Following an impromptu video shoot of the audience and brief introduction, Dr. Fukuyama turned the time over to FSI Director Michael McFaul, who delivered the keynote remarks to the graduating class.

Dr. McFaul reflected on the unique journey the 2022 class, from beginning with Zoom classes and remote learning to finally reconvening in-person for projects like the Policy Change Studio capstones and events like former president Barack Obama’s visit to FSI in April 2022.

“You all look better in three dimensions compared to two dimensions,” McFaul assured everyone. He went on to share four lessons he hopes will resonate with the newest FSI alumni:

1. Do Something, Don’t Be Something

The first lesson Dr. McFaul imparted to the graduates was to frame their goals and careers in terms of actions, not titles.

“Don’t think of your career as a place to be,” he said. “Think of your career as an action verb. Figure out what you want to do, then fit the jobs, the companies, and future degrees around those action verbs, not the other way around.” He stressed that any particular job title matters much less than a commitment to a mission, a set of values, or clear, concrete policy things you want to do.

2. Embrace both Uncertainty and Rejection

Speaking from his personal experience, Dr. McFaul shared how his first career plan following his DPhil degree from Oxford ended as a complete bust. As a fresh, young academic, he applied to 22 jobs, and was rejected from all of them. But while his immediate plans may have stalled, the rejections gave him a front row seat to the 1990-91 protests in Moscow, the fall of the Soviet Union, and the burgeoning calls for democratic change in Russia, all which altered the course of his academic, professional, and political life.

“From uncertainty can come opportunity, and from setbacks can come second — and dare I say, better  — chances,” he reminded the graduates.

3. Continue to Invest in Connections

McFaul’s third piece of advice was a cautionary story of what not to do. “After my time at Stanford and Oxford, I didn’t invest time in maintaining friendships, and I regret that,” he candidly told the audience.

He stressed that these connections are not only for the purpose of networking and professional development, though those kinds of connections can lead to instrumental things. But more importantly, McFaul advised the students to develop and nurture relationships with fantastic, interesting people for the sake of allowing those connections to enrich and deepen the well-being and richness of their lives.

4. Keep in Touch with Stanford

Looking across the crowd, Dr. McFaul said, “Most of you are second years. Some of you are fifth years. I am a forty-first year student here at Stanford. I really love learning, and there’s no better place to learn than Stanford.”

He urged the graduates to remain active and invested in the community they have been a part of the last two years. “You have access to some of the most talented professors in the world. Use it! Don’t forget about it,” counseled McFaul.

On to the Future

Building on Dr. McFaul’s remarks, Soomin Jun, the student speaker at the diploma ceremony, asked her fellow classmates to look to the future with a determination to stand up for values and rights, and to not lose the compassion and empathy that have bonded them together as a cohort.

“Let’s not forget to humble ourselves and do good for those next to us and in our communities,” she said. Jun continued, “Let’s not forget that we are far more capable of achieving anything beyond anyone’s imagination. Voice up and stand up for your values and ideas.”

As the 2022 class moves on from their time as MIP students at FSI, five will be staying at Stanford to pursue further studies in political science, environment and resources, public policy, and journalism. Others will remain in the greater Bay Area working on technology policy, energy policy, digital privacy, and statistical programming. Others are heading from the West Coast to the East to work in government, international development, and policy analysis, while four of the class members will be continuing their military careers in Texas, Washington State, Kentucky, and Kosovo.

Wherever they’re bound, the Master’s of International Policy Class of 2022 will not soon be forgotten.

“This class is special to me,” Michael McFaul said. “We here at FSI and MIP have tried to lean into you, and you have repeatedly shown that you are a special class and special group of people together at a special time, and we all feel bonded with you.”

SPICE continues to expand its regional programs for high school students in Japan. This year marked the launch of the Stanford e-Kobe program, which joins the previously established programs, Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Oita, and Stanford e-Tottori.

These online courses are a collaboration between SPICE and local government and school officials in Japan and challenge students to think critically about global themes related to U.S. society and culture and U.S.–Japan relations.

All five courses have now finished their 2021–2022 term. This summer, two top students from each program will present their final research projects and be honored at a virtual event hosted by SPICE, Stanford University. Congratulations to the ten honorees below on their excellent academic achievement!

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

Student Honoree: Minori Imai
School: Hiroshima Prefectural Kuremitsuta High School
Project Title: All Lives Are Important

Student Honoree: Yui Miyake
School: Hiroshima Prefectural Hiroshima High School
Project Title: U.S. Prison System: How the Country’s History of Racial Inequality Drives the High Rate of Incarceration in America

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Sayaka Kiyotomo
School: Kawasaki High School
Project Title: How Can We Improve Junior and Senior High School English Education in Japan?

Student Honoree: Anne Fukushima
School: Tachibana High School
Project Title: How Are Invisible Disorders Accepted in the United States and Japan?

Stanford e-Kobe (Instructor Alison Harsch)

Student Honoree: Nonoha Toji
School: Kobe University Secondary School
Project Title: How to Foster Entrepreneurship in School Days: Between U.S. and Japan

Student Honoree: Cullen Hiroki Morita
School: Kobe Municipal Fukiai High School
Project Title: The Different Work-Life Balance in Japan and America

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Rina Imai
School: Usa High School
Project Title: Learn About War and Peace Through the Naval Air Base Bunkers in Oita

Student Honoree: Yuki Nojiri
School: Hofu High School
Project Title: I Want to Live in the Second House of the Three Little Pigs

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Sakurako Kano
School: Tottori Keiai High School
Project Title: Being Proactive

Student Honoree: Yuki Yamane
School: Tottori Nishi High School
Project Title: The Effect of Collectivism and Individualism on Education

The SPICE staff is looking forward to honoring these ten students in a virtual ceremony on August 9, 2022 (August 10 in Japan). Each student will be given the opportunity to make a formal presentation to members of the Stanford community, the Consulate General of Japan in San Francisco, and the Japanese community in the San Francisco Bay Area.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan).

