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So what, exactly, was “The Enlightenment”? According to the Princeton historian David A. Bell, it was an intellectual movement roughly spanning the early 18th century through to the French Revolution. In his Spring 2025 Liberties Quarterly piece “The Enlightenment, Then and Now”, Bell charts the Enlightenment as a complex intellectual movement centered in Paris but with hubs across Europe and America. He highlights key figures like Montesquieu, Voltaire, Kant, and Franklin, discussing their contributions to concepts of religious tolerance, free speech, and rationality. In our conversation, Bell addresses criticisms of the Enlightenment, including its complicated relationship with colonialism and slavery, while arguing that its principles of freedom and reason remain relevant today. 5 Key Takeaways* The Enlightenment emerged in the early 18th century (around 1720s) and was characterized by intellectual inquiry, skepticism toward religion, and a growing sense among thinkers that they were living in an "enlightened century."* While Paris was the central hub, the Enlightenment had multiple centers including Scotland, Germany, and America, with thinkers like Voltaire, Rousseau, Kant, Hume, and Franklin contributing to its development.* The Enlightenment introduced the concept of "society" as a sphere of human existence separate from religion and politics, forming the basis of modern social sciences.* The movement had a complex relationship with colonialism and slavery - many Enlightenment thinkers criticized slavery, but some of their ideas about human progress were later used to justify imperialism.* According to Bell, rather than trying to "return to the Enlightenment," modern society should selectively adopt and adapt its valuable principles of free speech, religious tolerance, and education to create our "own Enlightenment."David Avrom Bell is a historian of early modern and modern Europe at Princeton University. His most recent book, published in 2020 by Farrar, Straus and Giroux, is Men on Horseback: The Power of Charisma in the Age of Revolution. Described in the Journal of Modern History as an "instant classic," it is available in paperback from Picador, in French translation from Fayard, and in Italian translation from Viella. A study of how new forms of political charisma arose in the eighteenth and early nineteenth centuries, the book shows that charismatic authoritarianism is as modern a political form as liberal democracy, and shares many of the same origins. Based on exhaustive research in original sources, the book includes case studies of the careers of George Washington, Napoleon Bonaparte, Toussaint Louverture and Simon Bolivar. The book's Introduction can be read here. An online conversation about the book with Annette Gordon-Reed, hosted by the Cullman Center of the New York Public Library, can be viewed here. Links to material about the book, including reviews in The New York Review of Books, The Guardian, Harper's, The New Republic, The Nation, Le Monde, The Los Angeles Review of Books and other venues can be found here. Bell is also the author of six previous books. He has published academic articles in both English and French and contributes regularly to general interest publications on a variety of subjects, ranging from modern warfare, to contemporary French politics, to the impact of digital technology on learning and scholarship, and of course French history. A list of his publications from 2023 and 2024 can be found here. His Substack newsletter can be found here. His writings have been translated into French, Spanish, Portuguese, Chinese, Hebrew, Swedish, Polish, Russian, German, Croatian, Italian, Turkish and Japanese. At the History Department at Princeton University, he holds the Sidney and Ruth Lapidus Chair in the Era of North Atlantic Revolutions, and offers courses on early modern Europe, on military history, and on the early modern French empire. Previously, he spent fourteen years at Johns Hopkins University, including three as Dean of Faculty in its School of Arts and Sciences. From 2020 to 2024 he served as Director of the Shelby Cullom Davis Center for Historical Studies at Princeton. He is a member of the American Academy of Arts and Sciences, and a corresponding fellow of the British Academy. Bell's new project is a history of the Enlightenment. A preliminary article from the project was published in early 2022 by Modern Intellectual History. Another is now out in French History.Named as one of the "100 most connected men" by GQ magazine, Andrew Keen is amongst the world's best known broadcasters and commentators. In addition to presenting the daily KEEN ON show, he is the host of the long-running How To Fix Democracy interview series. He is also the author of four prescient books about digital technology: CULT OF THE AMATEUR, DIGITAL VERTIGO, THE INTERNET IS NOT THE ANSWER and HOW TO FIX THE FUTURE. Andrew lives in San Francisco, is married to Cassandra Knight, Google's VP of Litigation & Discovery, and has two grown children. FULL TRANSCRIPTAndrew Keen: Hello everybody, in these supposedly dark times, the E word comes up a lot, the Enlightenment. Are we at the end of the Enlightenment or the beginning? Was there even an Enlightenment? My guest today, David Bell, a professor of history, very distinguished professor of history at Princeton University, has an interesting piece in the spring issue of It is One of our, our favorite quarterlies here on Keen on America, Bell's piece is The Enlightenment Then and Now, and David is joining us from the home of the Enlightenment, perhaps Paris in France, where he's on sabbatical hard life. David being an academic these days, isn't it?David Bell: Very difficult. I'm having to suffer the Parisian bread and croissant. It's terrible.Andrew Keen: Yeah. Well, I won't keep you too long. Is Paris then, or France? Is it the home of the Enlightenment? I know there are many Enlightenments, the French, the Scottish, maybe even the English, perhaps even the American.David Bell: It's certainly one of the homes of the Enlightenment, and it's probably the closest that the Enlightened had to a center, absolutely. But as you say, there were Edinburgh, Glasgow, plenty of places in Germany, Philadelphia, all those places have good claims to being centers of the enlightenment as well.Andrew Keen: All the same David, is it like one of those sports games in California where everyone gets a medal?David Bell: Well, they're different metals, right, but I think certainly Paris is where everybody went. I mean, if you look at the figures from the German Enlightenment, from the Scottish Enlightenment from the American Enlightenment they all tended to congregate in Paris and the Parisians didn't tend to go anywhere else unless they were forced to. So that gives you a pretty good sense of where the most important center was.Andrew Keen: So David, before we get to specifics, map out for us, because everyone is perhaps as familiar or comfortable with the history of the Enlightenment, and certainly as you are. When did it happen? What years? And who are the leaders of this thing called the Enlightenment?David Bell: Well, that's a big question. And I'm afraid, of course, that if you ask 10 historians, you'll get 10 different answers.Andrew Keen: Well, I'm only asking you, so I only want one answer.David Bell: So I would say that the Enlightenment really gets going around the first couple of decades of the 18th century. And that's when people really start to think that they are actually living in what they start to call an Enlightenment century. There are a lot of reasons for this. They are seeing what we now call the scientific revolution. They're looking at the progress that has been made with that. They are experiencing the changes in the religious sphere, including the end of religious wars, coming with a great deal of skepticism about religion. They are living in a relative period of peace where they're able to speculate much more broadly and daringly than before. But it's really in those first couple of decades that they start thinking of themselves as living in an enlightened century. They start defining themselves as something that would later be called the enlightenment. So I would say that it's, really, really there between maybe the end of the 17th century and 1720s that it really gets started.Andrew Keen: So let's have some names, David, of philosophers, I guess. I mean, if those are the right words. I know that there was a term in French. There is a term called philosoph. Were they the founders, the leaders of the Enlightenment?David Bell: Well, there is a... Again, I don't want to descend into academic quibbling here, but there were lots of leaders. Let me give an example, though. So the year 1721 is a remarkable year. So in the year, 1721, two amazing events happened within a couple of months of each other. So in May, Montesquieu, one of the great philosophers by any definition, publishes his novel called Persian Letters. And this is an incredible novel. Still, I think one of greatest novels ever written, and it's very daring. It is the account, it is supposedly a an account written by two Persian travelers to Europe who are writing back to people in Isfahan about what they're seeing. And it is very critical of French society. It is very of religion. It is, as I said, very daring philosophically. It is a product in part of the increasing contact between Europe and the rest of the world that is also very central to the Enlightenment. So that novel comes out. So it's immediately, you know, the police try to suppress it. But they don't have much success because it's incredibly popular and Montesquieu doesn't suffer any particular problems because...Andrew Keen: And the French police have never been the most efficient police force in the world, have they?David Bell: Oh, they could be, but not in this case. And then two months later, after Montesquieu published this novel, there's a German philosopher much less well-known than Montesqiu, than Christian Bolz, who is a professor at the Universität Haller in Prussia, and he gives an oration in Latin, a very typical university oration for the time, about Chinese philosophy, in which he says that the Chinese have sort of proved to the world, particularly through the writings of Confucius and others, that you can have a virtuous society without religion. Obviously very controversial. Statement for the time it actually gets him fired from his job, he has to leave the Kingdom of Prussia within 48 hours on penalty of death, starts an enormous controversy. But here are two events, both of which involving non-European people, involving the way in which Europeans are starting to look out at the rest of the world and starting to imagine Europe as just one part of a larger humanity, and at the same time they are starting to speculate very daringly about whether you can have. You know, what it means to have a society, do you need to have religion in order to have morality in society? Do you need the proper, what kind of government do you need to to have virtuous conduct and a proper society? So all of these things get, you know, really crystallize, I think, around these two incidents as much as anything. So if I had to pick a single date for when the enlightenment starts, I'd probably pick that 1721.Andrew Keen: And when was, David, I thought you were going to tell me about the earthquake in Lisbon, when was that earthquake?David Bell: That earthquake comes quite a bit later. That comes, and now historians should be better with dates than I am. It's in the 1750s, I think it's the late 1750's. Again, this historian is proving he's getting a very bad grade for forgetting the exact date, but it's in 1750. So that's a different kind of event, which sparks off a great deal of commentary, because it's a terrible earthquake. It destroys most of the city of Lisbon, it destroys other cities throughout Portugal, and it leads a lot of the philosophy to philosophers at the time to be speculating very daringly again on whether there is any kind of real purpose to the universe and whether there's any kind divine purpose. Why would such a terrible thing happen? Why would God do such a thing to his followers? And certainly VoltaireAndrew Keen: Yeah, Votav, of course, comes to mind of questioning.David Bell: And Condit, Voltaire's novel Condit gives a very good description of the earthquake in Lisbon and uses that as a centerpiece. Voltair also read other things about the earthquake, a poem about Lisbon earthquake. But in Condit he gives a lasting, very scathing portrait of the Catholic Church in general and then of what happens in Portugal. And so the Lisbon Earthquake is certainly another one of the events, but it happens considerably later. Really in the middle of the end of life.Andrew Keen: So, David, you believe in this idea of the Enlightenment. I take your point that there are more than one Enlightenment in more than one center, but in broad historical terms, the 18th century could be defined at least in Western and Northern Europe as the period of the Enlightenment, would that be a fair generalization?David Bell: I think it's perfectly fair generalization. Of course, there are historians who say that it never happened. There's a conservative British historian, J.C.D. Clark, who published a book last summer, saying that the Enlightenment is a kind of myth, that there was a lot of intellectual activity in Europe, obviously, but that the idea that it formed a coherent Enlightenment was really invented in the 20th century by a bunch of progressive reformers who wanted to claim a kind of venerable and august pedigree for their own reform, liberal reform plans. I think that's an exaggeration. People in the 18th century defined very clearly what was going on, both people who were in favor of it and people who are against it. And while you can, if you look very closely at it, of course it gets a bit fuzzy. Of course it's gets, there's no single, you can't define a single enlightenment project or a single enlightened ideology. But then, I think people would be hard pressed to define any intellectual movement. You know, in perfect, incoherent terms. So the enlightenment is, you know by compared with almost any other intellectual movement certainly existed.Andrew Keen: In terms of a philosophy of the Enlightenment, the German thinker, Immanuel Kant, seems to be often, and when you describe him as the conscience or the brain or a mixture of the conscience and brain of the enlightenment, why is Kant and Kantian thinking so important in the development of the Enlightenment.David Bell: Well, that's a really interesting question. And one reason is because most of the Enlightenment was not very rigorously philosophical. A lot of the major figures of the enlightenment before Kant tended to be writing for a general public. And they often were writing with a very specific agenda. We look at Voltaire, Diderot, Rousseau. Now you look at Adam Smith in Scotland. We look David Hume or Adam Ferguson. You look at Benjamin Franklin in the United States. These people wrote in all sorts of different genres. They wrote in, they wrote all sorts of different kinds of books. They have many different purposes and very few of them did a lot of what we would call rigorous academic philosophy. And Kant was different. Kant was very much an academic philosopher. Kant was nothing if not rigorous. He came at the end of the enlightenment by most people's measure. He wrote these very, very difficult, very rigorous, very brilliant works, such as The Creek of Pure Reason. And so, it's certainly been the case that people who wanted to describe the Enlightenment as a philosophy have tended to look to Kant. So for example, there's a great German philosopher and intellectual historian of the early 20th century named Ernst Kassirer, who had to leave Germany because of the Nazis. And he wrote a great book called The Philosophy of the Enlightened. And that leads directly to Immanuel Kant. And of course, Casir himself was a Kantian, identified with Kant. And so he wanted to make Kant, in a sense, the telos, the end point, the culmination, the fulfillment of the Enlightenment. But so I think that's why Kant has such a particularly important position. You're defining it both ways.Andrew Keen: I've always struggled to understand what Kant was trying to say. I'm certainly not alone there. Might it be fair to say that he was trying to transform the universe and certainly traditional Christian notions into the Enlightenment, so the entire universe, the world, God, whatever that means, that they were all somehow according to Kant enlightened.David Bell: Well, I think that I'm certainly no expert on Immanuel Kant. And I would say that he is trying to, I mean, his major philosophical works are trying to put together a system of philosophical thinking which will justify why people have to act morally, why people act rationally, without the need for Christian revelation to bolster them. That's a very, very crude and reductionist way of putting it, but that's essentially at the heart of it. At the same time, Kant was very much aware of his own place in history. So Kant didn't simply write these very difficult, thick, dense philosophical works. He also wrote things that were more like journalism or like tablets. He wrote a famous essay called What is Enlightenment? And in that, he said that the 18th century was the period in which humankind was simply beginning to. Reach a period of enlightenment. And he said, he starts the essay by saying, this is the period when humankind is being released from its self-imposed tutelage. And we are still, and he said we do not yet live in the midst of a completely enlightened century, but we are getting there. We are living in a century that is enlightening.Andrew Keen: So the seeds, the seeds of Hegel and maybe even Marx are incant in that German thinking, that historical thinking.David Bell: In some ways, in some ways of course Hegel very much reacts against Kant and so and then Marx reacts against Hegel. So it's not exactly.Andrew Keen: Well, that's the dialectic, isn't it, David?David Bell: A simple easy path from one to the other, no, but Hegel is unimaginable without Kant of course and Marx is unimagineable without Hegel.Andrew Keen: You note that Kant represents a shift in some ways into the university and the walls of the universities were going up, and that some of the other figures associated with the the Enlightenment and Scottish Enlightenment, human and Smith and the French Enlightenment Voltaire and the others, they were more generalist writers. Should we be nostalgic for the pre-university period in the Enlightenment, or? Did things start getting serious once the heavyweights, the academic heavyweighs like Emmanuel Kant got into this thing?David Bell: I think it depends on where we're talking about. I mean, Adam Smith was a professor at Glasgow in Edinburgh, so Smith, the Scottish Enlightenment was definitely at least partly in the universities. The German Enlightenment took place very heavily in universities. Christian Vodafoy I just mentioned was the most important German philosopher of the 18th century before Kant, and he had positions in university. Even the French university system, for a while, what's interesting about the French University system, particularly the Sorbonne, which was the theology faculty, It was that. Throughout the first half of the 18th century, there were very vigorous, very interesting philosophical debates going on there, in which the people there, particularly even Jesuits there, were very open to a lot of the ideas we now call enlightenment. They were reading John Locke, they were reading Mel Pench, they were read Dekalb. What happened though in the French universities was that as more daring stuff was getting published elsewhere. Church, the Catholic Church, started to say, all right, these philosophers, these philosophies, these are our enemies, these are people we have to get at. And so at that point, anybody who was in the university, who was still in dialog with these people was basically purged. And the universities became much less interesting after that. But to come back to your question, I do think that I am very nostalgic for that period. I think that the Enlightenment was an extraordinary period, because if you look between. In the 17th century, not all, but a great deal of the most interesting intellectual work is happening in the so-called Republic of Letters. It's happening in Latin language. It is happening on a very small circle of RUD, of scholars. By the 19th century following Kant and Hegel and then the birth of the research university in Germany, which is copied everywhere, philosophy and the most advanced thinking goes back into the university. And the 18th century, particularly in France, I will say, is a time when the most advanced thought is being written for a general public. It is being in the form of novels, of dialogs, of stories, of reference works, and it is very, very accessible. The most profound thought of the West has never been as accessible overall as in the 18 century.Andrew Keen: Again, excuse this question, it might seem a bit naive, but there's a lot of pre-Enlightenment work, books, thinking that we read now that's very accessible from Erasmus and Thomas More to Machiavelli. Why weren't characters like, or are characters like Erasmuus, More's Utopia, Machiavell's prints and discourses, why aren't they considered part of the Enlightenment? What's the difference between? Enlightened thinkers or the supposedly enlightened thinkers of the 18th century and thinkers and writers of the 16th and 17th centuries.David Bell: That's a good question, you know, I think you have to, you, you know, again, one has to draw a line somewhere. That's not a very good answer, of course. All these people that you just mentioned are, in one way or another, predecessors to the Enlightenment. And of course, there were lots of people. I don't mean to say that nobody wrote in an accessible way before 1700. Obviously, lots of the people you mentioned did. Although a lot of them originally wrote in Latin, Erasmus, also Thomas More. But I think what makes the Enlightened different is that you have, again, you have a sense. These people have have a sense that they are themselves engaged in a collective project, that it is a collective project of enlightenment, of enlightening the world. They believe that they live in a century of progress. And there are certain principles. They don't agree on everything by any means. The philosophy of enlightenment is like nothing more than ripping each other to shreds, like any decent group of intellectuals. But that said, they generally did believe That people needed to have freedom of speech. They believed that you needed to have toleration of different religions. They believed in education and the need for a broadly educated public that could be as broad as possible. They generally believed in keeping religion out of the public sphere as much as possible, so all those principles came together into a program that we can consider at least a kind of... You know, not that everybody read it at every moment by any means, but there is an identifiable enlightenment program there, and in this case an identifiable enlightenment mindset. One other thing, I think, which is crucial to the Enlightenment, is that it was the attention they started to pay to something that we now take almost entirely for granted, which is the idea of society. The word society is so entirely ubiquitous, we assume it's always been there, and in one sense it has, because the word societas is a Latin word. But until... The 18th century, the word society generally had a much narrower meaning. It referred to, you know, particular institution most often, like when we talk about the society of, you know, the American philosophical