Wednesday, May 8, 2019

”Everyone, everywhere should have someone to turn to in support of their mental health”



The Zimbabwean organization, Friendship Bench, now trains hundreds of  grandmothers in problem-solving therapy, role-playing and behaviour activation. Their therapy sessions take place outside, on wooden seats known as Friendship Benches.

        

Friendship Bench are now expanding to other countries. 
 
“My dream is to take this to scale” the founder Dr. Chibanda says, “With something simple, we make a difference in the world”


See the English version of the full article at 
https://teachglobalcitizenship2.blogspot.com/2019/02/everyone-everywhere-should-have-someone.html

Se den danske version af artiklen "Bedstemødre i Zimbabwe bekæmper depression gennem samtaler på ”venskabsbænke” på bloggen "Der er brug for medborgerskabsengagement i FN´s bæredygtighedsmål" på  https://sdg-medborgerskab.blogspot.com/2019/03/bedstemdre-i-zimbabwe-bekmper.html

Wednesday, April 24, 2019

Is the answer a doughnut model when the issue is... What does it take to create a sustainable future?

Global warming, environmental problems and poverty issues must be solved.   
 
Se the English version of the  article, the model in a readable format, and links at 
https://teachglobalcitizenship2.blogspot.com 

Se den danske version af artiklen på 
https://sdg-medborgerskab.blogspot.com/2018/12/er-svaret-en-doughnutmodel-nar-emnet-er.html





This newsletter "Teach GLOBAL CITIZENSHIP  Newsletter no. 31" is placed at a new blog https://teachglobalcitizenship2.blogspot.com/ 
(and so will all newsletters from now on) 


Everyone, who is engaged in developing global citizenship, is welcome to receive these thematic introductions & curated learning possibilities. 
 
December 2018,  Copenhagen, Denmark
 
Egon Hedegaard

Blog In English: 

Teach GLOBAL CITIZENSHIP

Blogs på dansk:

Uddannelsesreformer verden rundt

Der er brug for medborgerskabs-engagement i FN´s verdensmål



Sunday, July 1, 2018

Why is Kenya's school reform important to know about?




New school reform in Kenya

In Kenya, a large-scale schoolreform program is currently under way. The reform will mean that rote learning and grades will beless favored than before, whilethe focus will be more on life skills and development subject relevant skills and competencies in all subjects. (Abuya, 2017)

The reform will likely prove interesting far beyond Kenya's borders. It could provide an exampleof how to move the focus from quantity to quality in developing countries. It is also an example of how the major temporary challenge in developing countries can be attacked, namely, moving from focus on quantity to focus on quality.

For too many years, the Kenyan education system has been aimed at educating and selecting students for university entrance while it has been neglected to focus on the majority who need vocational education. From now on, the focus will be on competence and talent, and the strategy will move from formulated Learning Objectives to Learning Outcomes, which represents what the students shall be able to do.



"Life Skills" and Competence Rather than Rote Learning

Since the government of Kenya proclaimed AIDS and HIV to be a national disaster in 1999, teaching of life skills havebeen important initiatives. Life skills became a one hour per week subject for all levels in primary and secondary schools, with focus on knowledge about AIDS, HIV, and health.

In a curriculum description of the subject of Life Skills Education (LSE), the purpose is "To develop, nurture and promote 13 'Core Living Values' (i.e.  cooperation, simplicity, tolerance, respect, peace, freedom, unity, love, honesty, responsibility, humility, happiness and integrity). Sexuality education is (also) covered in LSE lessons " (source, p. 37 in UNICEF (2012): UNICEF; 2012

Many of these values are Human Rights based, and accordingly, they must also address efforts to prevent hostilities between Kenya's 42 ethnic groups from occurring again.

The teaching of "life skills" is inspired from practicesin other countries, and from knowledge and inspiration channeled through the UN organization UNICEF. According to UNICEF, Life Skills are “psycho-social and interpersonal skills that can help people to make informed decisions, communicate effectively and develop coping and self-management skills that would help lead to a healthy and productive life". UNICEF; 2012



While Life Skills remain a major focus in the new reform, developing skills and competencies extendst hroughout the reform. One of the consequences is that all subjects have a new curriculum description. As a start of the implementation of the reform, first grade pupils from all over the country in Secondary got new textbooks in Mathematics, English, Kiswahili, Chemistry, Physics and Biology on the first school day in January 2017. The Primary students have already received new schoolbooks (kicd.ac.ke)

So far, the strong focus on rotelearning has been maintained by a very rigid test after the first part of elementary school, and similar tests after Secondary and High School.
The requirements of these tests have meant that teachers have had to focus on what was required to get a good grade, and many children and young people have experienced getting labeled as "school failures", an old British tradition, and then they have given up getting an education.

