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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‘[We’re] less vulnerable against the threats of five years ago. But I see no evidence that the threat has stood still, and in fact, it is likely that it has grown at a faster rate than our defenses,” said Herb Lin, senior research scholar for cyber policy and security at Stanford University.

Read the rest at The Washington Post

Sylvie Ashford | Starting with Questions, Not Answers

I am a co-term student, and I’m finishing up my B.A. in International Relations and Arabic at Stanford, with Honors in Democracy, Development, and the Rule of Law. I’m originally from Washington, D.C, and before coming to MIP I worked as a Middle East policy research assistant and campaign field organizer. 

MIP was exactly what I hoped it would be. The program brings together fascinating people from different countries and life paths. I learned so much from them in and out of the classroom, which ended up being one of the most meaningful aspects of the program. Particularly after spending the first half of the program on Zoom, I loved every time we were able to come together as a cohort for classes and social events this year.

Being a part of this community has definitely changed how I think about the process of policymaking. What I've really come to understand is that policymaking should start with a question, not an answer, and with a rigorous effort to understand a specific social problem in its own context. After graduation, I'm moving to San Francisco to work at the Natural Resources Defense Council, and I know that keeping that perspective in mind will be a huge help to me as I’m doing policy analysis and advocacy work to support the NRDC's Climate and Clean Energy Program.

David Sprague | MIP Training, Military Service

When I first started as an MIP student, I didn’t realize how flexible the program would be or how many options there are to study in different fields. The program really emphasizes how to approach policy making through practical considerations, not just wishful thinking, whether that’s in computer programming and coding, international affairs, climate science, business, design thinking, or any of the other topics policy covers. There’s a lot of crossover with other programs on campus like the design school and the Graduate School of Business, I think this dynamic gives students a policy framework that's grounded in sound political strategies. 

It’s definitely been a busy two years. Beyond being a MIP student, I’m also an active duty officer in the U.S. army, and I have a family. I’ve been very appreciative of how I was able to work within the program to try and keep all of those different responsibilities in balance. This is the best location, hands down, to pursue a policy degree, and there are so many opportunities to get experience with things you truly value, whether that’s family, friends, researching a topic you have strong opinions about, coding, or surfing.

After graduation, I will be returning to the Army to be an operations officer, or a prime integrator, in organizations ranging from 700 to 10,000 soldiers. I know that what I’ve learned here at FSI in the master’s program — both about policy making and myself — is going to help me serve our men and women in uniform better.

Shirin Kashani | Moving Forward, but Not Away

I am graduating this June, but I’m not going far! The program helped me realize my dreams to continue my career in academia, and so I will be pursuing a PhD in political science here at Stanford.

Part of the MIP experience is the one-on-one advisor matching that the program organizes for students. I was paired with Dr. Jeremy Weinstein, and he was so genuinely helpful and keen on setting me up for success. He met with me every two weeks to help me plan and prepare to be a competitive, successful PhD candidate after MIP.

For any students coming into the program, I would strongly advise you take advantage of how flexible the program is. The four specializations — Cyber, Environment, Governance and Development, and International Security — are there to guide you, not to put you in a box. Take courses from departments in your interests and customize your electives to whatever you think will help you. Don’t be afraid to go beyond what’s expected of you in the program to explore and make the best out of your two years on the Stanford campus!

Mikk Raud | Coming Full Circle

Prior to starting this master’s program, I spent eight years studying and working in Beijing and Hong Kong, where I most recently worked for a global risk consultancy, assisting multinational companies with assessing cyber risk, threats, and regulations, as well as crisis management. One of my goals here at Stanford was to pivot away from Asia and refocus my studies in cyber security and cyber policy in the U.S.

Because it’s right in Silicon Valley and so close to the leading industries, the MIP program here at Stanford was my top choice of school, and it has not disappointed. Aside from being able to closely interact with top faculty members and professors such as Frank Fukuyama, I got to see guest speakers such as President Bill Clinton, President Barack Obama, and other high-level U.S. military officials that Stanford has brought to campus to speak to students. I’ve learned so much from classes like “INTLPOL 340: Technology, Innovation and Modern War,” taught by Steve Black and Joe Felter, and groups like the Hack Lab.

As my time at Stanford comes to an end, my academic experience and industry experience are making a full circle, and I will be going to work with the global financial technology firm where I interned over the summer. I will be working on technology and information security issues while I am in the U.S. by using the one year of optional practical training (OPT). Given the current events in Ukraine and their proximity to my native Estonia, at some point I would also like to be able to contribute my skills and experience back home.

