from the world's big
8 powerful speakers that might make you think differently about racism
8 powerful voices share what it's like to be black in America, and why white people must break the racist status quo.
Clint Smith: In Thomas Jefferson's memoir Notes on the State of Virginia he wrote that the slave is incapable of love. The slave is incapable of possessing and sustaining complex emotion and that black people are inferior to whites in both the endowments of body and mind. And so, for me, that's interesting because the man who's largely considered the intellectual founding father of this country, responsible in Iarge part for the conception of the Declaration of Independence and the constitution, didn't think I was fully human.
And so there's an entire history from the very inception of this country of black people being dehumanized by the state and people who represent the state. And so that's why I think it's important to have this socio-historical context and understanding so that when we see police killing black men and women in the streets, we recognize that this isn't sort of something happening out of nowhere. That this is actually consistent with the narrative that has been given about and to black people throughout this country's history.
Robin DiAngelo: The mainstream definition of a racist is an individual—always an individual, not a system—who consciously does not like people based on race—must be conscious—and intentionally seeks to be mean to them—must be intentional. And that definition, I believe, is the root of virtually all white defensiveness on this topic. It makes it virtually impossible to talk to the average white person about the inevitable absorption of a racist world view that we get from living in a society in which racism is the foundation. So I live in a society that from the time I open my eyes, in myriad ways, both implicit and explicit has conveyed to me that I am inherently superior because I'm white. The research shows that all children by age three to four understand it's better to be white. All children. Me. I got that message. You got that message. Everyone gets it. You can't miss it and it's not isolated. It's not singular. It's not dependent on any one person. It's relentlessly circulating.
James Arthur Baldwin: In the case of an American negro born in that glittering republic, and in the moment you were born, since you don't know any better, every stick and stone and every face is white. And since you have not yet seen a mirror you suppose that you are too. It comes as a great shock, around the age of five or six or seven, to discover the flag to which you have pledged allegiance, along with everybody else, has not pledged allegiance to you. It comes as a great shock to discover that Gary Cooper killing off the Indians when you were rooting for Gary Cooper—that the Indians were you.
Clint Smith: I remember receiving the news when Tamir Rice was killed, a 12-year-old boy in Cleveland who was shot in the park playing with a toy gun. Police killed him within two seconds of pulling up in the car. And it immediately brought me back to a moment in my own childhood when I was playing with water guns and my father came and told me I couldn't do that—that it was unacceptable. I didn't really understand. I was frustrated. I was embarrassed that my father would do that in front of my friends. That he was the strict dad. I called him after Tamir Rice had been killed and I had a conversation and I told him I understand now.
James Blake: I saw someone running towards me and as he got to me I was smiling thinking this was some sort of a friendly encounter—a fan or someone that was just a long-lost friend or something, but he quickly dispelled that myth in my head and slammed me to the ground and had his knee in my back and cuffed me and told me to not say a word and just listen to whatever he had to say. So I did what he said and they said it was just a case of mistaken identity but as it was happening I was pretty much in shock.
Clint Smith: So many people in the black community, young black men in particular, grew up having the talk and getting the talk, so to speak, from their parents. But I remember having conversations with some of my white friends and realizing there was no notion of ever having to have a conversation about how to interact with police, who you are in the context of the larger criminal justice system.
James Arthur Baldwin: It comes as a great shock to discover that the country, which is your birthplace and to which you own your life and your identity, has not in its whole system of reality evolved anyplace for you. The disaffection, the demoralization and the gap between one person and another only on the basis of the color of their skins begins there. And accelerates, accelerates throughout a whole lifetime so that presently you realize you're 30 and having a terrible time managing to trust your countrymen. By the time you are 30, you have been through a certain kind of mill and the most serious effect of the mill you've been through is, again, not the catalog of disaster—the policeman, the taxi drivers, the waiters, the landlady, the landlord, the banks, the insurance companies, the millions of details 24 hours of every day which spell out to you that you are a worthless human being. It is not that, because by that time you've begun to see it happening in your daughter or your son or your niece or your nephew. You are 30 by now and nothing you have done has helped you to escape the trap. And what is worse than that is that nothing you have done and, as far as you can tell, nothing you can do will save your son or your daughter from meeting the same disaster and not impossibly coming to the same end.
