higher education

One of my favorite aspects of blogging is learning about various programs and initiatives that infuse civic engagement and service-learning into the college experience. Dickinson College in Pennsylvania is prepared to announce the implementation of a public service fellowship program which will serve as one of the best examples yet of an institution linking its values with President Obama's call for public service.

From the soon-to-be-released release:

After four years of high school, not all students are ready to continue with higher education. For some, a one-year break from academia, commonly referred to as a "gap year," provides time for students to learn more about themselves and the world. Already common in other countries, the U.S. is now seeing an increase in students seeking time off before matriculation to save money for college; others seek civic engagement or travel. President Obama has called on Americans to participate in our nation’s recovery and renewal by serving in our communities. To support this idea, the federal government’s Web site Serve.gov is an online resource for registering a community program, finding service opportunities and the tools for creating one.

[...]

Students can apply for admission into the Fellowship in their senior year of high school. If accepted, students may defer enrollment until the beginning of the academic year for one, two, three or four years. Students who have engaged in public service for up to four years following high-school graduation receive a $10,000 tuition credit for each year of public service, up to a total of $40,000. Use of credits will be limited to a maximum of $10,000 annually and will be applied to the student's account when matriculated. The Fellowship amount will be in addition to other institutional grants and scholarships for which the student may be eligible. Dickinson grants and scholarships won’t be affected by receipt of the Fellowship unless the student's total gift aid exceeds the student's total cost of attendance. The college will work with students to determine the best timing for using the credits, within the context of other aid.

Students must engage in meaningful public service devoted to improving the human condition and/or the natural environment. A student may opt to join well-established public service programs that offer a wide array of experiences, such as AmeriCorps (which also awards up to $4,725 for college tuition), or the student may pursue an independently designed project with a local, national or international nonprofit organization. In all cases, students must work 30-40 hours a week for 10-12 months (at least 1,200 total hours). The hours may be a traditional 30-40 hour workweek, or a more intensive experience such as disaster relief work that may require 12 to 14 hour days. The public service work may be compensated or uncompensated.

In order to reap the financial benefits of this program, Public Service Fellows must submit an application including an essay stating how they hope to contribute to themselves and society through the work they will be completing. Once the project is complete, the student is then required to submit a reflection essay discussing how the student's experience will impact his or her Dickinson experience.

In addition to the financial advantages afforded to them, Public Service Fellows will add to an already impressive Dickinson education. Those students participating in the program will contribute to a reflection ceremony open to the Dickinson community by sharing lessons learned from the public service projects. Furthermore, the campus will give Public Service Fellows priority consideration for campus-based leadership positions, such as resident advisor and campus advisor, further emphasizing the importance of giving back to one's community throughout the Dickinson experience.

Granted, a Dickinson education isn't cheap to start with. The tuition itself is almost $40,000 a year, and the bill only increases after other fees are added. But as noted above, students can work in public service for up to four years, netting $40,000. While students can only spend up to $10,000 yearly, all of this money is on top of any additional financial aid the school offers (receiving the fellowship does not impact other scholarship and grant opportunities).

One way to add to the program might be to incorporate an academic piece. For instance, instead of limiting students to writing two essays, perhaps those deciding to matriculate at Dickinson any given year would be required to register for a seminar to further explore their experiences, more intensely investigating themes they observed or felt while serving. This would then improve the quality of the on-campus discussion led by fellows.

In 2008, many of the Democratic presidential candidates offered similar proposals on their platforms, but nothing was this beneficial to students. This initiative provides Dickinson with a way to accentuate the importance of civic engagement among its students, while making its valued education more accessible to students predisposed with the ability to work hard and develop strong reflective skills. Those fellows admitted will be offered opportunity after opportunity to learn how to contribute to the greater good, while following in the footsteps of Dickinson College's founder, Dr. Benjamin Rush, a signatory of the Declaration of Independence. In a public address in 1787, Rush urged every citizen to become an engaged public servant. Now, some 222 years later, with another American leader issuing the same call, Dickinson College is leading the way among institutions of higher education.

Last week, Secretary of Education Arne Duncan appeared before the White House Press Corps to discuss some of the Obama administration's changes to the FAFSA form, explaining that the present form was complicated enough to drive away many families who would have otherwise sent their children to college.

