Imagine a land where bombs explode almost daily and children are killed by terrorists without conscience. On one side we find a people who suffered through the horror of slave-labor death camps; on the other side a people who suffered through a terrible war -- which they began when what they felt was their property was seized from them -- a terrible defeat and (for them) a terrible occupation. Now imagine those same peoples 15 years later, living side by side, peacefully.

This sounds like a pipe dream: The Middle East could never be this way, we think. But we do not need to imagine this land.

We are living in it.

One century after America's Civil War, the descendants of slaves daily faced the twin terrors of homicide and arson. Yet only 15 years after the rise of the Rev. Martin Luther King Jr., the back of segregation and neo-Confederate violence had been broken.

Can Palestinians likewise mount a successful, nonviolent movement toward peaceful co-existence with their former adversaries? In short, can history repeat itself?

How expensive would it be for us if it did not? America spends an estimated $3 billion a year in support of Israel. This support is justified because Israel is a democracy and our main ally in the region. Yet we also spend $2 billion supporting Israel's nondemocratic neighbor, Egypt. Billions more have been spent maintaining bases in Saudi Arabia, Kuwait and now Iraq. We justify these expenditures by surrendering to the serpentine excuses of realpolitik: We need the support of key figures and families in the region, we say, and so we have to work with them. Just as we once said of the Dixiecrats and other segregationist politicians in the American South.

We can transform this paradigm, as we did then, and at little cost to ourselves. We can utilize the experience of the civil rights movement -- which Secretary of State Condoleezza Rice knows all too well (her childhood friend was killed by an improvised explosive device in segregated Birmingham) -- to assist Palestinians in their stride toward peace. What we need is a Muslim Martin Luther King.

Many believe that leaders are born, not made, but programs to cultivate leadership and promote good will among men have been used successfully for generations. Oxford's Rhodes Scholarship is one such example. Its idea is to bring the best and brightest from the British Commonwealth (and beyond) to build strong ties among English-speaking peoples, and stronger ties to England. Founder Cecil Rhodes, pirate though he was, wished for there to be "an understanding between the three great powers" -- America, Britain and Germany -- that "will render war impossible."

What we recommend is a sister program for the Middle East. One could hold a competition for the 30 best young orators in the Palestinian diaspora. (King first gained prominence at age 26, and the Rhodes Scholarship is only for men and women under that age.) Send them to an American institution such as Stanford University, where they could study for the doctorate under Professor Clayborne Carson, director of the Martin Luther King Jr. Papers Project and historian of the civil rights movement and the Student Non-Violent Coordinating Committee. Then, after they have spent several years studying the African American experience with special courses and lecturers, focusing especially on the efficacy of nonviolent direct action, send them back to their native lands.

This is no program of indoctrination. Indeed, it would be detrimental if American spy organizations were to infiltrate or interfere with the King scholars in any way: the scholars would lose all credibility at home. Just as King spoke out against Southern injustice (and American injustice in Vietnam), the King scholars must be free to criticize America and, it is to be expected, the occupation. They would not be able to lead the Arab street otherwise.

By bringing young leaders from the region, we would avoid disasters like the U.S. Army's flirtation with mathematician Ahmed Chalabi, a man who had no real roots in Iraq, but whom America still wished to enthrone as a new shah. The Chalabi experiment blew up in America's face like a roadside bomb.

The King scholarship program might cost only $2 million per year -- an endowment of perhaps $20 million could put it on its feet indefinitely. And, coupled with the application of "soft power," the export of American culture -- notably, hip-hop music, which serves both as a mechanism for promoting intercultural understanding and as a nonviolent channel for youthful aggression -- one could reasonably expect to see the flower of peace bloom in the desert of despair.

Two specific aspects of the civil rights movement would be most effective in resolving the Israeli-Palestinian conflict: first, the proper utilization of legal instruments as a way to wage a nonviolent campaign; second, the utilization of mosques to mobilize a nonviolent grassroots struggle. Mosques in the West Bank and Gaza can be used to promote peace over violence and terrorism, and the African American experience can teach Palestinians how to do this.

In "The Trial" by Franz Kafka, at one point two men stand outside a gate. One seeks to enter; the other seeks to prevent him from entering. Both men wait there for their entire lives. Though one is guard and the other the one guarded, both men are prisoners.

In game theory, the branch of mathematics made famous by "A Beautiful Mind," there is a paradox called the Prisoners' Dilemma. Each of two prisoners may believe it is in his best interests to harm the other, but one can mathematically prove that both men would be better off if they cooperated. A King scholars program might help us resolve the prisoners' dilemma that is the Middle East.