Robin DiAngelo: Most white people are not going to do anything different. Even those who are open to the message, if it is not sustained, it won't make much of an impact. I often say when I'm in front of a group "Everything outside of this room will compel you not to see this anymore." The forces are incredibly seductive. The forces of white solidarity, the forces of keeping other white people comfortable, the forces to not see or name any of this. And if you don't put some kind of structure around yourself to keep you focused there you're going to slip right back into the status quo. For so many white people we think that the answer to racism is friendliness. If you notice the evidence that most white people will give for why they're not racist, one of their top pieces of evidence is "I know people of color. I have friends of color."
Donald Trump: We had a case where we had an African American guy who was a fan of mine. Great fan, great guy. In fact, I want to find out what's going on with him. You know what – look at my African American over here. Look at him.
Joe Biden: If you have a problem figuring out whether you're for me or Trump then you ain't black.
Robin DiAngelo: It's actually quite revealing. So, in order for a claim like that—'I know people of color. I have friends of color.'—in order for a claim like that to be good evidence of my lack of racism, a racist can't be able to do that otherwise it's not good evidence. 'This is what distinguishes me from a racist. I have people of color in my life. I live in New York City. I was in Teach for America. I went to a diverse school.' These are all the claims that white people will make for their lack of racism. Well, that must mean a racist cannot live in New York City, could not know or speak to or be friendly to people of color, could not be in the Peace Corps, et cetera. And I'm hoping you can see right now how ridiculous that evidence is because even an avowed racist can do all of those things. So, most white people believe that niceness is all it takes and the status quo of our society is the reproduction of racial inequality. That's what it does. It's a default of all of our institutions, our norms and our policies. It's what our society does. It's what it's always done. Our outcomes are not improving. By many measures, our outcomes of racial disparity are increasing.
Mary Bassett: New York has gotten healthier and healthier in recent years and our life expectancy now exceeds that of the United States as a whole. So, on average, New York City is definitely a place to live to be healthy. But that average doesn't disclose the huge variation that we see by neighborhood. And we find that the community district, actually, Brownsville, which was a neighborhood that I moved to when I was a little girl when I came to New York, has a life expectancy that is 11 years shorter than the Financial District. Now, Brownsville, if we considered it a country, is doing a little bit worse than Peru, a little bit better than Samoa and about the same as Sri Lanka in terms of life expectancy. We're talking about in a city that is one of the richest cities in the world, in the country that is the richest country in the world, we have neighborhoods where the patterns of health look like those of a developing country. That's not acceptable. In fact it's unconscionable.
The first thing that people might think in trying to explain that is that the people in Brownsville are making a whole set of bad choices. They're not careful about what they eat. They smoke too much. They don't exercise enough and that's why they're unhealthy. The "lifestyle" hypothesis is really powerful and, in many ways, it replaced the genetic hypothesis as an explanation for the poor health of the black population. But let's unpack what we mean by lifestyle.
Nobody picks a substandard building to live in with terrible issues of rodent infestation and indoor allergens that trigger asthma. That's not a lifestyle choice. No one picks a neighborhood because they want to feel unsafe there so that they won't use the park, or no one picks a neighborhood where there are no grocery stores or supermarkets that carry a range of vegetables that allow them to make the healthy choices we want them to make. So, when we talk about lifestyle, we're often mixing it up with poverty and all the constraints that poor, segregated neighborhoods place on people's ability to live a healthy life.
James Arthur Baldwin: From a very literal point of view, the harbors and the ports and the railroads are the country. The economy, especially of the Southern states, could not conceivably be what it has become if they had not had and do not still have, indeed, and for so long, so many generations, cheap labor. I am stating very seriously—and this is not an overstatement—that I picked the cotton and I carried it to market and I built the railroads under someone else's whip for nothing. For nothing. The Southern oligarchy, which has, until today, so much power in Washington and therefore some power in the world was created by my labor and my sweat and the violation of my women and the murder of my children. This in the land of the free and the home of the brave. And no one can challenge that statement. It is a matter of historical record.