With simplification being the goal, Duncan enumerated the changes that the Dept. of Education can make now, without congressional approval.

As Duncan laid out the plan Wednesday, the Education Department will, right now, make several changes that do not require Congressional approval. This summer, the department will take advantage of existing technology on the Web-based FAFSA to allow married or independent students to skip questions about their parents, among others. In January, the department will stop requiring students with low incomes to answer questions about their financial assets, and only returning students will be asked about prior drug convictions, since the question does not affect first-year students. Department officials said they would work closely with state officials to set up the electronic form to "make it easier to answer questions that the states need but the federal government does not."

January will also mark the start of the department's test of a system to allow students who apply for aid for the spring 2010 semester to retrieve relevant tax information from the Internal Revenue Service to help them complete the online FAFSA. "When you're online filling out the FAFSA, there'll be a button that says, 'Want to go get your IRS data?' " said Shulman of the IRS.

Education Department officials say that the test will see whether the process of using IRS data to populate the FAFSA is workable, and that by focusing on students applying in the spring, they can postpone the thorny question of whether to use year-old tax data -- which creates potential challenges for financial aid officers and students alike when families' financial fortunes change significantly. "We haven't yet made the decision about whether to go to 'prior prior year,' " said Robert Shireman, deputy under secretary of education. "This will allow us to give the system a shot, and look at the prior prior year question later." About half of financial aid applicants -- those who attend college in the spring and many community college and other students who apply for aid late in the summer, right before the fall semester starts -- should be able to populate their FAFSA forms with current year data from the IRS, he said.

The thornier issues arise with the proposed changes that can't be made without congressional approval.

Department officials said they would ask Congress to eliminate a total of 29 questions about students' and families' finances that are not on the federal tax form. Several of those relate to families' assets ("As of today, what is the net worth of your (and spouse’s) investments, including real estate (not your home)?"), and eliminating the consideration of assets for most students by abandoning those questions would be among the more controversial steps the Obama plan calls for.

Most states and many private colleges now use the federal needs analysis methodology to decide how to allocate their own financial aid. While a panel of experts convened by the College Board last year called for determining financial need based solely on families' adjusted gross income and number of dependents, some college officials worry that states and colleges might stop using the FAFSA -- and require students to fill out other forms to apply for state or institutional aid -- if they no longer believe the federal form gives them sufficient information on which to base their decisions.

I like that the Obama administration is taking aim at a major obstacle to young Americans, otherwise eligible, receiving college educations. From my own experience, the FAFSA was a yearly headache for my dad and me every February.

I'm wondering if these proposed solutions are missing opportunities to bring community members' skills into the mix. A comment on the insidehighered.com story to which I linked earlier proposed that financial aid professionals be asked to provide pro-bono service at regularly scheduled "FAFSA Completion Night Programs." Those choosing to give back and participate would then be recognized in their community for their work. The idea, according to the commenter, would be to build off these programs and create events that would lead to more proactive financial preparations for college years ahead of time. With Obama's community organizing background and past articulation of the importance of citizenship and giving back, I think this approach would only make sense.

While I write quite a bit about higher education, I don't think I focus enough on community colleges, which are just as (if not more) vital to educating our country's workforce than the four year research universities and liberal arts colleges. According to the Chicago Tribune, President Obama will be recognizing this importance sometime during the next couple of weeks by announcing a plan to significantly increase funding for community colleges.

President Obama soon will be announcing a plan to substantially boost funding for the nation's community colleges, with an aim of helping more workers get the job-training they need in the coming decade.

Rahm Emanuel, the White House chief of staff, outlined the goals of this program in an address today to the Democratic Leadership Council.

"In the next couple of weeks, you will see a major announcement by the president on community colleges and job training and the rewriting of all the legislation related to job training and community ed. in the country - but, most importantly, in the area of community colleges,'' Emanuel told the DLC.

A few paragraphs later, Emanuel explained why community colleges are crucial to rebuilding our economy.

"What's been forgotten is how important our community college system is'' to the economy,'' Emanuel said today. "As a competitive advantage for the United States, the community college system is essential,''he said, and the administration is intent on boosting funding for growth of the system.

Half of all high school graduates continue schooling in the community colleges, he says, but they haven't gotten the funding they deserve.