 

Each of the students in the 2022 class of the Ford Dorsey Master's in International Policy has had the opportunity to practice policymaking and problem solving hands-on in the Policy Change Studio, the two-quarter capstone course of the MIP program. Each year, second-year students partner with NGOs, think tanks, and other groups around the world to get out of the classroom and into the world to bring their know-how to some of the world's most pressing issues.

To learn more about what the 2022 cohort has been working on, explore some of the capstone presentations below.

“It’s a great honor, for the second time, to have a chance to address your community, the community of Stanford University, to students, to professors, to all the Americans who feel support, who are feeling nervous because of our fight for freedom,” Zelenskyy said, speaking through an interpreter. “I’m grateful for your interest and for so many sincere good viewpoints and expressions that I can see.”

While much has changed since September, much has remained the same, Zelenskyy said. “Ukraine is the country where everything is possible … Ukraine is the country who destroyed the myth about the enormous capabilities of the Russian forces.”

During his speech, the Ukrainian president drew a parallel between the deadly mass shooting this week in Uvalde, Texas, where an 18-year-old gunman fatally shot 19 schoolchildren and two adults, and the incomprehensible violence inflicted by 18-year-old Russian troops in Ukraine.

“We are living in terrible times when American people express their condolences because of the death of [Ukrainians] at war and we express our condolences because of death” during peacetime in America, he said. “Accept my condolences, please.”

'We Remain Free'

Zelenskyy was introduced by Michael McFaul, director of FSI and former U.S. ambassador to Russia. McFaul thanked Zelenskyy for honoring the Stanford community with his presence and said that Stanford has a long history of engagement with Ukraine, including more than 200 Ukrainians participating in various training programs mostly run through FSI. He noted that many Stanford alumni now work for Zelenskyy.

“I want to thank you, your warriors, and all Ukrainians for leading the fight for democracy, freedom, and sovereignty, and against tyranny, repression, and imperialism, not only in Ukraine but for the entire free world in the fight between democracy and dictatorship, colonialism and independence, and good and evil,” McFaul said. “No nation in the world is sacrificing more than Ukrainians. … In these dark times in Ukraine, around the world, and even here, yes, in my own country, we need heroes. You are a hero, Mr. President, not just for Ukraine, not just for Europe, but for the entire world.”
 

Several audience members brought Ukrainian flags or wore outfits of bright blue and yellow – the country’s national colors. Gazing out across the audience, Zelenskyy noted people were not wearing armored vests or helmets, nor were they cowering in bomb shelters or wounded by enemy shelling. “Unfortunately, this is not the case for Ukraine,” he said.

Answering the question he first posed to the Stanford audience, Zelenskyy said that what matters most for him is to give his country everything necessary to defend its freedom, such as “the weapons that can help us overcome the might of the Russian army, the sanctions that will stop the flow of money used for the Russian terror finance,” war tribunals, and more.

Zelenskyy said he was inspired after visiting Stanford last September as he considered what the U.S. and Ukraine could accomplish together.

“I believe that many of you will indeed visit Ukraine, help Ukraine in the reconstruction after the war, because this is the biggest project for freedom, and your generation will take its crucial part in it,” Zelenskyy said. “Our citizens’ towns are devastated, our seas are blocked, but we remain free.”

'See the Truth'

More than two dozen people stood in line to ask Zelenskyy a question during the event, oftentimes addressing the Ukrainian president in his own language. Zelenskyy’s responses were often lighthearted, prompting laughter from the energetic early morning crowd. He jokingly told one student that she looked Ukrainian – though she was German – and said she should thank her parents for that. He teased another student for speaking about his youth in the past tense.

Other times, the back-and-forth between Zelenskyy and the audience was more somber. First-year MBA student Olga Chyumanskaya said she is “a young Russian person who shares democratic values [of] freedom, and would like to see my home country develop in a different direction.” The Russian community abroad is working to support Russian independent journalism and Ukrainian refugees, she said, but every day, she asks herself if she did enough. On Friday, she asked Zelenskyy what more she should do.

Zelenskyy told Chyumanskaya that she and other Russians could help pierce the state-sponsored bubble of disinformation that envelops their home country. “You see the truth,” he said. “You get the knowledge in the United States. You can demonstrate to the world which is bigger than Russia, which is bigger than Ukraine, [or] any country, for that matter. The world is big. And we have to remove the frontiers, open the borders, and bring the truth in with our knowledge, with conviction, so much with persuasion.”

