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Frank Bruni was named restaurant critic for The New York Times in April 2004. He stepped down in August 2009 to become a writer with the Times' Sunday magazine and to promote his book Born Round: The History of a Full-Time Eater.
Before that, Mr. Bruni had been the Rome bureau chief from July 2002 until March 2004, a post he took after working as a reporter in the Washington D.C. bureau from December 1998 until May 2002. While in Washington, he was among the journalists assigned to Capitol Hill and Congress until August 1999, when he was assigned full-time to cover the presidential campaign of Gov. George W. Bush. He then covered the White House for the first eight months of the Bush administration, and subsequently spent seven months as the Washington-based staff writer for The New York Times Sunday Magazine.
Mr. Bruni is the author of The New York Times bestseller about George W. Bush called "Ambling into History" (HarperCollins: hardcover, 2002; paperback, 2003). He is also the co-author of "A Gospel of Shame: Children, Sexual Abuse and the Catholic Church" (Viking: hardcover, 1993; HarperPerennial: paperback, 2002).
During the summer of 1998, Mr. Bruni spent three months as a national correspondent in the San Francisco bureau.
Frank Bruni joined The New York Times as a metropolitan reporter in August 1995. For three and a half years, he worked on the metropolitan desk and also frequently wrote for the Sunday magazine, profiling a diverse group of individuals that included the actress Vanessa Redgrave, the writer David Foster Wallace and the former Massachusetts Governor William Weld. Mr. Bruni also wrote many articles for the Sunday Arts and Leisure section and other feature sections of The Times.
Prior to joining The Times, Mr. Bruni worked for The Detroit Free Press from 1990 until 1995 and held a variety of positions. During this period, he spent three months covering the Persian Gulf War and was named a Pulitzer Prize finalist in feature writing for his portrait of a convicted child molester entitled "Twisted Love." He spent his last year in Detroit as the newspaper's movie critic.
Prior to Detroit, Mr. Bruni worked as a reporter and writer for the New York Post for a year and a half.
In 1996, Mr. Bruni and three colleagues won the George Polk Award for metropolitan reporting for their coverage of the child-abuse death of Elisa Izquierdo.
Born in White Plains, N.Y., on Oct. 31, 1964, Mr. Bruni received a B.A. degree (Phi Beta Kappa) from the University of North Carolina, Chapel Hill in 1986. He received a M.S. degree in journalism, with highest honors, from the Columbia University Graduate School of Journalism in 1988, graduating second in his class and winning a Pulitzer Traveling Fellowship.
Topic: The farm table movement
FRANK BRUNI: I think chefs and restaurateurs are constantly fiddling with and tweaking the degrees of formality and informality that they put in their restaurants. And one of the things that’s really interesting to watch now is the ways in which different chefs and restaurateurs – both in terms of settings and in terms of what they put on the plate – try to find some sort of perfect sweet spot between formality and ceremony, and informality and total laid-backness. The ways in which they’re trying to figure out what are the bits of coddling and pampering that diners really, really need; and that you want to hold onto to keep the restaurant experience as it’s always been. And what can you jettison, and for many diners actually improve the experience by jettisoning? So this constant search for a perfect midpoint between coddling and utter informality is just not so much a trend as a preoccupation that I think we’re going to see worked out, and thought about, and sweated over for years to come.
The whole farm to table movement, as it’s called, which is kind of over named because you don’t exactly have many farms right here in Manhattan that the food is coming from. But the quest to bring people dishes and a menu that is as reasonably seasonal and local as it can be. I think that’s here to stay, and I think that’s going to be amplified in the coming months and years.
Not many restaurants are gonna be able to achieve that sort of proximity to their food. If you look really long and hard at the menus – even at restaurants that claim to be doing this sort of, you know, low carbon footprint, Alice Waters blessed, you know, as organic as possible to the extent that organic has meaning. There are always exceptions and asterisks that come into play at the end of the day when you want to give diners a certain range of foods.
For instance Blue Hill at Stone Barns, which is often held up as the model of this kind of approach to food – in order to serve a broader diversity of things at any given moment of the year, it’s using an enormous greenhouse on the property to stretch out the existing seasons. And there are times there when you will get a piece of produce that seems suspiciously ahead of its season or behind its season, and that’s because they’re using another set of seasons in this greenhouse.
My point is this ideal is not really possible for almost any restaurant to achieve in a four season climate like ours where there are just kind of certain times of the year where what the land would yield is not going to be sufficient. It’s funny. In winter I see a lot of restaurants in Manhattan still have a page of their menu which says seasonal stuff. And on it there will be a lot of dishes using citrus – which that is seasonal in terms of where that citrus is coming from. But at that point the word “local” has exited the local, seasonal cuisine emphasis. So it’s a difficult ideal to achieve. And I think what everyone is trying to do is get as close to it as they can without asking people to eat only root vegetables during a certain month.