"We all do what we're supposed to do at the public universities and the state universities, etc. This has not gotten attention,'' Emanuel said of the plan for boosting community college funding. "The community college system will be getting major resources to compete.''

According to Emanuel, the "major resources" should be enough to get five million additional workers through the community college system, strengthening America's competitiveness against the workforces of other countries, namely China and India.

Frankly, as long as the community colleges get a fair shake, I'd be happy. Right now, they're not. A USA Today editorial published last December contained some interesting facts about community colleges.

• Community colleges educate roughly half of all students but receive only a fourth of what's handed out in local and state funds to four-year public and private colleges.

• Over the next decade, at least 57% of all job openings will require postsecondary education but not necessarily a four-year degree. Some of the highest-demand workers get their job training at community colleges, including half of new nurses. As many as 40% of teachers get their academic start at community colleges.

• Community colleges reach many students four-year colleges miss, including 35% of undergraduate minority students and 39% of undergrads who are the first generation in their family to attend college.

• While many private, four-year colleges are seeing dips in applications, community college enrollments this fall rose by 8-10%. And yet in most states, the per-student aid is shrinking.

With the country currently mired in the recession, community colleges look to be the best way to train workers on a massive scale and mobilize them to get our economy moving again. As these facts illustrate, these colleges will see a boom that other kinds of institutions probably won't see, especially among those of lower socioeconomic status and prospective minority undergraduate students. Already underfunded compared to the other side of higher education, Obama's effort to prioritize community colleges is definitely needed.

As a result of some movement in committee assignments, The Chronicle of Higher Education reports that proponents of a direct loan-based program could be gaining an influential supporter on the House Committee on Education.

Rep. Thomas Petri (R-WI) is next in line to succeed Rep. Howard P. McKeon, who will leave the education panel to serve as the highest-ranking Republican on the Armed Services Committee. Petri is known to be a fervent supporter of the direct lending program.

If Mr. Petri replaces Mr. McKeon, the committee’s Democrats could face less opposition from Republicans to President Obama’s proposal to eliminate the guaranteed-student-loan program. Congress has until mid-October to decide whether to abolish the bank-based program or make less drastic changes in student lending.

This is encouraging news. As we strive to improve the financing of our educational system, we've got to be able to look at new solutions, especially ones that don't involve middlemen who have college students begging for financial mercy. Hopefully Petri will be more receptive to legislation that strengthens the direct connection between the government and those it is helping.

The Chronicle of Higher Education reports that legislation proposing to broaden the numbers of young Americans studying overseas has passed the House.

The legislation, which was named after Paul Simon, the late Illinois senator, was passed as a portion of a larger bill covering foreign policy.

The bill would create an independent government entity and would authorize $80-million in grants to individual students, colleges, and nongovernmental institutions that provide study-abroad opportunities. Funds for the new program, however, would have to be approved separately through the appropriations process.

If you have a particularly sharp memory, you'll remember a post I wrote last July that discussed Sen. Tom Coburn's (R-OK) routine obstruction of this and other bipartisan legislation packaged together in an omnibus bill by Sen. Harry Reid. In case you don't, here's part of what I wrote:

One of the 35 pieces of legislation that was held hostage in the Republican-led procedural circus was The Paul Simon Study Abroad Foundation Act, named for the late Sen. Paul Simon (D-IL). This legislation heavily consulted a report from the Commission on the Abraham Lincoln Study Abroad Fellowship Program. This commission evaluated the state of study abroad programs in the United States. The report found that certain demographics, such as low-income students, students with a minority background, and math and science students, had difficulty studying abroad. It also noticed that students mostly studied in Western European countries. The Simon Act sought to increase the number of American students studying abroad from 225,000 to 1 million, especially among the aforementioned groups, and promote other, less popular locations to students.

Like I noted in last year's post, study abroad programs have enjoyed immense popularity on American campuses since 9/11. Already an intensely multicultural generation, the Millennials who were politically tuned in at that time observed a politician holding hostage a program strongly reflecting Millennial values for his own ideological gain. The message was clear: pragmatism [Millennials] be damned.

Markos at Daily Kos wrote a post yesterday that touched on the GOP's misunderstanding of Millennials' values and priorities. I found one portion particularly striking.