This is a utopian dream, perhaps. But another man dreamed, once, and we all know what became of that man's dream.

We are living it.

Commentators across the political spectrum have suggested that a profoundly confrontational clash between western and traditional cultures is taking place. Are modernity & religiosity in fundamental conflict? Are western values - equated with modernity and secularism - incompatible with orthodoxy? Are traditions - based in religion and emphasizing the importance of established practices - antithetical to "progress"? Is the conflict so profound that it has become our new "cold war"? Join our panelists to explore one of the more disturbing challenges facing our world today.

Coit D. Blacker is director, Freeman Spogli Institute for International Studies and Olivier Nomellini Family University Fellow in Undergraduate Education. He also serves as co-chair for Stanford University's International Initiative. Professor Blacker is the author or editor of seven books and monographs, including Hostage to Revolution: Gorbachev and Soviet Security Policy, 1985-91 (1993); Reluctant Warriors: The United States, the Soviet Union and Arms Control (1987); and, with Gloria Duffy, International Arms Control: Issues and Agreements (1984). During the first Clinton administration, Professor Blacker served as Special Assistant to the President for National Security Affairs and Senior Director for Russian, Ukrainian and Eurasian Affairs at the National Security Council. Professor Blacker is a graduate of Occidental College (A.B., Political Science) and the Fletcher School of Law and Diplomacy (M.A., M.A.L.D., Ph.D.).

Amir Eshel is chair and associate professor of German studies and comparative literature, and director of the European Forum at FSI. His research focuses on German culture, comparative literature, and German-Jewish history and culture from the Enlightenment to the present. He is currently working on a book about the poetic figuration of historical narratives, and he is also involved in an interdisciplinary project on urban space in Berlin. At Stanford, he has taught courses on German Jewish literature, literature of the Holocaust, modern German poetry and the contemporary German novel. Before joining the Stanford faculty in 1998 as an assistant professor of German studies, he taught at the Universitaet Hamburg (Germany). He is a member of the American Comparative Literature Association, the Association of Jewish studies, the German Studies Association and the Modern Language Association. In 2002 he received the Award for Distinguished Teaching, from Stanford University's dean of the School of Humanities and Sciences. He received an MA and PhD in German literature, both from the Universitat Hamburg. He speaks Hebrew, German and English, and has a good knowledge of Yiddish and French.

Robert Gregg is the Teresa Hihn Moore Professor in Religious Studies (Emeritus), and serves as Director of the Abbasi Program in Islamic Studies. His scholarship includes a book on philosophies concerning death and grieving in ancient Greek, Roman, and Christian communities; two volumes concerning struggles over orthodoxy and heresy in 4th century Christianity that are focused on the "arch-heretic" Arius and reactions to his teachings; a translation of Athanasius' Greek Life of Saint Antony - the famous account of his activities as one of the first desert monks; and a study of 250 Greek, Hebrew/Aramaic, and Latin inscriptions from the Golan that allow glimpses of interactions between Jews, "pagans," and Christians in the Golan Heights and Syria, 1st-7th centuries CE. Professor Gregg's current research treats several "sacred stories" which appear both in the Bible and in the Qur'an-and examines interpretations of these scripture narratives by Jewish, Christian, and Muslim writers and graphic artists in each of the religions' early centuries.

Paula M. L. Moya is Associate Professor and Vice-Chair of English at Stanford University, where she recently completed a term as Director of the Undergraduate Program of the Center for Comparative Studies in Race and Ethnicity (CCSRE), and Chair of the Comparative Studies in Race and Ethnicity (CSRE) major. Her publications include essays on feminist theory, multicultural pedagogy, and Latina/o and Chicana/o literature and identity. She is the author of Learning from Experience: Minority Identities, Multicultural Struggles (University of California Press, 2002) and coeditor of Reclaiming Identity: Realist Theory and the Predicament of Postmodernism (University of California Press, 2000) and Identity Politics Reconsidered (Palgrave in 2006.) For the past five years, she has been actively involved as a founding organizer and coordinating team member of The Future of Minority Studies research project (FMS), an inter-institutional, interdisciplinary, and multigenerational research project facilitating focused and productive discussions about the democratizing role of minority identity and participation in a multicultural society. For more information, visit www.fmsproject.cornell.edu.

