Tag: Age

  • Free speech in an age of fear: The new system loyalty oaths – First Amendment News 464

    Free speech in an age of fear: The new system loyalty oaths – First Amendment News 464

    “Whoever would overthrow the liberty of a nation must begin by subduing the freeness of speech.” — Benjamin Franklin

    If you look beneath the veneer of it all, what surfaces from the chaos of the last eight weeks is a demand for unyielding loyalty to a man and his personal and political whims. 

    His demands, followed in fear, are cravenly honored by political figures, media corporations, university presidents, law firms, Justice Department lawyers, and all others who surrender on bended knee to an authoritarian figure who holds the title of the 47th president of the United States. 

    Few stand up to him; many kowtow to him. Silence and sycophancy surround him. Meanwhile, his agency hitman exercises power with unconstitutional zeal. 

    When persuasion fails, when logic departs, when toleration ceases to be tolerated, and when the very pillars of freedom of expression are battered with ruinous consistency, then the promise of the First Amendment is breached with abandon — this while so many fiddle. 

    Given what has gone on in the first quarter of 2025 alone, this much is true: We are witnessing frontal attacks on freedom, especially our First Amendment freedoms (e.g., FANs 463462461, and 460). 

    Government by executive order is his calling card — his “trump” card. Shakedowns are his tactic. “Administrative error” is the justification given by his confederates for egregious due process violations. 

    No matter how personal, punitive, or partisan, this power (often unconstitutional in principle and authoritarian in practice) has become this administration’s default position. His will is effected by his lieutenants, implemented by his attorney general, executed by his DOGE goons, fulfilled by his FBI director and other cabinet officials, orchestrated by his deputy of policy, and defended by his press secretary. 

    In such ways, as professor Timothy Zick’s “Executive Watch” posts have revealed and will continue to reveal, the First Amendment is also under siege.

    Fear is the engine that drives so much of this aggrandizement of power, and the submission to it. As in the McCarthy era, robotic loyalty fuels that engine. What we are seeing in Washington is a new era in compelled allegiance. Executive order “negotiations” are premised on mandatory loyalty.

    To get a sense of the nature of this problem, simply consider some of what Thomas I. Emerson (a revered civil liberties and free speech scholar) wrote 55 years ago in his seminal “The System of Freedom of Expression.” When liberty is contingent on one’s “beliefs, opinions, or associations,” there is a “grossly inhibiting effect upon the free exercise of expression.” 

    The inevitable result, Emerson added, is to silence “the more conscientious and invite the less scrupulous to pass. ‘Self-executing’ by its nature, it places the burden upon the person…to interpret [the loyalty oaths’] purpose, recall all past events in his life, and decide what current or future [orders might affect him] at his peril.” The net effect is to leave citizens “at the continuing mercy” of the government. 

    Put bluntly: “It is inherently demeaning to a free people.” (emphasis added) 

    It is that fear, born of direct or veiled demands for loyalty, that has seized power in the control rooms of our government. Time and again, day in and day out, yet another executive order, followed by servile enforcement, abridges our First Amendment freedoms. When will it end? When will enough men and women of courage join together and say “enough”? One answer was tendered in 1776 in a work titled “The American Crisis.” To quote its author, Thomas Paine:

    These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman.

    Related 

    To preserve America’s tradition as a home for fearless writing, the Foundation for Individual Rights and Expression and Substack are partnering to support writers residing lawfully in this country targeted by the government for the content of their writing — those who, as Hitchens once put it, “committed no crime except that of thought in writing.”

    If you fit this category, whether or not you publish on Substack, we urge you to get in touch immediately at thefire.org/alarm or pages.substack.com/defender.


    Coming Soon

    A Question and Answer interview with Janie Nitze, co-author with Justice Neil Gorsuch of “Over Ruled: The Human Toll of Too Much Law.”

    See “An open invitation to Justice Neil Gorsuch and Janie Nitze to reply to their new book’s critics,” FAN 444 (Oct. 23)


    Voice of America court victory in journalists’ firing case

    The Voice of America can’t be silenced just yet. A federal judge on March 28 halted the Trump administration’s efforts to dismantle the eight-decade-old U.S. government-funded international news service, calling the move a “classic case of arbitrary and capricious decision making.”

    Judge James Paul Oetken blocked the U.S. Agency for Global Media, which runs Voice of America, from firing more than 1,200 journalists, engineers and other staff that it sidelined two weeks ago in the wake of President Donald Trump’s ordering its funding slashed.

    Seth Stern on DOGE and related free speech issues

    First Amendment Watch spoke with director of advocacy at Freedom of the Press Foundation, Seth Stern, about the First Amendment issues baked into the online exchange. Stern described Martin’s letter as intentionally ambiguous, argued that confusion over DOGE as a quasi-government agency brings its transparency responsibilities into question, and described the free speech issues that may arise from Musk’s roles as a social media platform owner and advisor to the president.

    Yale Law School ‘Free Speech in Crisis’ conference

    Agenda

    Friday, March 28

    9:15 a.m. | Welcome/Opening Remarks 

    • Organizers: Jack Balkin, Genevieve Lakier, Mikey McGovern

    9:30 a.m. | Panel 1: Media Environment 

    • Chair: Paul Starr, Princeton University
    • Yochai Benkler, Harvard Law School
    • Mary Anne Franks, George Washington University School of Law
    • Eugene Volokh, Hoover Institution

    11:15 a.m. | Panel 2: Polarization 

    • Chair: Robert Post, Yale Law School
    • Nicole Hemmer, Vanderbilt University
    • Liliana Mason, SNF Agora Institute, Johns Hopkins University
    • Ganesh Sitaraman, Vanderbilt Law School