Hence, the GOP is hopelessly out of touch with this generation. Its hostility toward the "alternate" -- whether race, ethnicity, sexual orientation, nationality or whatnot, makes them look mean spirited and out of touch. Their overt anger at the notion of a global community, such as the "citizen of the world" thing that Reagan once championed but is now the subject of Newt Gingrich's ire, seems anachronistic to kids used to directly interacting with people all over the world. And while these youngsters are group-minded and embrace empathy as a tool of government, the GOP's close-minded rejection of such approaches is a genuine turn off.

Maybe the Republicans simply are too stupid to know they're totally rejecting the Millennial lifestyle. Or maybe they're doing it intentionally. Either way, the GOP obviously hasn't learned anything since Coburn's antics last year. And the data show that it is imperative for the GOP to reverse course and embrace the Millennial worldview if it has any hope of avoiding the fate of the Whigs.

The GOP can start small and use this opportunity presented to them with the study abroad legislation as a re-do. The House once again passed the Paul Simon Study Abroad legislation, and again, it will be sent to the Senate, going first to the Senate Foreign Relations Committee. Here's hoping that this program becomes law, allowing more youth to experience first-hand what the world has to offer.

Across the pond, the Great Brittan Mail Online tells a familiar tale of financial woes for poor students who ordinarily would be seeking higher education but are priced out of too high tuition costs.

"Students from working-class families are taking a smaller share of places at university after the introduction of £3,000-a-year tuition charges in 2006.

And nearly a quarter of all students are failing to finish the courses they start despite a £1billion crackdown on the university drop-out toll, university league tables showed yesterday."

In Mason County Texas, The Hill Country Home Builders Association (HCHBA) has announced that it will provide scholarships to a number of students seeking careers as a builder or contractor.

"This is the inaugural year that the HCHBA has invested scholarships into local high school graduates that are interested in continuing their education in a Building Trades or Construction related field."

University of Virginia fellow at the Institute for Advanced Studies, Matthew Crawford's new book Shop Class as Soulcraft goes into great detail about the stigma youth face when choosing more hands on occupations over deskjobs that require a masters degree.

Crawford tells his own personal story about being a graduate student and having to take on a job writing summaries for scholarly articles. By the end of his time at the job he was required to write as many as 23 a day. He says that the more he thought about it, the more time it took and the more they didn't follow the formula outlined, the worse his summaries. In the end, it took a masters degree to earn $23,000 a year and perform a job that required him NOT to think.

He currently works as a motorcycle mechanic where he says his critical thinking skills are put to good use for customers who care as much about their motorcycles as they do their children.

Via his New Atlantic piece

"I began working as an electrician’s helper at age fourteen, and started a small electrical contracting business after college, in Santa Barbara. In those years I never ceased to take pleasure in the moment, at the end of a job, when I would flip the switch. “And there was light.” It was an experience of agency and competence. The effects of my work were visible for all to see, so my competence was real for others as well; it had a social currency. The well-founded pride of the tradesman is far from the gratuitous “self-esteem” that educators would impart to students, as though by magic.

This week Crawford appeared on WAMU's Diane Rehm's Show where he talked about these types of jobs being one of few constants in a struggling economy.

"You can't send your car to Japan to be fixed," he said.

Yet our culture spends a lot of time demanding more from our youth. While Crawford talks about making twice as much as an electrician than he did at the nightmare summary writing job, he notes that many would find it repugnant he "didn't live up to his education," even consider it a waste of time and money. Crawford doesn't see a degree as a necessity for greatness.

His running thesis surrounds our systems of high school education that continue to cut classes that teach practical skills over book knowledge. His example is a heartbreaking year he spent teaching Latin in a high school where he swears kids would have had more of a connection to shop class, and absorbed skills that are just as useful.

When it comes to doctors and lawyers, advanced degrees are probably something you don't want to skip out on. But in a world where college is too far out of reach, we owe youth a bit of honesty about potential if they instead undergo proper training. We also owe them the respect deserved of everyone regardless of their class or the school they attended or jobs they hold.

Robert Frost once described education as "hanging around until you've caught on." Thanks to a generous scholarship program linking high school graduates with the local community college, many more young people will have that chance in Tamaqua, Pennsylvania.