School of Medicine student Solomiia Savchuk and computer sciences graduate student Zoe Von Gerlach are co-founders of TeleHelp Ukraine, a telehealth resource initiated by Stanford students to connect Ukrainians in need of medical assistance to U.S.- and Ukraine-based physicians. On Friday, they asked Zelenskyy about how Stanford students can further assist, as well as why activism abroad is important.

Zelenskyy said there’s a need not only for blood and oxygen but also for psychological rehabilitative support now and after the war, in which telehealth resources could greatly help. He encouraged the students to contact McFaul to discuss ways they might connect with Ukraine’s Ministry of Health. He added that students’ activism is “extremely important” in reminding world leaders of the need to support Ukraine, as this war “recognizes no distances.”

In closing the event, Zelenskyy reminded the audience that around the world, some are studying at universities while others are drafted into war and won’t live to write a college thesis.

“That is a terrible story. That’s why I would like to wish to all the students, I would like to wish you a long and interesting life in what you’re doing – in science, in journalism, in art, in whatever [you do],” he said. “I would sincerely like to wish you peace.”

A Ukrainian-language transcript of President Zelenskyy's prepared remarks at Stanford is also available.

 

In 2015, SPICE launched Stanford e-Japan, an online course for high school students in Japan that is generously supported by the Yanai Tadashi Foundation, Tokyo, Japan. The two key objectives of Stanford e-Japan are to introduce the students to U.S.–Japan relations and to also encourage the students to consider studying in the United States. Since then, many Stanford e-Japan alumni have spent time or are spending time studying at U.S. colleges as exchange students and as four-year undergraduates. The two Stanford e-Japan instructors are Waka Brown (spring course) and Meiko Kotani (fall course). On May 13, 2022, Brown organized and facilitated a session that introduced her students to opportunities to study abroad.

The session began with comments by Chizuru Sasada, Senior EducationUSA Advisor of Fulbright Japan; Vincent Flores, EducationUSA Regional Educational Advising Coordinator for Northeast Asia and the Pacific; and Kaede Ishidate, an intern at EducationUSA and student at Harvard University. EducationUSA is a U.S. Department of State network of international student advising centers in many countries and territories that provides free advice and comprehensive information to prospective students wishing to study at U.S. colleges and universities. Sasada and Flores offered advice on studying abroad and noted, “There’s nothing like ‘being there!’” and fielded questions from the Stanford e-Japan students on topics such as college application essays, balancing extracurricular activities, and letters of recommendation.

After the comments by Sasada, Flores, and Ishidate, the Stanford e-Japan students were offered the opportunity to meet with Japanese students who are currently studying at colleges abroad in breakout groups. The breakout groups were led by the following college students:

• Ryusei Best Hayashi (University of California, Berkeley) is majoring in Business Administration and Political Science and was a participant in the Stanford e-Japan Spring 2020 course. He is half-Mexican and half-Japanese, and was born in Mexico. He studied at Aoba-Japan International School, Tokyo.
• Anna Matsumoto (Stanford University) is studying Mechanical Engineering. She is a Yanai Tadashi Scholar and is from Tokushima, Japan. She attended Tokushima Bunri High School, Tokushima. The New York Times featured her in an article in 2021.
• Ayano Shirakawa (University of British Columbia, Canada) participated in the Stanford e-Japan Spring 2019 course and is studying at UBC Sauder School of Business majoring in Commerce and minoring in Law & Society. She was born and raised in Kobe, Japan, and attended the Canadian Academy.
• Keilyn Tai (Brigham Young University) grew up in Hong Kong before moving to Japan to attend high school at Shibuya Makuhari Senior High School, Chiba, Japan. She participated in the Stanford e-Japan Fall 2020 course. She is considering Computer Science as a major.
• Hannah Tauchi (University of California, San Diego) is majoring in Bioengineering with a focus on biotechnology. She participated in the Stanford e-Japan Spring 2017 course and was a student at Futaba High School, Tokyo. She is a Yanai Tadashi Scholar.
   

Reflecting on the breakout sessions, the Stanford e-Japan students shared takeaways from their discussions about the college admission process. These included:

• Scholarship opportunities such as the Yanai Tadashi Foundation International Scholarship Program
• Extracurriculars and internship programs
• Mental health and life-study balance
• Initiative-taking
• English abilities
• Liberal arts colleges vs. research universities
   

In closing, Brown underscored the importance of the takeaways, encouraged her students to explore new opportunities, and also reassured them that it is okay if they as high school students do not yet know what they want to do in their lives. She also noted the importance of a good “college fit.” Reflecting upon the session, she noted, “I am so grateful to Sasada-san, Vincent, Kaede, the Yanai Scholars, and Stanford e-Japan alumni for the insight that they provided my students. I wish that I had such invaluable advice when I was a high school student.”