Liza Jessie Peterson: People should be concerned with the issue of mass incarceration because it is a human rights crisis that is happening right in front of our face and it's being cloaked with "crime and punishment." The 13th Amendment in the Constitution, in the United States Constitution, it says that slavery is illegal. So we can't have slavery anymore—except for punishment of a crime. If you are convicted of a crime then you're exempt from that 13th Amendment. So that means that you're allowed to work as a slave, slave labor, slave wages. So you have people working for ten cents an hour, eleven cents an hour, doing agriculture, clothing lines, computer parts, airplane parts, military equipment, food that we buy organically grown. These things are being manufactured in prisons. So you have corporations, companies, who are profiting off of people incarcerated. So there is an incentive for hyper-criminalization of a population to keep capitalism running on a well oiled machine of slave labor which is the foundation for this country. Let's not forget that the fabric, the very fabric of this country, is rooted in slavery. Slave labor for hundreds of years.
So there is huge capital that was amassed. Systems and industries that were created from slave labor. So how does this system continue to operate? Well it just kind of shifted and now we have mass incarceration. We have people who are literally working for five cents, seven cents, ten cents an hour.
Malcolm X (El-Haji Malik El-Shabazz): To devise some kind of method or strategy to offset some of the events or repetition of the events that have taken place here in Los Angeles recently, we have to go to the root. We have to go to the cause. Dealing with the condition itself is not enough and it is because of our effort toward getting straight to the root that people oft times think we're dealing in hate.
We are oppressed. We are exploited. We are downtrodden. We are denied not only civil rights but even human rights. So the only way we're going to get some of this oppression and exploitation away from us or aside from us is come together against a common enemy. Who taught you to hate the texture of your hair? Who taught you to hate the color of your skin to such extent that you bleach to get like the white man? Who taught you to hate the shape of your nose and the shape of your lips? Who taught you to hate yourself from the top of your head to the soles of your feet? Who taught you to hate your own kind? Who taught you to hate the race that you belong to, so much so that you don't want to be around each other? No, before you come asking 'Mr. Mohammad, does he teach hate?' you should ask yourself who taught you to hate being what God gave you?
And I, for one, as a Muslim, believe that the white man is intelligent enough. If he were made to realize how black people really feel and how fed up we are without that old compromise and sweet talk. Stop sweet talking him. Tell him how you feel. Tell him what kind of hell you've been catching and let him know that if he's not ready to clean his house up, if he's not ready to clean his house up, he shouldn't have a house. It should catch on fire. And burn down.
Robin DiAngelo: I'm going to use a term here that I understand is charged and that is white supremacy. I'm very comfortable with the term. Yes, it includes extremists we might think of as white nationalists or neo-Nazis. It also is a highly descriptive sociological term for the water we swim in, for the society we live in. A society that holds white people up as the human ideal, as the norm for humanity and everyone else as a particular kind of human and a deficient one.
Clint Smith: Part of what's happened now is that we live in a hyper-documented era in which everything is being captured on camera phones and videos and gone viral and shared on different social media platforms. And a lot of people are saying 'Where did all of this come from. Like how are the police doing this. Why are they doing this. This just happened out of nowhere?' When actually this has been happening for an incredibly long time. In black communities, we've been experiencing disproportionate incarceration, we've been experiencing stop and frisk, we've been experiencing police brutality on an ongoing basis for decades and decades and centuries.
Wesley Lowery: The major question that lies at the heart of our inability to deal with and to actually create changes to a system that would lead to the decrease in use of fatal force is our refusal to believe black and brown people. Black and brown people have been saying for generations that this was the case, that they were being beat up. They were being pulled over. They were getting arrested on fraudulent charges. And we essentially for generations said 'We don't believe you.'
Clint Smith: What's happened now is that now there's sort of these primary sources, so to speak, these empirical evidence of these events transpiring in America and the world is being forced to look themselves in the mirror and reckon with how so many of us have been complicit in allowing such a thing to take place for so long and to really be forced to ask ourselves what are we doing or what are we not doing to allow this state-sanctioned violence against black and brown bodies to continue? Black children in this country in part necessitate a different means of parenting in the sense that it is important to inform a black child of the realities that exist around them without making that child feel as if it is their fault. Racism isn't a child's fault. Systemic oppression isn't a child's fault. At the same time, you have to teach that child how to navigate a world that is often taught to fear them. My mother and my father had ongoing conversations with me throughout my childhood and my adolescence and my teenage years and even now as a young adult about understanding the way that I was seen even if I wasn't able to see that myself.