society or something like that. And the idea that there exists something called society, which is the general sphere of human existence that is separate from religion and is separate from the political sphere, that's actually something which only really emerged at the end of the 1600s. And it became really the focus of you know, much, if not most, of enlightenment thinking. When you look at someone like Montesquieu and you look something, somebody like Rousseau or Voltaire or Adam Smith, probably above all, they were concerned with understanding how society works, not how government works only, but how society, what social interactions are like beginning of what we would now call social science. So that's yet another thing that distinguishes the enlightened from people like Machiavelli, often people like Thomas More, and people like bonuses.Andrew Keen: You noted earlier that the idea of progress is somehow baked in, in part, and certainly when it comes to Kant, certainly the French Enlightenment, although, of course, Rousseau challenged that. I'm not sure whether Rousseaut, as always, is both in and out of the Enlightenment and he seems to be in and out of everything. How did the Enlightement, though, make sense of itself in the context of antiquity, as it was, of Terms, it was the Renaissance that supposedly discovered or rediscovered antiquity. How did many of the leading Enlightenment thinkers, writers, how did they think of their own society in the context of not just antiquity, but even the idea of a European or Western society?David Bell: Well, there was a great book, one of the great histories of the Enlightenment was written about more than 50 years ago by the Yale professor named Peter Gay, and the first part of that book was called The Modern Paganism. So it was about the, you know, it was very much about the relationship between the Enlightenment and the ancient Greek synonyms. And certainly the writers of the enlightenment felt a great deal of kinship with the ancient Greek synonymous. They felt a common bond, particularly in the posing. Christianity and opposing what they believed the Christian Church had wrought on Europe in suppressing freedom and suppressing free thought and suppassing free inquiry. And so they felt that they were both recovering but also going beyond antiquity at the same time. And of course they were all, I mean everybody at the time, every single major figure of the Enlightenment, their education consisted in large part of what we would now call classics, right? I mean, there was an educational reformer in France in the 1760s who said, you know, our educational system is great if the purpose is to train Roman centurions, if it's to train modern people who are not doing both so well. And it's true. I mean they would spend, certainly, you know in Germany, in much of Europe, in the Netherlands, even in France, I mean people were trained not simply to read Latin, but to write in Latin. In Germany, university courses took part in the Latin language. So there's an enormous, you know, so they're certainly very, very conversant with the Greek and Roman classics, and they identify with them to a very great extent. Someone like Rousseau, I mean, and many others, and what's his first reading? How did he learn to read by reading Plutarch? In translation, but he learns to read reading Plutach. He sees from the beginning by this enormous admiration for the ancients that we get from Bhutan.Andrew Keen: Was Socrates relevant here? Was the Enlightenment somehow replacing Aristotle with Socrates and making him and his spirit of Enlightenment, of asking questions rather than answering questions, the symbol of a new way of thinking?David Bell: I would say to a certain extent, so I mean, much of the Enlightenment criticizes scholasticism, medieval scholastic, very, very sharply, and medieval scholasticism is founded philosophically very heavily upon Aristotle, so to that extent. And the spirit of skepticism that Socrates embodied, the idea of taking nothing for granted and asking questions about everything, including questions of oneself, yes, absolutely. That said, while the great figures of the Red Plato, you know, Socrates was generally I mean, it was not all that present as they come. But certainly have people with people with red play-doh in the entire virus.Andrew Keen: You mentioned Benjamin Franklin earlier, David. Most of the Enlightenment, of course, seems to be centered in France and Scotland, Germany, England. But America, many Europeans went to America then as a, what some people would call a settler colonial society, or certainly an offshoot of the European world. Was the settling of America and the American Revolution Was it the quintessential Enlightenment project?David Bell: Another very good question, and again, it depends a bit on who you talk to. I just mentioned this book by Peter Gay, and the last part of his book is called The Science of Freedom, and it's all about the American Revolution. So certainly a lot of interpreters of the Enlightenment have said that, yes, the American revolution represents in a sense the best possible outcome of the American Revolution, it was the best, possible outcome of the enlightened. Certainly there you look at the founding fathers of the United States and there's a great deal that they took from me like Certainly, they took a great great number of political ideas from Obviously Madison was very much inspired and drafting the edifice of the Constitution by Montesquieu to see himself Was happy to admit in addition most of the founding Fathers of the united states were you know had kind of you know We still had we were still definitely Christians, but we're also but we were also very much influenced by deism were very much against the idea of making the United States a kind of confessional country where Christianity was dominant. They wanted to believe in the enlightenment principles of free speech, religious toleration and so on and so forth. So in all those senses and very much the gun was probably more inspired than Franklin was somebody who was very conversant with the European Enlightenment. He spent a large part of his life in London. Where he was in contact with figures of the Enlightenment. He also, during the American Revolution, of course, he was mostly in France, where he is vetted by some of the surviving fellows and were very much in contact for them as well. So yes, I would say the American revolution is certainly... And then the American revolutionary scene, of course by the Europeans, very much as a kind of offshoot of the enlightenment. So one of the great books of the late Enlightenment is by Condor Say, which he wrote while he was hiding actually in the future evolution of the chariot. It's called a historical sketch of the progress of the human spirit, or the human mind, and you know he writes about the American Revolution as being, basically owing its existence to being like...Andrew Keen: Franklin is of course an example of your pre-academic enlightenment, a generalist, inventor, scientist, entrepreneur, political thinker. What about the role of science and indeed economics in the Enlightenment? David, we're going to talk of course about the Marxist interpretation, perhaps the Marxist interpretation which sees The Enlightenment is just a euphemism, perhaps, for exploitative capitalism. How central was the growth and development of the market, of economics, and innovation, and capitalism in your reading of The Enlightened?David Bell: Well, in my reading, it was very important, but not in the way that the Marxists used to say. So Friedrich Engels once said that the Enlightenment was basically the idealized kingdom of the bourgeoisie, and there was whole strain of Marxist thinking that followed the assumption that, and then Karl Marx himself argued that the documents like the Declaration of the Rights of Man and Citizen, which obviously were inspired by the Enlightment, were simply kind of the near, or kind of. Way that the bourgeoisie was able to advance itself ideologically, and I don't think that holds much water, which is very little indication that any particular economic class motivated the Enlightenment or was using the Enlightment in any way. That said, I think it's very difficult to imagine the Enlightement without the social and economic changes that come in with the 18th century. To begin with globalization. If you read the great works of the Enlightenment, it's remarkable just how open they are to talking about humanity in general. So one of Voltaire's largest works, one of his most important works, is something called Essay on Customs and the Spirit of Nations, which is actually History of the World, where he talks learnedly not simply about Europe, but about the Americas, about China, about Africa, about India. Montesquieu writes Persian letters. Christian Volpe writes about Chinese philosophy. You know, Rousseau writes about... You know, the earliest days of humankind talks about Africa. All the great figures of the Enlightenment are writing about the rest of the world, and this is a period in which contacts between Europe and the rest the world are exploding along with international trade. So by the end of the 18th century, there are 4,000 to 5,000 ships a year crossing the Atlantic. It's an enormous number. And that's one context in which the enlightenment takes place. Another is what we call the consumer revolution. So in the 18th century, certainly in the major cities of Western Europe, people of a wide range of social classes, including even artisans, sort of somewhat wealthy artisians, shopkeepers, are suddenly able to buy a much larger range of products than they were before. They're able to choose how to basically furnish their own lives, if you will, how they're gonna dress, what they're going to eat, what they gonna put on the walls of their apartments and so on and so forth. And so they become accustomed to exercising a great deal more personal choice than their ancestors have done. And the Enlightenment really develops in tandem with this. Most of the great works of the Enlightment, they're not really written to, they're treatises, they're like Kant, they're written to persuade you to think in a single way. Really written to make you ask questions yourself, to force you to ponder things. They're written in the form of puzzles and riddles. Voltaire had a great line there, he wrote that the best kind of books are the books that readers write half of themselves as they read, and that's sort of the quintessence of the Enlightenment as far as I'm concerned.Andrew Keen: Yeah, Voltaire might have been comfortable on YouTube or Facebook. David, you mentioned all those ships going from Europe across the Atlantic. Of course, many of those ships were filled with African slaves. You mentioned this in your piece. I mean, this is no secret, of course. You also mentioned a couple of times Montesquieu's Persian letters. To what extent is... The enlightenment then perhaps the birth of Western power, of Western colonialism, of going to Africa, seizing people, selling them in North America, the French, the English, Dutch colonization of the rest of the world. Of course, later more sophisticated Marxist thinkers from the Frankfurt School, you mentioned these in your essay, Odorno and Horkheimer in particular, See the Enlightenment as... A project, if you like, of Western domination. I remember reading many years ago when I was in graduate school, Edward Said, his analysis of books like The Persian Letters, which is a form of cultural Western power. How much of this is simply bound up in the profound, perhaps, injustice of the Western achievement? And of course, some of the justice as well. We haven't talked about Jefferson, but perhaps in Jefferson's life and his thinking and his enlightened principles and his... Life as a slave owner, these contradictions are most self-evident.David Bell: Well, there are certainly contradictions, and there's certainly... I think what's remarkable, if you think about it, is that if you read through works of the Enlightenment, you would be hard-pressed to find a justification for slavery. You do find a lot of critiques of slavery, and I think that's something very important to keep in mind. Obviously, the chattel slavery of Africans in the Americas began well before the Enlightment, it began in 1500. The Enlightenment doesn't have the credit for being the first movement to oppose slavery. That really goes back to various religious groups, especially the Fakers. But that said, you have in France, you had in Britain, in America even, you'd have a lot of figures associated with the Enlightenment who were pretty sure of becoming very forceful opponents of slavery very early. Now, when it comes to imperialism, that's a tricky issue. What I think you'd find in these light bulbs, you'd different sorts of tendencies and different sorts of writings. So there are certainly a lot of writers of the Enlightenment who are deeply opposed to European authorities. One of the most popular works of the late Enlightenment was a collective work edited by the man named the Abbe Rinal, which is called The History of the Two Indies. And that is a book which is deeply, deeply critical of European imperialism. At the same time, at the same of the enlightenment, a lot the works of history written during the Enlightment. Tended, such as Voltaire's essay on customs, which I just mentioned, tend to give a kind of very linear version of history. They suggest that all societies follow the same path, from sort of primitive savagery, hunter-gatherers, through early agriculture, feudal stages, and on into sort of modern commercial society and civilization. And so they're basically saying, okay, we, the Europeans, are the most advanced. People like the Africans and the Native Americans are the least advanced, and so perhaps we're justified in going and quote, bringing our civilization to them, what later generations would call the civilizing missions, or possibly just, you know, going over and exploiting them because we are stronger and we are more, and again, we are the best. And then there's another thing that the Enlightenment did. The Enlightenment tended to destroy an older Christian view of humankind, which in some ways militated against modern racism. Christians believed, of course, that everyone was the same from Adam and Eve, which meant that there was an essential similarity in the world. And the Enlightenment challenged this by challenging the biblical kind of creation. The Enlightenment challenges this. Voltaire, for instance, believed that there had actually been several different human species that had different origins, and that can very easily become a justification for racism. Buffon, one of the most Figures of the French Enlightenment, one of the early naturalists, was crucial for trying to show that in fact nature is not static, that nature is always changing, that species are changing, including human beings. And so again, that allowed people to think in terms of human beings at different stages of evolution, and perhaps this would be a justification for privileging the more advanced humans over the less advanced. In the 18th century itself, most of these things remain potential, rather than really being acted upon. But in the 19th century, figures of writers who would draw upon these things certainly went much further, and these became justifications for slavery, imperialism, and other things. So again, the Enlightenment is the source of a great deal of stuff here, and you can't simply put it into one box or more.Andrew Keen: You mentioned earlier, David, that Concorda wrote one of the later classics of the... Condorcet? Sorry, Condorcets, excuse my French. Condorcès wrote one the later Classics of the Enlightenment when he was hiding from the French Revolution. In your mind, was the revolution itself the natural conclusion, climax? Perhaps anti-climax of the Enlightenment. Certainly, it seems as if a lot of the critiques of the French Revolution, particularly the more conservative ones, Burke comes to mind, suggested that perhaps the principles of in the Enlightment inevitably led to the guillotine, or is that an unfair way of thinking of it?David Bell: Well, there are a lot of people who have thought like that. Edmund Burke already, writing in 1790, in his reflections on the revolution in France, he said that everything which was great in the old regime is being dissolved and, quoting, dissolved by this new conquering empire of light and reason. And then he said about the French that in the groves of their academy at the end of every vista, you see nothing but the gallows. Nothing but the Gallows. So there, in 1780, he already seemed to be predicting the reign of terror and blaming it. A certain extent from the Enlightenment. That said, I think, you know, again, the French Revolution is incredibly complicated event. I mean, you certainly have, you know, an explosion of what we could call Enlightenment thinking all over the place. In France, it happened in France. What happened there was that you had a, you know, the collapse of an extraordinarily inefficient government and a very, you know, in a very antiquated, paralyzed system of government kind of collapsed, created a kind of political vacuum. Into that vacuum stepped a lot of figures who were definitely readers of the Enlightenment. Oh so um but again the Enlightment had I said I don't think you can call the Enlightement a single thing so to say that the Enlightiment inspired the French Revolution rather than the There you go.Andrew Keen: Although your essay on liberties is the Enlightenment then and now you probably didn't write is always these lazy editors who come up with inaccurate and inaccurate titles. So for you, there is no such thing as the Enlighten.David Bell: No, there is. There is. But still, it's a complex thing. It contains multitudes.Andrew Keen: So it's the Enlightenment rather than the United States.David Bell: Conflicting tendencies, it has contradictions within it. There's enough unity to refer to it as a singular noun, but it doesn't mean that it all went in one single direction.Andrew Keen: But in historical terms, did the failure of the French Revolution, its descent into Robespierre and then Bonaparte, did it mark the end in historical terms a kind of bookend of history? You began in 1720 by 1820. Was the age of the Enlightenment pretty much over?David Bell: I would say yes. I think that, again, one of the things about the French Revolution is that people who are reading these books and they're reading these ideas and they are discussing things really start to act on them in a very different way from what it did before the French revolution. You have a lot of absolute monarchs who are trying to bring certain enlightenment principles to bear in their form of government, but they're not. But it's difficult to talk about a full-fledged attempt to enact a kind of enlightenment program. Certainly a lot of the people in the French Revolution saw themselves as doing that. But as they did it, they ran into reality, I would say. I mean, now Tocqueville, when he writes his old regime in the revolution, talks about how the French philosophes were full of these abstract ideas that were divorced from reality. And while that's an exaggeration, there was a certain truth to them. And as soon as you start having the age of revolutions, as soon you start people having to devise systems of government that will actually last, and as you have people, democratic representative systems that will last, and as they start revising these systems under the pressure of actual events, then you're not simply talking about an intellectual movement anymore, you're talking about something very different. And so I would say that, well, obviously the ideas of the Enlightenment continue to inspire people, the books continue to be read, debated. They lead on to figures like Kant, and as we talked about earlier, Kant leads to Hegel, Hegel leads to Marx in a certain sense. Nonetheless, by the time you're getting into the 19th century, what you have, you know, has connections to the Enlightenment, but can we really still call it the Enlightment? I would sayAndrew Keen: And Tocqueville, of course, found democracy in America. Is democracy itself? I know it's a big question. But is it? Bound up in the Enlightenment. You've written extensively, David, both for liberties and elsewhere on liberalism. Is the promise of democracy, democratic systems, the one born in the American Revolution, promised in the French Revolution, not realized? Are they products of the Enlightment, or is the 19th century and the democratic systems that in the 19th century, is that just a separate historical track?David Bell: Again, I would say there are certain things in the Enlightenment that do lead in that direction. Certainly, I think most figures in the enlightenment in one general sense or another accepted the idea of a kind of general notion of popular sovereignty. It didn't mean that they always felt that this was going to be something that could necessarily be acted upon or implemented in their own day. And they didn't necessarily associate generalized popular sovereignty with what we would now call democracy with people being able to actually govern themselves. Would be certain figures, certainly Diderot and some of his essays, what we saw very much in the social contract, you know, were sketching out, you knows, models for possible democratic system. Condorcet, who actually lived into the French Revolution, wrote one of the most draft constitutions for France, that's one of most democratic documents ever proposed. But of course there were lots of figures in the Enlightenment, Voltaire, and others who actually believed much more in absolute monarchy, who believed that you just, you know, you should have. Freedom of speech and freedom of discussion, out of which the best ideas would emerge, but then you had to give those ideas to the prince who imposed them by poor sicknesses.Andrew Keen: And of course, Rousseau himself, his social contract, some historians have seen that as the foundations of totalitarian, modern totalitarianism. Finally, David, your wonderful essay in Liberties in the spring quarterly 2025 is The Enlightenment, Then and Now. What about now? You work at Princeton, your president has very bravely stood up to the new presidential regime in the United States, in defense of academic intellectual freedom. Does the word and the movement, does it have any relevance in the 2020s, particularly in an age of neo-authoritarianism around the world?David Bell: I think it does. I think we have to be careful about it. I always get a little nervous when people say, well, we should simply go back to the Enlightenment, because the Enlightenments is history. We don't go back the 18th century. I think what we need to do is to recover certain principles, certain ideals from the 18 century, the ones that matter to us, the ones we think are right, and make our own Enlightenment better. I don't think we need be governed by the 18 century. Thomas Paine once said that no generation should necessarily rule over every generation to come, and I think that's probably right. Unfortunately in the United States, we have a constitution which is now essentially unamendable, so we're doomed to live by a constitution largely from the 18th century. But are there many things in the Enlightenment that we should look back to, absolutely?Andrew Keen: Well, David, I am going to free you for your own French Enlightenment. You can go and have some croissant now in your local cafe in Paris. Thank you so much for a very, I excuse the pun, enlightening conversation on the Enlightenment then and now, Essential Essay in Liberties. I'd love to get you back on the show. Talk more history. Thank you. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit keenon.substack.com/subscribe

