together our soldiers liberated the Philippines from colonial rule.” The president apparently never learned the story of the bloody conquest of the Philippines.

And last year, when the Mexican ambassador to the UN said something undiplomatic about how the United States has been treating Mexico as its “backyard” he was immediately reprimanded by then–Secretary of State Colin Powell. Powell, denying the accusation, said, “We have too much of a history that we have gone through together.” (Had he not learned about the Mexican War or the military forays into Mexico?) The ambassador was soon removed from his post.

The major newspapers, television news shows, and radio talk shows appear not to know history, or prefer to forget it. There was an outpouring of praise for Bush’s second inaugural speech in the press, including the so-called liberal press (The Washington Post, The New York Times). The editorial writers eagerly embraced Bush’s words about spreading liberty in the world, as if they were ignorant of the history of such claims, as if the past two years’ worth of news from Iraq were meaningless.

Only a couple of days before Bush uttered those words about spreading liberty in the world, The New York Times published a photo of a crouching, bleeding Iraqi girl. She was screaming. Her parents, taking her somewhere in their car, had just been shot to death by nervous American soldiers.

One of the consequences of American exceptionalism is that the U.S. government considers itself exempt from legal and moral standards accepted by other nations in the world. There is a long list of such self-exemptions: the refusal to sign the Kyoto Treaty regulating the pollution of the environment, the refusal to strengthen the convention on biological weapons. The United States has failed to join the hundred-plus nations that have agreed to ban land mines, in spite of the appalling statistics about amputations performed on children mutilated by those mines. It refuses to ban the use of napalm and cluster bombs. It insists that it must not be subject, as are other countries, to the jurisdiction of the International Criminal Court.

What is the answer to the insistence on American exceptionalism? Those of us in the United States and in the world who do not accept it must declare forcibly that the ethical norms concerning peace and human rights should be observed. It should be understood that the children of Iraq, of China, and of Africa, children everywhere in the world, have the same right to life as American children.

These are fundamental moral principles. If our government doesn’t uphold them, the citizenry must. At certain times in recent history, imperial powers–the British in India and East Africa, the Belgians in the Congo, the French in Algeria, the Dutch and French in Southeast Asia, the Portuguese in Angola–have reluctantly surrendered their possessions and swallowed their pride when they were forced to by massive resistance.

Fortunately, there are people all over the world who believe that human beings everywhere deserve the same rights to life and liberty. On February 15, 2003, on the eve of the invasion of Iraq, more than ten million people in more than 60 countries around the world demonstrated against that war.

There is a growing refusal to accept U.S. domination and the idea of American exceptionalism. Recently, when the State Department issued its annual report listing countries guilty of torture and other human-rights abuses, there were indignant responses from around the world commenting on the absence of the United States from that list. A Turkish newspaper said, “There’s not even mention of the incidents in Abu Ghraib prison, no mention of Guant

Violence, the engine of U.S. history

In the most recent issue of The Black Commentator, which is one of the best reads on the internet, Ira M. Leonard, a professor of history at Southern Connecticut State University, analyzes the place of violence in American history.

The reality, not taught in American schools and textbooks, is that war — whether on a large or small scale — and domestic violence have been ever-present features of American life and culture from this country’s earliest days almost 400 years ago. Violence, in varying forms, according to the leading historian of the subject, Richard Maxwell Brown, “has accompanied virtually every stage and aspect of our national experience,” and is “part of our unacknowledged (underground) value structure.” Indeed, “repeated episodes of violence going far back into our colonial past, have imprinted upon our citizens a propensity to violence.”

Thus, America demonstrated a national predilection for war and domestic violence long before the 9/11 attacks, but its leaders and intellectuals through most of the last century cultivated the national self-image, a myth, of America as a moral, “peace-loving” nation which the American population seems unquestioningly to have embraced.

Enter the geeks

NYT’s Pareles: The Court Has Ruled So Enter the Geeks

The court found that the file-sharing companies Grokster and Streamcast could be sued for copyright infringement because they offered marketing and technical advice that clearly induced their customers to share files illegally, so the companies could attract larger numbers of users and thus more advertising.

But the court did not give the movie and recording businesses much ammunition to attack the Robin Hoods of the Internet: those software geeks and culture fans who really just want to share. They are online right now building Web sites that don’t make a dime and spending hours writing and editing “mp3 blogs” – Web page collections of downloadable songs. They hook people up, basically because they can and because people want access to art.