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Sponsored by Stanford Global Studies, the Education Partnership for Internationalizing Curriculum (EPIC) Community College Faculty Fellowship program brings together a cohort of community college faculty and academic staff from various disciplines to work collaboratively with Stanford staff for one academic year (August–May). Each EPIC Fellow designs a project that aims to internationalize curricula and develop global competencies among community college students. Jonas Edman worked with four of the nine 2021–22 EPIC Fellows throughout the academic year. The fellowship culminated with the EPIC Symposium, “Integrating Global Topics into Community College Curricula,” which was held on May 22, 2022 and featured panels of current and past EPIC Fellows. The four EPIC Fellows with whom Edman worked are listed below. Each gave an overview of their project to an audience of Stanford faculty and staff, EPIC alumni, and other community college faculty.

Lauren M. Blanchard, Faculty, Political Science, Monterey Peninsula College
Project: Hands-on Migration: Service-Learning Curriculum in Global Studies

• The goal of this project is to introduce migration studies to Monterey Peninsula College. Crafting a service-learning curriculum will provide students the opportunity to dedicate a semester to the comparative study of internal and international migrations in the 20th and 21st centuries, alongside the chance to gain hands-on experience working with the diverse immigrant communities of Monterey County. This curriculum will provide insight into the international agreements and values that have shaped government responses to immigration in the past and will shape responses to migration in the 21st century.
   

Miloni Gandhi, Faculty, Global Studies and Workforce, Foothill College
Project: Virtual Study Abroad

• Virtual Study Abroad is a way to bridge equity gaps in international education at the community college. Study abroad is a unique experience to explore other cultures and traditions firsthand. However, it is often limited to those with the ability to leave their current situations for long periods of time or those with the financial ability to cover the opportunity cost of being away from home. Virtual Study Abroad allows for all students to have firsthand experiences exploring other cultures through meaningful curated content and authentic relationship-building with people in other countries without having to physically be abroad.
   

Tomasz B. Stanek, Associate Professor, History, Victor Valley College
Project: Global Ethnic Studies Course Proposal

• The Global Ethnic Studies Course Proposal involves the construction of a new global or hemispheric ethnic studies course with major emphasis on paradigmatic discoveries, environmental and indigenous ideas, transnational issues, climatology, human behavior, a trauma of conflict, and modern philosophy, all encapsulated into one community college course bound from the 1500s to the present. The idea of this course is to create an interdisciplinary discussion space and a comparative analysis beyond national borderlands and local marginality.
   

Alexandria White, Professor, English, Sacramento City College
Project: Black Atlantic Explorations

• The purpose of Black Atlantic Explorations is to provide a comparative approach to understanding the intersectionalities and divergences among Black Atlantic identities and experiences. Juxtaposing the diverse experiences of Afro-Brazilians, Afro-Caribbeans, and Afro-Americans through literature, art, and history will not only be provocative and inspiring, but will also plants seeds in our collective imaginations about the possibilities of Black Atlantic futures rooted in liberation and rooted in the “profoundest creativity to throw bridges across chasms, to open an architecture of space within closed worlds of race and culture (Guyanese writer, Wilson Harris).”

Following the panels, the EPIC Fellows received certificates from SGS upon their successful completion of the Fellowship. With the formal close of the Fellowship, they are now invited to join the Global Educators Network (GEN), which in partnership with Stanford Global Studies (SGS) seeks to inform, inspire, engage, and empower community college educators—and their students—to more deeply engage with global themes and learning resources, as well as international dialogue, research, and pedagogical strategies.

Reflecting on the EPIC Symposium, Edman noted, “Not only was it rewarding to observe the 2021–22 EPIC Fellows giving their impressive presentations after a year-long preparation, but it was also gratifying to see EPIC alumni from many cohorts interacting with this year’s cohort and encouraging them to join GEN. Importantly, I am most grateful to Kristyn Hara for expertly facilitating the EPIC Program over the past year and for planning and implementing this year’s EPIC Symposium.”

The EPIC Community College Faculty Fellowship program is made possible through the support of Department of Education Title VI funding. Pitches of all of the nine 2021–22 EPIC Fellows can be found here.

The following is Part 8 of a multiple-part series. To read previous installments in this series, please visit the following articles: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, and Part 7.

Since December 8, 2020, SPICE has posted seven articles that highlight reflections from 57 students on the question, “What does it mean to be an American?” Part 8 features eight additional reflections.

The free educational website “What Does It Mean to Be an American?” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions. On March 24, 2021, SPICE’s Rylan Sekiguchi was honored by the Association for Asian Studies for his authorship of the lessons that are featured on the website, which was developed by the Mineta Legacy Project in partnership with SPICE.

Since the website launched in September 2020, SPICE has invited students to review and share their reflections on the lessons. Below are the reflections of eight students. I am grateful to Dr. Ignacio Ornelas, Teacher, Willow Glen High School, San Jose, California, and Aya Shehata, Hilo High School, Hawai’i, for their support with this edition. The reflections below do not necessarily reflect those of the SPICE staff.