The old school system has also caused negative consequences even for those who perform well through Secondary and High School, and are admitted to one of the many universities that spread across the countryduringthese years.
These students bring along the understanding that the purpose of participation in education is predominantly to get the best possible grades, and this happens mainly by reproducing what the teacher has said.

Since 2014, as a teacher of in-service education for university teachers,I  have observed that university students do not have their own copies of the textbooks in most subjects (there are only a few copies in each university's library room). Students write notes in class (at least for the first hour), copy the most diligent student's notes and put pressure on the teacher to get a copy of the teacher's own notes on which the lectures are based.
Many Kenyan university students have described to me how difficult it has been to go from reproducing knowledge through written assignments to become producers of knowledge. It is also surprisingthat university students are expected to investigate, discuss and take a justified position on ideas and theories that often contradict each other.
Education in the universities of East Africa have for a long time been criticized publicly for not training graduates who are qualified professionals. For example, a newspaper in 2016 described the university graduates as "half-baked".

The new reform of "Primary" and "Secondary" should result in students already beginning to study and take a reasoned position on the knowledge, they receive through education, even before the start of higher education.



Huge challenges for primary school teachers, but also for university teachers

Based on my workwith in-service education for university teachers focusing on the students 'active learning processes, it is my opinion that the teachers realize, that their students learning istoo superficial and grading-oriented.

In addition, it is the teachers' responsibility to create learning processes through which all students aim for a deeper understanding. But since university teachers do not receive general training in teaching,  they are not well prepared for a change in program. 

Accordingly, the terms "surface learners" vs. "deep learners", which have been in use in universities around the world since the late 1960s, are perceived also to be relevant by university teachers in Kenya today.


Source to know more about how to teach so “surface learners “ behave as “deep learners”, see: "Teaching Teaching & Understanding Understanding" [English subtitles]

(1/3) “Learning” (5 min.) & Teaching” (3.14 min.) https://youtu.be/6Ngc9ihb35g

(2/3) “Understanding” (6.18 min.) https://www.youtube.com/watch?v=SfloUd3eO_M&t=31s
  


  
Rote learning before and now

Rote learning has traditionally had a special status in Africa. In the original cultures, knowledge contained in myths, traditions, and family history were transmitted through verbal narratives. It was important to learn these by heart so they could be passed on. This understanding was completely in line with the rote learning introduced in the schools during colonial times. Rote learning has been taken for granted in African contexts for a long time.

In the university world, rote learning is often regarded as superficial learning. But my African colleagues (and African research, such as Phasokun quoted in Seed, p. 17, 2015) have often pointed out that their students’ need as a start to get the concepts and details in a new area presented clearly and memorized by repetition. And it is a good basis for developing deeper understanding and commitment in a field of study. The crucial thing is that neither students nor teachers are satisfied with memorization as the end result.

University teachers have a decisive role in this. Traditionally, both students and the outside world in the African context regard the teacher as an authority - and often almost an oracle - who teach by lecturing. If a teacher of today perceives herself/himself in this way, then the teacher has made himself a hindrance for students who try to develop the skills, understanding and commitment needed to take an education and become proficient regardless of which profession it is.


Use of technology

The Kenyan students of today are, however, much more competent than described above. They are both knowledge-seekers and problem solvers and they have action competence. But this description covers mostly the behavior outside of classrooms where they use their smartphones, tablets and PCs!
This phenomenon is also a global trend. There is often a culture of learning in teaching time, and a whole other in free time. (Zhao, 2016)
Zhao's conclusion is that ...”Technology is underused (in education) because technology use in school celebrates teachers teaching rather than students interest … Technology is used more extensively after school than in school because students find real audience in afterschool technology environments, because they find a real outlet for their creativity, and because they find some kind of freedom – freedom to follow their interests, freedom to pursue niche knowledge that is dismissed by schools, freedom to learn from failures, and freedom to find their own voices.”(p. 106 in Zhao et.al. (2016))

It is a great challenge for educators at all levels to change this situation. Even in Kenya where the use of smartphones and tablets is in rapid development everywhere despite the fact that Internet connections are not yet very reliable.



