We can look at antisemitism as a social disease having deep roots across ideologies. This hatred finds warm spots to incubate across the spectrum. Or we can choose to see only the antisemitism that comes from the opposite side of our own political views. By doing so, we give comfort to hatred.

I first encountered antisemitism when I became a professor. Then a right-wing extremist shot up the synagogue a block away from my house--the synagogue where I celebrated my Bat Mitzvah. After I was named co-chair of the antisemitism task force on my campus, left-wing antisemites targeted my home.

Congrats! Looking forward to reading.

It draws from examples across cultures and countries to understand how people build effective systems to peacefully manage conflicts and disagreements, creating stable societies despite significant divides.

Best of all, it's freely available online for anyone to read.

This book looks at how diverse communities around the world manage their deepest differences, especially at a time when globalization and technological changes are reshaping how we live and interact.

The most valuable student feedback I receive is, "We don't know what she thinks."

I can never be perfectly neutral, but striving for it in the classroom while teaching policy issues––in a democracy––is worthwhile.

Using the classroom as a pulpit undermines students' dignity.

I've worked in public policy for years but don't feel comfortable sharing my views with students on most policy issues.

Feels like a disservice to my students, as the classroom should be a place where they can explore and change their minds. I should be able to do the same.

Harvard's Boaz Barak models the alternative: activism on the quad, rigor in the classroom.

Keep scholarship first, politics second, and we might just win back the trust that sustains universities. www.nytimes.com/2025/05/02/o...

Two pens and two phones!