Renn Guard, North Carolina
Americans often have the privilege of being a part of many communities that help define themselves as complex, unique individuals. The past few years have demonstrated that our communities define America, a prospect that can be both concerning and hopeful. After the 2021 Atlanta spa shooting, many questioned what “Asian American” has meant and what it could mean. I observed the Asian American community connect over both their pain and frustration with the current state of the country and their hopes for a brighter future. Outside the Asian American community, many other groups, both intersecting and not, also came to sit in solidarity, reminding me that American values are rooted in communities that uphold understanding, inclusivity, and respect.

Emi Hiroshima, California
By many, America is known as the “Land of Opportunity.” Certainly, this is what my great grandparents thought when they immigrated to the U.S. from Japan in the early 1900s. Although some may say it’s a less than ideal place to live, I think it provides more opportunities than other countries for those willing to try. In some countries, it is difficult for a woman to pursue certain careers or even to receive an education. They aren’t given the opportunity to even try. I believe America has a long way to go in terms of gender equality or equality for all, but women are surrounded with more chances because of others who pushed for women’s rights throughout history. In America, we are not guaranteed success, but we are provided the opportunity to always try.

Keona Marie Matsui, Hawai’i
To me, being American means being free. I am free to embrace my Japanese and Filipino heritage. I am free to learn and celebrate other cultures. I am free to express myself through my physical appearance and my words. I am free to speak another language and learn many more. I am free to take advantage of the opportunities in America. But being an Asian American means that I’m stuck between identities. I was born in America, half Filipino and half Japanese, but I wasn’t born in either country. I don’t speak Tagalog or Japanese fluently; I speak English. I’m not blonde-haired or blue-eyed. I grew up in Hawai’i, surrounded by people with similar situations. Our unique experiences and identities are what make up America—and what makes us American.

Jyoti Souza, Hawai’i
That is a complicated question. Some glorify being American because they immigrated from impoverished home countries. Others are ignorant to this country’s history and its current situation, or they simply do not care. For me, this country acted as a home for my grandparents who immigrated from poverty in South America. Though I am grateful for America’s seemingly open arms, it has changed vastly or never changed at all. More people are fighting against laws and bias in our government. The LGBTQ+ community asks for more freedom, African Americans demand justice, and people opposed to an election attack the White House. Some people call themselves American because of their skin color and label any others as outsiders or invaders. On the surface, being American seems like freedom and justice for all, but deep inside, it’s anything but.

Sharika Thaploo, Ohio
Growing up as a first-generation immigrant in America, the idea that America was built on the great enlightenment ideals of “life, liberty, and the pursuit of happiness” was drilled into me. But to me, America meant assimilation through what I had learned from my experience in this country. I initially believed that to succeed and prosper socially I would have to discard parts of my identity that were essential to my culture. I spent time adjusting to what I believed it meant to be American. But gradually, I saw the way my identity as an Indian American affected all my decisions and my worldview. To me, being an American is bringing ideas and cultural identities into this country to make yourself and the people around you better.

Taelynn Thomas, California
I view the term “American” as an identity. American is a label that represents that you are proud of what America is as a whole and that you stand with this country. A part of identifying as American means being aware that America, as a country, is not perfect and there are still challenges people face based on their race, social status, and more. This is not to say that we don’t try to fix issues in our society. There are programs that provide help for people with lower income. So, no, America isn’t perfect. But the American people can help change it in a positive way. So, when someone asks me what it means to be American, I say an American is a person who is proud of this country but still understands that we need change and is not afraid to help change this country for the better.

Hector Vela, California
Being American is a title but, to me, it’s an idea. In our history, many ethnicities from across the world came to the “land of the free,” but at times weren’t treated that way. So, we changed our mindset to include many ethnicities and make it an ideal place for anyone. We evolved because people recognized the flaws and we fixed them. It is up to us to expand the acceptance of different cultures and make a safe place for future generations. What will we do to shape America into something we can be proud and happy of? To say, “I am a proud American,” we must embrace our differences and use them to make America an ideal and safe place for everyone now and in the future.

Katherine Xu, Ohio
For me, the inherent beauty and ongoing question of being an American is embodied in our country’s motto: E pluribus unum (out of many, one). We are a group of individual “I’s” who have agreed to band together as a “we.” However, the issue has been to constantly question who is (or is not) included in that “we,” and how we redefine and reimagine it. Overall, we’ve succeeded in developing a better comprehensive knowledge of ourselves and acceptance of one another. However, we have historically wavered and are now at a crossroads: will we progress toward a broader meaning of “we” or will we regress to a narrower one? That is essentially the question—with all of its aspirations and fears—at the core of what it means to be an American, both personally and collectively.

Mayor Norihiko Fukuda of Kawasaki City—the sixth most populous city in Japan—spoke during the closing ceremony of Stanford e-Kawasaki on March 29, 2022. The ceremony marked the end of the third-year offering of Stanford e-Kawasaki, which is taught by Instructor Maiko Tamagawa Bacha. Nineteen students representing Kawasaki High School and Tachibana High School successfully completed the course and each received a certificate from Mayor Fukuda as Bacha announced each student’s name.

