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Saturday, November 13, 2021

The Bible and slavery

From Wikipedia, the free encyclopedia
11th-century manuscript of the Hebrew Bible with Targum, Exodus 12:25-31
 
The Franks Casket is an 8th-century Anglo-Saxon whalebone casket, the back of which depicts the enslavement of the Jewish people at the lower right.

The Bible contains many references to slavery, which was a common practice in antiquity. Biblical texts outline sources and legal status of slaves, economic roles of slavery, types of slavery, and debt slavery, which thoroughly explain the institution of slavery in Israel in antiquity. The Bible stipulates the treatment of slaves, especially in the Old Testament. There are also references to slavery in the New Testament.

Many of the patriarchs portrayed in the Bible were from the upper echelons of society and the owners of slaves and enslaved those in debt to them, bought their fellow citizens' daughters as concubines, and perpetually enslaved foreign men to work on their fields. Masters were men, and it is not evident that women were able to own slaves until the Elephantine papyri in the 400s BC. Other than these instances, it is unclear whether or not state-instituted slavery was an accepted practice.

It was necessary for those who owned slaves, especially in large numbers, to be wealthy because the masters had to pay taxes for Jewish and non-Jewish slaves because they were considered part of the family unit. The slaves were seen as an important part of the family's reputation, especially in Hellenistic and Roman times, when the slave companions for a woman were seen as a manifestation and protection of a woman's honor. As time progressed, domestic slavery became more prominent, and domestic slaves, usually working as an assistant to the wife of the patriarch, allowed larger houses to run more smoothly and efficiently.

In the 19th century United States, abolitionists and defenders of slavery debated the Bible's message on the topic. Abolitionists used texts from both the Old and New Testaments to argue for the manumission of slaves, and against kidnapping or "stealing men" to own or sell them as slaves.

Slavery in antiquity

Slaves had a variety of different purposes. To determine the function, many scholars look at repetitive descriptions in texts that were written around the same time and reports of other cultures from the well-documented Greco-Roman culture. One of the main functions of slaves was as status symbols for the upper members of society, especially when it came to dowries for their daughters. These slaves could be sold or given away as needed, but also showed that the family was capable of providing generous amounts for their daughters to be married off. They also catered to the needs of the temple and had more domestic abilities such as keeping up the household and raising farm animals and small amounts of crops. Masters often took advantage of their slaves being at their beck and call by requiring them to perform duties in public that the master had the ability to do himself. This showed a level of luxury which extended beyond the private sphere into the public. In addition to showing luxury, possession of slaves was necessary for a good family background, and many wealthy men viewed their colleagues who possessed only few slaves as the type of individual who needed to be pitied.

Old Testament

War captives

The Israelites did not generally get involved in distant or large-scale wars, and apparently capture was not a significant source of slaves.

The taking of female captives is encouraged by Moses in Numbers 31. After being instructed by Yahweh to take vengeance upon the Midianites, Moses tells the Israelites to kill the male children and nonvirgin females but take the young virgins for themselves. Kent Brown at Whitworth University claims that since the army did not receive a direct instruction by Yahweh to take the virgin girls captive, this cannot be justified as the obeying of a divine order; rather the Israelites enslaved the virgin women of their own initiative.

In the Deuteronomic Code, enemy nations that surrendered to the Israelites were to serve as tributaries. However, if they decided to war against Israel, all the men were to be killed and all the women and children were to be considered spoils of war.

If the soldier desired to marry a captured foreigner he was to take her home to his house, shave her head, pare her nails, and discard her captive's garb. She would remain in his house a full month, mourning for her father and mother, after that he could go in to her and be her husband, and she be his wife. If he later wished to end the relationship, he could not sell her into slavery.

Harold C. Washington of the Saint Paul School of Theology cites Deuteronomy 21:10-14 as an example of how the Bible condones sexual violence committed by Israelites; they were taking advantage of women who, as war captives, had no recourse or means of self defense.

M.I. Rey at the Graduate Institute of Religious Studies at Boston University argues that the passage is an endorsement of not only sexual slavery but genocidal rape, as the capture of these women is justified on the grounds of their not being Hebrew. Rey further argues that these women were not viewed as equals to Hebrew women, but rather as war trophies, and thus their captors had no qualms in engaging in sexual violence. However, the biblical command never specifies that the war in question is against non-Hebrews, but rather against generic "enemies", a term used in reference to Israelites as well as foreigners, and several wars between Israelite armies are recorded in the Bible.

According to many Jewish commentators, the laws of the captive woman are not intended to encourage capture and forced marriage of women, but rather view it as inevitable in wartime and seek to minimize its occurrence and brutality. By this view, the laws of Deuteronomy 21:12-13 (that the captive woman must shave her head, spend a month in mourning, etc. before marriage) are intended "to remove [the captor's] desire for her, so that he not take her as wife".

Fugitive slaves

The Deuteronomic Code forbids the Israelites from handing over fugitive slaves to their masters or oppressing them, and instructs that these fugitives should be allowed to reside where they wish. Although a literal reading would indicate that this applies to slaves of all nationalities and locations, the Mishnah and many commentators consider the rule to have the much narrower application, to just those slaves who flee from outside Israelite territory into it.

Blood slavery

It was also possible to be born into slavery. If a male Israelite slave had been given a wife by his owner, then the wife and any children which had resulted from the union would remain the property of his former owner, according to the Covenant Code. Although no nationality is specified, 18th-century theologians John Gill (1697–1771) and Adam Clarke suggested this referred only to Canaanite concubines.

Debt slavery

Like the rest of the Ancient Near East, the legal systems of the Israelites divided slaves into different categories: "In determining who should benefit from their intervention, the legal systems drew two important distinctions: between debt and chattel slaves, and between native and foreign slaves. The authorities intervened first and foremost to protect the former category of each--citizens who had fallen on hard times and had been forced into slavery by debt or famine."

