Elected representatives on committees that established policy at the highest level were motivated by base self-interest, expediency, and petty rivalries. They were not only ignorant, but uninterested in educating themselves. Given a choice between saving public money and spending it, they preferred to spend it. Allowed the option of destroying a city or leaving it unscathed, they opted to destroy it. Forced to choose between maximizing human suffering on innocent civilians or minimizing it, they chose to maximize it.

a must-read piece on sam cohen, the inventor of the neutron bomb, which he concluded, quite legitimately, was the most moral weapon ever developed. if history education were designed to prevent the eternal rehashing of mistakes, this is what would be taught. we get to obsess over times and places, instead of explaining the (lack of) thinking behind events that shaped the world. my history education was fairly short on recent developments, and i had to learn about game theory and nuclear deterrence on my own. considering how much they shaped the world we live in, i wish there was more emphasis on them. one way to do that might be to start from the present and work backwards. this would make sure you don’t run out of time just as you get to the present (happened in my high school, for sure), and would put the weight on what is probably most important today. on the other hand, one might argue that in order to understand the present, you need to be more mature, and therefore you are first presented with all these tales about ages past, until you grow up enough to hear the juicy stuff. another option might be to work with the arcs of history that philip bobbitt had in his excellent the shield of achilles.

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