Stanford e-Kawasaki focuses on two themes, entrepreneurship and diversity. In Mayor Fukuda’s comments to students, he noted that with people coming from across and outside of Japan to Kawasaki, the city has developed to become a city of 1.54 million people and one of the most diverse cities in Japan. Given this, Fukuda underscored the importance of having students value diversity, and stated, “I want young people in Kawasaki to appreciate this core value.” He continued,

This year’s course featured a diverse group of speakers, including a panel of Japan Exchange and Teaching (JET) Program alumni who spoke about diversity in the United States. The panelists included Jeffrey Fleischman, Cerell Rivera, and Kai Wiesner-Hanks, who spoke on topics such as ethnic diversity, gender equality and identity, religious diversity, and cultural diversity. Bacha is a former Advisor for Educational Affairs at the Consulate General of Japan in San Francisco and one of her major responsibilities was overseeing the JET Program. She commented, “It was particularly gratifying for me to provide a platform for JET alumni to continue to offer their support to students in Japan.” Other sessions were led by Dr. Stephen Murphy-Shigematsu who addressed the central question, “What is diversity?,” and also discussed diversity issues in Japan, and Stanford graduate student Alinea Tucker, who spoke on “Black Lives Matter.”

In the area of entrepreneurship, Miwa Seki, General Partner, M Power Partners, provided perspectives as an investor, and Sukemasa Kabayama, Founder and CEO of Uplift Labs, shared his journey as an entrepreneur in Japan and in the United States.

A highlight of the closing ceremony was the announcement of the two honorees of Stanford e-Kawasaki. They are Sayaka Kiyotomo from Kawasaki High School and Anne Fukushima from Tachibana High School.

Reflecting on the three years of teaching the course, Bacha noted, “Since the inception of Stanford e-Kawasaki, Mayor Fukuda’s unwavering commitment has without a doubt contributed greatly to the success of the course. The students and I have always felt his support.” After the ceremony, Mayor Fukuda brought the students to one of his meeting rooms and engaged them in informal discussions. His formal and informal comments were very inspirational to the students.

I am most grateful to Mayor Norihiko Fukuda for his vision and for making this course possible. I would also like to express my appreciation to Mr. Nihei and Mr. Katsurayama from the Kawasaki Board of Education; and Mr. Abe, Mr. Tanaka, Mr. Kawato, and especially Mr. Inoue from Kawasaki City for their unwavering support. Importantly, I would like to express my appreciation to Principal Iwaki and his staff of Kawasaki High School and Principal Takai and his staff from Tachibana High School for their engagement with Stanford e-Kawasaki. An article in Japanese about the closing ceremony that was published by Kawasaki City can be found here.

At the core of GKC is a series of classes and initiatives that combine STEM skills with policy know-how in a way that’s meant to encourage students to leverage entrepreneurship and innovation in order to develop rapid, scalable solutions to national security issues. Students from both undergraduate and graduate level programs, regardless of their prior experience in national defense, are encouraged to participate.

“We’re really trying to empower students to pursue national security-relevant work while they’re here at Stanford,” explains Joe Felter, GKC’s director, co-founder, and senior research scholar at CISAC. FSI and CISAC have deep roots in this type of innovative, interdisciplinary approach to policy solutions GKC is working to implement. Michael McFaul, FSI’s director, is a founding faculty member and principal investigator for GKC, and David Hoyt, the assistant director of GKC, is an alumnus of the CISAC honors program.

Results from GKC’s classes have been very encouraging so far. Working through "Hacking for Defense," a GKC-affiliated class taught out of the MS&E department, Jeff Jang, a new Defense Innovation Scholar and MBA student, showed how implementing a rapid interview process and focusing on problem and customer discovery has allowed his team to create enterprise software for United States Air Force (USAF) fleet management that has vastly improved efficiency, reduced errors and enabled better planning capabilities into the workflow. Their product has been given numerous grants and awards, and the team has received signed letters of interest from 29 different USAF bases across the world.

In another GKC class, "Technology, Innovation, and Great Power Competition,” Abeer Dahiya and Youngjun Kwak, along with Mikk Raud, Dave Sprague and Miku Yamada — three students from FSI’s Ford Dorsey Master’s in International Policy program (MIP) — have been tackling the challenges involved in developing a domestic U.S. semiconductor strategy. They were among the student teams asked to present the results of their work to Dep. Sec. Hicks during her visit.

“Attending this class has been one of the highlights of my time at Stanford,” says Mikk Raud (MIP ‘22). “It’s been a great example of how important it is to run interdisciplinary courses and bring people from different fields together.”

He continues, “As a policy student, it was very insightful for me to learn from my peers from different programs, as well as make numerous visits to the engineering quad to speak to technical professors whom I otherwise would have never met. After meeting with and presenting to Deputy Secretary Hicks and hearing about the work other students are doing, it really hit home to me that the government does listen to students, and it really is possible that a small Stanford group project can eventually lead into significant changes and improvements of the highest levels of policy making.”

This kind of renewed interest in national security and defense tech among students is precisely what the Gordian Knot Center is hoping to foster. Building an interconnected innovation workforce that can “think deeply, [and] act quickly,” GKC’s motto, is a driving priority for the center and its supporters.

The Department of Defense recognizes the value of this approach. In her remarks, Dep. Sec. Kathleen Hicks acknowledged that reshaping the culture and methodologies by which the DoD runs is as imperative as it is difficult.

“My life is a Gordian knot, day in and day out at the Defense Department,” she quipped. Speaking seriously, she reminded the audience of the tremendous driving power DoD has had in creating future-looking national security defenses.  “Because of its sophistication, diversity, and capacity to innovate, the U.S. Defense Industrial Base and vibrant innovation ecosystem remains the envy of the world,” Hicks emphasized. “Every day, people like you are designing, building, and producing the critical materials and technologies that ensure our armed forces have what they need.”