To recognize that when I went out with a group of my white friends or if I'm in an interracial relationship or if I am engaged in certain activities, that those things are perceived differently because I am a black man and the United States and the world has certain sort of stereotype or caricature of who they believe black men to be and that there are people judging me before I ever open my mouth. That there are people who have decided who I am before I've ever had an opportunity to show them or to engage with them.
And that this exists in every sort of realm of class. And I think that was an important thing for my parents to teach me as well is that, I come from a home of two parents with professional degrees and I attend Harvard University where I'm getting my doctorate. I think a lot of people can operate under this assumption, they'll say 'Oh, Clint. You made it. You've transcended racism and you've moved beyond these oppressive forces and obstacles that have sought to keep you down.' And the reality is that's not true. The reality is that I still get followed around in stores wearing my Harvard paraphernalia. The reality is that I still can't catch a cab on Massachusetts Avenue. The reality is that there are people who, white women will cross the street when walking towards me on the sidewalk at nighttime and those—it doesn't matter where I where my pants, it doesn't matter how well I speak or how smart I am or what my house looks like because I'm a black man and that is the first thing people see and that is it immediately for them triggers an implicit biases that they have been socialized to believe about who we are and what we do or do not do.
Robin DiAngelo: We simply can't get where we need to go from the current paradigm that says only mean, intentional individuals could ever perpetrate or participate in racism. What we need to do is think very differently about what racism is.
James Arthur Baldwin: I was taught in American history books that Africa had no history and neither did I. That I was a savage about whom the less said the better, who had been saved by Europe and brought to America. And, of course I believed it. I didn't have much choice.
William Barr: Well, history is written by the winners so it largely depends on who's writing the history.
James Arthur Baldwin: This dream is at the expense of the American negro.
- Black communities have been telling the nation, for more than a century, that they have been targeted, beaten, falsely accused and killed by the police and other institutions meant to protect them.
- They have not been believed until recently, when the rise in camera phones and social media finally enabled them show and disseminate proof.
- Even after the video of George Floyd's death on May 25, 2020, there remains defensiveness and denial among white Americans and institutions—a defensiveness that prevents change to the root of the problem: systemic racism. In this video, eight powerful voices share perspectives on being black in America, and why white inaction and white politeness must end.
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Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Human brains evolved for creativity. We just have to learn how to access it.
- An all-star cast of Big Thinkers—actors Rainn Wilson and Ethan Hawke; composer Anthony Brandt; neuroscientists David Eagleman, Wendy Suzuki, and Beau Lotto; and psychologist Scott Barry Kaufman—share how they define creativity and explain how our brains uniquely evolved for the phenomenon.
- According to Eagleman, during evolution there was an increase in space between our brain's input and output that allows information more time to percolate. We also grew a larger prefrontal cortex which "allows us to simulate what ifs, to separate ourselves from our location in space and time and think about possibilities."
- Scott Barry Kaufman details 3 brain networks involved in creative thinking, and Wendy Suzuki busts the famous left-brain, right-brain myth.
With the most common form of female sexual dysfunction impacting 1 in 10 women, this important study dives into how to keep a relationship going despite having different needs and wants in the bedroom.
- A new study highlights the difficulties faced by women who struggle with decreased sexual desire, and explains how to navigate desire discrepancies in long-term relationships.
- Hypoactive sexual desire disorder is one of the most common forms of female sexual dysfunction, impacting an estimated 1 in 10 women.
- Finding other ways to promote intimacy in your relationship is one of the keys to ensuring happiness on both sides.
The study<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMzcxOS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYzMzA2NTgxM30.Au-HmSRnSeN86ZGU7qeZJzq50LPM0LxjvUUU6_y2XVs/img.jpg?width=1245&coordinates=0%2C52%2C0%2C52&height=700" id="2bb9b" class="rm-shortcode" data-rm-shortcode-id="2af6156aff63fba2146746ae150f490e" data-rm-shortcode-name="rebelmouse-image" alt="sad woman sitting on the floor at the foot of a bed" />
An estimated one in ten women experience female sexual dysfunction.