Reflecting on the session, Ishidate noted, “I was very impressed by the students from the Stanford e-Japan program who were all highly motivated and eager to ask questions about study abroad opportunities in the U.S. It was encouraging to see that they have access to the right resources and even more, that they have the mindset to expand their horizons and pursue their goals. While I was only able to speak with them for a short amount of time, I myself felt inspired by the students to continue my own academic journey!”

Government regulation to prevent the spread of misinformation and disinformation is neither desirable nor feasible. It is not desirable because any process developed to address the problem cannot be made immune to political co-optation. Nor is it feasible without significant departures from First Amendment jurisprudence and clear definitions of misinformation and disinformation. 

Read the rest at Divided We Fall

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.

 

Obama told a packed audience of more than 600 people in CEMEX auditorium – as well as more than 250,000 viewers tuning in online – that everyone is part of the solution to make democracy stronger in the digital age and that all of us – from technology companies and their employees to students and ordinary citizens – must work together to adapt old institutions and values to a new era of information. “If we do nothing, I’m convinced the trends that we’re seeing will get worse,” he said.

Introducing the former president was Michael McFaul, director at the Freeman Spogli Institute for International Studies and U.S. ambassador to Russia under Obama, and Stanford alum and Obama Foundation fellow, Tiana Epps-Johnson, BA ’08.

Epps-Johnson, who is the founder and executive director of the Center for Tech and Civic Life, recalled her time answering calls to an election protection hotline during the 2006 midterm election. She said the experience taught her an important lesson, which was that “the overall health of our democracy, whether we have a voting process that is fair and trustworthy, is more important than any one election outcome.”

Stanford freshman Evan Jackson said afterward that Obama’s speech resonated with him. “I use social media a lot, every day, and I’m always seeing all the fake news that can be spread easily. And I do understand that when you have controversy attached to what you’re saying, it can reach larger crowds,” Jackson said. “So if we do find a way to better contain the controversy and the fake news, it can definitely help our democracy stay powerful for our nation.”

The Promise and Perils Technology Poses to Democracy

In his keynote, Obama reflected on how technology has transformed the way people create and consume media. Digital and social media companies have upended traditional media – from local newspapers to broadcast television, as well as the role these outlets played in society at large.

During the 1960s and 1970s, the American public tuned in to one of three major networks, and while media from those earlier eras had their own set of problems – such as excluding women and people of color – they did provide people with a shared culture, Obama said.

Moreover, these media institutions, with established journalistic best practices for accuracy and accountability, also provided people with similar information: “When it came to the news, at least, citizens across the political spectrum tended to operate using a shared set of facts – what they saw or what they heard from Walter Cronkite or David Brinkley.”

Fast forward to today, where everyone has access to individualized news feeds that are fed by algorithms that reward the loudest and angriest voices (and which technology companies profit from). “You have the sheer proliferation of content, and the splintering of information and audiences,” Obama observed. “That’s made democracy more complicated.”

Facts are competing with opinions, conspiracy theories, and fiction. “For more and more of us, search and social media platforms aren’t just our window into the internet. They serve as our primary source of news and information,” Obama said. “No one tells us that the window is blurred, subject to unseen distortions, and subtle manipulations.”

The splintering of news sources has also made all of us more prone to what psychologists call “confirmation bias,” Obama said. “Inside our personal information bubbles, our assumptions, our blind spots, our prejudices aren’t challenged, they are reinforced and naturally, we’re more likely to react negatively to those consuming different facts and opinions – all of which deepens existing racial and religious and cultural divides.”

But the problem is not just that our brains can’t keep up with the growing amount of information online, Obama argued. “They’re also the result of very specific choices made by the companies that have come to dominate the internet generally, and social media platforms in particular.”

The former president also made clear that he did not think technology was to blame for many of our social ills. Racism, sexism, and misogyny, all predate the internet, but technology has helped amplify them.

“Solving the disinformation problem won’t cure all that ails our democracies or tears at the fabric of our world, but it can help tamp down divisions and let us rebuild the trust and solidarity needed to make our democracy stronger,” Obama said.

