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Top Video of 2016 #10: Trump Against the Machine: How Political Elites Failed
Slovenian philosopher Slavoj Žižek thinks the U.S. political machinery is truly broken. He guides a verbal tour through the failure of manufactured consent, the appeal of human baseness, and politics as a real struggle of life and death.
Slavoj Žižek: I know that even in the United States when you have someone like Donald Trump, I know that there is a lot of elitist liberal reaction. Like here we see the limit of democracy but in the wrong sense, in the sense that you see stupid ordinary people are seduced and so on and so on. Well, although Noam Chomsky doesn't like me very much, I admire him sincerely and I must admit that I like his term. I think it's not just a journalistic term, it's a concept, which he took over from American tradition even mainstream right wing liberal of manufacturing consent. You know, Democracy is not only formal rules of elections, democracy is an entire thick network of how political consensus is built; a lot of unwritten rules. And now I think the United States are at a very important moment, at the moment when this machine to build consensus has broken down. Now these are moments which can be catastrophic. In such moments direct fascism can take over, but this can be also moments when the left, or whatever would be the new left, provides a new answer. So my first reaction to those elitists liberals who claim you see the stupid rednecks, white trash or whatever are voting for Trump, yes but it's your responsibility. One moment of truth in all those enraged people who vote for Trump it that they nonetheless so clearly that this traditional machine of manufacturing consent no longer works. To put it in this slightly bombastic and exaggerated Marxist term, the ruling ideology mobilizes certain machinery to keep people in check, to control the excesses and so on. That machinery no longer works.\r\n
And here I'm not just a pessimistic, in contrast to liberals for whom Trump is the ultimate devil, it's a nightmare and so on, I claim it's much more complex. Of course Trump is almost but not quite proto fascist phenomenon, but it's because they, the liberal centrist mainstream because they failed. And that's why, not that I like in anyway Trump, Trump is scum, trash and so on, but my but is this one, first Trump nonetheless if you are a leftists you should admire him sincerely. He did something wonderfully. He almost single-handedly destroyed the Republican Party. What I mean you have two main vaguely orientations, the Christian fundamentalists in the party hardliners and this Republican liberal enlightened big business elite. Both of them are more or less horrified of Trump. And Trump is vulgar, but in his very vulgarity you can see a common human baseness, opportunism, now I will say something horrible, but for me people like Ted Crews or you remember eight years ago Rick Santorum, there's something much worse. Trump is a dirty disgusting human being, do you really think that Rick Santorum is a human being? I think that they are aliens. There's something so monstrous about them. That's my first one.\r\n
My second point is that I never trusted this absolute obsession with Trump. Oh now we should be all together just to stop Trump, for this we sacrificed Bernie Sanders. This is how Hillary got us. Hillary is not just LBGT rights, a little bit more progressive, Hillary is today the vote of the establishment even of the Cold War establishment. Do you know that most of the big names of from the area of George Bush, Paul and so on. They moved to Hillary now. Hillary is not only the voice of the liberal establishment, she's also the voice of let's call it Cold War establishment. Now in the last days there was some propaganda against Trump saying oh but can we trust this guy? He will bring us into a new world war. No, I'm much more afraid that Hillary will do this. So again, in no way I am for Trump. He personifies what I was talking about this disintegration of public values, of public manners, this obscene situation where you can talk about whatever you want. Again, things which years ago were unthinkable as part of a public debate are now normalized, open racism and so on. And here I think political correctness doesn't work. Because political correctness is a desperate attempt when public mores all these unwritten rules which tell you what is this and what is not, break down, political correctness tries directly to legislate. This expression is to be used, that expression is to be used and so on and so on.\r\n
What makes me afraid of these this procedure is the following: do you remember how to years ago or even three or four when all this debate about torture began, waterboarding and so on? The U.S. Army did something very nice, they no longer talked about torture but about I think the term was enhanced interrogation technique. And this is for me establishment version of political correctness. You put a nice her name like I can well imagine that ten years from now, and it's not a joke I claim, rape will be called well why not enhanced seduction technique. Like this basic politically correct idea that you use words which will not hurt other, I totally subscribe to this when we are dealing with all this marginal sexual identities which can traumatize you and so on, but I absolutely don't think that this is any kind of universal right, not to be called in a way which hurts you. Let's take a big criminal corporation boss who maybe also wants to see him as a humanitarian. No he should be publicly called with words which will hurt him and that's the whole point that he should be hurt and so on and so on.\r\n
So again, I don't to like this narcissistic idea of the ultimate horizon do feel hurt, are you wounded or not and so on and so on. I mean this is a very ambiguous topic. Of course you can in this way defending gay rights, the exclusion of LGBT people and so on, but then what would prevent white Arians or whatever, white power people to say sorry guys but we are hurt if you attack us like that and so on. No, in politics we have authentic enemies. Everyone should not be respected in politics and so on. Politics is a real struggle of life and death.
Prepare to traverse the U.S. political landscape, Slavoj Žižek style. It’s wild, zig-zagging, and you can practically see the neurons fire when you ask the Slovenian philosopher for his take on the U.S. Presidential election results. Žižek begins by stating that America’s political machinery is broken. Borrowing a term popularized by Noam Chomsky, Žižek states that the traditional media machine for manufacturing consent – all the platforms that support a certain propaganda and subtly build the public to a point of agreement – spluttered and came to a stop on November 8, 2016. At least, in the eyes of the liberals.
Žižek warns that he is in no way pro-Trump, going so far as to call him ‘scum’ and a ‘dirty, disgusting human being’, but there is something all those on the left should appreciate about the President Elect; he did what liberals have been trying to do for decades – he nearly single-handedly destroyed the Republican party. Compared to party members like Ted Cruz and Rick Santorum, Žižek argues that Trump is at least human next to those "aliens". Trump’s vulgarity is different to theirs; he is wild and uncensored in a way that reveals a common human baseness. This is an appeal everyone but Trump supporters underestimated, the exhibition of bare humanity.
Alluring as it is to some, with it comes what Žižek calls ‘the disintegration of public values, of public manners, this obscene situation where you can talk about whatever you want." Is political correctness the solution? No, says Žižek, legislating language and expression is a process he fears, especially when it’s institutionalized. When the government stops saying torture and uses euphemisms like ‘enhanced interrogation’ it makes processes less transparent. The whole point is that if a behavior or a thing is deplorable, it should be called exactly what it is so the corresponding shame of speaking it, or enacting it, regulates that behavior. If you’re afraid of war breaking out then breathe easy, because in Žižek’s eyes it was actually Hillary Clinton, the "establishment" candidate compared to Trumps wildcard status, who would have brought us closer to that danger. She speaks the evolved and tricky language of politics, Trump speaks on the baseline.
Žižek weaves so much more between these points – watch it once, and then again, to catch onto the comet tail of his train of thought.
Slavoj Žižek's most recent book is Refugees, Terror and Other Troubles with the Neighbors: Against the Double Blackmail.
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>
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.
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
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.
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.