Kenyan and international sources of inspiration

Committed Kenyan project leaders' and staff´s experiences in experimental projects have shaped the content of the reform.

A good example is a major project with international support with Kenyan leadership in Nairobi's largest slums area, Kibera. Here, girl dropout rates after primary school have been sharply reduced through parenting, support for girls both during and after school hours, and active involvement of local communities.
The danger of being raped or exposed to other kinds of sexual violence is one of the conditions that keep girls away from continuing school. This is also about being able to walk safely to and from the school in Kenya as well as in other African countries. (Coetzee, 2018). One of the results of the project mentioned above is that teenage pregnancies have also been reduced.

Read more:
Abuya (2015)44 pages, pdf: Why the new education curriculum is a triumph for Kenya's children
Okigbo et Eel. (2015): Influence of parenting factors on adolescents' transition to first sexual intercourse in Nairobi, Kenya: a longitudinal study

Another example of spreading ways of teaching and learning, based on good examples from elsewhere, is the introduction of what is called "Community Service Learning" (CSL), which we call volunteer work. CSL is now widespread through pilot projects in all the Kenyan counties as part of the reform in Secondary Schools. Oduor (2018a)

At present, when it appears that national governments either choose to be inspired by the OECD education policies or UN organizations, it is quite clear that Kenya has chosen to be inspired by the UN organizations UNICEF and UNESCO. This applies especially to the strong focus on Life Skills and the emphasis that tests shall help teachers to improve the teaching of each and every child, and should not result in teaching for the sake of the test.
The psycho-social goals of Life Skills Education require that the curriculum is understood not only as knowledge and skills but also as behaviors, attitudes and values, and fulfillment of these goals requires participatory and interactive teaching and learning methods.

Read more:
UNESCO (2017): Accountability in education: Meeting our commitments.



Will the reform succeed?

As you can see at the Kenya Institute of Curriculum Development's webpage, all sails are set to demonstrate, that this reform is supported by all political and administrative levels:
The celebration of the implementation of the reform has involved the participation of the president and many other senior politicians and senior officials. But it is also documented that it is not all "pomp & circumstances" as the practical implementation is supported by the development of a new curriculum and new textbooks in all subjects, e.g. "The New Progressive Curriculum in English". (KICD's webpage: Kenya Institute of Development´s Webpage). A graduate program is well underway with Global Partnership for Education (GPE) support and with the supervision of the World Bank. There are major plans for reforms in teacher education, and focus is being placed on investigating what the problems are at the schools and why many students have poor results. (Odor (2018b)


Challenges and unresolved issues

One of the biggest challenges is that improved education and training of teachers has to be implemented throughout the country, so teachers will be qualified to teach in such a way that the new reform's intentions are realized. All teachers and current student teachers have all been students in the old form of school, and need retraining and new role models.

Another challenge is not just to change the attitude to the importance of girls’ education, but also to spread respect for women's right to not be exposed to sexual violence either from their teachers or others.

A third challenge is the big difference in living conditions around the country. There are areas where economic progress is taking place while others are being held in poverty. There are also large areas along the border with Somali, where the Somali terrorist movement Al-Shabaab has terrorized especially the teachers sent out of central Kenya, with the result that many teachers have left and children do not receive education. In the refugee camps near the borders with Somalia and South Sudan, there are thousands of children whose opportunities for education are completely uncertain.

There could be many more challenges. Kenya is plagued by corruption scandals (Kodongo 2018). Others are indirectly mentioned in the argumentation of the need for Community Service Learning (CSL) in an article entitled "Tame burning of schools, riots and drug abuse among learners"! And the aspirations are so big that it will be impossible to live up to these in every school, but hopefully in some: "Students also learn to be responsible citizens who are aware of the protection of the environment, human life and property". (Oduor, 2018a)



Last words

In spite of the many challenges, this reform is a step forward for children and young people in Kenya, and can be an inspiration for efforts worldwide to realize UN's Global Sustainable Goals, especially Objective 4 with focus on quality education: “Ensure inclusive and equitable education and promote lifelong learning opportunities for all”

Read more:
Sifuna, D. (2016): Explainer: why Kenya wants to overhaul its entire education system Klik



Complete list of references:

Abuya, B., Ngware, M., Hungi, N., Mutisya, M., Mahuro, G., Nyariro, M., Gichuhi, N., Mambe, S. (2015). Community participation and after-school support to improve learning outcomes and transition to secondary school among disadvantaged girls: A case of informal urban settlements in Nairobi, Kenya(44 pages, pdf)

Abuya (2017): Why the new education curriculum is a triumph for Kenya’s children

Coetzee, Azille (2018): Why tackling sexual violence is key to South Africa’s decolonisation project

Kenya Institute of Curriculum Development: Curriculum Reform Policy (webpage)

Kenya Institute of Curriculum Development: Curriculum Support Materials - January 7th 2018


Oduor, Augustine (2018a):Proposal to introduce mandatory community service, other measures to instill discipline among students
Read more at: https://www.standardmedia.co.ke/article/2001271791/new-proposal-to-instill-discipline-among-students

Oduor, Augustine (2018b): Inspectors visit schools for inquest into poor KCPE results, article https://www.standardmedia.co.ke/article/2001272952/inspectors-visit-schools-for-inquest-into-poor-kcpe-results

Okigbo et. Al. (2015) :Influence of parental factors on adolescents’ transition to first sexual intercourse in Nairobi, Kenya: a longitudinal study

Proposal to introduce mandatory community service, other measures to instill discipline among students

Sifuna, Daniel (2016): Explainer: why Kenya wants to overhaul its entire education system

Seed, Richard (2015): Dynamics of Learning and Teaching in Higher Education: How lecturers teach and students learn. Handbook 1

"Teaching Teaching & Understanding Understanding"  [English subtitles]
UNESCO (2017): Accountability in education: Meeting our commitments. http://en.unesco.org/gem-report/


UNICEF (2012): Global Evaluation of Life Skills Education Programmes

Zhao et. al. (2016). Never Send a Man to Do a Machine´s job. Correcting the Top 5 EdTech Mistakes)





Tuesday, June 12, 2018

Basics of Planning for Teaching: Six important steps in any teaching process



I have been urged to share my introduction to basic steps of planning teaching sessions and courses in which students become active participants.

I use this introduction in one-day courses as well as in semester-long learning cycles for college and university teachers.



Every step is elaborated in theory as well as in small experiments in teaching in the long courses. These courses have an introduction week-course, a semester long experimentation period while the participants teach their own courses, and a follow-up week-course.

”Solutions to the teaching problems you encounter in your classroom will not be found in learning a whole bag of teaching tricks, but they are likely to be found in reflecting on your teaching problems, and deriving your own ways of handling them”. Biggs and Tang: Teaching for Quality Learning at University: What the student does.

The most common comments from teachers, who participate in these courses, are that they already  emphasize these points  to some degree, but they are acutely aware that they need to develop their ways of planning and teaching in order to reach all students and make them active learners.



All teachers use questions when they teach, but we tend to get a habit of using just a few of many kinds, which are possible and relevant:


The handouts above as well as literature references are to be found as Word-documents by use of these links:

English version: Basics of planning & teaching

Danish version: Seks vigtige led i ethvert undervisningsforløb


______________________________________________________________
Teach GLOBAL CITIZENSHIP Network Newsletter no. 29

To read any of the previous 28 newsletters/ simply visit the blog (link). The content are thematic introductions & curated learning possibilities.

June 2018, Copenhagen, Denmark 

Egon Hedegaard

______________________________________________________________
Everyone, who is engaged in developing global citizenship, is welcome to receive these newsletters/ teaching resources. Please request via email, and network by forwarding me questions, inspiring links, and texts to use in future newsletters. 

Thursday, December 7, 2017

Are we heading for tyranny?


Today, many voices are reminding us to not underestimate threats from antidemocratic, racist, or totalitarian voices. It is not for sure that democracy will prevail where democracy has long existed, and it is very uncertain that democracy soon will break through where it has not worked so far!

American historian Timothy Snyder is one of these warning voices. In 2017 he wrote the book "On Tyranny: Twenty Lessons of the Twentieth Century".

The book concerns history of the past century that we seem to have forgotten.

Snyder’s starting point is that even though history does not repeat itself, it can warn us.

Democracy can fall to totalitarianism again, but we can learn from history about how to fight such tendencies.
Timothy Snyder formulates 20 sentences on what we have learned from totalitarianism in the last century and about what we have to do.  Each sentence is then elaborated into a short chapter.
Even though the book is written for an American audience, the messages are also worth considering by everyone.