    2:15 p.m. | Panel 3: Political Marketplace 

    • Chair: Rick Hasen, University of California, Los Angeles School of Law
    • Rick Pildes, NYU Law School
    • Bradley A. Smith, Capital University Law School
    • Ann Southworth, University of California, Irvine School of Law

    4:00 p.m. | Panel 4: Workplace 

    • Chair: Amanda Shanor, University of Pennsylvania
    • Helen Norton, University of Colorado School of Law
    • Benjamin Sachs, Harvard Law School
    • Liz Sepper, University of Texas Law School

    Saturday, March 29

    9:30 a.m. | Panel 5: Knowledge Production 

    • Chair: Amy Kapczynski, Yale Law School
    • E.J. Fagan, University of Illinois Chicago
    • Vicki Jackson, Harvard Law School
    • Naomi Oreskes, Harvard

    11:15 a.m. | Panel 6: Campus Politics 

    Chair: Genevieve Lakier, University of Chicago Law School

    • Judith Butler, University of California, Berkeley
    • Athena Mutua, University at Buffalo School of Law
    • Keith Whittington, Yale Law School

    1:00 p.m. | Wrap-Up Conversation 

    • Organizers: Jack Balkin, Genevieve Lakier, Mikey McGover

    Forthcoming book on free speech and incitement 

    Cover of the book "Free Speech and Incitement in the Twenty-First Century" by Eric Kasper and JoAnne Sweeny

    Free Speech and Incitement in the Twenty-First Century explores the line between free speech and incitement, which is a form of expression not protected by the First Amendment. Incitement occurs when a person intentionally provokes their audience to engage in illegal or violent action that is likely to, or will, occur imminently. 

    This doctrine evolved from World War I through the Cold War and the civil rights movement era, culminating in a test announced by the U.S. Supreme Court in Brandenburg v. Ohio (1969). Since the 1970s, this doctrine has remained largely unchanged by the Supreme Court and, as such, has received relatively little academic or media attention. 

    Since the late 2010s, however, violence at political rallies, armed protests around Confederate statues, social unrest associated with demonstrations against police, and an attack on the U.S. Capitol have led to new incitement cases in the lower courts and an opportunity to examine how incitement is defined and applied. Authors from different perspectives in Free Speech and Incitement in the Twenty-First Century help the reader understand the difference between free speech and incitement.

    ‘So to Speak’ podcast on Columbia University, DEI, and law firms

    We explore how censorship is impacting institutions — from universities to law firms to the Maine House of Representatives.


    More in the news

    2024-2025 SCOTUS term: Free expression and related cases

    Cases decided 

    • Villarreal v. Alaniz (Petition granted. Judgment vacated and case remanded for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam))
    • Murphy v. Schmitt (“The petition for a writ of certiorari is granted. The judgment is vacated, and the case is remanded to the United States Court of Appeals for the Eighth Circuit for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam).”)
    • TikTok Inc. and ByteDance Ltd v. Garland (The challenged provisions of the Protecting Americans from Foreign Adversary Controlled Applications Act do not violate petitioners’ First Amendment rights.)

    Review granted

    Pending petitions 

    Petitions denied

    Free speech related

    Thompson v. United States (Decided: 3-21-25/ 9-0 with special concurrences by Alito and Jackson) (Interpretation of 18 U. S. C. §1014 re “false statements”)

    Last scheduled FAN

    FAN 463: ‘We simply could not practice law . . . if we were still subject to the executive order’

    This article is part of First Amendment News, an editorially independent publication edited by Ronald K. L. Collins and hosted by FIRE as part of our mission to educate the public about First Amendment issues. The opinions expressed are those of the article’s author(s) and may not reflect the opinions of FIRE or Mr. Collins.

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  • Greater width and greater depth: changing higher education in an electronic age

    Greater width and greater depth: changing higher education in an electronic age

    • Ronald Barnett is (www.ronaldbarnett.co.uk), Emeritus Professor of Higher Education at the Institute of Education and President of the Philosophy and Theory of Higher Education Society.

    Chris Husbands’ latest HEPI blog is fine so far as it goes but, I suggest, it goes neither wide enough nor deep enough.  Yes, the world is changing, and higher education institutions have to change, but the analysis of ‘change’ has to encompass the whole world (have great width) and also to burrow down into the deep structures of a world in turbulent motion (and so have much depth).

    The current crisis in UK higher education – and especially in higher education in England – has to be set more fully in the context of massive global shifts that directly affect higher education. These are too many to enumerate entirely here, but they include:

    • A hyper-fast world: Theorists speak of cognitive capitalism, but we have already moved into a new stage of electronic capitalism (of which AI is but the most evident feature).
    • Volatile labour markets (disrupting the relationship between higher education and the world of work)
    • A fragmenting state of student being: now, their higher education is just part of an incredibly complex life and set of challenges with which students are confronted
    • Geo-political shifts affecting (and the reduction of) the internationalisation of higher education; and
    • An entirely new complex of human needs (physical, cognitive, social, political, environmental, and phenomenological) for learning to be part of life, ‘cradle-to-grave’. 

    In short, the world is fast-changing not only around higher education but in the depths of higher education in ways not yet fully appreciated.  It is a world that is going through multiple and unimagined transformations, transformations that are replete with conflicts and antagonisms that are both material and discursive. These changes are already having effects on higher education, especially on what it is to be a student.

    Now, students are increasingly part-time (whatever the formal designation of their programmes of study). Moreover, they play out their lives across multiple ecosystems – including the economy, social institutions, culture, the polity, the self, knowledge, learning, the digital environment, and Nature. In the context of these nine ever-moving ecosystems, what it is to be a student is now torn open, fragmented, and bewildering to many. 

    More still, many students of today will be alive in the 22nd century and will have to navigate an Earth, a world, that will exhibit many stages of anxiety-provoking and even possibly terrifying change. Sheer being itself is challenged under such circumstances and, more so, the very being of students. And we see all this in spades in (quite understandable) growing student anxiety and even suicide.

