Jumping to Conclusions

I just read a couple great Comments from recent New Yorkers, both of which reminded me why I love this magazine so much.

This is the conclusion to Lawrence Wright's piece on Islam in America:

The most worrisome development in the evolution of Al Qaeda’s influence since 9/11 is the growth of pockets of Islamist radicalism in Western populations. Until recently, America had been largely immune to the extremism that has placed some European nations in peril. America’s Muslim community is more ethnically diverse than that of any other major religion in the country. Its members hold more college and graduate degrees than the national average. They also have a higher employment rate and more jobs in the professional sector. (Compare that with England and France, where education and employment rates among Muslims fall below the national averages.) These factors have allowed American Muslims and non-Muslims to live together with a degree of harmony that any other Western nation would envy.

The best ally in the struggle against violent Islamism is moderate Islam. The unfounded attacks on the backers of Park51 and others, along with such sideshows as a pastor calling for the burning of Korans, give substance to the Al Qaeda argument that the U.S. is waging a war against Islam, rather than against the terrorists’ misshapen effigy of that religion. Those stirring the pot in this debate are casting a spell that is far more dangerous than they may imagine.

And here's the conclusion of Nicholas Lemann's piece on the so-called crisis in American education:

The story line on education, at this ill-tempered moment in American life, expresses what might be called the Noah’s Ark view of life: a vast territory looks so impossibly corrupted that it must be washed away, so that we can begin its activities anew, on finer, higher, firmer principles. One should treat any perception that something so large is so completely awry with suspicion, and consider that it might not be true—especially before acting on it.

We have a lot of recent experience with breaking apart large, old, unlovely systems in the confidence of gaining great benefits at low cost. We deregulated the banking system. We tried to remake Iraq. In education, we would do well to appreciate what our country has built, and to try to fix what is undeniably wrong without declaring the entire system to be broken. We have a moral obligation to be precise about what the problems in American education are—like subpar schools for poor and minority children—and to resist heroic ideas about what would solve them, if those ideas don’t demonstrably do that.