What Europe Doesn't Need the Euro , by the firebrand writer Thilo Sarrazin, means for Germany.
Thilo Sarrazin poses with his new book. (Reuters)
It's hard to think of a good American equivalent to Germany's Thilo Sarrazin, the politician turned best-selling author. The closest one could be Pat Buchanan: in some circles, he and his writings are considered entirely legitimate. In others, they're considered shocking and revolting to the point of scandal. The last time that Sarrazin, the former German central bank director, wrote a book, he suggested that African and Middle Eastern immigrants were destroying the country, in part because of "hereditary factors" that made their children stupid and violent. He suggested educated Germans out-breed them. Controversy raged for months.
Now, Sarrazin is addressing the euro crisis. Tuesday, his new book Europe Doesn't Need the Euro, hit the shelves. If you're just paging through idly, it doesn't seem to be as provocative, and, on balance, it really isn't: you'd expect as seasoned a provocateur as Sarrazin, especially with his leanings towards ideas of ethnic and educational superiority, at least to say some obnoxious and offensive things about Greek people or their ability with a balance sheet. He doesn't do that. The book, nevertheless, has immediately drawn fire -- and with good reason.
If it's hard to think of an American equivalent for Sarrazin the man, it's not too hard to think of an analogy for Sarrazin's book: it's like the schoolboy's tame little poem that turns out to be an acrostic spelling out a vulgar suggestion regarding the schoolteacher's mother. Many of the paragraphs are entirely reasonable, picking apart the questionable logic of Germany's euro-savior syndrome with remarkable dexterity. But Sarrazin's underlying message is this: Germans are being taken for a ride by countries that aren't holding up their end of the bargain -- and Germans are willing to go along with it because they feel guilty about the Holocaust.
The theme is a subtle one. Though Der Spiegel ran a story on publication day pointing it out, to see it you have to be thinking about European history, current European dynamics, and Sarrazin's own reputation. The far-right National Democratic Party in Germany was quick to praise the new publication, but Sarrazin throws in a few (some might say token) lines clearly intended to distance him from some of the nastier figures he appeared in bed with in his last book. One such line comes as he pushes back against German Chancellor Angela Merkel's pronouncement that "if the euro fails, Europe fails":
Angela Merkel has been wildly successful with the formula "if the euro fails, Europe fails," as no one in Germany, aside from a couple of German nationalists and right-wing populists, wants to be responsible for the failure of Europe.
In other words: "ew, those nasty German nationalists and right-wing populists. That's not me. And it's not most people. That's why Merkel's phrase works." Sarrazin distances himself from the far-right while setting up his argument.
Nevertheless, this is a little bit, like an American treading awfully close to a racial stereotype while prefacing his statement with "now, I don't want to be called a racist." Why? Because what Sarrazin is really saying is that Germans are hostage to their sense of not wanting to be responsible for Europe's failure. Germans are hostage to their sense of historical guilt. To use Der Spiegel's translation for one of the pre-publication excerpts, pro-euro Germans "are driven by that very German reflex, that we can only finally atone for the Holocaust and World War II when we have put all our interests and money into European hands."
Heady stuff. Is it representative of the whole of the book? Not exactly -- the whole of the book says much less about the Holocaust than that excerpt would suggest. But does the excerpt fit in with the book's broader architecture? Definitely.
"Europe Doesn't Need the Euro" is a book obsessed with both history and with an odd and alternating sense of German victimhood and saviorhood. And in some ways it's this broader approach which is more problematic. The euro, in Sarrazin's view, is just the old German deutschmark extended to a lot of countries with less robust currencies. And that is exactly how countries like Greece treated it, he argues.
The introduction of the euro was seen economically as nothing less than the commitment of the deutschmark to all members of the eurozone. Oftentimes many partner states thought, just as the markets did, that the deutschmark currency zone was bound up with a promise of solidarity to the newly introduced members.
Germany, in other words, is being used as a guarantor of other countries' debts. According to this view, the euro is the old deutschmark, renamed and redistributed as an act of semi-conscious misguided German charity.
This is a tricky view to advance, not least because Sarrazin has some sidestepping of his own to do: he admits in the book that he himself became a euro convert in the '90s. He writes the euro off, however, as a sort of failed bet. ("With the advance payment of the common currency," he says, "the German political class bet that the political union would follow shortly thereafter almost as a matter of natural law, because without that the common currency wouldn't be stable. That bet has failed.")
It's also problematic, though, because some economists and commentators hold that Germany actually profited quite a bit from the introduction of the euro, and is in fact even profiting from the current eurozone instability. The theory isn't without its detractors, but it's got enough support to be taken seriously. German exports, this argument goes, became extra competitive with the introduction of the euro and the lack of trade barriers allowed Germany to sell huge quantities of stuff to its European neighbors. Now, with the euro sinking, Germany can't sell as much to completely bankrupt and unemployed Greeks, but it's still cranking out products which, thanks to a fallen euro, are now cheaper for the rest of the world to buy than if Germany had stuck to the deutschmark.