    In this context, and under these conditions, a model and an idea of higher education bequeathed to the world largely from early 19th century Europe (Germany and England) no longer matches the present and the future age for which students are destined.

    Crucially, here, we are confronted by profound changes that are not just institutional and material in that sense, but we are – and students are – confronted with unnoticed changes in the discourse of higher education.  Not just what it means to be a student but the very meaning of student is changing in front of us; yet largely unnoticed. (Is being a student a matter of dutifully acquiring skills for an AI world or is it to set up encampments so as actively to engage with and to be a troublesome presence in world-wide conflicts?)

    Fundamental here is the idea of higher education.  Fifty years ago, some remnants of the idea of the university from 19th century Europe could romantically be held onto. Ideas of reason, truth, student development, consciousness-raising, critical thinking and even emancipation were concepts that could be used without too much embarrassment.  But now, that discourse and the pedagogical goals and relationships that it stood for have almost entirely dissolved, overtaken and trivialised by talk of skills, work-readiness, employability, impact and of using but of being ‘critical’ of AI.

    It is a commonplace – not least in the higher education consultancies and think-tanks – to hear murmurings to the effect that institutions of higher education must change (and are insufficiently changing). Yes, most certainly.  And some signs of change are apparent. In England alone, we see talk of (but little concerted action on) life-long learning, formation of tertiary education as such, better higher education-further education connections, micro-credentials, ‘alternative providers’, shortened degrees, AI and recovering part-time higher education (disastrously virtually vanquished, regretted now by David Willetts, its progenitor).

    These are but some of the adjustments that the large and complex higher education can be seen to be making to the challenges of the age.  But it is piecemeal in a fundamental sense, namely that it is not being advanced on the basis of a broad and deep analysis of the problem situation. 

    Some say we need a new Robbins, and there is more to that idea than many realise. Robbins was a free-market economist, but the then general understanding as to what constituted a higher education and the balance of the Robbins committee, with a phalanx of heavy-weight educationalists, resulted in a progressive vision of higher education. Now, though, we need new levels of analysis and imaginative thinking. 

    Consider just one of the changes into which English higher education is stumbling, that of life-long learning and its associated idea of credit accumulation. Credit accumulation was first enunciated as an idea in English higher education in the 1980s through the Council for National Academic Awards (and there through the efforts especially of Norman Evans and Peter Toyne). But the idea of universities as a site where the formation of human beings for a life of never-ending inquiry, learning and self-formation has never seriously been pursued, either practically or theoretically. 

    Now, life-long learning is more urgent than ever, but the necessary depth and width of the matters it prompts are hardly to be seen or heard.  However, and as intimated, this matter is just one of a raft of interconnected and mega issues around post-school education today.

    As is said, there is no magic bullet here in such an interconnected world. Joined-up progress is essential, from UNESCO and suchlike to the teacher and class of students. The key is the individual institution of higher education, which now has a responsibility to become aware of its multiple ecosystem environment and work out a game-plan in each of the nine ecosystems identified above.

    At the heart of that ecosystem scanning has to be the individual student. Let this design process start from the bottom-up – the flourishing of the individual student living into the C22.  It would be a design process that tackles head-on what it is to live purposefully in a world of constant change, challenge and conflict and what might we hope for from university graduates against such a horizon.  Addressing and answering this double question within each university – for each university will have its own perspective – will amount to nothing less than a revolution in higher education.

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  • Why many men feel lost in an age of shifting roles and expectations

    Why many men feel lost in an age of shifting roles and expectations

    A friend recently argued compellingly that two major gaps in the Harris campaign strategy affected voter turnout and engagement: a reluctance to acknowledge policy shortcomings and a failure to address the specific needs of men, particularly working-class men and those in communities of color. These gaps represent missed opportunities to connect with voters who feel overlooked and underserved.

    Many noncollege men today are navigating economic hardship and social isolation, grappling with precarious work and shifting social expectations. In a world that often emphasizes adaptability and academic success, the message they hear is clear: They should have worked harder, been more flexible or chosen a different path. 

    Yet this message can feel dismissive—more moralizing and patronizing than empathetic—ignoring the broader economic and structural challenges these men face. The decline of jobs in traditional industries, limited access to meaningful work and a diminished sense of purpose have fostered a profound sense of alienation where mainstream political narratives simply don’t resonate.

    Broader cultural shifts compound these issues. Traditional male roles have eroded, leaving many men feeling marginalized and uncertain, struggling to navigate changing gender expectations. Many also experience personal isolation, strained relationships and limited social support, adding to a sense of being stuck without clear solutions.

    While the Harris campaign frequently highlighted issues affecting women and promoted family-centered policies, it lacked a narrative that could directly address working-class men’s distinct challenges. The focus was often on broad achievements and visions rather than a targeted response to the real, often invisible, struggles these men face.

    As my friend put this, “With her (proper) advocacy for reproductive rights, Harris already had the women’s vote, and the hard-core Democratic base are never-Trumpers whom they wouldn’t lose, no matter what else her campaign said. But instead of talking concrete policies that address where she was about to lose large numbers of (potentially persuadable) voters, Harris and her proxies talked about ‘joy’ and ‘helping the guy sitting next to you’—in short, to remain polite and appeal to upper-middle class tastes.”

    By overlooking a direct appeal to men dealing with economic, social and personal challenges, the campaign missed a critical opportunity to engage with and support a population that increasingly feels unseen and left behind.


    The erosion of traditional male roles—breadwinner, family leader, protector—has left many men grappling with identity, isolation and a profound sense of purpose. As society evolves, these long-standing markers of masculinity have lost relevance, especially for working-class men who once found dignity and respect in roles that aligned with hard work, family provision and community involvement.