This Week: DHS agents attempt to arrest kids from two Los Angeles elementary schools. The Trump admin unleashes demands that embody government overreach and 1st Amendment violations aimed at colleges, Harvard refuses to comply, costing at least $2.3B in funding for now. Faculty at the Big 10 schools lead an effort to create a NATO-like mutual defense compact to defend against the republican attacks. Then the Wisconsin governor uses an unusual level of veto power to extend additional school funding for the next 400 years. Lastly, a brilliant 10th grader in LA akes the case against the district's cell phone ban. We respect it, and she's totally wrong. Whew - busy week!  Manuel and Jeff discuss. WAYS TO HELP WITH THE EATON FIRE IN ALTADENA/PASADENA -- Please consider giving what you can! Here are links to GoFundMe pages set up by Altadena families, links to GoFundMe pages supporting Black families devastated by the Eaton fire, and the Pasadena Educational Foundation's page set up to benefit Manuel's school community, which has been devastated by the fire. Thanks for your support!MAXIMUM WOKENESS ALERT -- get your All of the Above swag, including your own “Teach the Truth” shirt! In this moment of relentless attacks on teaching truth in the classroom, we got you covered. https://all-of-the-above-store.creator-spring.com Passing Period is an AOTA podcast extra that gives us a chance to check-in, reflect, and discuss powerful stories in between our full episodes. Watch, listen and subscribe to make sure you don't miss our latest content!Website: https://AOTAshow.comStream all of our content at: linktr.ee/AOTA  Watch at: YouTube.com/AlloftheAboveListen at: apple.co/38QV7Bd and anchor.fm/AOTAFollow us at: Facebook.com/AOTAshow and Twitter.com/AOTAshow