In 2002, a foundation started by John E. Morgan, whose knitwear manufacturing company was one of the few large businesses to spring up out of Tamaqua since the decline of coal production there, agreed to cover two years of tuition at Lehigh Carbon Community College for graduates of Tamaqua Senior High School.The stipulations are few: eligible candidates must have attended the high school for two consecutive years before graduation, file a federal student aid application, and enroll in at least nine college credit hours per semester.

Morgan's effort has now become the community's, inspiring another similar donation building on top of the original.

Morgan's gift has now inspired a copycat, to the benefit of Tamaqua's students. The Scheller family, which has an aluminum coatings manufacturing company and donates generously in the region, this April announced its own $1.5 million endowed scholarship program that aims to pay for Lehigh Carbon Community College students’ next two years of schooling at certain four-year institutions in the state. Roberta and Ernest Scheller announced the endowment and dedicated the half-million dollar firehouse-turned-student center on the same day, in honor of their daughter, Lisa Jane, an alumna of LCCC and now the CEO of the family's company.

The two scholarships together permit students to finish bachelor degrees at regional state universities, like Bloomsburg or Kutztown.

Congress advanced education and the public good with passage of the Serve America Act, which strengthens the bond between service and education. But programs like these represent what else might be needed. Yes, I believe the federal government can support and implement education-improving programs effectively, but perhaps an effort to strategically create these locally-focused scholarship programs across the country has its place too.

Sarah's post yesterday was correct -- we need to bring education in this country into the 21st Century. But while we're doing that, we should keep an eye on access to higher education, which has continued to be problematic for low-income students. In improving access, we should review win-win situations that not only improve education, but rewarding the communities supporting educational institutions as well. Tamaqua, Pennsylvania's program is a great example of this, providing underrepresented students with an opportunity to get that crucial college degree while settling in their home region.

Smart People Magazine brings an interesting look about our systems of education and the extent to which they lack the necessary tools to educate the Millennial Generation.

Sure schools need technology that is better, but beyond that the process of education, they say, is outdated.

"There's a commonly told story... if a doctor from the 1890s were to suddenly be time-warped into a modern twenty-first century hospital, he would not recognize how patients were being healed. The same would be true of office workers, farmers or most other professional or occupational environments. However, if a schoolteacher from the 1890s were to step into many of today’s classrooms, he or she could easily pick up where she left off."

Names and dates, dates and names, fill in the bubble.... next?

I can't help but agree. The piece calls this the industrial model of training our young people, like little cars rolling through the line, we stick a fender on them and move forward never actually looking at practical results or ... actually... really anything practical.

The only place I learned how to craft a resume was in my high school drama class - no where in college was that skill available. No one taught me how to fill out a FAFAS, how to search for scholarships, what I needed for scholarships, how to apply for college, what I needed for college.

Names ... dates.... fill in bubble... next?

"According to the Digest of Education Statistics: 2007 (latest data available), 55 percent of public school teachers in the U.S. had at least 10 years of experience. At best, they received their professional education when DOS was still a prevailing computer operating system. A quarter of U.S. teachers had at least 20 years of experience. . . The same report indicates that school administrators have an average of 21 years in the education field."

Oy. We're not preparing young people for the future. Forget about this idea that a majority of jobs that will be available to youth aren't even created yet, we're not even preparing youth for today... right now, much less the future.

"In 2008, The Partnership for 21st Century Skills, a coalition of almost 40 corporations, commissioned a survey of employers from across the U.S. to identify the skill sets that entry-level employees need for today’s workplace.

Asked to rank the skills in order of importance, they indicated that professionalism, oral and written communications, teamwork and critical thinking now trump reading comprehension. Certainly this does not mean that reading is less important than it was. The opposite is true.

What it indicates is a dramatic shift in the workplace, which now values the employee’s ability to self-direct, communicate effectively, collaborate and innovate. Yet, these skills continue to be unvalued in our schools."

As my piece earlier this week ranted, if we continue to view young people as open minds we stuff with government-mandated bubbles to fill that are totally useless to our future, we will continue to see a slow downfall our world ranking of the smartest minds.

In the end we should be asking what we need our schools to do to ensure Millennials are prepared for the unpredictable future and they can function in today's requirements. As we begin to look at ways to rework No Child Left Behind and reform our systems of education, if we could possibly just remake the way we work, that'd be awesome, and I'd really appreciate it.

As we move down the road toward big change in our energy and healthcare policies, there is an increasing number of calls for change in our education system. And I'm not referring to the cliched change we hear from every politician running for an office. I'm talking about actual, systemic change that many might consider radical.