    Now, as economic and cultural shifts reshape these roles, many men are struggling to find a path forward, a reality that not only affects them but impacts the broader social fabric.

    This identity crisis reflects a broader issue: As traditional definitions of masculinity are increasingly challenged, men are left with fewer frameworks for meaningful contributions to family, work and community. The fading emphasis on male-led provision and protection has led to a vacuum where isolation and frustration often take root. Without clear societal pathways that respect both historical contributions and evolving social needs, men can feel left behind, unsure of how to participate in a society that often seems to have moved beyond their previous roles.

    To address this crisis, society must reimagine male roles in ways that offer respect, purpose and connection. Only by acknowledging the disintegration of traditional frameworks and creating new, healthier pathways can we guide men toward meaningful identities. This means valuing male contributions not only in economic terms but also in terms of their relational and communal roles. Reintegration into family, work and community as valued members demands that we redefine what it means to be a man in today’s world—placing dignity, contribution and connection at the forefront.

    In an era where masculinity itself is under re-evaluation, it’s essential to shape new definitions that honor both the past and present. Men today need roles that allow them to thrive within evolving social landscapes, where they can build connections and be respected for contributions beyond traditional parameters. Only by doing so can we address the underlying causes of alienation, providing men with a renewed sense of purpose in a society that, with the right approach, can benefit immensely from their reimagined roles.

    Addressing the challenges that many men face is not about overlooking or minimizing the very real struggles women continue to confront. Recognizing one group’s needs does not diminish the other’s; rather, it broadens our capacity to understand and support everyone more fully. Just as society benefits when women’s voices are heard, it also strengthens when we address the unique struggles that many men experience in today’s world. This inclusive approach allows us to tackle challenges holistically, building a society that values and supports each person’s dignity, purpose and place.


    The alienation felt by many men today reflects a profound shift in the economic, demographic and cultural landscape of American life. These changes have created a reality for a large group of men—often isolated, lonely, frustrated and angry. In this demographic, men frequently find themselves without the traditional anchors of family, stable friendships or secure employment. As society has evolved, these men increasingly feel disrespected or dismissed, disconnected from the structures that once provided support, identity and a sense of purpose.

    The economic landscape for men, particularly those without a college degree, has changed dramatically over the last few decades. The decline of traditional industries, such as manufacturing, construction and mining, has resulted in the disappearance of millions of stable, well-paying jobs. These industries were not only sources of economic stability but also providers of identity and community. For many men, especially those who entered the workforce in the 1980s and 1990s, job loss has meant not just an economic setback but a disruption in their sense of self-worth and purpose.

    As these traditional industries shrank, the economy pivoted to sectors like technology, health care and the service industry—fields that often emphasize educational attainment, interpersonal skills and adaptability. Many men who once relied on stable blue-collar jobs have struggled to transition to these new fields, either due to a lack of qualifications or because the roles simply don’t align with the values and identities they were raised with. As a result, these men experience economic precarity, often living paycheck to paycheck, juggling temporary or part-time work without benefits, or relying on the gig economy, which lacks the long-term stability they might have expected earlier in life.

    The rise of “kinless America” has compounded the problem of economic insecurity, leading to a broader crisis of social disconnection. In the United States, rates of marriage have declined significantly and divorce rates remain high. For men, divorce and separation often mean loss of regular contact with children, limited social networks and, sometimes, an emotional isolation that they struggle to overcome.

    Marriage and family life once provided social stability, companionship and a sense of purpose. Without these connections, many men find themselves living alone or in shared, temporary arrangements, removed from the grounding influence of family. For those who are also economically disadvantaged, the struggle to form new partnerships or social networks can be insurmountable, leaving them largely kinless and isolated.

    This demographic shift affects friendships, too. Research shows that men, more than women, often depend on their partners to maintain social ties and that they struggle to form friendships as adults. As such, unpartnered men frequently end up in a kind of social desert, with few meaningful connections to rely on for emotional support or companionship.

    Cultural shifts have further deepened this sense of alienation. Over recent decades, there has been a growing emphasis on individual achievement and self-realization, sometimes at the expense of communal identity and traditional values. While this shift has empowered many, it has also led to the devaluation of certain traditional roles that many men historically occupied. Traits associated with traditional masculinity, such as stoicism, physical labor or even traditional provider roles, are sometimes framed as outdated or even “toxic,” leaving some men feeling that their core values and sense of identity are now stigmatized.

    Furthermore, as cultural narratives around gender have evolved, men who do not or cannot align with these new expectations often feel marginalized or invisible. Messages around the importance of academic achievement and professional success can leave those who have struggled to meet these expectations feeling dismissed or left behind.

    Adding to this sense of disrespect is the rise of social media and a culture of comparison, where it can feel as though one’s successes or failures are on display for public scrutiny. Men who feel they don’t measure up may withdraw even further, reinforcing their isolation and frustration. For those experiencing economic precarity or relationship struggles, these messages compound an existing sense of inadequacy.


    These changes have left many men feeling disconnected from their families, their communities and their traditional roles. For many working-class men, in particular, these economic and social shifts can lead to a crisis of identity, with few alternative sources of meaning or recognition to replace the roles they once filled. Lacking the dignity they once found in hard but honorable work, many now worry they are being dismissed as “losers” or that their labor is undervalued.

    This shift often translates into feelings of anger, shame and frustration. Without clear avenues for expressing or resolving these feelings, some men may withdraw, becoming more isolated and resentful.

    The isolation, loneliness and frustration felt by these men manifest in various ways, including higher rates of mental health issues, substance abuse and even suicide. Data shows that men, particularly middle-aged men, have some of the highest rates of suicide in the United States, and they are also disproportionately affected by the opioid crisis. Lacking strong social support systems, they often fall through the cracks of mental health and social services, either because they lack the resources or because they feel stigmatized in seeking help.