The readers of this blog are citizens in more than 40 different countries and it is up to each of us to decide which sentences out of those 20 are already directly relevant today and which are warnings for our near or distant future.



Timothy Snyder talks you through the 20 lessons in his lecture at a conference of teachers in New York: "On Tyranny: Twenty Lessons from the Twentieth Century"
YouTube video (1 hour 9 minutes) at https://youtu.be/j6bfzdONyhk


Here are the statements:


1. "Do not obey in advance"
"Most of the power of authoritarianism is freely given. In times like these, individuals think ahead about what a more repressive government will want, and then offer themselves without being asked. A citizen who adapts in this way is teaching power what it can do."

2. "Defend institutions"
"It is institutions that help us to preserve decency. They need our help as well. Do not speak of “our institutions” unless you make them yours by acting on their behalf. Institutions do not protect themselves. They fall one after the other unless each is defended from the beginning. So choose an institution you care about—a court, a newspaper, a law, a labor union—and take its side."

3. "Beware the one-party state"
"The parties that remade states and suppressed rivals were not omnipotent from the start. They exploited a historic moment to make political life impossible for their opponents. So support the multi-party system and defend the rules of democratic elections. Vote in local and state elections while you can. Consider running for office."

4. "Take responsibility for the face of the world."
"The symbols of today enable the reality of tomorrow. Notice the swastikas and the other signs of hate. Do not look away, and do not get used to them. Remove them yourself and set an example for others to do so."

5. "Remember professional ethics."
"When political leaders set a negative example, professional commitments to just practice become more important. It is hard to subvert a rule-of-law state without lawyers, or to hold show trials without judges. Authoritarians need obedient civil servants, and concentration camp directors seek businessmen interested in cheap labor."

6. "Be wary of paramilitaries."
"When the men with guns who have always claimed to be against the system start wearing uniforms and marching with torches and pictures of a leader, the end is nigh. When the pro-leader paramilitary and the official police and military intermingle, the end has come."

7. "Be reflective if you must be armed".
"If you carry a weapon in public service, may God bless you and keep you. But know that evils of the past involved policemen and soldiers finding themselves, one day, doing irregular things. Be ready to say no."

8. "Stand out."
"Someone has to. It is easy to follow along. It can feel strange to do or say something different. But without that unease, there is no freedom. Remember Rosa Parks. The moment you set an example, the spell of the status quo is broken, and others will follow."


9. "Be kind to our language."
"Avoid pronouncing the phrases everyone else does. Think up your own way of speaking, even if only to convey that thing you think everyone is saying. Make an effort to separate yourself from the internet. Read books."
(To convey: to communicate)

Quote from this chapter: “Staring at screens is perhaps unavoidable, but the two-dimensional world makes little sense unless we can draw upon a mental armory that we have developed somewhere else. When we repeat the same words and phrases that appear in the daily media, we accept the absence of a larger framework. To have such a framework requires more concepts, and having more concepts requires reading. So get the screens out of your room and surround yourself with books. The characters in Orwell’s and Bradbury’s books could not do this—but we still can. What to read? Any good novel enlivens our ability to think about ambiguous situations and judge the intentions of others.”


10. "Believe in truth."
"To abandon facts is to abandon freedom. If nothing is true, then no one can criticize power, because there is no basis upon which to do so. If nothing is true, then all is spectacle. The biggest wallet pays for the most blinding lights."

Quote from this chapter: “We now find ourselves very much concerned with something we call “post-truth,” and we tend to think that its scorn of everyday facts and its construction of alternative realities is something new or postmodern. Yet there is little here that George Orwell did not capture seven decades ago in his notion of “doublethink.” In its philosophy, post-truth restores precisely the fascist attitude to truth ...
... Fascists despised the small truths of daily existence, loved slogans that resonated like a new religion, and preferred creative myths to history or journalism. ...
... And now, as then, many people confused faith in a hugely flawed leader with the truth about the world we all share. Post-truth is pre-fascism.”

11. "Investigate."
"Figure things out for yourself. Spend more time with long articles. Subsidize investigative journalism by subscribing to print media. Realize that some of what is on the internet is there to harm you. Learn about sites that investigate propaganda campaigns (some of which come from abroad). Take responsibility for what you communicate with others."