Question: How will the recession impact the trend of fancy/casual balance?
FRANK BRUNI: Well that’s something that predates the recession. And that’s something that is about things that are larger than just price. That’s about the way people wanna address and feel they have control over their dining experiences. So I don’t think the recession is going to affect that in the sense that I don’t think that quest could be any more intense than it is. I also think that in New York there are an astonishing number of people with a lot of money. And there’s an astonishing amount of money from outside New York cycling through the city. So I don’t think the formal restaurants are going to suffer as much as one might off the bat think they would. Or I don’t think you can use some economic ruler or barometer that’s going to affect restaurants the exact some way, or maybe it would retail or something else. Restaurants inhabit a peculiar universe that isn’t influenced as directly as some others might be by economic indicators.
Question: Will some restaurants be hit harder than others?
FRANK BRUNI: You know I don’t know. I don’t know. I think more than anything else it’s going to boil down to in large measure to how good certain restaurants are and the degree of enthusiasm, you know, for them. Restaurants that are terrific, and that have won the affections and the loyalty of their diners are probably going to be okay. Their margins will probably be eaten into. I’m sure many of us affected by a recession are going to look at that wine list in a different way; buy a less expensive wine, on which the kind of markup differential means a little bit less profit for the restaurants. So I think everyone will be affected, I mean I don’t know. I’m not an economist, so this really isn’t a great question for me to answer. I don’t think, or at least I hope, that the really good restaurants are certainly not going to be put out of business.
Question: Do you think this new found environmental consciousness will change restaurants?
FRANK BRUNI: That is so hard to say because it’s a question that’s predicated on a certain common sensical assumption that people are learning more through writers like Michael Polland about what it takes to produce their food; about the carbon footprint that leaves. And people are approaching eating, or at least presumably they are approaching eating with a higher degree of consciousness because of these books and all that. But it’s hard to know whether that population of people is really, at the end of the day, large enough to have a big influence on the restaurant scene. At the same time that people were growing more conscious of the stuff already in certain ways and more health conscious in certain ways, we’ve seen a boon in steak houses in New York over the last couple of years. Probably the openings of new steakhouses over the last three years probably outpaces any similar three years before. So for every move in one direction, there’s other universe of people who are either impervious to it or don’t have the same sorts of concerns. And it makes it really difficult to predict where this stuff all ends.
Recorded on February 22, 2008
Former New York Times restaurant critic Frank Bruni predicts that the farm table movement is here to stay.
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>
The coronavirus pandemic has brought out the perception of selfishness among many.
- Selfish behavior has been analyzed by philosophers and psychologists for centuries.
- New research shows people may be wired for altruistic behavior and get more benefits from it.
- Crisis times tend to increase self-centered acts.
Paul Krugman on the Virtues of Selfishness<div class="rm-shortcode" data-media_id="7ZtAkm6C" data-player_id="FvQKszTI" data-rm-shortcode-id="828936bf6953080e9018307354c0c02b"> <div id="botr_7ZtAkm6C_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/7ZtAkm6C-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/7ZtAkm6C-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/7ZtAkm6C-FvQKszTI.js"></script> </div> The Nobel Prize-winning economist on the virtues of selfishness.
Evolution Is Moving Us Away from Selfishness. But Where Is It Taking ...<div class="rm-shortcode" data-media_id="cyeqmYCb" data-player_id="FvQKszTI" data-rm-shortcode-id="6c5efecb56456e9acc25cf36935b1826"> <div id="botr_cyeqmYCb_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/cyeqmYCb-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/cyeqmYCb-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/cyeqmYCb-FvQKszTI.js"></script> </div>
Exploring Morality and Selfishness in Modern Times<div class="rm-shortcode" data-media_id="02eX1Cag" data-player_id="FvQKszTI" data-rm-shortcode-id="45cc6180db791f32683988fb52faff26"> <div id="botr_02eX1Cag_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/02eX1Cag-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/02eX1Cag-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/02eX1Cag-FvQKszTI.js"></script> </div> Philosopher Peter Singer discusses the state of global ethics.
Parenting could be a distraction from what mattered most to him: his writing.
Ernest Hemingway was affectionately called “Papa," but what kind of dad was he?
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.
Hollywood has created an idea of aliens that doesn't match the science.
- Ask someone what they think aliens look like and you'll probably get a description heavily informed by films and pop culture. The existence of life beyond our planet has yet to be confirmed, but there are clues as to the biology of extraterrestrials in science.
- "Don't give them claws," says biologist E.O. Wilson. "Claws are for carnivores and you've got to be an omnivore to be an E.T. There just isn't enough energy available in the next trophic level down to maintain big populations and stable populations that can evolve civilization."
- In this compilation, Wilson, theoretical physicist Michio Kaku, Bill Nye, and evolutionary biologist Jonathan B. Losos explain why aliens don't look like us and why Hollywood depictions are mostly inaccurate.