Makkot 11 – Shabbat – 21 NissanBy Rabbi Uri Goldstein, Director of Overseas Program, Yeshivat Hakotel; Faculty, Midreshet Amudimמכות דף יא, דף יומיToday's Daily Dose is sponsored in honor of the recovery from the recent hospitalization of Baruch Avner ben Sarah Feigel

Robert Rodriguez is a legendary filmmaker and creator of Sin City, El Mariachi, Desperado, Spy Kids, Machete, From Dusk Till Dawn, Alita: Battle Angel, The Faculty, and his newest venture Brass Knuckle Films. Thank you for listening ❤ Check out our sponsors: https://lexfridman.com/sponsors/ep465-sc See below for timestamps, transcript, and to give feedback, submit questions, contact Lex, etc. Transcript: https://lexfridman.com/robert-rodriguez-transcript CONTACT LEX: Feedback - give feedback to Lex: https://lexfridman.com/survey AMA - submit questions, videos or call-in: https://lexfridman.com/ama Hiring - join our team: https://lexfridman.com/hiring Other - other ways to get in touch: https://lexfridman.com/contact EPISODE LINKS: Robert's X: https://x.com/rodriguez Robert's Instagram: https://instagram.com/rodriguez/ Brass Knuckle Films: https://brassknucklefilms.com/ Rebel without a Crew (book): https://amzn.to/3G7gtQJ Rebel without a Crew (audiobook): https://amzn.to/3Ri5wyc SPONSORS: To support this podcast, check out our sponsors & get discounts: Invideo AI: AI video generator. Go to https://invideo.io/i/lexpod Brain.fm: Music for focus. Go to https://brain.fm/lex NetSuite: Business management software. Go to http://netsuite.com/lex Shopify: Sell stuff online. Go to https://shopify.com/lex LMNT: Zero-sugar electrolyte drink mix. Go to https://drinkLMNT.com/lex OUTLINE: (00:00) - Introduction (10:04) - Explosions and having only one take (17:39) - Success and failure (26:28) - Filmmaking on a low budget (38:41) - El Mariachi (50:10) - Creativity (1:12:06) - Limitations (1:18:22) - Handling criticism (1:34:32) - Action films (1:45:53) - Quentin Tarantino (1:55:52) - Desperado (1:56:54) - Salma Hayek (2:01:40) - Danny Trejo (2:06:55) - Filming in Austin (2:13:05) - Editing (2:22:35) - Sound design (2:27:43) - Deadlines (2:31:14) - Alita: Battle Angel (2:39:36) - James Cameron (2:52:39) - Sin City (3:06:48) - Manifesting (3:18:12) - Memories and journaling (3:27:56) - Mortality PODCAST LINKS: - Podcast Website: https://lexfridman.com/podcast - Apple Podcasts: https://apple.co/2lwqZIr - Spotify: https://spoti.fi/2nEwCF8 - RSS: https://lexfridman.com/feed/podcast/ - Podcast Playlist: https://www.youtube.com/playlist?list=PLrAXtmErZgOdP_8GztsuKi9nrraNbKKp4 - Clips Channel: https://www.youtube.com/lexclips

What is the relationship like between faculty and instructional designers? In this episode, we'll hear from Ian August, Assistant Director of Online Learning and Adjunct Professor at St. John's University. Ian shares his research findings from speaking with both IDs and faculty about the course design and revision process. 

Join #All2ReelToo as we travel back to the '90s for a thrilling #scifi #horror adventure in #TheFaculty (1998)! When students at Harrington High realize their teachers are acting stranger than usual, they team up to uncover the #alieninvasion at their school.

Union membership empowers educators to improve their lives and advocate for themselves and their students to ensure Ohio's learners have the supports and resources they need to succeed. Now, thanks to a partnership between NEA Member Benefits and Edvance, OEA membership has extra value - with access to up to 50 percent off tuition for many online college and certification courses. In this episode, we hear from Ashley Kaufman about how the NEA College Benefit through Edvance is helping OEA members and their families break down barriers and earn degrees.EXPLORE THE PROGRAMS AND THE SAVINGS | Edvance has negotiated tuition discounts for a number of 100% online schools and programs for OEA Members and their families. Click here to start exploring the available programs to see how NEA's College Benefit can help make college and certificate courses accessible and affordable to you and your family.SHARE THIS RESOURCE WITH YOUR FELLOW EDUCATORS | Education benefits like those available through the Edvance network are just one more reason for educators in your district to join your local association. Click here for information local leaders can share with other educators.SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms, including YouTube. Click here for links for other platforms so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here. Featured Public Education Matters guest: Ashley Kaufman, Director of Channel Management, EdvanceAshley Kaufman is the Director of Channel Management at Edvance, bringing a career rooted in marketing, higher education, and franchising to this role. Passionate about work that helps others grow personally and professionally, Ashley believes that education is a powerful tool—equipping individuals with the knowledge and insight to make informed decisions that support themselves, their families, and their communities.With a deep understanding of the challenges working adults face when pursuing a higher education, Ashley works to build strategic partnerships with union leaders that makes higher education more attainable and impactful for union members and their families to advance their careers and achieve their goals.As a parent of young children, Ashley sees firsthand the profound role education plays in shaping the future. Her commitment to lifelong learning isn't just professional—it's personal. She strives to set an example of continuous growth, kindness, and the pursuit of opportunities that make a meaningful impact, both at work and at home.Connect with Ashley on LinkedIn: https://www.linkedin.com/in/ashleykaufman1208/Connect with Edvance: https://www.linkedin.com/company/edvance-education/Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on March 17, 2025.

In this episode of Confessions of a Higher Ed Social Media Manager, host Jenny Li Fowler sits down with Samuel Harriman and Olivia Finch from Oxford University to unpack the inner workings of their incredibly unique roles as a two-person university-wide campaigns team. Titled “How Oxford University Built a Campaigns Team to Reshape Their Global Brand,” this conversation dives deep into the hows and whys of Oxford's centralized campaign strategy—one that touches all 57 departments and positions the institution as a forward-thinking, globally connected research powerhouse. If you're curious about higher education content marketing, centralized campaign models, or the strategic integration of social media in research comms, this one's for you.Guest Names: Samuel Harriman, Campaigns Project Manager, University of Oxford Olivia Finch, Campaign Producer, University of OxfordGuest Socials: Samuel: LinkedIn, InstagramOlivia: LinkedInGuest Bios: Samuel Harriman (He/him) is responsible for the delivery of large scale multimedia campaigns as Campaigns Project Manager at the University of Oxford. He has previously worked in digital media management at Cambridge Judge Business School, University of Cambridge, student recruitment and marketing at the University of Leicester and in stakeholder engagement at the Institute and Faculty of Actuaries.Olivia Finch (She/her) plays a pivotal role in delivering campaigns in her role as Campaigns Producer at the University Oxford. She has previously been responsible for marketing languages and library content at Oxford University Press and worked as a marketing executive at Auckland Writers Festival. - - - -Connect With Our Host:Jenny Li Fowlerhttps://www.linkedin.com/in/jennylifowler/https://twitter.com/TheJennyLiAbout The Enrollify Podcast Network:Confessions of a Higher Ed Social Media Manager is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

For this episode, we asked academics and university staff from around the world to share their own strategies for staying positive, healthy and maintaining balance in a sector in which stress and overwork are commonplace. At a time when higher education feels under attack in many countries, in more ways than one, it is important for those working in the sector to find coping strategies that work for them and build collective support. Thank you to all who contributed their personal wisdom: Lucas Lixinski is a law professor and associate dean at UNSW Sydney, which he joined after completing a postgraduate fellowship at the University of Texas School of Law. Maha Bali is a professor of practice at the Center for Learning and Teaching at The American University in Cairo (AUC).  Doune Macdonald is an emerita professor at the University of Queensland and a visiting professor at the University of Sydney. Debbie Riby is a professor of developmental psychology and associate pro-vice chancellor for postgraduate research students at Durham University Bhawana Shrestha is a research fellow at the Learning Institute for Future Excellence at Xi'an Jiaotong-Liverpool University. Chris Wright is a senior lecturer and co-ordinator of the Drawing Centre at De Montfort University. Chin Moi Chow is an associate professor of sleep and well-being in the Faculty of Medicine and Health at the University of Sydney. Pippa Caterall is a professor of history and policy at the University of Westminster. Patrice Sewou is an associate professor of learning and teaching and the director of the Centre for the Advancement of Racial Equality at the University of Northampton. Aster Cosmos is a learning designer at Monash University. For more insight and advice on protecting the well-being of those working and studying in universities, take a look at our latest spotlight guide on making mental health a priority in higher education.

[NL volgt ENG] Academics are praised primarily for their research results. What would it mean to value them equally for their teaching? Program writer and philosopher Bas van Woerkum-Rooker discussed these and related questions with TLC theme leader Education Research Merel van der Wal and vice dean of education at the Faculty of Science Laura van Niftrik. The audience consists mostly of teachers from almost all faculties. The Value of Teaching in Academia | Academic Affairs with TLC theme leader Education research Merel van der Wal and vice dean of education Laura van Niftrik | Thursday 3 April 2025 | 12.30 – 13.15 hrs| Lecture Hall Complex, Radboud University | Radboud Reflects and Radboud Recognition & Rewards Read the review: https://www.ru.nl/en/services/sport-culture-and-recreation/radboud-reflects/news/the-value-of-teaching-in-academia-academic-affairs-with-tlc-theme-leader-education-research-merel-van-der-wal-and-vice-dean-of-education-laura-van-niftrik Never want to miss a podcast again? Subscribe to this channel! Also don't forget to like this podcast. Radboud Reflects organizes public lectures and courses about current affairs. Check our website for upcoming in-depth lectures: www.ru.nl/en/services/sport-cu…boud-reflects/agenda Do you want to stay up to date about our activities? Please sign in for the English newsletter: www.ru.nl//rr/newsletter NL Academici worden in de eerste plaats geprezen om hun onderzoeksresultaten. Wat zou het betekenen om hen in dezelfde mate te waarderen op hun onderwijs? Er zijn wel onderwijsprijzen en certificaten én je kunt je vrijwillig bijscholen, maar qua aanzien, aandacht en ontwikkelpaden blijft onderwijs achter. Hoe kan het anders? Leer van TLC themaleider Onderwijsonderzoek Merel van der Wal en vice-decaan onderwijs Laura van Niftirk over aanzien van en tools voor onderwijs aan universiteiten. The Value of Teaching in Academia | Academic Affairs met TLC-themaleider Onderwijsonderzoek Merel van der Wal en vice-decaan onderwijs Laura van Niftrik | Donderdag 3 april 2025 | 12.30 – 13.15 uur | Collegezalencomplex, Radboud Universiteit | Radboud Reflects en Radboud Erkennen & Waarderen Lees het verslag: https://www.ru.nl/services/sport-cultuur-en-ontspanning/radboud-reflects/nieuws/the-value-of-teaching-in-academia-academic-affairs-met-tlc-themaleider-onderwijsonderzoek-merel-van-der-wal-en-vice-decaan-onderwijs-laura-van-niftrik Like deze podcast, abonneer je op dit kanaal en mis niks. Bekijk ook de agenda voor nog meer verdiepende lezingen: www.ru.nl/radboud-reflects/agenda Wil je geen enkele verdiepende lezing missen? Schrijf je dan in voor de nieuwsbrief: www.ru.nl/radboud-reflects/ser…ief-radboud-reflects

In this seventh episode of the “Buy: The Way…To Purposeful Procurement” podcast series, Art of Procurement's Philip Ideson and Fine Tune CEO Rich Ham take a deep dive into procurement history with Kate Vitasek, Faculty of Graduate and Executive Education at the University of Tennessee, and architect of the groundbreaking Vested methodology.  With over 15 years of research and eight books dedicated to buyer-supplier strategic partnerships, Kate shares her insight into how procurement has traditionally tended to extract value from suppliers through power plays, as opposed to creating value through collaboration and alignment around mutually ‘Vested' interests. She traces the historical roots of this dysfunction back to the 1980s with the rise of the Kraljic Matrix and Michael Porter's competitive strategies, both of which further embedded power-based negotiations into procurement's DNA. Drawing inspiration from the Vested approach, Kate:  Advocates for moving away from transaction-based buyer-seller relationships to outcome-based strategic partnerships where both parties have a genuine vested interest in one another's mutual success, and  Explains this dynamic by sharing examples of organizations that have transformed their supplier relationships by transforming how they measure success, structure contracts, and distribute value across their supplier network. This episode challenges procurement to recognize when they're spinning their wheels with outdated supplier management tactics and encourages them to reimagine what's possible when buyers and suppliers align their interests toward genuine value creation and purpose-driven procurement. Links: Kate Vitasek on LinkedIn Rich Ham on LinkedIn Learn more at FineTuneUs.com  