12. "Make eye contact and small talk."
"This is not just polite. It is part of being a citizen and a responsible member of society. It is also a way to stay in touch with your surroundings, break down social barriers, and understand whom you should and should not trust. If we enter a culture of denunciation, you will want to know the psychological landscape of your daily life."
(Denounciation: public censure or reprimands where you are told you’ve done wrong)

13. "Practice corporeal politics."
"Power wants your body softening in your chair and your emotions dissipating on the screen. Get outside. Put your body in unfamiliar places with unfamiliar people. Make new friends and march with them."
(Corporeal: something that has a physical form)


14. "Establish a private life."
"Nastier rulers will use what they know about you to push you around. Scrub your computer of malware on a regular basis. Remember that email is skywriting. Consider using alternative forms of the internet, or simply using it less. Have personal exchanges in person. For the same reason, resolve any legal trouble. Tyrants seek the hook on which to hang you. Try not to have hooks."

15. "Contribute to good causes."
"Be active in organizations, political or not, that express your own view of life. Pick a charity or two and set up autopay. Then you will have made a free choice that supports civil society and helps others to do good."


16. "Learn from peers in other countries."
"Keep up your friendships abroad, or make new friends in other countries. The present difficulties in the United States are an element of a larger trend. And no country is going to find a solution by itself. Make sure you and your family have passports."

17. "Listen for dangerous words."
"Be alert to the use of the words extremism and terrorism. Be alive to the fatal notions of emergency and exception. Be angry about the treacherous use of patriotic vocabulary."

18. "Be calm when the unthinkable arrives."
"Modern tyranny is terror management. When the terrorist attack comes, remember that authoritarians exploit such events in order to consolidate power. The sudden disaster that requires the end of checks and balances, the dissolution of opposition parties, the suspension of freedom of expression, the right to a fair trial, and so on, is the oldest trick in the Hitlerian book. Do not fall for it."

19. "Be a patriot."
"Set a good example of what America means for the generations to come. They will need it."

20. "Be as courageous as you can."
"If none of us is prepared to die for freedom, then all of us will die under tyranny."

Presented first time as a Facebook update December 1, 2016



Now published in Timothy Snyder (2017): ”On Tyranny: Twenty Lessons from the Twentieth Century”.

All chapters deserve to be read (each 2-3 pages) as they amplify Snyder's knowledge and understanding of the history of Europe from the last century.


Democracy, human rights, and rule of law are fragile institutions that will not survive unless they are defended!


Deepening: 

Marcus Linden (2017): Trump’s America and the rise of the authoritarian personality
(Link to 9 minutes video on Milgram’s obedience studies included)


Carlos Lozada: ”20 ways to recognize tyranny — and fight it. Review of "On Tyranny: Twenty Lessons from the Twentieth Century", The Washington Post February 24, 2017

Quote from the review: ”Perhaps the greatest contribution in Snyder’s clarifying and unnerving work is buried in its epilogue, and it shows the slippery intellectual path from freedom to tyranny. After the Cold War, he writes, we were enthralled by the politics of inevitability, the notion that history moved inexorably toward liberal democracy. So we lowered our defenses. Now, instead, we are careening toward the politics of eternity, in which a leader rewrites our past as “a vast misty courtyard of illegible monuments to national victimhood.” Inevitability was like a coma; eternity is like hypnosis.
“The danger we now face is of a passage from the politics of inevitability to the politics of eternity, from a naive and flawed sort of democratic republic to a confused and cynical sort of fascist oligarchy,” Snyder concludes. “The path of least resistance leads directly from inevitability to eternity.”
A possible detour from that path may be found in “On Tyranny,” a memorable work that is grounded in history yet imbued with the fierce urgency of what now.”



On Tyranny: Yale Historian Timothy Snyder on How the U.S. Can Avoid Sliding into Authoritarianism, video interview of Timothy Snyder by Amy Goodman, ”Democracy Now” (20 minutes)
Quote from the transcript of the interview”… history instructs us that there’s nothing new or nothing automatic about globalization, but it also instructs us that there are people who lived through the end of that first globalization, the kind of people I cite in the book—Hannah Arendt, Victor Klemperer—who observed these effects and then gave us very practical advice about how we can react. So, part of our own misunderstanding of globalization, that it’s all new, is that history doesn’t matter, precisely because it’s all new. What I’m trying to say in the book is, no, the opposite. We’ve seen globalization fail before. We’ve seen fascism rise. We’ve seen other threats to liberalism, democracy, republics. What we should be doing is learning from the 20th century, rather than forgetting it.