But she also recognized that the challenges facing the DoD are real and complex. “There are many barriers in front of the Department of Defense in terms of what it takes to operate in government and to make the kinds of shifts we need in order to have the agility to take advantage of opportunities and partner effectively.” She reiterated that one of her key priorities is to accelerate innovation adoption across DoD, including organizational structure, processes, culture, and people.

Partnerships with groups like the Gordian Knot Center are a key component to breaking down the barriers to innovation facing our national institutions and rebuilding them into new, more adaptable bridges forward. While the challenges facing the Department of Defense remain significant, the work of the students in GKC’s classes so far proves that progress is not only possible, but can be made quickly as well.

While China now innovates in many of these technologies, it also continues to acquire Western intellectual property through a coordinated assault that represents what former NSA Director General Keith Alexander calls “the greatest transfer of wealth in human history.” And every technological innovation that China can possibly militarize it does, through a strategy of “civil-military fusion.” With this accumulated power, Beijing plans to force Asia’s most vibrant liberal democracy, Taiwan, to “reunify with the motherland.” It also seeks to establish unilateral Chinese control over the resources and sea lanes of the South China Sea, and then gradually to push the United States out of Asia.

Russia’s aggression must be understood in this broader context of authoritarian coordination and ambition, challenging the values and norms of the liberal international order, compromising the societal (and where possible, governmental) institutions of rival political systems, and portraying Western democracies — and therefore, really, democracy itself — as weak, decadent, ineffectual, and irresolute. In this telling, the democracies of Europe, Asia, and North America — especially the United States — are too commercially driven, too culturally fractured, too riven by internal and alliance divisions, too weak and effeminate, to put up much of a fight.

At the same time, China, Russia, and other autocracies have been denouncing the geopolitical arrogance of the world’s democracies and confidently declaring an end to the era in which democracies could “intervene in the internal affairs of other countries” by raising uncomfortable questions about human rights. 

On the eve of the Beijing Winter Olympics on February 4, Vladimir Putin and Xi Jinping issued a joint statement denouncing Western alliances and declaring that there were no limits to the strategic partnership between their two countries. Many analysts believe Putin told Xi then that he was about to invade Ukraine and that Xi probably said, okay, just wait till the Olympics are over and make it quick. 

Four days after Xi’s closing Olympics fireworks display, Putin launched his own fireworks by invading Ukraine. It has been anything but successful or quick. Xi cannot possibly be pleased by the bloody mess that Putin has made of this, which helps to explain why China twice abstained in crucial UN votes condemning the Russian invasion, rather than join the short list of countries that stood squarely with Russia in voting no: Belarus, Eritrea, Syria, and North Korea. Xi must think that Putin’s shockingly inept and wantonly cruel invasion is giving authoritarianism a bad name.

It is also costing China a lot of money in global trade at a time when China’s economic growth rate has slowed dramatically. And it’s undermining the narrative China was trying to push that the autocracies know what they are doing and represent the wave of the future. Moreover, this is coming at a moment when one of China’s two most important cities, Shanghai, is gripped by panic and a substantial lockdown over the Covid-19 virus, which Xi’s regime has no other means to control except lockdown, because it has refused to admit that the vaccines it developed are largely ineffective against the current strains of Covid, and instead import the vaccines that work.

All of this explains why this moment could represent a possible hinge in history as significant as the 1989-91 period that ended the Cold War. 2021 marked the fifteenth consecutive year of a deepening democratic recession. In both the older democracies of the West and the newer ones of the global South and East, the reputation of democracy has taken a beating. A narrative has been gathering that democracies are corrupt and worn out, lacking in energy, purpose, capacity, and self-confidence. And this has been fed by real-world developments, including the reckless and incompetent US invasion of Iraq, the 2008 financial crisis, steadily rising levels of economic inequality, widespread job losses, economic insecurity and status anxiety due to globalization and technological change, and the challenges of managing cultural diversity amid expanding immigration. These factors have fed or at least facilitated the rise of populist challengers to liberal democracy and the decay of democratic norms and institutions across many democracies — rich, poor, and middle-income. 

The Germans have a word for these trends in the global narrative:  “zeitgeist” — the spirit of the times, or the dominant mood and beliefs of a historical era. In the roughly 75 years since WWII, we have seen five historical periods, each with their own dominant mood. From the mid-1940s to the early 60s, the mood had a strong pro-democracy flavor that went with decolonization. It gave way in the mid-1960s to post-colonial military and executive coups, the polarization and waste of the Vietnam War, and a swing back to realism, with its readiness to embrace dictatorships that took “our side” in the Cold War. Then, third, came a swing back to democracy in southern Europe, Latin America, and East Asia, and a new wave of democracy, from the mid-1970s to around 1990. That period of expanding democracy was then supercharged by a decisively pro-democratic zeitgeist from 1990 to 2005, the so-called unipolar moment in which one liberal democracy, the U.S., predominated. That period ended in the Iraq debacle, and for the last 15 years, we have been in the tightening grip of a democratic recession and a nascent authoritarian zeitgeist. 

Could Russia’s criminal, blundering invasion of Ukraine launch a new wave of democratic progress and a liberal and anti-authoritarian zeitgeist? It could, but it will require the following things.

First, Russia must fail in its bid to conquer and extinguish Ukraine. The United States and NATO must do everything possible, and much more than we are doing now, to arm and assist Ukraine militarily, and to punish Russia financially and economically.