The city was one of the central and defining features of the world of the Greek and Roman Mediterranean. Challenging the idea that the ancient city 'declined and fell', Andrew Wallace-Hadrill argues that memories of the past enabled cities to adapt and remain relevant in the changing post-Roman world. In the new kingdoms in Italy, France and Spain cities remained a key part of the structure of control, while to contemporary authors, such as Cassiodorus in Ostrogothic Italy, Gregory of Tours in Merovingian Gaul, and Isidore in Visigothic Spain, they remained as crucial as in antiquity. The archaeological evidence of New Cities founded in this period, from Constantinople to Reccopolis in Spain, also shows the deep influence of past models. The Idea of the City in Late Antiquity: A Study in Resilience (Cambridge UP, 2025) reveals the adaptability of cities and the endurance of the Greek and Roman world. Sheds fresh light on one of the most important social and cultural developments in the transition from classical antiquity to the world of the Middle Ages Explores developments through the eyes of contemporary writers and documents as well as the archaeological record Of interest to all those concerned with how cities can adapt in a radically changing world ANDREW WALLACE-HADRILL is Emeritus Professor in the Faculty of Classics at the University of Cambridge and an Emeritus Fellow of Sidney Sussex College. He is a Roman cultural historian and his books include Suetonius: The Scholar and His Caesars (1983), Augustan Rome (1993), Houses and Society in Pompeii and Herculaneum (1994), Rome's Cultural Revolution (Cambridge, 2008) and Herculaneum: Past and Future (2011). Former Director of the British School at Rome, he has directed archaeological projects at Pompeii and Herculaneum. This book is the result of his project on the Impact of the Ancient City, which received funding from the European Research Council. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Featuring a slide presentation and related discussion from Dr Raajit K Rampal, including the following topics: Overview of the current JAK inhibitor landscape (0:00) Factors predicting clinical benefit in patients with myelofibrosis (MF) receiving ruxolitinib (3:02) Clinical data supporting the use of fedratinib after prior ruxolitinib for MF (9:17) Emerging clinical findings on pelabresib in combination with ruxolitinib for previously untreated MF (12:13) Available clinical data with novel BET inhibitors (15:00) Utility of selinexor in combination with ruxolitinib for MF previously treated with ruxolitinib (16:50) Emerging efficacy and safety findings reported with imetelstat for MF (18:57) Clinical findings reported with the MDM2 inhibitor navtemadlin for MF (21:15) Available clinical data with the TGF-beta inhibitor elritercept for MF (24:05) Other novel agents and strategies under investigation for MF (26:06) CME information and select publications

The city was one of the central and defining features of the world of the Greek and Roman Mediterranean. Challenging the idea that the ancient city 'declined and fell', Andrew Wallace-Hadrill argues that memories of the past enabled cities to adapt and remain relevant in the changing post-Roman world. In the new kingdoms in Italy, France and Spain cities remained a key part of the structure of control, while to contemporary authors, such as Cassiodorus in Ostrogothic Italy, Gregory of Tours in Merovingian Gaul, and Isidore in Visigothic Spain, they remained as crucial as in antiquity. The archaeological evidence of New Cities founded in this period, from Constantinople to Reccopolis in Spain, also shows the deep influence of past models. The Idea of the City in Late Antiquity: A Study in Resilience (Cambridge UP, 2025) reveals the adaptability of cities and the endurance of the Greek and Roman world. Sheds fresh light on one of the most important social and cultural developments in the transition from classical antiquity to the world of the Middle Ages Explores developments through the eyes of contemporary writers and documents as well as the archaeological record Of interest to all those concerned with how cities can adapt in a radically changing world ANDREW WALLACE-HADRILL is Emeritus Professor in the Faculty of Classics at the University of Cambridge and an Emeritus Fellow of Sidney Sussex College. He is a Roman cultural historian and his books include Suetonius: The Scholar and His Caesars (1983), Augustan Rome (1993), Houses and Society in Pompeii and Herculaneum (1994), Rome's Cultural Revolution (Cambridge, 2008) and Herculaneum: Past and Future (2011). Former Director of the British School at Rome, he has directed archaeological projects at Pompeii and Herculaneum. This book is the result of his project on the Impact of the Ancient City, which received funding from the European Research Council. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/archaeology

The city was one of the central and defining features of the world of the Greek and Roman Mediterranean. Challenging the idea that the ancient city 'declined and fell', Andrew Wallace-Hadrill argues that memories of the past enabled cities to adapt and remain relevant in the changing post-Roman world. In the new kingdoms in Italy, France and Spain cities remained a key part of the structure of control, while to contemporary authors, such as Cassiodorus in Ostrogothic Italy, Gregory of Tours in Merovingian Gaul, and Isidore in Visigothic Spain, they remained as crucial as in antiquity. The archaeological evidence of New Cities founded in this period, from Constantinople to Reccopolis in Spain, also shows the deep influence of past models. The Idea of the City in Late Antiquity: A Study in Resilience (Cambridge UP, 2025) reveals the adaptability of cities and the endurance of the Greek and Roman world. Sheds fresh light on one of the most important social and cultural developments in the transition from classical antiquity to the world of the Middle Ages Explores developments through the eyes of contemporary writers and documents as well as the archaeological record Of interest to all those concerned with how cities can adapt in a radically changing world ANDREW WALLACE-HADRILL is Emeritus Professor in the Faculty of Classics at the University of Cambridge and an Emeritus Fellow of Sidney Sussex College. He is a Roman cultural historian and his books include Suetonius: The Scholar and His Caesars (1983), Augustan Rome (1993), Houses and Society in Pompeii and Herculaneum (1994), Rome's Cultural Revolution (Cambridge, 2008) and Herculaneum: Past and Future (2011). Former Director of the British School at Rome, he has directed archaeological projects at Pompeii and Herculaneum. This book is the result of his project on the Impact of the Ancient City, which received funding from the European Research Council. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

The city was one of the central and defining features of the world of the Greek and Roman Mediterranean. Challenging the idea that the ancient city 'declined and fell', Andrew Wallace-Hadrill argues that memories of the past enabled cities to adapt and remain relevant in the changing post-Roman world. In the new kingdoms in Italy, France and Spain cities remained a key part of the structure of control, while to contemporary authors, such as Cassiodorus in Ostrogothic Italy, Gregory of Tours in Merovingian Gaul, and Isidore in Visigothic Spain, they remained as crucial as in antiquity. The archaeological evidence of New Cities founded in this period, from Constantinople to Reccopolis in Spain, also shows the deep influence of past models. The Idea of the City in Late Antiquity: A Study in Resilience (Cambridge UP, 2025) reveals the adaptability of cities and the endurance of the Greek and Roman world. Sheds fresh light on one of the most important social and cultural developments in the transition from classical antiquity to the world of the Middle Ages Explores developments through the eyes of contemporary writers and documents as well as the archaeological record Of interest to all those concerned with how cities can adapt in a radically changing world ANDREW WALLACE-HADRILL is Emeritus Professor in the Faculty of Classics at the University of Cambridge and an Emeritus Fellow of Sidney Sussex College. He is a Roman cultural historian and his books include Suetonius: The Scholar and His Caesars (1983), Augustan Rome (1993), Houses and Society in Pompeii and Herculaneum (1994), Rome's Cultural Revolution (Cambridge, 2008) and Herculaneum: Past and Future (2011). Former Director of the British School at Rome, he has directed archaeological projects at Pompeii and Herculaneum. This book is the result of his project on the Impact of the Ancient City, which received funding from the European Research Council. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices

The city was one of the central and defining features of the world of the Greek and Roman Mediterranean. Challenging the idea that the ancient city 'declined and fell', Andrew Wallace-Hadrill argues that memories of the past enabled cities to adapt and remain relevant in the changing post-Roman world. In the new kingdoms in Italy, France and Spain cities remained a key part of the structure of control, while to contemporary authors, such as Cassiodorus in Ostrogothic Italy, Gregory of Tours in Merovingian Gaul, and Isidore in Visigothic Spain, they remained as crucial as in antiquity. The archaeological evidence of New Cities founded in this period, from Constantinople to Reccopolis in Spain, also shows the deep influence of past models. The Idea of the City in Late Antiquity: A Study in Resilience (Cambridge UP, 2025) reveals the adaptability of cities and the endurance of the Greek and Roman world. Sheds fresh light on one of the most important social and cultural developments in the transition from classical antiquity to the world of the Middle Ages Explores developments through the eyes of contemporary writers and documents as well as the archaeological record Of interest to all those concerned with how cities can adapt in a radically changing world ANDREW WALLACE-HADRILL is Emeritus Professor in the Faculty of Classics at the University of Cambridge and an Emeritus Fellow of Sidney Sussex College. He is a Roman cultural historian and his books include Suetonius: The Scholar and His Caesars (1983), Augustan Rome (1993), Houses and Society in Pompeii and Herculaneum (1994), Rome's Cultural Revolution (Cambridge, 2008) and Herculaneum: Past and Future (2011). Former Director of the British School at Rome, he has directed archaeological projects at Pompeii and Herculaneum. This book is the result of his project on the Impact of the Ancient City, which received funding from the European Research Council. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/european-studies

The city was one of the central and defining features of the world of the Greek and Roman Mediterranean. Challenging the idea that the ancient city 'declined and fell', Andrew Wallace-Hadrill argues that memories of the past enabled cities to adapt and remain relevant in the changing post-Roman world. In the new kingdoms in Italy, France and Spain cities remained a key part of the structure of control, while to contemporary authors, such as Cassiodorus in Ostrogothic Italy, Gregory of Tours in Merovingian Gaul, and Isidore in Visigothic Spain, they remained as crucial as in antiquity. The archaeological evidence of New Cities founded in this period, from Constantinople to Reccopolis in Spain, also shows the deep influence of past models. The Idea of the City in Late Antiquity: A Study in Resilience (Cambridge UP, 2025) reveals the adaptability of cities and the endurance of the Greek and Roman world. Sheds fresh light on one of the most important social and cultural developments in the transition from classical antiquity to the world of the Middle Ages Explores developments through the eyes of contemporary writers and documents as well as the archaeological record Of interest to all those concerned with how cities can adapt in a radically changing world ANDREW WALLACE-HADRILL is Emeritus Professor in the Faculty of Classics at the University of Cambridge and an Emeritus Fellow of Sidney Sussex College. He is a Roman cultural historian and his books include Suetonius: The Scholar and His Caesars (1983), Augustan Rome (1993), Houses and Society in Pompeii and Herculaneum (1994), Rome's Cultural Revolution (Cambridge, 2008) and Herculaneum: Past and Future (2011). Former Director of the British School at Rome, he has directed archaeological projects at Pompeii and Herculaneum. This book is the result of his project on the Impact of the Ancient City, which received funding from the European Research Council. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/italian-studies

Recorded March 14th, 2025. A lecture by Dr Sanjoy Som (NASA Ames Research Centre, USA) organised by Trinity's MPhil in Identities & Cultures of Europe and funded by the Faculty of Arts, Humanities & Social Sciences. Come and listen to an astrobiologist working at NASA on how space exploration can reshape human identity in times of crisis. This event explores the relationship between space exploration and human identity in the context of the climate emergency, the new (commercial) space age and the highly unpredictable state of world politics. Dr Sanjoy Som, a scientist based at NASA's Ames Research Center (California, USA), will delve into this topic in a public lecture, reflecting on how enhanced awareness of the Earth's interconnections with biology and the human civilization it hosts, the vastness of space to which the Earth system belongs, and the depth in time that has led to the present moment can create a sense of identity that can be as strong as cultural identities. Learn more at www.tcd.ie/trinitylongroomhub

This is episode 4 of the My Identity podcast series hosted by Professor Colin Graham, Maynooth. In this series, Colin is in conversation with a range of people whose ideas, work and life experiences shed light on the topic of identity on the Island of Ireland. My Identity is part of the ARINS project. Colin Graham is Professor English and formerly Dean of the Faculty of Arts at Maynooth University. His books include Northern Ireland: Thirty Years of Photography, Deconstructing Ireland and Ideologies of Epic. He was editor of The Irish Review from 2004 to 2020. During the Brexit negotiations he created the Twitter account @borderirish and wrote the book I am the Border, so I am, published by HarperCollins. ARINS: Analysing and Researching Ireland North and South brings together experts to provide evidence-based research and analysis on the most significant questions of policy and public debate facing the island of Ireland, north and south. The project publishes, facilitates and disseminates research on the challenges and opportunities presented to the island in a post-Brexit context, with the intention of contributing to an informed public discourse. More information can be found at www.arinsproject.com ARINS is a joint project of The Royal Irish Academy, an all-island body, and the Keough-Naughton Institute for Irish Studies at Notre Dame's Keough School of Global Affairs. My Identity is hosted by Professor Colin Graham. Podcast management and production by Dr Susie Deedigan (University of Notre Dame). Audio design and editing by Conor Patterson and Morgan Blain-Crehan, The Spinner's Mill, Belfast.