Harry C. Boyte from the University of Minnesota's Center for Democracy and Citizenship, housed in the university's Hubert H. Humphrey Institute of Public Affairs, wrote a post on Wednesday which referenced a few other works that, one by one, challenged integral parts of our education system, including our core philosophy as a country. Boyte rightly laments the increased specialization of our education system, in which students, once pursuing what they wish to pursue, are trained to silo themselves off from the rest of the academy. Boyte wants to return to "civic education."

How do we develop citizens and citizen leaders who work with others to solve problems and build a flourishing democratic society? This question, the heart of civic education, was once at the center of American schooling, from kindergarten through higher education. In recent decades it has been increasingly neglected. We are faced with the challenge of breaking out of gated communities of our minds and work identities that are as sharply drawn as those of our neighborhoods. In recent months, a growing number of leaders in higher education have called for far ranging change in our institutions to address this.

One of the pieces Boyte uses to support his argument is written by Mark Taylor, the chair of the religion department at Columbia University. Taylor trashes today's system of higher education in the United States, noting that the gap between today's academic specialists and the tools and knowledge needed to solve our largest problems is expanding at an alarming rate. Taylor calls for tenure to be abolished and for an end to the organization of academia by discipline. Instead, Taylor believes that we should produce a list of problems to conquer. Not afraid of generalities, Taylor offers his own example of a list: "Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water." Taylor envisions these problems as opportunities forcing academic disciplines to converge and use their special knowledge in collaborative actions as opposed to exclusive ones.

The reason I like this idea so much is why Boyte seems to dig it. Our capacity for solving large problems in this country is diluted because of the deterioration of civic thought. Developing citizenship and citizen leaders, as Boyte labels it above, seems to have flown under the radar of those formulating the curriculum and solidifying the structure of American education. Months into Obama's presidency, buzz surrounds the importance of service-learning and political engagement in the media. Fortunately, there are examples of the service piece of citizenship being taught and practiced within the classroom. But unfortunately, you'll notice that many of the examples journalists use of young people engaging in political activity cite college students who had to take time off school in order to participate. Young people had to be politically involved despite their education. Furthermore, there's a missed opportunity when service is not connected to politics: to serve is a political act. What's needed is the solidification of a link between education and patriotism/citizenship: to be educated is to be a problem-solver. This is why Barack Obama's line comparing dropping out of school to dropping out on one's country in his joint congressional speech in February was both effective and encouraging. By dropping out, someone is resigning themselves to allowing problems to overwhelm the country.

Education should be seen for what it is -- a public good. Education is not merely our supertrain to be used to catch up with China and India. Before we even entertain the thought of that, perhaps we need to know who we are as a people and how we can use the knowledge we gain to solve the gargantuan problems we face. Those designing our education system would be well-served to keep JFK's advice in their heads -- the education system should help us recognize and pursue what we can do for our country. It's common sense, but that is the change in higher education we need to see.

Lots of new stuff in today's Quick Hits - from social media strategies, to training programs and service legislation:

• Yesterday the Washington Post threw-down the gauntlet, claiming that Facebook Causes was a disappointment because it had failed to open the spigot of small dollar donations hoped for by nonprofits. Allison Fine immediately rose to the defense of the Causes Application, noting that the Washington Post piece misses the true nature of fundraising on the web, and the true purpose and value of Causes to non profits.
• Campus Progress notes that 1/3 of all unemployed Americans and call for the creation of a New Deal for Young Workers.
• USA Today notes that public universities are about to see hefty tuition hikes.
• At the Politics Online Conference, Nancy Scola reports on an interesting conversation about how mobile activism differs from traditional online activism.
• Over at his other blog, FM contributor Kevin Bondelli explains how the Young Democrats rapidly grew their membership on Facebook in the last month.
• PolitiCorps, the political boot camp operated by the Bus Project, is accepting applications for their summer program.
• James Carville is fully on the youth bandwagon. In his new book, he notes that the GOP has become the Grand OLD Party.
• Peter Levine reports that the size of Americorps is about to triple. He's also got some very interesting thoughts on how Obama has developed a deeper than usual conception of service.
• On a related note, the Huffington Post reports on service as a new kind of patriotism.