Photo by fizkes on Shutterstock<p><a href="https://www.tandfonline.com/doi/full/10.1080/00224499.2020.1743225?scroll=top&needAccess=true" target="_blank">This 2020 study published in the Journal of Sex Research</a>, led by Dr. Avigail Moor and her colleagues Yael Haimov and Shaked Shreiber, focused on 15 women between the ages of 25-59, all of whom were in committed, heterosexual, long-term relationships (with a median relationship length of 3.5 years) to better understand decreases in female sexual desire. Approximately half the women in this sample had children.<br></p><p><strong>During this study, the women were asked various questions about:</strong></p><ol> <li>The quality of their relationship</li><li>How their relationship has been impacted by their decreased sexual desire </li><li>What they believe could have caused a decrease in their sexual desire over the course of their relationship</li><li>What impact they felt this had on themselves and their relationship </li><li>How they dealt with the decreased sexual desire themselves</li><li>How the couple dealt with and/or navigated the decrease in sexual desire together</li></ol><p><strong>There are a number of reasons why women, in particular, could be going through a libido decline, including:</strong></p><p><strong><br></strong></p><ul><li>Job stress</li><li>Family stress</li><li>Self-confidence struggles</li><li>Declining hormones or hormone imbalances</li><li>Relationship issues</li><li>Health conditions </li></ul><div></div>
Navigating low sexual desire and desire discrepancies in your relationship<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMzcyMS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY0MTYzNjE5N30.oec9wuuxd9MEVkqmappsngN2nVmMxF3sIi9AlL9Q5SE/img.jpg?width=980" id="e246b" class="rm-shortcode" data-rm-shortcode-id="ebf8cdebd54a0b26ee181320e756bff4" data-rm-shortcode-name="rebelmouse-image" alt="couple hugging in a bedroom" />
Even if you are struggling with differing sexual desires in your relationship, there are still countless ways you can show affection to your partner.
Photo by fizkes on Shutterstock<p>Assistant professor at Harvard Medical School <a href="https://www.webmd.com/sex-relationships/features/loss-of-sexual-desire-in-women#1" target="_blank">Jan Shifren</a>, MD, explains in an interview: "One of the first things I do speaking to women who come in with sexual concerns is let them know that there is no normal frequency or set of behaviors and things change with times. If it's working for them and/or their partner, there is no problem."</p><p>Shifren goes on to explain that when the decreases in sexual interest begin having a negative impact on her life and cause distress in the relationship, this is when it's considered a problem of low sexual desire. </p><p>If it is believed to be a problem, there are a few things this study, in particular, has highlighted. </p><p><strong>Love doesn't equal desire, and a lack of desire doesn't equal disaster. </strong></p><p>Participants of this study explained that their sexual desire (or lack thereof) never made them doubt their relationship or the feelings they had for their partner. They saw the sexual desire and love for their partner as two very separate things. </p><p>Over half the participants said they didn't believe their <a href="https://www.mayoclinic.org/diseases-conditions/low-sex-drive-in-women/symptoms-causes/syc-20374554#:~:text=Women's%20sexual%20desires%20naturally%20fluctuate,low%20sex%20drive%20in%20women." target="_blank">decreased sexual desire</a> had a negative impact on their relationship, explaining that they have more intimate, deeper connections with their partner that went beyond sex. Many women who felt this way cited the fact that they were navigating life's ups and downs, things like parenthood and job stress, with their partner, which made them feel closer to their partners even if the sexual desire wasn't there. </p><p><strong>This is an extremely isolating problem even if it impacts the whole relationship. </strong></p><p>In order to make sense of the rapid changes in their desires or the complete lack of sexual drive, many women in the study claimed they looked inwards, often blaming themselves. Instead of thinking that this is a common thing many individuals (and many other women) struggle with, many of these participants felt guilty about their low libidos, thinking it must be their problem. </p><p><strong>Among these women, feelings of guilt and self-blame were frequent over the course of their interviews. </strong></p><p>Even in situations where there was very minimal negative impact on the relationship, desire discrepancies still caused some tension. </p><p>While over half the women involved stated they did not feel desire discrepancies in their relationship negatively impacted their relationship, many women still did describe feeling some sort of "pressure" to have sex more often. </p><p>Despite having relationships that were described as loving and healthy, some of the women in the study indicated that they have, in the past, still experienced conflict with their partner over how long it had been since they had sex. Some women also stated they were worried that their partner took their low libido personally. </p><p><strong>How can you navigate desire discrepancies in long-term relationships?</strong></p><p>This is one of the first studies to focus so specifically on female sexual dysfunction in long-term relationships, so there is still a lot of research to be done. What we have learned from this study, however, can help us better understand how to navigate these difficult challenges of intimate relationships. </p><p>Strategies that can be used to address the problems in the relationship that are caused by having a low sex drive can be things like: </p><ul><li>Creating an honest line of communication. Participating in conversations that allow each person to be open and honest about how they feel can promote intimacy and bonding as well as a deeper understanding of what the other person is going through. </li><li>Compromising. This doesn't mean simply having sex when you don't feel like it, but it can be other things that promote intimacy such as a date night or incorporating other forms of physical affection into your relationship. </li><li>Treating this like any other relationship problem. Relationships take work, and just as you navigate difficulties due to chores, finances, and responsibilities, you can navigate the struggles of low sexual desire by creating an environment of understanding and having a desire to make things work. </li></ul>
Iranian Tolkien scholar finds intriguing parallels between subcontinental geography and famous map of Middle-earth.