Kāhui Ako is a government programme providing funding to teachers and schools identified by the government as having greater educational quality. Recent government leaks have revealed that the programme may be cut.  While the programme did provide funding for the education sector, its implementation was inconsistent.  To discuss the programme, why it's being cut, and what the government could do for education, Wire host Castor spoke to Deputy Dean in the Faculty of Arts and Education at the University of Auckland, Camilla Highfield.

Police Science Dr will interview Prof Clifford Stott, an expert in public order policing, on how best to handle large crowds, which has been a serious issue for policing around the world recently. Clifford Stott is a Professor of Social Psychology and Dean for Research in the Faculty of Natural Sciences at Keele University. He specialises in crowd psychology and has a wide-ranging interest in understanding the role of group-level dynamics in police-citizen interactions. He currently sits on the Behavioural Science sub-committee of the UK Government Scientific Advisory Group in Emergencies and co-Chairs their Policing and Security group.   Join the free Police Science Dr email list to have these emailed to you every Tuesday. You'll also get access to the password-protected 'Read' page which houses all video transcripts and all Police Science Snippets

In this bonus episode, I share a featured interview with Navigate program alumni, Dr. Anne Vo. She reflects on her experience transitioning from an administrative role to faculty and how the Navigate program helped her rediscover her academic focus. Anne's story is a powerful reminder that career transitions—whether leaving or returning to academic life—can be challenging but incredibly rewarding when supported with structure, community, and tools for success. Anne shares her personal insights on overcoming fears, setting boundaries, and reclaiming time for scholarly work. If you're considering a career shift or simply want to boost your productivity and reclaim your academic time, this conversation is a must-listen! Tune in and hear more about Anne's journey and how the tools she learned in Navigate empowered her to thrive in her academic career. For full show notes visit scholarsvoice.org/podcast.   CONTINUE THE CONVERSATION: Our 12-week Navigate: Your Writing Roadmap® program helps tenure-track womxn and nonbinary professors to publish their backlog of papers so that their voice can have the impact they know is possible. Apply here! Cathy's book, Making Time to Write: How to Resist the Patriarchy and Take Control of Your Academic Career Through Writing is available in print! Learn how to build your career around your writing practice while shattering the myths of writing every day, accountability, and motivation, doing mindset work that's going to reshape your writing,and changing academic culture one womxn and nonbinary professor at a time. Get your print copy today or order it for a friend here! If you would like to hear more from Cathy for free, please subscribe to the weekly newsletter, In the Pipeline, at scholarsvoice.org. It's a newsletter that she personally writes that goes out once a week with writing and publication tips, strategies, inspiration, book reviews and more.   CONNECT WITH ME:  LinkedIn Facebook YouTube  

Visit us at Network2020.org. Global communication infrastructure is at the center of a geopolitical battle as nations and corporations strategize for security and control over undersea cables, satellite networks, and internet access. With privately owned systems like Starlink and OneWeb revolutionizing connectivity, security risks, ownership disputes, and the potential for strategic manipulation are key issues in a hyperconnected world. As digital connectivity becomes both a tool of economic power and a place of battle for global influence, how will competing ownership models and emerging security threats shape the future of communication? This discussion will provide insights into the risks, governance, and strategic significance of global communication infrastructure in an era of heightened geopolitical competition.Join us for a discussion with Dr. Joscha Abels, Research Associate and Lecturer at the University of Tübingen; Professor Nicole Starosielski, Professor of Film & Media at UC Berkeley and author of “The Undersea Network”; and Nick Reese, Faculty at New York University's Center for Global Affairs and former Director for Emerging Technology Policy at the U.S. Department of Homeland Security.Music by Sergii Pavkin from Pixabay 

The PREPARE trial is a randomized control trial aimed at improving surgical outcomes for older patients with frailty through prehabilitation. This discussion covers the inspiration behind the trial, the structure of the prehabilitation program, and the trial's results. Despite not finding significant improvements in the primary outcomes across all patients, the trial revealed that those who adhered to the program showed clinically meaningful improvements. The conversation delves into the challenges of patient adherence, the role of technology, and the importance of personalized interventions in prehabilitation. Presented by Mike Grocott and Kate Leslie on location at the International Anesthesia Research Society (IARS) and Society of Critical Care Anesthesiologists meeting in Honolulu, Hawaii, with their guest, Daniel McIsaac, Associate Professor of Anesthesiology & Pain Medicine, University of Ottawa, Canada. Further resources: We mention Chelsia Gillis, Assistant Professor in the School of Human Nutrition in the Faculty of Agricultural and Environmental Sciences at McGill University. She has appeared on this podcast multiple times, this presentation is a good place to start: TopMedTalk: Nutritional screening and assessment tools for prehab | World Congress of Prehabilitation We also discuss The Duke Activity Status Index (DASI) can be found here: https://www.mdcalc.com/duke-activity-status-index-dasi There's also an excellent presentation on which relates to this conversation here: TopMedTalk: EBPOM London 2020 | Functional Assesment Ensure you are subscribed to TopMedTalk now so you can make full use of our extensive archive with over 8 years worth of high quality medical material available for free.

“I think the hardest thing in the world is to write easy music that still is eloquent. A piece relies on strength of idea and not strength of technique or difficulty. That underlying idea is so rich with potential and can be developed in so many beautiful ways within a 3-minute work or a 70-minute work. The pieces I'm the most proud of are the pieces where I've gotten down to the simplest necessary means to say something rich and full and profound.”Dan Forrest (b. 1978) has been described as having “an undoubted gift for writing beautiful music….that is truly magical” (NY Concert Review), with works hailed as “magnificent, very cleverly constructed sound sculpture” (Classical Voice), and  “superb writing…full of spine-tingling moments” (Salt Lake Tribune). His music has sold millions of copies, has received numerous awards and distinctions, and has become well established in the repertoire of choirs around the world via festivals, recordings, radio/TV broadcasts, and premieres in prominent international venues.Dan's work ranges from small choral works to instrumental solo works, wind ensemble works, and extended multi-movement works for chorus and orchestra. His Requiem for the Living (2013) and Jubilate Deo (2016) have become standard choral/orchestral repertoire for ensembles around the world, with LUX (2018), the breath of life (2020), and his new CREATION oratorio (2023) also receiving critical acclaim.Dan holds a doctorate in composition and a master's degree in piano performance, and served for several years as a professor and department head (music theory and composition) in higher education. He currently serves as Editor at Beckenhorst Press, Chair of the American Choral Director's Association Composition Initiatives Committee, adjunct Faculty at Furman University, and Artist-In-Residence at Mitchell Road Presbyterian Church (Greenville, SC). Details about Dan and his work can be found at www.danforrest.com.To get in touch with Dan, you can visit his website or find him on Facebook (@danforrestcomposer) or Instagram (@danforrestmusic).Email choirfampodcast@gmail.com to contact our hosts.Podcast music from Podcast.coPhoto in episode artwork by Trace Hudson

This week, we talk about everybody's nostalgic favourite teen high school alien parasite movie. One of us clearly loves it a lot. Guess who? Do your bit: Sign up to our Patreon for (almost) unedited and raw video versions of every new episode Rate and review us wherever you're listening  Email us with your thoughts, questions, and FT slash fiction Follow us on Instagram, Bluesky and TikTok Check out Red Scare Industries

While FreshEd is away, we are going to replay some of our favourite episodes about education in a digital society. -- Today we unpack the neuro-affective turn in education. With me are Kirsi Yliniva and Audrey Bryan. Kirsi Yliniva is a PhD researcher and university teacher in the Faculty of Education and Psychology at the University of Oulu. Audrey Bryan is an associate professor of sociology in the School of Human Development at Dublin City University's Institute of Education. Together with Kristiina Brunila, they have recently published the article “‘The future we want'? – The ideal twenty-first century learner and education's neuro-affective turn.” https://freshedpodcast.com/yliniva-bryan/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

Host Marcia Franklin sits down with historian and law professor Annette Gordon-Reed about her book, The Hemingses of Monticello: An American Family. The book, which won both the National Book Award and the Pulitzer Prize, explores the complex bonds between President Thomas Jefferson and one of his slave families, the Hemingses. Using primary source documents, as well as second-hand accounts, Gordon-Reed tries to piece together the relationship between Jefferson and Sally Hemings, with whom most historians now believe he had as many as seven children. Hemings, a slave at Monticello, was also the half-sister of Jefferson's wife, Martha, who died when Jefferson was 39. A professor at Rutgers University and the New York College of Law at the time of the interview, Gordon-Reed is currently the Charles Warren Professor of American Legal History at Harvard Law School and Professor of History in the Faculty of Arts and Sciences at Harvard. Don't forget to subscribe to the podcast and visit the Dialogue website for more conversations that matter!  Originally Aired: 12/03/2009 The interview is part of Dialogue's series, "Conversations from the Sun Valley Writers' Conference," and was taped at the 2009 conference. Since 1995, the conference has been bringing together some of the world's most well-known and illuminating authors to discuss literature and life.

Peach (they/them) is a PhD student at the Faculty of Divinity, University of Cambridge and the Woolf Institute. They are conducting ethnographic research into the dynamics of resistance and compliance in women's interfaith organisations in the contemporary British public sphere. One of their key interests is how often-dismissed ‘convivial' activities like crafting and food-sharing create conditions for meaningful relationship building in interfaith spaces. Recently they have been puzzling over the interactions between interfaith organising, counter-extremism policy and (anti-)carceral feminisms in the UK. They are funded by the Polonsky-Coexist and Woolf Institute scholarships. Visit Sacred Writes: https://www.sacred-writes.org/carpenter-cohort-2025-jan Follow Peach Hoyle: https://bsky.app/profile/peach-hoyle.bsky.social Visit Cambridge Community Kitchen: https://cckitchen.uk/ Visit Classical Ideas: https://linktr.ee/classicalideas  

International students are being abducted and disappeared by ICE in broad daylight. Life-saving research projects across the academy are being halted or thrown into disarray by seismic cuts to federal grants. Dozens of universities are under federal investigation for their Diversity, Equity, and Inclusion programs, their allowance of trans athletes to compete in college sports, and their tolerance of constitutionally protected Palestine solidarity protests. In today's urgent episode of Working People, we get a harrowing, on-the-ground view of the Trump administration's all-out assault on institutions of higher education and the people who live, learn, and work there. TRNN Editor-in-Chief Maximillian Alvarez speaks with Todd Wolfson, President of the American Association of University Professors, Associate Professor of Journalism and Media Studies at Rutgers University, and co-director of the Media, Inequality and Change Center; and Chenjerai Kumanyika, Assistant Professor at the Arthur L. Carter Journalism Institute at New York University, AAUP Council Member, and Peabody-award winning host of Empire City: The Untold Origin Story of the NYPD.Additional links/info:April 17: Day of Action to Defend Higher Ed websiteAmerican Association of University Professors (AAUP) websiteFederal Unionists Network websiteAAUP letter to college and university legal offices: “Institutions Should Not Provide Student and Faculty Info To Enable Deportations”Alan Blinder, The New York Times, “Trump Has Targeted These Universities. Why?”Oliver Laughland, The Guardian, “‘Detention Alley': inside the Ice centres in the US south where foreign students and undocumented migrants languish”Alice Speri, The Guardian, “‘A huge cudgel': alarm as Trump's war on universities could target accreditors”Joy Connolly, Chronicle Review, “Colleges must stand together to resist Trump”Collin Binkley, Associated Press, “More than 50 universities face federal investigations as part of Trump's anti-DEI campaign”Maximillian Alvarez, Working People / The Real News Network, “‘Kill these cuts before they kill us': Federally funded researchers warn DOGE cuts will be fatal”Permanent links below…Leave us a voicemail and we might play it on the show!Labor Radio / Podcast Network website, Facebook page, and Twitter pageIn These Times website, Facebook page, and Twitter pageThe Real News Network website, YouTube channel, podcast feeds, Facebook page, and Twitter pageFeatured Music…Jules Taylor, “Working People” Theme SongStudio Production: Maximillian AlvarezPost-Production: Jules TaylorBecome a supporter of this podcast: https://www.spreaker.com/podcast/the-real-news-podcast--2952221/support.