Second, we must wage a more effective and comprehensive battle of information and ideas to expose Russia’s mendacity and criminality and to document its war crimes, not only before the court of public opinion, but in ways that reach individual Russians directly and creatively. We need an intense campaign of technological innovation to circumvent authoritarian censorship and empower Russian, Chinese, and other sources that are trying to report the truth about what is happening and to promote critical thinking and the values of the open society. In general, we need to promote democratic narratives and values much more imaginatively and resourcefully. The message of the Russian debacle in Ukraine is an old one and should not be difficult to tell: autocracies are corrupt and prone to massive policy failures precisely because they suppress scrutiny, independent information, and policy debate. Democracies may not be the swiftest decision makers, but they are over time the most reliable and resilient performers.

Third, we must ensure that we perform more effectively as democracies, and with greater coordination among democracies, to meet the challenges of developing and harnessing new technologies, creating new jobs, and reducing social and economic inequalities.

Fourth, to win the technological race, for example in semiconductors, artificial intelligence, biomedicine, and many other fields of science, engineering, and production, we must open our doors more widely to the best talent from all over, including China. We URGENTLY need immigration reform to facilitate this. As our late colleague George Shultz said:  Admit the best talent from all over the world to our graduate programs in science and engineering, and then staple green cards to their diplomas.

Finally, we have to reform and defend our democracy in the United States so that it can function effectively to address our major domestic and international challenges, and so that American democracy can once again be seen as a model worth emulating. We cannot do this without reforming the current electoral system of "first-past-the-post" voting and low-turnout party primaries, which has become a kind of death spiral of political polarization, distrust, and defection from democratic norms.

I believe we entered a new historical era on Feb 24. What the Ukrainian people have suffered already in these seven weeks has been horrific, and it will get worse. But the courage and tenacity of their struggle should renew our commitment not only to them but also to ourselves—that freedom is worth fighting for, and that democracy, with all its faults, remains the best form of government.

FSI scholars are now engaged with their network of Ukrainian alums, checking in on their safety and plans, while also advocating on behalf of a democratic Ukraine in major media outlets. McFaul has given Congressional testimony, written op-eds, been involved in back-channel discussions with senior administration officials, and even appeared on the Stephen Colbert show to discuss the issue. He is the co-editor of "Revolution in Orange," a 2006 book that examines Ukraine’s democratic breakthroughs.

Francis Fukuyama, the Olivier Nomellini Senior Fellow and former director of FSI’s Center on Democracy, Development and the Rule of Law (CDDRL), has recently published articles on the strategic situation in Ukraine while sharing everyone’s deep concerns for Ukrainians under assault.

“We’ve been trying to help them in any way we can,” he said.

To deepen FSI’s expertise on Ukraine, the institute has established a Director’s Fund for Ukraine Initiatives, which will provide discretionary support for research, teaching, and policy outreach on Ukraine.

From Activism to Political Leadership

Well before the Russian invasion, FSI was already helping Ukraine cultivate its democracy.

“Our theory of change,” Fukuyama said, “is that we understand we can’t do things like provide policy advice very well to a country that’s so far away from us. But what we can do is try to help train a new generation of leaders who will inherit power, and in the near future, hopefully lead the country to a better outcome as we keep in touch with and support them.”

Toward this, the Ukrainian Emerging Leaders Program provides a 10-month academic training fellowship in support of three mid-career practitioners working actively as policy-makers, legal professionals, entrepreneurs and leaders of civil society organizations in Ukraine.
 

Alums of this and other programs include Artem Romaniukov, a civil society activist now in Ukraine who trained in the Emerging Leaders Program during 2019-20; the former Ukrainian Prime Minister Oleksiy Honcharuk, a visiting scholar in 2021; and Nataliya Gumenyuk, a Draper Hills alum from 2018 and Ukrainian journalist who’s now writing about the war, including social media posts in real-time – “I’m reporting on the ground in Kyiv on what I see with my own eyes,” she wrote.

Oleksandra “Sasha” Ustinova, a member of the Ukrainian parliament and alum of the Ukrainian Emerging Leaders Program (2018-19), is lobbying members of Congress. “We are still negotiating for help. And I tell them that every day of negotiations is thousands of lives,” Ustinova told the Washington Post. She was in Washington, D.C., when Russia invaded Ukraine, and has been unable to return.

Svyatoslav Vakarchuk, a Ukrainian rock musician who also holds a degree in theoretical physics, was a visiting scholar in 2017-18. After his time at Stanford he created a new political party, Holos, in his country. More recently, after the Russians bombed a children’s and maternity ward in Mariupol, he posted a video on Twitter on his observations while assisting on the scene there. In another video, Vakarchuk is seen singing to Ukrainians who are sheltering in the subways. He has traveled to major cities during the conflict — including badly targeted ones such as Kharkiv, Mykolaiv, and Zaporizhzhya — raising morale among troops and civilians.

Changes may be afoot for the Emerging Leaders Program. Fukuyama said it may not be viable for next year, because Ukrainian men are currently not allowed to leave the country. “One thing we’ve been thinking of is possibly converting that program into a more research-oriented program on Ukraine,” he said.

Fukuyama said that for the Leadership Academy for Development, rather than bringing people to campus, FSI sends faculty to countries like Ukraine to deliver one-week intensive training sessions to classes of 25. He says the academy has been held in Ukraine a half dozen or so times, including in its capital of Kyiv, with an estimated 150-200 participants.