Raena D. Saddler grew up in St. Louis and attended high school at Colorado Academy in Denver. She is currently a Junior double-majoring in Religious Studies (with a focus on Christianity) and Psychology on the "Health and Development" specialization track (focusing both on adolescent development and clinical psychology). She is also minoring in International Relations with a focus on aid to lesser developed countries--Africa in particular. Raena is planning to spend next fall semester in Rome and come back to work on an honors paper for Religious Studies. She enjoys traveling abroad, and spends a few weeks every summer doing aid-work in Mozambique, Africa. Since coming to Stanford, Raena has been volunteering for three years at Menlo Park Presbyterian Church (MPPC) working with junior high and high school girls as a youth leader and small group leader. In addition to that, she is the head coach for the Menlo-Atherton High School JV women's lacrosse team. Outside of coaching she loves to be around kids and babysits for several families in the area. When she isn't going to class, babysitting, or coaching, she spends the rest of her time with her closest friends and boyfriend of two years.She is very passionate about youth leadership and social justice, and hopes to work for an international aid organization in the future.

Jointly sponsored by the Stanford International Initiative and the Undergraduate Admissions Office.

A recent report from Duke University that critiques the supposed gap between the number of American science and engineering (S&E) graduates and those of merging economies -- especially China's -- has led to false reassurance that the U.S. lead in science and technology is not under threat from China. It would be a grave mistake to drop our concerns about China's competitive challenge.

First, the Duke report simply claimed that China's true number of science and engineering bachelor degrees was 351,000, rather than the widely reported 600,000. Coupling this with an upward adjustment for American graduates still left China producing 214,000 more such degrees than the United States.

Moreover, undergraduates are only part of the concern. China's production of those with doctorates has increased rapidly. By 2003, China's homegrown science and engineering doctorates numbered almost half of the U.S. total.

Chinese were also earning large numbers of doctorates abroad. In 2001, the number of Chinese S&E doctorates earned in Japan, the United Kingdom and the United States equaled 72 percent of the total of S&E doctorates earned by American citizens and permanent residents.

Since 1975, China has increased its global share of S&E doctorates from zero (courtesy of the Cultural Revolution) to 11 percent, not counting doctorates earned overseas. During the same three decades, the U.S. global share has fallen from half to roughly 22 percent.

More worrisome than the aggregate numbers is American universities' reliance on foreigners who earn doctorates. In engineering, foreigners account for over half of America's doctorates, and in computer science just under half.

If foreign-born holders of doctorates continued to stay in the United States, we wouldn't have to worry. Unfortunately, there are many signs that it is becoming much harder to retain them.

One need only look at the flow from Taiwan, one of the former main sources of American S&E doctoral degrees, to see what could happen. Up until 1994, Taiwanese earned more science and engineering doctorates in the United States than members of any other foreign nationality. By 2000, their numbers had plummeted because economic and educational opportunities at home were more appealing.

The Taiwanese didn't just stop coming to America. They also began to leave. As Taiwan's tech sector boomed in the 1990s, huge numbers of Taiwanese technologists (estimates range as high as 100,000) left America for home and took their technical skills with them.

Our two current biggest foreign sources of technologists, China and India, appear to be following Taiwan's path. China has begun to lure back large numbers of technologists. China's central and local governments offer free office space and other benefits to attract technologists home. These inducements are working. A 2005 survey of the Chinese American Semiconductor Professionals Association's members showed that the vast majority regard China as the most likely future work destination, and they rated Shanghai higher than even Silicon Valley on career potential. India's recruitment efforts have also started to bear fruit.

The challenge is not simply keeping up the numbers of technologists in America. China by many measures has improved its technological capabilities. On the Georgia Institute of Technology's Index of Technological Capability, China has more than doubled its index score over the past decade. China now ranks fourth behind the United States, Japan and Germany.

This rapid ascent is not surprising given China's increasing investments. China's research and development spending as a percentage of gross domestic product has tripled to 1.3 percent in the last decade, even while its GDP has ballooned. Few emerging economies spend even 1 percent of their GDP on research.

U.S. patents invented in China are also on the rise. Information-technology patents from corporations' Chinese technologists have risen from 134 in 1997-2001 to 482 during 2002-04. As a first step to meet this challenge, we should increase federal spending on basic and exploratory research. Our R&D spending has been flat at 2.6 percent of GDP for four decades, but the share of federal spending has declined from two-thirds to one-quarter.

Given that corporations now de-emphasize basic scientific research, the federal government should further support the basic research that could maintain our lead at the cutting edge of technology.

Increased federal funding would also address the issue of the falling share of investment in certain disciplines. With spending flat, the rising share commanded by biomedicine has meant a falling share spent on engineering and physics.

Federal support may also play a direct role in increasing interest in pursuing a science education. Since the 1950s, the number of undergraduate S&E majors in America has risen and fallen in line with federal research funding, as Professor Henry Rowen of Stanford University has pointed out.

Before meeting China's challenge, we first must recognize it. Complacency in reaction to "good'' news that China is producing fewer S&E graduates than commonly thought is not the answer.