from the world's big
How do you see the global power dynamic in 2008?
Noam Avram Chomsky was born in Philadelphia, Pennsylvania on December 7, 1928. He attended the University of Pennsylvania where he studied linguistics, mathematics, and philosophy. In 1955, he received his Ph. D. from the University of Pennsylvania, however, most of the research leading to this degree was done at Harvard between 1951 and 1955. Since receiving his Ph. D., Chomsky has taught at Massachusetts Institute of Technology, where he now holds the Ferrari P. Ward Chair of Modern Language and Linguistics.
Among his many accomplishments, he is most famous for his work on generative grammar, which developed from his interest in modern logic and mathematical foundations. As a result, he applied it to the description of natural languages.
His political tendencies toward socialism and anarchism are a result of what he calls "the radical Jewish community in New York." Since 1965 he has become one of the leading critics of U.S. foreign policy. He published a book of essays called American Power and the New Mandarins which is considered to be one of the most substantial arguments ever against American involvement in Vietnam.
Noam Chomsky: Well there are basically three major power systems, roughly speaking: North America, Europe and North East Asia, joined to Indian and South Asia and to South East Asia. There are lots of integration among them, they are not distinct, but they are identifiable power centers. Separate from them are the major oil producers, which have power, but have a lot of financial resources.
Europe and the United States are roughly comparable in every dimension except military force. The United States, its military spending now exceeds substantially that of the rest of the world combined, and nothing is even close.
The North East Asia is probably the most dynamic economic region in the world; China, Japan, North and South Korea. It has amassed enormous financial resources. In fact, Japan and China, and to some extent the oil producers, have been sustaining the U.S. economy. How long they will do it is unclear.
There’s plenty of violence all over the world, with the most extreme regions are the Middle East region, mainly because that’s the major energy sources of energy for the world. The U.S. invasion of Iraq is the central part of it, but not the only one. And it’s a very volatile area. There could be a confrontation between the U.S. and Iran, a U.S. attack on Iran, which one well known British military historian, Correlli Barnett, said that it would be world III. And he could be right.
There are other tendencies developing. South America, as you mentioned, is actually for the first time in its history since the Spanish invasion, is making significant moves towards integration. The society, countries have been very separate from one another. They have been ruled by tiny, wealthy, mostly Europeanized elites, related to the imperial societies, not to one another. And they are moving towards a degree of integration, its independence.
They are also beginning slowly to tackle some of their immense internal problems. There is a huge inequality. In fact some of the most exciting democratic experiments, may be the most exciting, are taking place right there, especially in Bolivia where the indigenous majority of the population has, for the first time, entered the political arena in a serious way, elected their own candidate from their own ranks. It’s leading to a possible threat of cessation by the white Europeanized elite, which has always around the country and has most of the resources. And there is plenty of sources of conflict there. An important development, in many ways the most exciting area of the world, I think.
There is the Bank of the South, which is broadly supported, could be an alternative development fund, just as the Asian Development Bank could be.
What happens in China and India will be no doubt be of enormous significance. They do have high growth rates. A lot of people have been taken out of poverty. It should be recalled that they have succeeded in doing this largely by violating the rules of game that the western powers have attempted to establish. That’s no surprise the economic historians, because it’s the way the developed countries got rich themselves. But they are now significant players around the world scene. Particularly China.
However, with extraordinary internal problems. Hundreds of millions of people either destitute or in serious economic problems, enormous ecological problems.
India which has developed significantly, starting in the 1980s, but particularly in the last 15 years, still ranks about 125th or so in the United Nation’s Human Development Index, has seen enormous poverty and destitution. But they have tremendous internal problems to deal with. They are nowhere near the level of the rich developed western European, North American countries. But shifting power in the world seems doubtless.
China happens to be the center of a developing strategic system. The Shanghai Corporation Organization, which is based in China, includes Russia with its quite enormous energy resources. India, Pakistan and Iran are associated, admitted observers. The central Asian states are part of it. The United States has sought observer status, but has been rejected. The organization has called on the U.S. to leave Central Asia and other regions. And this is slowly emerging power block that some regard as potentially a counterpart NATO, with substantial internal resources, Russian particularly, but if Iran joins in, even more. And they’re reaching out even towards Saudi Arabia, which is the jewel in the crown, as far as energy resources are concerned. So doubtless a source of enormous concern to the United States, which is trying pretty desperately to set up a Sunni counterforce and to somehow control Iraq, which has turned to total catastrophe. These are some, not all, of the major live issues on the global scene.
Recorded on: March 21, 2008
Chomsky talks about the three major world power systems: North America, Europe and Northeast Asia
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>
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