Making the transition from civil society into actual politics is one of the key messages in the 17-year-old Draper Hills Summer Fellows program, Fukuyama noted. An alumna, Svitlana Zalishchuk (’11), won a seat in Ukraine’s parliament, along with alumni Serhiy Leshchenko (’13) and Mustafa Nayyem (’14). Before joining government, Zalishchuk led a Ukrainian NGO focused on freedom of speech. After serving in parliament, all three of these alums are now working directly to defeat Putin’s invading army: Leshchenko is an aide to Zelenskyy’s chief of staff; Nayyem is the Deputy Minister of Infrastructure of Ukraine, and Zalishchuk works for Ukraine’s state-owned gas company, Naftogaz.

In a recent BBC interview, Zalishchuk said, “I think the Ukrainian president made it very clear — he will not surrender, the Ukrainian army is backing him, the Ukrainian people are backing him, and the international community also demonstrated an incredible unity to stand up to Putin.”

Long before the Russian invasion, FSI’s special relationship with Ukraine attracted prominent coverage. In 2016, The New Yorker article, “Reforming Ukraine After the Revolutions,” described how the Draper Hills Summer Fellows program helped Ukrainian journalists Leshchenko and Nayyem rise to political leadership around the time of Ukraine’s Maidan Revolution in 2014.
 

Fukuyama explained how the program works: “We teach them about the structures of democracy as if they were Stanford undergraduates – this is what different political systems look like, here is how you can effect political change.”

Another on-campus program designed to offer research and teaching opportunities to former senior government officials is the Bernard and Susan Liautaud Visiting Fellow program, which brought the former prime minister of Ukraine, Oleksiy Honcharuk, to FSI in 2021. Honcharuk said then, “Stanford is the best place to rethink Ukraine’s past and plan the future, and that’s why I am especially happy to be here and add my expertise and experience to this important process.”

Alum Perspective from the Frontlines

Artem Romaniukov ('20), is now in Ukraine fighting the Russians with a rifle in hand and his family nearby.

“I was with my wife and six-year-old daughter in Kyiv when Putin’s invasion of Ukraine began. I grabbed my family and brought them to a place I thought they would be safer. Then I immediately volunteered to join the Ukrainian Defense Force. I have already seen active fire, which has resulted in a dreadful number of casualties, both for Ukrainians and Russians,” he wrote in an article for FSI. He is currently in Western Ukraine awaiting a new deployment.

An entrepreneur with his own start-up company, Mriya, Romaniukov worries about the consequences the war is having on Ukraine's economy. 'For my own company, and with many Ukrainian businesses, we have managed to move our operations to safe places and are ready to export services. But international companies are concerned about the security situation and whether it is viable to place orders with Ukrainian firms. But it is crucial to keep the Ukrainian economy working right now.”

Ukrainian Student Perspectives

In a time of great uncertainty and anxiety, Ukrainian and other students on campus have found solace and solidarity at teach-ins and events hosted by FSI scholars, sharing what they’re doing to help family and friends back home and to raise awareness on campus.

Writing in the Stanford Magazine, Anastasiia Malenko, a junior studying economics and political science, described an online chat she was participating in with friends back home when the first Russian bombs began hitting Ukrainian cities. On the day after the invasion, Malenko organized a protest with a Stanford Ukrainian student group, urging immediate sanctions on Russia as well as military and humanitarian aid to the country. She also helped create a website, standwithukraine.how, and joined in the writing of a Stanford Ukrainian Community Joint Statement on Russia’s War Against Ukraine.

She later wrote in an email, “My family and friends are now demonstrating continued resilience in their fight for freedom against the Russian invaders. From coordinating humanitarian aid to managing local volunteer networks, they are writing the history of an independent democratic Ukraine.”

Malenko, who will join the CDDRL honors program as a senior, considers herself fortunate be in touch with friends and family back home. “As the rest of the world, I am hearing their stories of resilience, perseverance, pain, and calls for help … One of the bright moments is telling them about the support I’ve been witnessing on the Stanford campus and beyond — it makes them feel seen.”

She said FSI’s programs fully demonstrate the institute’s commitment to Ukraine. “Through my undergraduate career, these programs have been invaluable as they provided room for Ukrainian perspective in a field of Eastern European studies, usually dominated by the focus on Russian colonial history.”

Stanford’s Unwavering Support

FSI’s support of Ukrainian democracy reflects what Stanford stands for as a university dedicated to research, teaching and engagement – its slogan is “the winds of freedom blow.” When President Marc Tessier-Lavigne addressed the Faculty Senate on Feb. 24 shortly after the Russian invasion, he said, “There are scholars within our community who bring experience and deep insight to this range of issues, and who will help policymakers as they navigate this situation.”

He added, “It is important to remember that an international conflict of this scale will have effects and consequences for many members of our community, in many different ways. This is a difficult moment, and my thoughts are with all who are affected.”

A few days earlier, as Russian forces massed and an attack loomed, Tessier-Lavigne had joined McFaul to meet with Ukrainian students and scholars who had assembled for a dinner gathering at the latter’s home. The Stanford president was also instrumental in lighting up the iconic Hoover Tower on March 11 in the blue and yellow colors of the Ukrainian flag as a show of solidarity with the country and its people.

Policy, Research and Discovery

Steve Pifer, former U.S. ambassador to Ukraine and William J. Perry Research Fellow at FSI’s Center for International Security and Cooperation (CISAC), said the Ukrainians have resisted the Russian invasion with courage, tenacity and determination, surprising many, particularly in the Kremlin, which significantly underestimated the resistance that the Russian military would encounter.

“For many Ukrainians, this is an existential fight.  If they lose, they lose their democracy, however imperfect it might be.  And they also lose the vision that many, particularly the young, hold for Ukraine: to become a normal European state, such as the Czech Republic or Slovenia” he said.

