Governance

Professors hear a great deal these days about how hard it is to get our students to listen to, much less to engage with, opinions they dislike. The problem, we are told, is that students are either “snowflakes” with fragile psyches or “authoritarians” who care more about their pet causes than about democratic values such as tolerance, compromise and respect for opposing points of view. Students at Harvard, where I teach, returned from winter break in January to an institution that appeared determined to tackle this problem head-on. An email from the undergraduate dean reminded them that “The purpose of a Harvard education is not to shield you from ideas you dislike or to silence people you disagree with; it is to enable you to confront challenging ideas, interrogate your own beliefs, make up your mind and learn to think for yourself."

Professors Alison Frank Johnson and Stephen M. Walt write:  We cannot cede the responsibility for upholding our own standards of conduct to outside forces — not to politicians, not to donors, not to anyone.

Most post-primary education in Greenland is conducted in Danish. Offering more instruction in Greenlandic would not only improve educational outcomes for Greenlanders, but would further Greenland's capacity to self-govern, says Linda Lyberth Kristiansen.

In the words of Walter White, Executive Secretary of the National Association for the Advancement of Colored People (NAACP) from 1929–1955, “Race discrimination threatens our national security. We can no longer afford to let the most backward sections of our population endanger our country by persisting in discriminating practices. We must meet the challenge of our neighbors, not only because discrimination is immoral, but also because it is dangerous.” What was true more than half a century ago continues today.

Over the last several decades, the U.S.’s domestic semiconductor manufacturing capacity has declined. The CHIPS Act aims to reverse this trend by investing over $50 billion in direct funding and loan subsidies to expand semiconductor research and development and manufacturing in the U.S. This primer focuses on the workforce challenges that will be spurred by this microelectronics industry expansion and proposes how community colleges can play a critical role in addressing these challenges. 

On March 31,  the Project on Europe and the Transatlantic Relationship and the Minda de Gunzburg Center for European Studies hosted a discussion with Wolfgang Ischinger, former Chairman of the Munich Security Conference, Joseph S. Nye Jr., Harvard University Distinguished Service Professor, and Daniela Schwarzer, Executive Director for Europe and Eurasia at the Open Society Foundations, on how Russia’s invasion of Ukraine as well as the brutality of its action has caused an unexpected reversal of Germany’s long time security policy and led to strong reactions in the rest of Europe, NATO, and the posture of the Biden administration. The seminar examined the dimensions and consequences of these developments for the future of the EU and the West. Karl Kaiser, Senior Fellow at the Project on Europe, moderated.

Adérito Vicente discusses with Mariana Budjeryn, a Research Associate at Harvard Kennedy School, the history and current challenges of the Russia-Ukraine crisis.

In light of Russia’s annexation of Crimea and its current threat to Ukrainian sovereignty, it’s fair to ask: What is the significance now of the Budapest Memorandum?

Harvard Kennedy School’s Belfer Center for Science and International Affairs has named the Honorable Shirley Ann Jackson a non-resident Senior Fellow. Dr. Jackson, a theoretical physicist and President of Rensselaer Polytechnic Institute, has held senior leadership positions in academia, government, industry, and research. At the Belfer Center, Jackson will engage with students, faculty, and fellows at the nexus of science, public policy, and leadership.

“Shirley exemplifies the ideal of advancing science and technology for the public good,” said Belfer Center Director Ash Carter. “All of us at the Center are honored to welcome such a distinguished leader and scientist. The National Science Board was right to call her a ‘national treasure’ and we look forward to her engagement with our community.”

This paper will review the changing world of climate change education and opportunities for adopting innovative pedagogical approaches such as immersive technologies, participatory methods, and art-based learning.