    Politically, this alienation can drive disenchantment with mainstream narratives and established institutions. Many feel overlooked or even disrespected by a society they perceive as indifferent to their struggles. As a result, some turn to populist figures who channel their frustrations, adopting hypermasculine postures that seem to defy what they view as a culture overly critical of traditional masculinity. They are often receptive to leaders who emphasize strength, defiance of convention and a willingness to challenge norms—qualities that appear to stand in opposition to the mainstream culture they feel has rejected or devalued them. Political rhetoric that champions the “forgotten man” resonates deeply with these individuals, promising to restore the dignity and respect they feel has been taken from them.


    Gender antagonism has surged due to a complex mix of economic, social and cultural changes that have disrupted traditional roles, heightened insecurities and polarized public discourse.

    With the decline of traditionally male-dominated industries and growth in service sectors, many men face economic insecurity, disrupting the breadwinner role that historically provided identity and respect. Meanwhile, women’s increased workforce participation challenges traditional male roles, creating frustration and resentment as economic stability and established identities shift.

    As expectations for equal partnerships grow, many men raised with conventional norms feel unprepared for these shifts. New dynamics around independence and equity can fuel misunderstandings, alienation and resentment, especially when traditional gender expectations clash with modern relationship ideals.

    Increased awareness of issues like misogyny and toxic masculinity has led to critiques that some men feel unfairly target their identities. Misunderstandings around terms like “toxic masculinity” can foster defensiveness, as positive models for masculinity are often lacking in these discussions.

    Social media amplifies divisive, adversarial portrayals of gender, reinforcing stereotypes and fostering resentment. Gender issues have also become politicized, making nuanced conversations difficult and polarizing gender dynamics further.

    Traditional gender roles are evolving quickly, leading to identity crises as qualities like stoicism or assertiveness are redefined. Without inclusive pathways to navigate these changes, many feel insecure or alienated, fueling tension.

    Social isolation, especially among men, has intensified, with limited support systems leading to loneliness and resentment. Emphasis on victimhood narratives also fuels a “competition of grievances,” as men’s economic and social struggles seem to compete with women’s issues, leading to mutual resentment.


    What is the path forward?

    To address the rising sense of alienation among American men and reduce gender antagonism, we need practical solutions that validate their experiences, offer purpose and foster constructive engagement. This isn’t solely about economic or demographic shifts; it requires holistic policies and social initiatives that support men’s economic stability, familial roles and community involvement without condescension.

    1. Economic stability and accessible upskilling. Policies that support well-paying, stable jobs, especially in trades and skilled labor, can help restore pride and purpose. Expanding accessible training—through apprenticeships, vocational programs and targeted certifications—can revitalize pathways to economic self-sufficiency and respect. Higher education, particularly community colleges, can play a vital role, but they must adopt practical, flexible models that allow working men and women to balance existing responsibilities with upskilling opportunities. Here are some strategies:
    • Employer partnerships for on-the-job training: Colleges can work with local industries to design programs that meet workforce needs and offer on-site training, allowing employees to earn while they learn.
    • Affordable, results-oriented programs: Expanding low-cost programs that focus on high-demand skills provides a clear incentive for workers to invest their time, with direct connections to jobs, salary increases and career advancement.
    • Mentorship and career support: Programs that connect students with mentors who have successfully upskilled can offer both guidance and motivation, especially for those hesitant about returning to school.
    • Enhanced job placement and counseling services: Colleges can offer support in aligning new skills with market demands, ensuring students can quickly apply their skills to new roles or promotions.
    • Skills-based certifications in growth sectors: Short-term certifications in fields like cybersecurity, skilled trades and advanced manufacturing can appeal to workers by providing clear pathways to better jobs.

    Higher education must provide clear, realistic pathways to secure employment, with affordable, high-quality vocational training and credentialing programs that align tightly with job market needs.

    1. Supporting fathers and family involvement. Fostering men’s roles as fathers, particularly those separated from their children, is essential. Legal reforms that promote equitable custody arrangements, along with targeted support for single fathers, can help men stay actively involved in family life. Programs offering parental counseling and father-centered parenting classes can restore purpose and fulfillment, reducing feelings of alienation from loved ones.
    2. Building community and combating isolation. To address social isolation, we need community spaces where men can forge friendships and feel connected. Initiatives centered on shared activities—such as sports leagues, volunteer groups or veterans’ organizations—offer valuable opportunities for camaraderie, helping men form supportive networks and reinforcing a sense of belonging and social cohesion.
    3. Recognizing and celebrating men’s contributions. Society benefits from recognizing men’s contributions through mentorship, craftsmanship, coaching and community leadership. Programs that emphasize these roles and celebrate male contributions can help men find renewed purpose in positive, community-oriented activities. Acknowledging these contributions adds value to society without diminishing other forms of progress.
    4. Addressing gender antagonism with understanding. Reducing gender antagonism requires an approach that acknowledges the unique challenges men and women face without casting all men as insensitive or prone to toxic traits. Public discourse should address specific actions or attitudes within their contexts rather than implying these are inherent in all men. Media portrayals that reinforce negative stereotypes about masculinity need to be challenged. Inclusive narratives that recognize both men’s and women’s struggles and contributions foster empathy, helping bridge divides rather than deepen them.
    5. Embracing shared human values. Many core values—compassion, respect, integrity, resilience—are universal. Shifting our focus from gendered virtues to shared human qualities can foster unity and mutual respect, emphasizing individual strengths over rigid gender norms.

    The erosion of traditional male roles has left many men feeling adrift, disconnected from the sources of pride and identity that once defined them. Only by acknowledging these challenges and investing in creative solutions that restore economic stability, respect, connection, meaning and purpose can we create a healthier, more balanced and respectful society for all.