Claudia Hilton, PhD, MBA, OTR, FAOTA, makes her debut on the Faculty Factory Podcast this week, sharing her journey into systematic reviews and emphasizing the value they provide in promoting critical thinking and research skills among students, learners, and early-career faculty. Dr. Hilton serves as Professor and Distinguished Teaching Professor at the University of Texas Medical Branch (UTMB) School of Health Professions in the Department of Occupational Therapy. Despite facing skepticism from peers about the practicality of systematic reviews with students, her persistence has led to the successful and innovative implementation of this approach over the years at UTMB. "I have had naysayers tell me that you can't do systematic reviews with students. However, we have already published about 20 of them. So I say, yes, we can, but there are certain things you need to consider to make it successful," Dr. Hilton said. Through Dr. Hilton's enthusiasm we celebrate the use of systematic reviews amongst learners in academia! We encourage listeners to consider integrating similar collaborative approaches in their own institutions. You can email Dr. Hilton to learn more: clhilton@UTMB.EDU. Visit Faculty Factory's homepage: https://facultyfactory.org/ 

Join "Dance Talk” ® with Joanne Carey  and special guests: Duke Dang, Executive Director of Works & Process and Alison Manning, Co-Executive Director of Harkness Dance Center.In this episode of "Dance Talk” ®, host Joanne Carey chats with Duke Dang, and Alison Manning, about their organizations upcoming collaboration: the Uptown Rhythm Dance Festival. The festival is a collaborative project aimed at celebrating various forms of rhythm dance. Alison and Duke discuss the festival's programming, community engagement, and the importance of inclusivity and accessibility in dance. The dialogue highlights the festival's diverse lineup of artists, workshops, and the significance of dance in fostering community connections. Get your tickets, you won't want to miss this festival!Alison Manning is the former Executive Director and Co-Producer of The Yard on Martha's Vineyard, from 2008-2020. She is founding Co-Artistic Director and Choreographer of DanceTheYard, The Yard's year-round professional dance company, with choreographic partner and company Co-Artistic Director Jesse Keller Jason. Alison is a passionate Horton teacher and an avid tap and rhythm dancer and advocate. She discovered her love for the Horton technique as a scholarship student at Jacob's Pillow, working with the great Milton Myers, and has continued studying with mentors Mr. Myers, Kristina Berger, Karen Gayle and other lauded Horton Teachers through the years. She taught the technique on Faculty at The Yard each summer, and as a guest teaching artist at NYU Steinhardt School, Wesleyan Univeristy, Peridance Capezio Center, and STEPS on Broadway. In addition to teaching, Alison dances and performs with The Bang Group and has worked for The Peggy Spina Tap Company, Xodus Dance Collective, Kinodance company among others. She is the current President of the Marymount Manhattan College Dance Advisory Board as well as a member of the Adjunct Faculty. She graduated Magna Cum Laude from said institution with a BFA in Modern Dance and a Minor in Art History. Alison lives in New York City with her wife and four children and is honored to be shepherding the Harkness School of Dance during this exciting time at The 92nd Street Y, New York.https://www.92ny.org/Duke Dang is the executive director of Works & Process, a performing arts organization that champions and resources artists and their creative process from studio-to-stage by partnering with over a dozen residency centers across Massachusetts, New Jersey, and New York to provide fully-funded residencies and presents iteratively at the Guggenheim Museum, Lincoln Center, The New York Public Library for the Performing Arts, and SummerStage.  Works & Process was honored with a 2021 Dance Magazine Award and nominated in 2021 and 2022 for the APAP William Dawson Award for Programmatic Excellence and Sustained Achievement. Born at a UN refugee camp in the Philippines to Vietnamese parents seeking political asylum, Duke immigrated to California growing up with the assistance of Section 8 housing vouchers, food stamps, and attending Head Start. Prior to Works & Process, Duke worked at the J. Paul Getty Museum, Smithsonian American Art Museum, Glimmerglass Festival, and Sydney Theatre Company. He earned in BA in Art History from Boston University and MA in Performing Arts Administration from New York University.To Find out about Works & Process ⁠https://www.worksandprocess.org/ To get your tickets to Uptown Dance Festivalhttps://www.92ny.org/event/uptown-rhythm-dance-festival“Dance Talk” ® with Joanne Carey wherever you listen to your podcasts. ⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠https://dancetalkwithjoannecarey.com/...⁠ ⁠Follow Joanne on Instagram @westfieldschoolofdanceTune in. Follow. Like us. And Share.Please leave a review!“Dance Talk” ® with Joanne Carey"Where the Dance World Connects, the Conversations Inspire, and Where We Are Keeping Them Real."

Ohio educators want professional development opportunities that give them the tools to be the best educators possible for their students. But, too often, school districts prescribe PD that doesn't feel like a valuable use of anyone's time. Ohio's Educator Standards Board set out to change that by making the state's Professional Learning Standards more user-friendly and more useful. Educator Standards Board member Eugene Mach walks us through the process and the changes that are in the pipeline for educators around the state.SEE THE CURRENT STANDARDS | If you'd like to look at the previously adopted Standards for Professional Development to see how they compare to the new Professional Learning Standards as proposed, click here to read the full document. KEEP AN EYE OUT FOR THE NEW STANDARDS | The Educator Standards Board voted to move their newly developed Professional Learning Standards forward to the State Board of Education for consideration in March. The Professional Learning Standards document is not on the agenda for the State Board of Education's April meeting. Check the State Board of Education's webpage to keep tabs on when the document moves forward and to see the latest version of the document under consideration. Please note, the Educator Standards Board voted on March 7, 2025, to move forward this version of the Professional Learning Standards without the words 'equity' or 'inclusion,' despite the objections of several ESB members, including Eugene Mach, who is featured in this episode. This episode was recorded before that vote took place, so discussions about those changes are not included in the conversation you hear here.  SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms, including YouTube. Click here for links for other platforms so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guest: Eugene Mach II, Warren Education Association President, Ohio Educator Standards Board memberEugene is a high school business teacher at Warren G. Harding High School. He serves on the Ohio Educator Standards Board, NEA Resolution Committee (Citizenship and Right subcommittee Co-Chair), OEA/NEOEA Resolutions Committee, NEOEA Summer Leadership Committee, and is the President of the Warren Education Association. He has served on various other committees during his time as an active OEA member, is a former Warren City Council member and a former candidate for state representative. He holds a bachelors degree in Integrated Business Education, a Masters in Education Administration, and is currently working to complete a Masters in Business Administration with a focus in Human Resources Management. Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on March 6, 2025. 

In this inspiring episode of The Writing Glitch, Cheri Dotterer sits down with John Munro, Head of School at the GOW School—an internationally recognized boarding and day school transforming the lives of students with language-based learning disabilities. John shares the school's rich history, rooted in the work of Dr. Samuel Orton, and details the school's signature Reconstructive Language (RL) curriculum that empowers students to master reading and writing through neuroscience-backed methods. Discover how small classes, structured literacy, a robotics program inspired by BattleBots, and deep staff-student relationships make GOW a hidden gem for students from around the world.https://www.gow.org/**************************************************************************TIME STAMPS01:00 GOW's mission to transform life trajectories for students02:00 The meaning behind “ignite learning” at GOW03:00 John's background and motivation for joining GOW04:00 The school's 99-year history and founding story06:00 From boys-only to co-ed and its current demographics07:00 International student body and cultural representation08:00 Supporting English language learners with dyslexia09:00 Overview of GOW's academic structure (6-day school week)10:00 Athletics and extracurriculars at GOW11:00 Outdoor education and unique enrichment offerings12:00 Day student experience mirrors that of boarders13:00 Faculty's intensive involvement in student life14:00 Teacher commitment and long-term retention15:00 Academic calendar with built-in recharge breaks17:00 Handling breaks and student housing during holidays18:00 Personal boarding school connection and perspectives19:00 Transition to discussion about Reconstructive Language20:00 What is RL and how it originated at GOW21:00 Structure of the RL deck and how it builds reading skills23:00 Integration of RL with writing instruction24:00 Enrollment capacity and class sizes25:00 Robotics program and BattleBots championship success27:00 Admitting students who are a mission fit28:00 GOW as a college-prep school, not a therapeutic school29:00 Summer program overview: academics + camp fun30:00 How summer school feeds full-year enrollment31:00 Structured literacy benefits all learners32:00 Website and open house details33:00 The school's four pillars: Honesty, Hard Work, Respect, Kindness****************************************************************************BOOKSHandwriting Brain Body DISconnect Digital Version: https://disabilitylabs.com/courses/hwbbd On Amazon: https://www.amazon.com/Handwriting-Br...*****************************************************************************SUBSCRIBE and LISTEN to the Audio version of the podcast here on YouTube or your favorite podcast app.APPLE: https://podcasts.apple.com/us/podcast/the-writing-glitch/id1641728130?uo=4SPOTIFY: https://open.spotify.com/show/5rU9kLxjkqJE5GbyCycrHEAMAZON MUSIC/AUDIBLE: https://music.amazon.com/podcasts/894b3ab2-3b1c-4a97-af60-b1f2589d271fYOUTUBE: https://www.youtube.com/@TheWritingGlitchPodcast*****************************************************************************FREE WEBINARSpecial Offer coming in March. Sign up TODAY! https://3MathInterventions.eventbrite.com*************************************************************************Other ways to connect with Cheri Linked In: https://www.linkedin.com/in/cheridott...FB: https://www.facebook.com/groups/tier1...IG: https://www.instagram.com/cheridotterer/X: https://twitter.com/CheriDottererTikTok:

Professor Fred Chong is the Seymour Goodman Professor of Computer Architecture and is also a fellow of the Institute of Electrical and Electronics Engineers. In this episode of the Course, Professor Chong shares how he witnessed the evolution of computers and A.I., while finding a niche, quantum computing and computer architecture, for himself to dive into as a research pathway.  As a faculty member at the University of Chicago, he finds joy, meaning and impact in teaching and guiding students. Tune in to listen to Professor's career story.

On this edition of Parallax Views, legal scholar and Boston University Law professor Jonathan Feingold joins us to discuss a growing crisis in higher education: the escalating assault on academic freedom. At the center of this episode is the recent dismissal of Dr. Cemal Kafadar and Dr. Rosie Bsheer—faculty leaders of Harvard's Center for Middle Eastern Studies—following politically charged accusations related to programming on the Israel-Palestine conflict. Feingold, a member of Concerned Jewish Faculty & Staff-Boston Area, breaks down why these dismissals are not just isolated incidents but part of a broader pattern of repression targeting scholars and students advocating for Palestinian human rights. We dig into the weaponization of antisemitism discourse, the chilling effect on scholarship, and how elite institutions like Harvard are capitulating to pressure from right-wing forces and donor lobbies—including those aligned with Trump's authoritarian cultural agenda. This story isn't just about Israel-Palestine. Even for those uninterested in debates over Israel-Palestine, the implications of this case are far-reaching. It raises urgent questions about academic freedom, free speech, and free inquiry in American universities. What happens when controversial topics become grounds for dismissal? How do elite institutions navigate the tension between political pressure and intellectual autonomy? And what does this say about the health of democratic discourse in higher education? This episode is not just about one controversy at Harvard—it's about the future of the university itself.

Over the past year, as McCallie School begins to examine itsneed for new academic space on campus, a group of teachers visited schools throughout the nation to see how they design and use academic and common spaces. In this edition of Stories from the Ridge, Drew Read, Chief Development Officer, Dean of Faculty of Curriculum Sumner McCallie, Dean of Student Academics Chris Carpenter, Mathematics Department Chair Andrea Odle, and English Department Chair Sam Currin share what they learned from those visitsas well as their perspectives on McCallie's space needs now and for many years tocome.

Featuring a slide presentation and related discussion from Dr Justin F Gainor, including the following topics: Duration of responses observed with ALK inhibitors in patients with ALK-positive metastatic non-small cell lung cancer (mNSCLC) (0:00) Current role of other systemic therapy options for the treatment of ALK-positive mNSCLC; management of oligometastatic disease (8:38) Local therapy approaches for treating CNS disease in ALK-positive mNSCLC (18:32) Tolerability profile of lorlatinib (23:28) Review of clinical investigator survey results (37:08) Novel ALK inhibitors under clinical development (53:31) CME information and select publications

What does it take to compete in the MOS World Championship? Now you can find out. Our team was privileged to work with the Australian production company, GoodThing Productions, on their  new documentary, Spreadsheet Champions. During filming, they followed six students on their journey to becoming Microsoft Office Specialist Excel Champions. The documentary premiered at the SXSW Film Festival, and we could hardly wait to chat with one of the documentary's stars, Mason Braithwaite. Mason is a quirky and endearing American teen whose love for spreadsheets is matched only by his fascination with ham radio.  During this episode, Mason tells us all about his love for technology and how he got involved in Microsoft certification. He shares what it was like to compete in the MOS US National and World Championship events. We even dive into the documentary and talk about what it was like to watch it live at SXSW earlier this year.  Ready to find out how you can help your students become spreadsheet champions?  Learn more about the documentary, Spreadsheet Champions, here. Find out how to help your students compete in the MOS Championship here.  Connect with other tech educators in our CERTIFIED Educator Community here.   Don't miss your chance to register for our annual CERTIFIED Educator's Conference here.    