Sarrazin counters with numbers showing German trade to non-euro states rose farther than trade with euro-states. But, as Der Spiegel also points out, "he doesn't factor in that the increase in trade outside the euro area was largely due to soaring economic growth in Eastern Europe and Asia over the last decade." Furthermore, "the figures give no insight into how trade inside the euro zone would have developed without a single currency."
What we're left with is a book that has some superficial similarities to Günter Grass's controversial poem about Israel and Iran back in April, though Sarrazin's economic credentials are significantly better than the poet's foreign policy credentials. It's not that the arguments themselves don't have merit. It's that the author doesn't seem all that concerned with complexity. Toss in a casual suggestion that Germans are suppressing their natural reactions due to Holocaust guilt, and the whole thing starts to look offensive -- not least because the Holocaust argument reinforces the idea that the debate isn't really a complex one: implicitly, were the Holocaust shadow banished, everyone would come to the same conclusion as the author, because it's the only rational and natural conclusion available.
The really provocative and revealing part of Sarrazin's book isn't the oft-repeated quote about Holocaust guilt, it's sentences like, "It's certainly very complicated, but on the other hand not as complicated as many want to make it!" or "Everyone who has an opinion on the euro also has either consciously or unconsciously an opinion on Europe." It's sentences comparing Angela Merkel to "the friendly woman on the navigation system in my car."
These sentences reveal that, despite his dismantling of Merkel's "if the euro fails, Europe fails," Thilo Sarrazin himself thinks in similarly tidy phrases. Outside of Sarrazin's head, it is possible to have an opinion on the euro and have no idea whether Greeks are fundamentally culturally and ethnically similar to Frenchmen. It's possible for Germany both to have profited and to be suffering for its part in instituting the current euro zone apparatus. And it's possible for uneducated immigrants to produce the next generation's engineers and poets -- and, even if they don't, to be no more or less morally deserving than ethnic Germans with a university degree. Thilo Sarrazin's two books, when you get down to mechanics, aren't all that different.
Even in big cities like Tokyo, small children take the subway and run errands by themselves. The reason has a lot to do with group dynamics.
It’s a common sight on Japanese mass transit: Children troop through train cars, singly or in small groups, looking for seats.
They wear knee socks, polished patent-leather shoes, and plaid jumpers, with wide-brimmed hats fastened under the chin and train passes pinned to their backpacks. The kids are as young as 6 or 7, on their way to and from school, and there is nary a guardian in sight.
A popular television show called Hajimete no Otsukai, or My First Errand, features children as young as two or three being sent out to do a task for their family. As they tentatively make their way to the greengrocer or bakery, their progress is secretly filmed by a camera crew. The show has been running for more than 25 years.
Forget the Common Core, Finland’s youngsters are in charge of determining what happens in the classroom.
“The changes to kindergarten make me sick,” a veteran teacher in Arkansas recently admitted to me. “Think about what you did in first grade—that’s what my 5-year-old babies are expected to do.”
The difference between first grade and kindergarten may not seem like much, but what I remember about my first-grade experience in the mid-90s doesn’t match the kindergarten she described in her email: three and a half hours of daily literacy instruction, an hour and a half of daily math instruction, 20 minutes of daily “physical activity time” (officially banned from being called “recess”) and two 56-question standardized tests in literacy and math—on the fourth week of school.
That American friend—who teaches 20 students without an aide—has fought to integrate 30 minutes of “station time” into the literacy block, which includes “blocks, science, magnetic letters, play dough with letter stamps to practice words, books, and storytelling.” But the most controversial area of her classroom isn’t the blocks nor the stamps: Rather, it’s the “house station with dolls and toy food”—items her district tried to remove last year. The implication was clear: There’s no time for play in kindergarten anymore.
A new study finds that people today who eat and exercise the same amount as people 20 years ago are still fatter.
There’s a meme aimed at Millennial catharsis called “Old Economy Steve.” It’s a series of pictures of a late-70s teenager, who presumably is now a middle-aged man, that mocks some of the messages Millennials say they hear from older generations—and shows why they’re deeply janky. Old Economy Steve graduates and gets a job right away. Old Economy Steve “worked his way through college” because tuition was $400. And so forth.
We can now add another one to that list: Old Economy Steve ate at McDonald’s almost every day, and he still somehow had a 32-inch waist.
A study published recently in the journal Obesity Research & Clinical Practice found that it’s harder for adults today to maintain the same weight as those 20 to 30 years ago did, even at the same levels of food intake and exercise.
David Hume, the Buddha, and a search for the Eastern roots of the Western Enlightenment
In2006, i was 50—and I was falling apart.
Until then, I had always known exactly who I was: an exceptionally fortunate and happy woman, full of irrational exuberance and everyday joy.
I knew who I was professionally. When I was 16, I’d discovered cognitive science and analytic philosophy, and knew at once that I wanted the tough-minded, rigorous, intellectual life they could offer me. I’d gotten my doctorate at 25 and had gone on to become a professor of psychology and philosophy at UC Berkeley.
I knew who I was personally, too. For one thing, I liked men. I was never pretty, but the heterosexual dance of attraction and flirtation had always been an important part of my life, a background thrum that brightened and sharpened all the rest. My closest friends and colleagues had all been men.