- J.R.R. Tolkien hinted that his stories are set in a really ancient version of Europe.
- But a fantasy realm can be inspired by a variety of places; and perhaps so is Tolkien's world.
- These intriguing similarities with Asian topography show that it may be time to 'decolonise' Middle-earth.
Mental decolonisation<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM0OS9vcmlnaW4ucG5nIiwiZXhwaXJlc19hdCI6MTY1MDU4Mjg3N30.pKS1PLxKYeJ6WDPAcleg7NCxzDn7Pddcg9rSJaul6no/img.png?width=980" id="56ee5" class="rm-shortcode" data-rm-shortcode-id="1d2ba98946accd12f7e0070c8d10154d" data-rm-shortcode-name="rebelmouse-image" alt="Menu page for Arda.ir, the website of the Persian Tolkien Society." />
Menu page for Arda.ir, the website of the Persian Tolkien Society.
Image: Arda.ir<p>Where on earth was Middle-earth? Based on a few hints by Tolkien himself, we've always sort-of assumed that his stories of "The Hobbit" and "The Lord of the Rings" were centered on Europe, but so long ago that the shape of the coasts and the land has changed. </p><p>But perhaps that's too easy and too Eurocentric an assumption; perhaps, like so many other things these days, Tolkien's fantasy realm too is in dire need of mental decolonisation.</p><p>And here's an excellent occasion: an Iranian Tolkienologist has found intriguing hints that the writer based some of Middle-earth's topography on mountains, rivers, and islands located in and near present-day Pakistan. </p><p>As mentioned in a previous article – recently reposted on the <a href="https://www.facebook.com/VeryStrangeMaps" target="_blank">Strange Maps Facebook page</a> on the occasion of the death of Ian Holm – Tolkien admitted that "The Shire is based on rural England, and not on any other country in the world," and that "the action of the story takes place in the North-West of 'Middle-earth', equivalent in latitude to the coastlands of Europe and the north shores of the Mediterranean."<br></p>
Non-European topography<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM1MC9vcmlnaW4ucG5nIiwiZXhwaXJlc19hdCI6MTY1NTQ4MzcyMX0.891LPW42L78fdrwUhXdgOab7cbhs3YOqZK4ukIQx-Rw/img.png?width=980" id="6741c" class="rm-shortcode" data-rm-shortcode-id="2b50c57cb3b8a3a1cc8a4696c89ad954" data-rm-shortcode-name="rebelmouse-image" alt="Map of Tian-shan, the Himalayas, and the Pamirs" />
If you look at it like that, yes: that does resemble Mordor...