In this episode Ed talks with Dr. Sean Toporek of South Dakota State University. The discuss Sean's experience as a new faculty member starting a program from scratch. Additional Resources How to cite the podcast: Zaworski, E. (Host) and Toporek, S. (Interviewee). S4:E15 (Podcast). Petrifying Pathogens and Faculty Frights: Unraveling the Unknown in Academia Part 2. 4/9/25. In I See Dead Plants. Crop Protection Network.

Join Dr. Andy Cutler and Dr. Carla Sharp as they discuss the current conceptualization of borderline personality disorder (BPD), including diagnostic challenges, evidence-based treatments, and strategies to reduce stigma by framing BPD as a treatable condition. The conversation also covers recent updates to the APA's BPD guidelines.  Carla Sharp, PhD is a distinguished clinical psychologist specializing in developmental psychopathology, particularly borderline personality disorder (BPD). She is a professor in the Clinical Psychology Doctoral Program and serves as the Associate Dean for Faculty and Research at the University of Houston. Additionally, she directs both the Adolescent Diagnosis, Assessment, Prevention, and Treatment Center and the Developmental Psychopathology Lab at the university.   Andrew J. Cutler, MD is a distinguished psychiatrist and researcher with extensive experience in clinical trials and psychopharmacology. He currently serves as the Chief Medical Officer of Neuroscience Education Institute and holds the position of Clinical Associate Professor of Psychiatry at SUNY Upstate Medical University in Syracuse, New York.   

Higher education stands at a crossroads, with shifting student expectations, emerging technologies, and evolving pedagogical research reshaping the faculty experience. In this episode of Digital2Learn, we sit down with Dr. Judy Lewandowski, an expert in faculty development and innovation, to explore how institutions—and the educators within them—can adapt and thrive in this era of rapid change. From reimagining professional development models to navigating the ethical integration of AI, Judy shares practical strategies, bold ideas, and inspiring stories that illuminate the future of faculty growth. Whether you're a seasoned educator, a higher ed leader, or simply passionate about the evolution of teaching and learning, this conversation will leave you with fresh perspectives and actionable insights.

Most institutions survey their faculty, but few turn that data into meaningful action. This episode explores how higher education leaders can use faculty satisfaction data to inform strategic planning, strengthen shared governance, retain talent, and lead institutional change. Dr. Drumm McNaughton is joined by Dr. R. Todd Benson, Executive Director of COACHE (Collaborative on Academic Careers in Higher Education), to examine how institutions are applying faculty data in more intentional ways. The conversation focuses on how leadership can move from reporting results to building trust, aligning leadership decisions with faculty needs, and implementing sustained improvements. Benson outlines COACHE's three-year cycle, where survey data serves not as a static report card, but as the starting point for structured, campus-wide conversations. Institutions are encouraged to engage faculty in interpreting the data, identifying top priorities, and co-owning the solutions. This approach helps shift the focus from compliance and benchmarking to long-term capacity building. Shared governance is a recurring theme throughout the episode. Benson explains how survey questions are designed to test whether faculty and administration are operating in a framework of mutual trust and responsibility. He shares examples where even well-documented governance structures break down due to weak relationships or inconsistent communication—issues that leadership can't fix with policy alone. The episode also breaks down COACHE's findings from the national Faculty Retention and Exit Study. Three factors consistently predict faculty satisfaction and attrition: how time is allocated, how resources align with expectations, and whether leadership is seen as trustworthy and transparent. These drivers connect directly to institutional risk, culture, and long-term sustainability. Examples from Georgia State University and the University of Texas at Arlington show how institutions can take action. Georgia State created a public-facing COACHE dashboard that connects findings to actual decisions. UT Arlington's faculty senate led the charge, collaborating with administration to develop a shared scorecard and secure resources to address salary equity and improve doctoral student recruitment. For presidents, provosts, and boards, the message is clear: collecting faculty data isn't enough. The real work happens in what you do next. What higher ed leaders will learn in this episode: How to engage faculty in prioritizing and interpreting satisfaction data What shared governance metrics reveal about institutional health How time, trust, and support shape retention Why transparency and follow-through matter more than data volume What successful institutions are doing to move from insight to action Three takeaways for higher ed leadership: Communicate clearly and consistently—before, during, and after surveys Share the human impact of faculty work, not just metrics Recognize and reflect value back to your faculty in ways that build trust Bonus insight: “The absolute worst feeling of a leader is to turn around and find no one's following.” As Dr. Drumm McNaughton explains, leadership isn't just about making decisions—it's about building the trust and relationships that make people want to follow. Without that, strategy fails before it begins. Read the transcript of this episode at https://changinghighered.com/faculty-satisfaction-data-for-strategic-change-in-higher-ed/ #HigherEducationPodcast #HigherEducation #FacultySatisfaction  

What if your fatigue, weight gain, hormone imbalances, and brain fog all traced back to a silent disease that affects 1 in 3 people—and you didn't even know you had it? In today's episode, I'm joined by Dr. Elizabeth Boham and Dr. Yousef Elyaman to talk about a condition that's quietly becoming one of the biggest threats to our health: fatty liver disease—now renamed Metabolic Dysfunction-Associated Steatotic Liver Disease (MASLD). It's not just a liver issue. It's deeply connected to heart disease, cancer, infertility, type 2 diabetes, dementia, and even hormone dysfunction. The most alarming part is it's often missed in traditional medicine because there's no easy drug to prescribe. We break down: The real root causes—from sugar and starch overload to gut imbalances, toxins, alcohol, and chronic inflammation The surprising early warning signs your body might be giving you Why standard labs often miss it, and the tests you actually need The step-by-step functional medicine approach to reverse fatty liver naturally—using targeted nutrition, lifestyle upgrades, and proven supplements I also share the latest science on inflammation, why it's the common thread between fatty liver and nearly every chronic disease, and how to calm it down at the root. This is the episode I wish every patient (and doctor) could hear—because fatty liver is reversible when you catch it early, and the ripple effects of healing it are massive. If you care about your energy, hormones, brain health, or longevity… this one's for you. Dr. Elizabeth Boham is Board Certified in Family Medicine from Albany Medical School, and she is an Institute for Functional Medicine Certified Practitioner and the Medical Director of The UltraWellness Center. Dr. Boham lectures on a variety of topics, including Women's Health and Breast Cancer Prevention, insulin resistance, heart health, weight control and allergies. She is on the faculty for the Institute for Functional Medicine. Dr. Yousef Elyaman is the founder and Medical Director of Absolute Health, a primary care functional medicine practice in Ocala, Florida. He is the 100th President of the Marion County Medical Society and the Functional Medicine Director at The Guest House Ocala, a trauma and substance abuse center. Dr. Elyaman also serves as the Medical Director for HumanN, a leading nutraceutical company, and is a Consultant for Quest Diagnostics Laboratory in their Wellness Division. He is teaching Faculty for the Institute for Functional Medicine on their Cardiometabolic module. Dr. Elyaman belongs to the first graduating class of the Institute for Functional Medicine. He is Board-certified in Internal Medicine and holds certifications in functional and integrative medicine as well. His leadership and expertise are reflected in his diverse roles, demonstrating his commitment to advancing medical knowledge and improving patient care. When not at work, Dr. Elyaman loves spending time with his wife and seven children where they live on a cattle and horse ranch. This episode is brought to you by BIOptimizers. Head to bioptimizers.com/hyman and use code HYMAN10 to save 10%. Full-length episodes can be found here: How To Prevent And Reverse Fatty Liver Disease with Functional Medicine The Best Diet to Reverse Fatty Liver Disease with Dr. Yousef Elyaman Why Fatty Liver Is So Common And How To Heal It

Katie Lam was elected as a new Conservative MP, for Weald of Kent, at the 2024 election. While studying at Cambridge she was president of the Cambridge Union and chairman of the Conservative Association, and she was later a special advisor – first under Boris Johnson in the business unit at Number 10, and then later working on counterterrorism with Suella Braverman. In between university and politics, she worked at Goldman Sachs and at AI-specialists Faculty, and she is also an accomplished lyricist and scriptwriter having co-written five musicals. She was appointed a Tory assistant whip last year when Kemi Badenoch took over as leader.   On the podcast, Katie talks to Katy Balls about attending Tory party conference with her dad, what Katy calls the ‘chief prefect vibes' of her CV and whether investment banking or politics is more cutthroat. Having started at Number 10 in 2019, she also talks about the highs and lows at the end of the Brexit negotiations and why the pandemic will probably be the hardest moment of her professional career – plus a mention of that incident with Dilyn the dog. Having a great-great grandfather who was a socialist politician and fierce critic of the Nazis, and who had to flee persecution, she also opens up about her family's influence on her politics and her values.  Produced by Patrick Gibbons.

Featuring a slide presentation and related discussion from Dr Adrienne G Waks, including the following topics: Updated analyses from key studies of the 21-gene Recurrence Score® for localized ER-positive breast cancer (29:30) Four-year landmark analysis of the NATALEE trial of adjuvant ribociclib with nonsteroidal aromatase inhibitor for localized breast cancer (9:49) The PADMA trial of palbociclib with endocrine therapy compared to chemotherapy induction followed by endocrine therapy maintenance for hormone receptor (HR)-positive, HER2-negative metastatic breast cancer (mBC) (11:25) Imlunestrant with or without abemaciclib for metastatic ER-positive mBC (13:18) TROP2-directed antibody-drug conjugates (ADCs) datopotamab deruxtecan and sacituzumab tirumotecan for HR-positive/HER2-negative mBC (17:50) Recent analyses from the DESTINY-Breast06 trial of trastuzumab deruxtecan (T-DXd) after endocrine therapy for HR-positive, HER2-low or HER2-ultralow mBC (21:09) The ICARUS-BREAST01 Phase II trial of the HER3-targeted ADC patritumab deruxtecan for HR-positive/HER2-negative mBC (26:02) Updates from neoadjuvant/adjuvant trials of pembrolizumab (KEYNOTE-522) and atezolizumab (NSABP B-59/GBG 96-GeparDouze) for localized triple-negative breast cancer (TNBC) (27:36) Ten-year update of the OlympiA trial of adjuvant olaparib for patients with germline BRCA1/2-mutated HER2-negative localized breast cancer (31:23) Exploratory analysis of patients who did or did not receive prior PD-1/PD-L1 inhibition in the Phase III OptiTROP-Breast01 study of sacituzumab tirumotecan versus chemotherapy for previously treated advanced TNBC (32:56) CNS efficacy of T-DXd (DESTINY-Breast12 trial) and outcomes with palbociclib combined with anti-HER2 therapy (AFT-38 PATINA trial) for HER2-positive mBC (34:04) CME information and select publications

Ready to Specialize in Contractors? Take the next step in your professional journey and become a go-to resource for contractor clients. Register now for the Contractors RiskPRO course and earn your certification while gaining real-world tools you can use immediately: https://riskeducation.org/riskpro-contractor/ Focusing exclusively on risk management and insurance professional development, the Risk & Insurance Education Alliance provides a practical advantage at every career stage, positioning our participants and their clients for confidence and success.

The Cello Sherpa Podcast Host, Joel Dallow, interviews Cellist Mike Block. Mike shares about his incredible multi faceted life working not just as a cellist who walks around on stage while playing, but also as a singer, composer, and educator. He also shares how he found success on such a non traditional classical music path, why he was motivated to go this direction in his career, and much more!  For more information on Mike Block check out his website: https://www.mikeblockmusic.com/For more information on 3D printed cellos: https://forte3d.com/For more information on Mike's cello strap: https://www.cellostrap.com/For more information on Mike's string camp: https://www.mikeblockstringcamp.com/You can also find Mike on Facebook, Instagram, and YouTube: @blockcello If you are looking for in person/virtual cello lessons, or orchestral repertoire audition coachings, check out www.theCelloSherpa.comFollow us on Facebook, Instagram, TikTok, YouTube and Bluesky @theCelloSherpaFor more information on our sponsor: www.CLEAResources.com 

In the fifth episode of Current Campus Context, Heather Shea is joined by experts Dr. Felecia Commodore and Dr. Crystal Garcia to discuss the latest challenges facing higher education. They examine the growing threats to international students, including detention, deportation, and forced self-deportation, and the role of universities in protecting them. The conversation also explores faculty fears around academic freedom, the risks of speaking out in today's climate, and the real dangers—beyond job loss—that educators face. Finally, they highlight the power of labor unions as a force for collective action against political and financial attacks on higher ed.