    Steven Mintz is professor of history at the University of Texas at Austin and the author, most recently, of The Learning-Centered University: Making College a More Developmental, Transformational and Equitable Experience.

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  • Reading, Writing, and Thinking in the Age of AI – Faculty Focus

    Reading, Writing, and Thinking in the Age of AI – Faculty Focus

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  • Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities

    Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities

    Reading Time: 4 minutes

    I remember that fateful day clearly, back in March 2020, when we were first told “Go home. We’re going remote.” On the way out the door, one of my colleagues said, “This changes everything.”  At the time, I thought they were overreacting. My focus was on health and safety. Naively, I thought the COVID-19 pandemic would pass quickly, and we would soon return to normal.

    Rarely have I been so wrong about so many things.

    As a communication professor for more than thirty years, I assumed public speaking meant speaking in-person, in public. At the beginning of remote learning, I instructed students to present speeches on Zoom in much the same way I had when our classroom was live, in-person. However, after several semesters of trial and error, I finally appreciated the truth of my colleague’s statement. Everything had changed. While many of the skills required for effective public speaking remotely were the same as public speaking in person, teaching additional skills was necessary.

    Public speaking skills: critical for career success

    Happily, I discovered learning these remote public speaking skills would not only support students’ academic success but would also support their long-term workplace success. According to research in Cengage’s Career Readiness eBook, 98.5% of employers think communication skills are very important. Additionally, LinkedIn ranked communication as No. 1 on their 2024 list of overall most in-demand skills. Ultimately, this is a skill that will only benefit students in the long run. So, how can students hone this skill?

    When it comes to public speaking in any environment, practice is always key. Experts often suggest students give practice presentations, paying close attention to things like their body language, tone of voice and breath control. Practicing in front of others can also be tremendously helpful when preparing.

    The challenge of incorporating peer feedback skills in remote teaching

    Providing constructive feedback is an essential skill for remote public speaking. Teaching my students how to provide constructive feedback had always been an integral part of my in-person public speaking curriculum.

    First, I would offer a lesson with guidelines on how to offer constructive feedback. Then, students would be responsible for completing a speech critique form of another student’s presentation. And finally, students would reflect on ways they could improve their performance based on the feedback they received. Research suggests this type of peer review process helps students to develop lifelong skills in assessing and providing feedback to others, while simultaneously equipping them with skills to self-assess and improve their own speeches.

    When I had a full class of face-to-face students, integrating these types of peer review experiences into my public speaking curriculum was relatively easy. However, I quickly learned that the remote learning environment presented a new set of peer review challenges. Just recording speeches to a viewing platform wasn’t enough to replicate the learning opportunities of the in-person experience. Ideally, students needed to be able to record their speeches for asynchronous viewing by the instructor and the assigned students, who would then offer written constructive feedback for the presenter and other peer reviewers to consider. These requirements seemed like a tall order but, amazingly, MindTap, Cengage’s online learning platform, provided me with exactly what I needed.

    Using MindTap to teach remote public speaking skills

    Prior to my public speaking courses shifting to remote learning, I had already been using online MindTap activities to supplement the print versions of my textbooks. After the pandemic, I began to rely more heavily on MindTap activities. I found using MindTap filled in some of what was lost from my students’ in-person experience, keeping them more engaged. Additionally, using the MindTap Bongo Present activities, which are available with many of the Communication Studies eBooks, solved a number of practical dilemmas including how to systematically evaluate their performance.

    Present Bongo activities, found in the MindTap learning path, help students become more comfortable with the act of speaking to a camera while being recorded to a screen through a variety of topic-specific, impromptu-style, low-stakes public speaking opportunities.

    Present activities can also be used as an effective delivery and evaluation system for more formal public speaking presentations, such as pre-planned informative or persuasive speeches. When students record their speech, in addition to receiving feedback and a grade from me, they can also receive feedback from other class members, either by a rubric-based peer review or live, real-time comments.

    Having the option to assign three or more reviewers for each speech provides additional benefits, for both the reviewer and the speaker. As reviewers, students get to see a wider range of work, and as speakers, they get more feedback on their presentations. If multiple reviewers make the same suggestion, a speaker may be more likely to take that suggestion to heart.

     

     

     

     

     

     

    The pathway to public speaking success in a remote setting includes setting aside time to rehearse and record presentations and asking colleagues for constructive feedback. In much the same way, MindTap Bongo activities provide students the opportunity to practice their speaking skills, learn from the review/feedback process  and, ultimately, to succeed in our remote age.

    Written by Sheryll Reichwein, MA, Adjunct Professor of Communication at Cape Cod Community College

    Interested in exploring how MindTap Bongo Activities can help your students develop remote public speaking skills effectively?

    The post Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities appeared first on The Cengage Blog.

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  • Transforming Education in the Age of AI: Challenges and Opportunities

    Transforming Education in the Age of AI: Challenges and Opportunities

    Today’s weekend reading was written by Dr Andrew Woon, Senior Lecturer in Strategic Management at Queen Mary, University of London.

    Generative AI is revolutionising industries, with education at the forefront of this transformation. Traditional models of knowledge acquisition are being challenged as AI redefines how we access and process information.

    As AI becomes more accessible and accepted by the public, its potential to reshape the majority of jobs in the market has become increasingly evident. Consequently, AI literacy has emerged as a foundational skill for careers and entrepreneurship. Given that universities are not only institutions of learning and development but also the cornerstone of a nation’s competitive advantage, the impact of AI on education attracts significant attention.

    As an educator, I believe that AI has lowered the barriers to accessing knowledge and education, enabling more students, especially those who previously lacked opportunities to benefit. On the other hand, AI has also raised the bar for teaching, as the accessibility of information and knowledge is transforming traditional teaching and learning paradigms. To excel as a teacher today, one must possess not only subject expertise but also advanced pedagogical skills and the ability to stay current with emerging trends.