Meaning comes from the pursuit of more complex things than happiness
"It is the very pursuit of happiness that thwarts happiness."
In September 1942, Viktor Frankl, a prominent Jewish psychiatrist and neurologist in Vienna, was arrested and transported to a Nazi concentration camp with his wife and parents. Three years later, when his camp was liberated, most of his family, including his pregnant wife, had perished -- but he, prisoner number 119104, had lived. In his bestselling 1946 book, Man's Search for Meaning, which he wrote in nine days about his experiences in the camps, Frankl concluded that the difference between those who had lived and those who had died came down to one thing: Meaning, an insight he came to early in life. When he was a high school student, one of his science teachers declared to the class, "Life is nothing more than a combustion process, a process of oxidation." Frankl jumped out of his chair and responded, "Sir, if this is so, then what can be the meaning of life?"
In the name of emotional well-being, college students are increasingly demanding protection from words and ideas they don’t like. Here’s why that’s disastrous for education—and mental health.
Something strange is happening at America’s colleges and universities. A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense. Last December, Jeannie Suk wrote in an online article for The New Yorker about law students asking her fellow professors at Harvard not to teach rape law—or, in one case, even use the word violate (as in “that violates the law”) lest it cause students distress. In February, Laura Kipnis, a professor at Northwestern University, wrote an essay in The Chronicle of Higher Education describing a new campus politics of sexual paranoia—and was then subjected to a long investigation after students who were offended by the article and by a tweet she’d sent filed Title IX complaints against her. In June, a professor protecting himself with a pseudonym wrote an essay for Vox describing how gingerly he now has to teach. “I’m a Liberal Professor, and My Liberal Students Terrify Me,” the headline said. A number of popular comedians, including Chris Rock, have stopped performing on college campuses (see Caitlin Flanagan’s article in this month’s issue). Jerry Seinfeld and Bill Maher have publicly condemned the oversensitivity of college students, saying too many of them can’t take a joke.
Any attempt to address mass incarceration has to begin with an effort to tackle crime—and the social conditions linked to its rise.
With the publication of “The Black Family in the Age of Mass Incarceration” Ta-Nehisi Coates has added an elegant and forceful voice to the growing frustration with the inefficacy and injustice of America’s criminal-justice system. Mandatory-sentencing laws, the War on Drugs, juvenile-justice sentences that seem to do more to create than deter criminals, racial arrest and sentencing disparities: All are ready for a tough national cross-examination.
But even in the unlikely event that Washington and state legislatures successfully adapt the nation’s crime policies to a safer, more racially sensitive era, the nation will still look around to find more black men in prison than it might expect or want. There’s a simple reason for that, one that Coates himself notes: Relative to other groups, blacks commit more crimes. To understand why is to tackle some very hard-to-talk-about realities of black family life. And on that issue—and despite his announced interest in the topic—Coates has been the opposite of lucid.
What happens when a father, alarmed by his 13-year-old daughter's nightly workload, tries to do her homework for a week
Memorization, not rationalization. That is the advice of my 13-year-old daughter, Esmee, as I struggle to make sense of a paragraph of notes for an upcoming Earth Science test on minerals. “Minerals have crystal systems which are defined by the # of axis and the length of the axis that intersect the crystal faces.” That’s how the notes start, and they only get murkier after that. When I ask Esmee what this actually means, she gives me her homework credo.
Esmee is in the eighth grade at the NYC Lab Middle School for Collaborative Studies, a selective public school in the Chelsea neighborhood of Manhattan. My wife and I have noticed since she started there in February of last year that she has a lot of homework. We moved from Pacific Palisades, California, where Esmee also had a great deal of homework at Paul Revere Charter Middle School in Brentwood. I have found, at both schools, that whenever I bring up the homework issue with teachers or administrators, their response is that they are required by the state to cover a certain amount of material. There are standardized tests, and everyone—students, teachers, schools—is being evaluated on those tests. I’m not interested in the debates over teaching to the test or No Child Left Behind. What I am interested in is what my daughter is doing during those nightly hours between 8 o’clock and midnight, when she finally gets to bed. During the school week, she averages three to four hours of homework a night and six and a half hours of sleep.
American politicians are now eager to disown a failed criminal-justice system that’s left the U.S. with the largest incarcerated population in the world. But they've failed to reckon with history. Fifty years after Daniel Patrick Moynihan’s report “The Negro Family” tragically helped create this system, it's time to reclaim his original intent.
By his own lights, Daniel Patrick Moynihan, ambassador, senator, sociologist, and itinerant American intellectual, was the product of a broken home and a pathological family. He was born in 1927 in Tulsa, Oklahoma, but raised mostly in New York City. When Moynihan was 10 years old, his father, John, left the family, plunging it into poverty. Moynihan’s mother, Margaret, remarried, had another child, divorced, moved to Indiana to stay with relatives, then returned to New York, where she worked as a nurse. Moynihan’s childhood—a tangle of poverty, remarriage, relocation, and single motherhood—contrasted starkly with the idyllic American family life he would later extol.