He gave examples of how social media has fueled violence and extremism around the world. For example, leaders from countries such as Russia to China, Hungary, the Philippines, and Brazil have harnessed social media platforms to manipulate their populations. “Autocrats like Putin have used these platforms as a strategic weapon against democratic countries that they consider a threat,” Obama said.

He also called out emerging technologies such as AI for their potential to sow further discord online. “I’ve already seen demonstrations of deep fake technology that show what looks like me on a screen, saying stuff I did not say. It’s a strange experience people,” Obama said. “Without some standards, implications of this technology – for our elections, for our legal system, for our democracy, for rules of evidence, for our entire social order – are frightening and profound.”

‘Regulation Has to Be Part of the Answer’

Obama discussed potential solutions for addressing some of the problems he viewed as contributing to a backsliding of democracy in the second half of his talk.

In an apt metaphor for a speech delivered in Silicon Valley, Obama compared the U.S. Constitution to software for running society. It had “a really innovative design,” Obama said, but also significant bugs. “Slavery. You can discriminate against entire classes of people. Women couldn’t vote. Even white men without property couldn’t vote, couldn’t participate, weren’t part of ‘We the People.’”

The amendments to the Constitution were akin to software patches, the former president said, that allowed us to “continue to perfect our union.”

Similarly, governments and technology companies should be willing to introduce changes aimed at improving civil discourse online and reducing the amount of disinformation on the internet, Obama said.

“The internet is a tool. Social media is a tool. At the end of the day, tools don’t control us. We control them. And we can remake them. It’s up to each of us to decide what we value and then use the tools we’ve been given to advance those values,” he said.

The former president put forth various solutions for combating online disinformation, including regulation, which many tech companies fiercely oppose.

“Here in the United States, we have a long history of regulating new technologies in the name of public safety, from cars and airplanes to prescription drugs to appliances,” Obama said. “And while companies initially always complain that the rules are going to stifle innovation and destroy the industry, the truth is that a good regulatory environment usually ends up spurring innovation, because it raises the bar on safety and quality. And it turns out that innovation can meet that higher bar.”

In particular, Obama urged policymakers to rethink Section 230, enacted as part of the United States Communications Decency Act in 1996, which ​​stipulates that generally, online platforms cannot be held liable for content that other people post on their website.

But technology has changed dramatically over the past two decades since Section 230 was enacted, Obama said. “These platforms are not like the old phone company.”

He added: “In some cases, industry standards may replace or substitute for regulation, but regulation has to be part of the answer.”

Obama also urged technology companies to be more transparent in how they operate and “at minimum” should share with researchers and regulators how some of their products and services are designed so there is some accountability.

The responsibility also lies with ordinary citizens, the former president said. “We have to take it upon ourselves to become better consumers of news – looking at sources, thinking before we share, and teaching our kids to become critical thinkers who know how to evaluate sources and separate opinion from fact.”

Obama warned that if the U.S. does not act on these issues, it risks being eclipsed in this arena by other countries. “As the world’s leading democracy, we have to set a better example. We should be able to lead on these discussions internationally, not [be] in the rear. Right now, Europe is forging ahead with some of the most sweeping legislation in years to regulate the abuses that are seen in big tech companies,” Obama said. “Their approach may not be exactly right for the United States, but it points to the need for us to coordinate with other democracies. We need to find our voice in this global conversation.”

 

SPICE is currently accepting applications for the Fall 2022 term of the China Scholars Program, an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program (CSP) is open to rising 10th, 11th, and 12th graders across the United States.

Stanford University China Scholars Program for high school students
Fall 2022 session (late August through December)
Application period: April 25 to June 15, 2022

Designed to provide high-achieving high school students a rich and comprehensive online learning experience, the CSP offers college-level instruction provided by scholars from Stanford University and other top-tier colleges and universities that is unparalleled in other distance-learning courses for high school students. During the synchronous virtual classroom sessions, students engage in live discourse with Stanford professors, leading scholars from other universities and organizations, and former diplomats. This unique opportunity to learn directly from noted scholars at the cutting edge of their fields is a distinctive element of the China Scholars Program. Students who complete the course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

“This program has been one of the most enriching and fun ones I’ve gotten the chance to participate in,” said Sana Pandey, a recent alum of the program. “I’m beyond grateful to have had the opportunity. Especially during the chaos of COVID and the initial phases of quarantine, CSP was an amazing anchor and a way to make sure I was intellectually engaged while the rest of the world seemed to stagnate. I honestly loved every second.”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students should apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2022.

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The China Scholars Program is one of several online courses offered by SPICE, Stanford University.