    I echo the sentiments of computer scientist Professor Argamon, who views AI as a technology that can make education more human-centred rather than replacing teachers. AI enables educators to focus on the most critical aspect of their work—teaching and mentoring students rather than merely delivering courses. By leveraging AI, teachers can spend more time engaging with students and actively supporting their holistic development.

    AI should not simply be seen as a new complementary skill but as a driving force for educational transformation. Our education system must evolve from a focus on traditional knowledge-based learning outcomes to prioritising skill development, reflective thinking, and innovation-driven learning. This shift will better prepare students to adapt to future challenges and enhance their competitiveness.

    The Latin root of the word ‘curriculum’ is ‘currere’, meaning ‘to run’. In academic contexts, a curriculum is defined as a learning plan consisting of a series of activities and courses. Our education system has overly prioritised credit accumulation, often neglecting the ethos of lifelong learning and the importance of continuous self-improvement. Therefore, I advocate that education should not merely be a three- or four-year programme but rather the starting point of a lifelong journey encompassing both depth and breadth of learning in knowledge and skills.

    The rapid development of AI should serve as a catalyst for everyone to pursue personal growth. As Professors David Lefevre and David Shrier of Imperial College Business School have suggested, we need to refocus curricula on skills and capabilities that are challenging for AI to replicate. This shift aligns with a move toward more personalised, socially focused, and mentorship-driven education models. Such a transformation would fundamentally change traditional teaching and learning methods, equipping students to better face future challenges.

    The greatest value of universities lies in their role as intellectual hubs that foster curiosity, critical questioning and new creation. Universities should teach students to think independently rather than simply follow instructions. Our education system must stop producing “cookie-cutter” graduates who cannot compete with AI.

    With the rise of online education and the prevalent use of AI, traditional higher education models are facing unprecedented challenges. Higher education institutions are caught in a paradox: on one hand, they require significant resources to retrain staff in new pedagogies and upgrade facilities; on the other hand, they are grappling with the pressures of cost-cutting. Therefore, balancing cost-effective solutions with quality education remains one of the greatest dilemmas for higher education institutions.

    I believe fostering deeper collaboration with industry is a viable way forward to mitigate the financial pressures associated with AI investment. By engaging with industry-specific AI tools, students gain valuable exposure and hands-on learning experiences that better prepare them for employment. At the same time, employers benefit from graduates who not only meet their expectations but also possess the skills to excel in their roles.

    In conclusion, the mission of education must focus on cultivating well-rounded individuals equipped with critical thinking, adaptability, curiosity, and a strong sense of social responsibility. By embracing AI as a transformative force and equipping both staff and students with the right mindset and values, universities can empower their graduates to thrive in an ever-evolving world. This approach will ensure that education remains relevant, impactful, and aligned with the demands of the future.

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  • desperately in need of redefinition in the age of generative AI. – Sijen

    desperately in need of redefinition in the age of generative AI. – Sijen

    The vernacular definition of plagiarism is often “passing off someone else’s work as your own” or more fully, in the University of Oxford maternal guidance, “Presenting work or ideas from another source as your own, with or without consent of the original author, by incorporating it into your work without full acknowledgement.” This later definition works better in the current climate in which generative AI assistants are being rolled out across many word-processing tools. When a student can start a prompt and have the system, rather than another individual, write paragraphs, there is an urgent need to redefine academic integrity.

    If they are not your own thoughts committed to text, where did they come from? Any thoughts that are not your own need to be attributed. Generative AI applications are already being used in the way that previous generations have made use of Wikipedia, as a source of initial ‘research’, clarification, definitions, and for the more diligent perhaps for sources. In the early days of Wikipedia I saw digitally illiterate students copy and paste wholesale blocks of text from the website straight into their submissions, often with removing hyperlinks! The character of wikipedia as a source has evolved. We need to engage in an open conversation with students, and between ourselves, about the nature of the purpose of any writing task assigned to a student. We need to quickly move students beyond the unreferenced Chatbots into structured and referenced generative AI tools and deploy what we have learnt about Wikipedia. Students need to differentiate between their own thoughts and triangulate everything else before citing and referencing it.

    Image: Midjourney 12/06/23


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  • Writing Assignments in the Age of AI – Sovorel

    Writing Assignments in the Age of AI – Sovorel

    I put this infographic together to help many instructors that are struggling with this issue as they teach and are trying to keep students from using AI when they are not supposed to. Be sure to take every opportunity to help students learn about AI Literacy when you can, even when telling them that for this assignment/eval they won’t be able to use it.

    You as the instructor are the subject matter expert and must be the one deciding how AI will be used in your classroom and for your assignments/evaluations. For some assignments, the use of AI may not be the right answer in that you are trying to help them develop skills mastery, so they can properly gain the skill of what “right” looks like. Be sure to fully explain that to them so that they have full relevancy and understanding as to why they can or can not use AI.

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  • Empower Learners for the Age of AI: a reflection – Sijen

    Empower Learners for the Age of AI: a reflection – Sijen

    During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me personally that not only does Artificial intelligence (AI) have the potential to revolutionize the field of education, but that it already is. But beyond the hype and enthusiasm there are enormous strategic policy decisions to be made, by governments, institutions, faculty and individual students. Some of the ‘end is nigh’ messages circulating on Social Media in the light of the recent release of ChatGPT are fanciful click-bait, some however, fire a warning shot across the bow of complacent educators.

    It is certainly true to say that if your teaching approach is to deliver content knowledge and assess the retention and regurgitation of that same content knowledge then, yes, AI is another nail in that particular coffin. If you are still delivering learning experiences the same way that you did in the 1990s, despite Google Search (b.1998) and Wikipedia (b.2001), I am amazed you are still functioning. What the emerging fascination about AI is delivering an accelerated pace to the self-reflective processes that all university leadership should be undertaking continuously.