Pifer has worked with CDDRL on conferences and panels on Ukraine and has many relationships with fellows from the Emerging Leaders Program. “That is a great project that gives young, rising Ukrainians the chance to study and think at Stanford about how best they can develop a modern Ukrainian state. And they have gone back to do some remarkable things.”

He says CDDRL maintains an active network of Ukrainian alumni of its programs:  “It has been interesting to keep up with some of them, both via Zooms and in person when I have visited Kyiv.”

FSI scholars like Pifer have long studied Ukraine, Russia and post-Soviet bloc nations in the context of emerging democracies. In 2002, McFaul wrote about the fall of the Berlin Wall in 1989 and the collapse of the Soviet Union in 1991, and the prospects for democracy in Eastern European countries like Ukraine.
 

In his article “The Fourth Wave of Democracy and Dictatorship: Noncooperative Transitions in the Postcommunist World,” McFaul noted that “the balance of power and ideologies at the time of transition had path dependent consequences for subsequent regime emergence,” whether democratic, partially democratic or autocratic.

In another essay, “Indifferent to Democracy” prescient of FSI’s future Ukrainian efforts, he argued for boosting democratic aspirations in those countries by “empowering human rights activists through high-level meetings with U.S. officials” and launching “assistance programs designed to strengthen the independent media, trade unions, political parties, civil society and the rule of law.”

In February of this year, as Russia built up its forces near Ukraine, McFaul wrote about Russian president Putin’s greatest fear: “To Putin, the Orange Revolution undermined a core objective of his grand strategy: to establish a privileged and exclusive sphere of influence across the territory that once comprised the Soviet Union.”

Rose Gottemoeller, the former Deputy Secretary General of NATO and Steven C. Házy Lecturer at CISAC, has written that, “In some ways, the simplest solution for NATO and the United States would be for Ukraine to decide that it didn’t want to join NATO, take it out of the constitution, and reinsert a provision about nonalignment.” However, she notes that the U.S. should make it clear that Ukraine won’t be ready for this for decades, and that a “moratorium is the best way of doing this at this point.”

On Russia’s misinformation efforts, Kathryn Stoner, the Mosbacher Director at CDDRL and an expert on Russian politics, told the Los Angeles Times that Russian outlets like RT harbor Russian propaganda.

“It is definitely the mouthpiece of the Russian government,” said Stoner, author of the 2021 book, "Russia Resurrected: Its Power and Purpose in a New Global Order."

Fukuyama makes an optimistic case for what the post-invasion world might look like: “A Russian defeat will make possible a ‘new birth of freedom,’ and get us out of our funk about the declining state of global democracy. The spirit of 1989 will live on, thanks to a bunch of brave Ukrainians.”
 

Yo-Yo Ma conceived Silkroad in 1998 “as a reminder that even as rapid globalization resulted in division, it brought extraordinary possibilities for working together. Seeking to understand this dynamic, he recognized the historical Silk Road as a model for cultural collaboration—for the exchange of ideas, tradition, and innovation across borders. In a groundbreaking experiment, he brought together musicians from the lands of the Silk Road to co-create a new artistic idiom: a musical language founded in difference, a metaphor for the benefits of a more connected world.”[1] The Stanford Program on International and Cross-Cultural Education has been collaborating with Silkroad since 2002.

On April 6, 2022, Silkroad will be performing at Stanford University. Silkroad Ensemble: Home Within will feature Syrian-born clarinetist and composer Kinan Azmeh and Syrian Armenian visual artist Kevork Mourad. Azmeh’s and Mourad’s bios on the Silkroad website read in part:

Hailed as a “virtuoso, intensely soulful” by The New York Times and “spellbinding” by The New Yorker. Syrian-born, Brooklyn-based genre-bending composer and clarinetist Kinan Azmeh has been touring the globe with great acclaim as a soloist, composer and improviser… He is a graduate of The Juilliard School, the Damascus High Institute of Music, and Damascus University’s School of Electrical Engineering. Kinan holds a doctorate in music from the City University of New York.

Kevork Mourad was born in Kamechli, Syria. Of Armenian origin, he received an MFA from the Yerevan Institute of Fine Arts and now lives and works in New York. His past and current projects include the Cirène project with members of Brooklyn Rider at the Metropolitan Museum of Art, the multimedia play Lost Spring (2015) with Anaïs Alexandra Tekerian, at the MuCEM, Gilgamesh (2003) and Home Within (2013) with Kinan Azmeh in Damascus and at the Brooklyn Museum of Art, among others…

In 2016, SPICE developed a study guide to accompany Art in a Time of Crisis, a conversation between Kinan Azmeh and Yo-Yo Ma about what it means to create art in the face of crisis and violence at home. The interview and study guide are recommended for music, social studies, and language arts courses at the high school level and above. Please note that neither the interview nor study guide delves into the specifics of the Syrian uprising in March 2011 and the Syrian Civil War.

The focusing questions in the study guide are:

• What is the meaning of “crisis”?
• What are some examples of times of crisis?
• What are some ways to deal with crisis?
• What role can art play during times of crisis?
• What can an individual do to help facilitate change?
   

Silkroad Ensemble Musicians Yo-Yo Ma (cello), Haruka Fujii (percussion), and Kinan Azmeh (clarinet); photo courtesy Silkroad

Kinan Azmeh replied, “Absolutely. But... the first thing on your mind is not ‘Let me create beauty.’ I think creating beauty or whatever moves people [is] the side effect of you being passionately involved in doing what you’re doing.” After students view the interview, I wonder how they might reply to Yo-Yo Ma’s question.