Image: Mohammad Reza Kamali, reproduced with kind permission<p>Extrapolating from the location of the Shire in Middle-earth and from other clues dropped by Tolkien, geophysics and geology professor Peter Bird matched the geography of Middle-earth with that of Europe (more about that in the <a href="https://bigthink.com/strange-maps/121-where-on-earth-was-middle-earth?utm_medium=Social&utm_source=Facebook&fbclid=IwAR0ZFYK1EXrf4J3B3X5_U4hSAgidgBs24ZNTYV9QEFbz2qI34OA_DpZsn70#Echobox=1592583835" target="_blank">aforementioned article</a>).</p><p>However, seeing Middle-earth as a mere palimpsest for present-day Europe is to place an undue limit on the imagination of its creator. As Tolkien also said about the shape of his world: "[It] was devised 'dramatically' rather than geologically or paleontologically."</p><p>In other words, certain parts of Middle-earth may very well have been inspired by other places than European ones. It is telling that it took a non-European connoisseur of Tolkien's topography to find some examples. <br></p>
"Seen that map before"<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM1MS9vcmlnaW4ucG5nIiwiZXhwaXJlc19hdCI6MTY1MTQ3Njc3NH0.azDO1_NWm9q9FwMpmqBOV2troOX0ajAXS4lP2bLstJI/img.png?width=980" id="1b193" class="rm-shortcode" data-rm-shortcode-id="21c3d38b14503ba8edac18c0ef1cceb0" data-rm-shortcode-name="rebelmouse-image" alt="Map of Indus river" />
The Indus river is a prominent geographical feature of Pakistan. Its course is similar to that of the Anduin, the Great River of Middle-earth.
Image: Mohammad Reza Kamali, reproduced with kind permission<p>In an article published on <a href="https://arda.ir/" target="_blank">Arda.ir</a>, the web page for the Persian Tolkien Society, Mohammad Reza Kamali writes that during several years of cartographic study, "I found that maybe there are real lands [that] could have inspired Professor Tolkien, and some of them are not in Europe."</p><p>Around 2012, Kamali's eye stopped when it came across a Google Map of Central Asia that showed the mountain chain of the Himalayas, the peaks of the Pamirs bunched together in an almost circular area, and the huge, flat oval of the Takla Makan desert, bounded to the north by the Tian-Shan mountains. </p><p>"I had seen that map before," he writes. "This is of course Mordor, the land of Sauron and the dark powers of Middle-earth, where Frodo and Sam destroy the One Ring." </p><p>In <a href="http://lotrproject.com/map" target="_blank">Tolkien's world</a>, the Himalayas transform into Ephel Duath, the Mountains of Shadow; and the Tian Shan into Ered Lithui, the Ash Mountains. And the circle-shaped Pamirs "are the same shape and in exactly the same corner as the Udûn of Mordor, where Frodo and Sam originally tried getting into Mordor, via the Black Gate."<br></p>
Similar shapes<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM1Mi9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYxMDQyODMzNX0.KHrY7rDCNNaKKJQz-xn431APM2TqxGPCaMsqNvBe1xA/img.jpg?width=980" id="7a9fa" class="rm-shortcode" data-rm-shortcode-id="e87f1af97902201abc042640255606b2" data-rm-shortcode-name="rebelmouse-image" alt="Marine Corps helicopter flying over Tarbela Dam" />
A US Marine Corps helicopter flying over the Tarbela Dam on the Indus river in Pakistan. At its center: a former river island which may have been the inspiration for Cair Andros, a ship-shaped island in Middle-earth's Anduin river.
Image: Paul Duncan (USMC), public domain<p>Mulling over these similarities, Kamali became convinced that Tolkien's map work was heavily inspired by Asia. Looking further, he found more evidence. Consider Anduin, the Great River of Middle-earth, in whose waters the One Ring was lost for more than two thousand years. </p><p>On Tolkien's map, the Anduin bends toward the sea in a shape similar to that of another great river: the Indus, which runs the length of Pakistan. Like the Anduin, it flows to the west of a major mountain chain. A prominent feature of the Anduin is the river island of Cair Andros, just north of Osgiliath. Its name means 'Ship of Long Foam', a reference to its long and narrow shape, and the sharpness of its rocks, which split the waters of the Anduin like a prow. <br></p><p>Kamali is not entirely sure, but proposes that Tolkien may have been inspired by a similar-shaped island in the Indus. Now integrated into the Tarbela Dam, which was inaugurated in 1976, it would still have been a separate island in the 1930s and '40s, when Tolkien dreamed up his map.</p>
Kutch as Tolfalas Island<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM1NC9vcmlnaW4ucG5nIiwiZXhwaXJlc19hdCI6MTYwOTU5NjcyNn0.869W8iiowQb9_T3laFKOUe5o5UMXuMlSITb1VxRlC2g/img.png?width=980" id="9c49e" class="rm-shortcode" data-rm-shortcode-id="548bafc6042cc7515e07f77657aa161c" data-rm-shortcode-name="rebelmouse-image" alt="Map of Kutch" />
During the rainy season, the coastal region of Kutch, near the mouth of the Indus, turns into an island that resembles Tolfalas Island, near the mouth of the Anduin.