    AI advocates argue that by leveraging the power of AI, educators can personalize learning for each student, provide real-time feedback and support, and automate administrative tasks. Critics argue that AI dehumanises the learning process, is incapable of modelling the very human behaviours we want our students to emulate, and that AI can be used to cheat. Like any technology, AI also has its disadvantages and limitations. I want to unpack these from three different perspectives, the individual student, faculty, and institutions.


    Get in touch with me if your institution is looking to develop its strategic approach to AI.


    Individual Learner

    For learners whose experience is often orientated around learning management systems, or virtual learning environments, existing learning analytics are being augmented with AI capabilities. Where in the past students might be offered branching scenarios that were preset by learning designers, the addition of AI functionality offers the prospect of algorithms that more deeply analyze a student’s performance and learning approaches, and provide customized content and feedback that is tailored to their individual needs. This is often touted as especially beneficial for students who may have learning disabilities or those who are struggling to keep up with the pace of a traditional classroom, but surely the benefit is universal when realised. We are not quite there yet. Identifying ‘actionable insights’ is possible, the recommended actions harder to define.

    The downside for the individual learner will come from poorly conceived and implemented AI opportunities within institutions. Being told to complete a task by a system, rather than by a tutor, will be received very differently depending on the epistemological framework that you, as a student, operate within. There is a danger that companies presenting solutions that may work for continuing professional development will fail to recognise that a 10 year old has a different relationship with knowledge. As an assistant to faculty, AI is potentially invaluable, as a replacement for tutor direction it will not work for the majority of younger learners within formal learning programmes.

    Digital equity becomes important too. There will undoubtedly be students today, from K-12 through to University, who will be submitting written work generated by ChatGPT. Currently free, for ‘research’ purposes (them researching us), ChatGPT is being raved about across social media platforms for anyone who needs to author content. But for every student that is digitally literate enough to have found their way to the OpenAI platform and can use the tool, there will be others who do not have access to a machine at home, or the bandwidth to make use of the internet, or even to have the internet at all. Merely accessing the tools can be a challenge.

    The third aspect of AI implementation for individuals is around personal digital identity. Everyone, regardless of their age or context, needs to recognise that ‘nothing in life is free’. Whenever you use a free web service you are inevitably being mined for data, which in turn allows the provider of that service to sell your presence on their platform to advertisers. Teaching young people about the two fundamental economic models that operate online, subscription services and surveillance capitalism, MUST be part of ever curriculum. I would argue this needs to be introduced in primary schools and built on in secondary. We know that AI data models require huge datasets to be meaningful, so our data is what fuels these AI processes.

    Faculty

    Undoubtedly faculty will gain through AI algorithms ability to provide real-time feedback and support, to continuously monitor a student’s progress and provide immediate feedback and suggestions for improvement. On a cohort basis this is proving invaluable already, allowing faculty to adjust the pace or focus of content and learning approaches. A skilled faculty member can also, within the time allowed to them, to differentiate their instruction helping students to stay engaged and motivated. Monitoring students’ progress through well structured learning analytics is already available through online platforms.

    What of the in-classroom teaching spaces. One of the sessions at ELAI showcased AI operating in a classroom, interpreting students body language, interactions and even eye tracking. Teachers will tell you that class sizes are a prime determinant of student success. Smaller classes mean that teachers can ‘read the room’ and adjust their approaches accordingly. AI could allow class sizes beyond any claim to be manageable by individual faculty.

    One could imagine a school built with extensive surveillance capability, with every classroom with total audio and visual detection, with physical behaviour algorithms, eye tracking and audio analysis. In that future, the advocates would suggest that the role of the faculty becomes more of a stage manager rather than a subject authority. Critics would argue a classroom without a meaningful human presence is a factory.

    Institutions

    The attraction for institutions of AI is the promise to automate administrative tasks, such as grading assignments and providing progress reports, currently provided by teaching faculty. This in theory frees up those educators to focus on other important tasks, such as providing personalized instruction and support.

    However, one concern touched on at ELAI was the danger of AI reinforcing existing biases and inequalities in education. An AI algorithm is only as good as the data it has been trained on. If that data is biased, its decisions will also be biased. This could lead to unfair treatment of certain students, and could further exacerbate existing disparities in education. AI will work well with homogenous cohorts where the perpetuation of accepted knowledge and approaches is what is expected, less well with diverse cohorts in the context of challenging assumptions.

    This is a problem. In a world in which we need students to be digitally literate and AI literate, to challenge assumptions but also recognise that some sources are verified and others are not, institutions that implement AI based on existing cohorts is likely to restrict the intellectual growth of those that follow.

    Institutions rightly express concerns about the cost of both implementing AI in education and the costs associated with monitoring its use. While the initial investment in AI technologies may be significant, the long-term cost savings and potential benefits may make it worthwhile. No one can be certain how the market will unfurl. It’s possible that many AI applications become incredibly cheap under some model of surveillance capitalism so as to be negligible, even free. However, many of the AI applications, such as ChatGPT, use enormous computing power, little is cacheable and retained for reuse, and these are likely to become costly.

    Institutions wanting to explore the use of AI are likely to find they are being presented with additional, or ‘upgraded’ modules to their existing Enterprise Management Systems or Learning Platforms.

    Conclusion

    It is true that AI has the potential to revolutionize the field of education by providing personalized instruction and support, real-time feedback, and automated administrative tasks. However, institutions need to be wary of the potential for bias, aware of privacy issues and very attentive to the nature of the learning experiences they enable.


    Get in touch with me if your institution is looking to develop its strategic approach to AI.


    Image created using DALL-E

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