Image: Mohammad Reza Kamali, reproduced with kind permission<p>Turning our eyes to the mouth of the Anduin and Indus, we see another pair of islands, and Kamali is more certain about the real one having inspired the fictional one. The fictional one is Tolfalas Island, the largest island in Belfalas Bay. <br></p><p>At first glance, it doesn't seem to have a real-life counterpart near where the Indus joins the Arabian Sea. But take a look at the coastal part of the Indian state of Gujarat. It is known as <em>Kutch</em>, a name which apparently refers to its alternately wet and dry states. In the rainy season, the shallow wetlands flood and Kutch becomes an island – the biggest island in the Gulf of Kutch, and not too dissimilar to Tolfalas Island. </p>
General knowledge<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM1NS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYyMDIwODkyOH0.aInJedv3tiQo1LmW-M6D5LV699oeWNltxeYcVKWwtF0/img.jpg?width=980" id="9bc6e" class="rm-shortcode" data-rm-shortcode-id="01d97d3941f9ba732b4df35c3aedd977" data-rm-shortcode-name="rebelmouse-image" alt="British Indian Empire 1909 Imperial Gazetteer of India" />
1909 map showing British India in pink (direct British control) and yellow (princely states). Circled: Kutch, clearly recognisable as an island.
Image: Edinburgh Geographical Institute; J. G. Bartholomew and Sons, public domain<p>But are these similarities really more than coincidences? Why would Tolkien, who was based in Cambridge and steeped in English lore and Germanic mythology, turn to the Indian subcontinent for topographical inspiration? Perhaps because cartographic knowledge of that part of the world was far more general in Britain then than it is now. Until the late 1940s, the countries we know today as India and Pakistan were part of the British Empire. Detailed maps of the region would have been standard fare for British atlases. </p><p>Kamali is convinced that the topographical features on Tolkien's map of Middle-earth are not mere fantasy, but derive from actual places in our world, and were 'riddled' onto the map. In that case, we may look forward to more discoveries of Tolkien's real-world inspiration. <br></p>
From Frodingham to Frodo<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQzMDM1Ni9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTU5NzgzMzE2OH0.uMd43VxS9WQSWr1Z0IQ-UxIhBYkERhxTU7hoPvNachk/img.jpg?width=980" id="05037" class="rm-shortcode" data-rm-shortcode-id="ff9aace7fc7c111df3639a276cedf63c" data-rm-shortcode-name="rebelmouse-image" alt="Photograph of J. R. R. Tolkien in army uniform" />
J.R.R. Tolkien in 1916, when he was 24. Around that time, he was stationed near the village of Frodingham, which may have given him the inspiration for the name of the main protagonist in Lord of the Rings.
Image: public domain<p>Here's one example of Tolkienography—if that's what we can call the effect of actual geography on this particular writer's imagination—which I gleaned myself, some years ago in East Yorkshire. A local historian told me that Tolkien had been stationed in the area during the First World War, and had apparently stored away some local place names for later use. The name Frodo, he said, derived from a town where he had attended a few dances – Frodingham, a village across the Humber in northern Lincolnshire, not far from Scunthorpe (<em>Scunto</em>? We dodged a bullet there). </p><p>Whether that story is entirely true or not is beside the point. As fantasy fans know, any grail quest is ultimately about the quest, not the grail. In fact, to quote Mr Kamali, the treasure is important only because it's well hidden, "by a clever professor who enjoys riddles."</p><p><em>Unless otherwise indicated, illustrations are from Mr Kamali's <a href="https://arda.ir/the-tale-of-the-annotated-map-and-tolkien-hidden-riddles/?fbclid=IwAR3RmtU0ZdyzQGlK-iCsUjho4LA2W279fwO9dt8vv90FX2IeO3zrfMuMToU" target="_blank">article</a> on <a href="https://arda.ir/" target="_blank">Arda.ir</a>, reproduced with kind permission. </em><br></p><p><strong>Strange Maps #1036</strong></p><p><em>Got a strange map? Let me know at </em><a href="mailto:firstname.lastname@example.org">email@example.com</a><em>.</em></p>
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.