Poverty, and more generally a lack of economic security, compelled some people to enter debt bondage. In the Ancient Near East, wives and (non-adult) children were dependents of the head of household and were sometimes sold into slavery by the husband or father for financial reasons. Evidence of this viewpoint is found in the Code of Hammurabi, which permits debtors to sell their wives and children into temporary slavery, lasting a maximum of three years. The book of Leviticus also exhibits this, allowing foreign residents to sell their own children and families to Israelites, although no limitation is placed on the duration of such slavery. Biblical authors repeatedly criticize debt slavery, which could be attributed to high taxation, monopoly of resources, high-interest loans, and collapse of higher kinship groups.

Debt slaves were one of the two categories of slaves in ancient Jewish society. As the name implies, these individuals sold themselves into slavery in order to pay off debts they may have accrued. These individuals were not permanently in this situation and were usually released after six to seven years. Chattel slaves, on the other hand, were less common and were usually prisoners of war who retained no individual right of redemption. These chattel slaves engaged in full-time menial labor, often in a domestic capacity.

The earlier Covenant Code instructs that, if a thief is caught after sunrise and is unable to make restitution for the theft, then the thief should be enslaved.

Sexual and conjugal slavery

There were two words used for female slaves, which were amah and shifhah. Based upon the uses in different texts, the words appear to have the same connotations and are used synonymously, namely that of being a sexual object, though the words themselves appear to be from different ethnic origins. Men assigned their female slaves the same level of dependence as they would a wife. Close levels of relationships could occur given the amount of dependence placed upon these women. These slaves had two specific roles: a sexual use and companionship. Their reproductive capacities were valued within their roles within the family. Marriage with these slaves was not unheard of or prohibited. In fact, it was a man's concubine that was seen as the "other" and shunned from the family structure. These female slaves were treated more like women than slaves which may have resulted, according to some scholars, due to their sexual role, which was particularly to "breed" more slaves.

Sexual slavery, or being sold to be a wife, was common in the ancient world. Throughout the Old Testament, the taking of multiple wives is recorded many times. An Israelite father could sell his unmarried daughters into servitude, with the expectation or understanding that the master or his son could eventually marry her (as in Exodus 21:7-11.) It is understood by Jewish and Christian commentators that this referred to the sale of a daughter, who "is not arrived to the age of twelve years and a day, and this through poverty."

And if a man sells his daughter to be a female slave, she shall not go out as the male slaves do. If she does not please her master, who has betrothed her to himself, then he shall let her be redeemed. He shall have no right to sell her to a foreign people, since he has dealt deceitfully with her. And if he has betrothed her to his son, he shall deal with her according to the custom of daughters. If he takes another wife, he shall not diminish her food, her clothing, and her marriage rights. And if he does not do these three for her, then she shall go out free, without paying money.

The code also instructs that the woman was to be allowed to be redeemed if the man broke his betrothal to her. If a female slave was betrothed to the master's son, then she had to be treated as a normal daughter. If he took another wife, then he was required to continue supplying the same amounts of food, clothing, and conjugal rights to her. The code states that failure to comply with these regulations would automatically grant free manumission to the enslaved woman, while all Israelite slaves were to be treated as hired servants.

The betrothal clause seems to have provided an exception to the law of release in Deuteronomy 15:12 (cf. Jeremiah 34:14), in which both male and female Israelite servants were to be given release in the seventh year.

The penalty if an Israelite engaged in sexual activity with an unredeemed female slave who was betrothed was that of scourging, with Jewish tradition seeing this as only referring to the slave, (versus Deuteronomy 22:22, where both parties were stoned, being free persons), as well as the man confessing his guilt and the priest making atonement for his sin.

Permanent enslavement

As for Israelite slaves, the Covenant Code allows them to voluntarily renounce their seventh-year manumission and become permanent slaves (literally being slaves forever). The Covenant Code rules require that the slaves confirmed this desire "before God", a phrase which has been understood to mean at either a religious sanctuary, before judges, or in the presence of household gods. Having done this, slaves were then to have an awl driven through their ear into a doorpost by their master. This ritual was common throughout the Ancient Near East, being practiced by Mesopotamians, Lydians, and Arabs; in the Semitic world, the ear symbolised obedience (much as the heart symbolises emotion, in the modern western world), and a pierced earlobe signified servitude.

Slave trade

The Holiness code of Leviticus explicitly allows participation in the slave trade, with non-Israelite residents who had been sold into slavery being regarded as a type of property that could be inherited.

Working conditions

The Ten Commandments make clear that honouring the Shabbat was expected of slaves, not just their masters. The later The book of Deuteronomy, having repeated the Shabbat requirement, also instructs that slaves should be allowed to celebrate the Sukkot festival.

Leviticus instructs that during the Sabbatical Year, slaves and their masters should eat food which the land yields, without being farmed. This commandment not to work the land is directed at the landowner and does not mention slaves, but other verses imply that no produce is sown by anyone in this year, and command that the land must "lie fallow". It is not mentioned whether slaves receive rest from non-agricultural work during this year.

Unlike the other books, Leviticus does not mention the freeing of Israelite slaves after six years, instead simply giving the vague instruction that Israelite slaves should not to be compelled to work with rigour; Maimonides argues that this was to be interpreted as forbidding open-ended work (such as keep doing that until I come back), and that disciplinary action was not to include instructing the slave to perform otherwise pointless work.

A special case is that of the debtor who sells himself as a slave to his creditor; Leviticus instructs that in this situation, the debtor must not be made to do the work of slaves, but must instead be treated the same as a hired servant. In Jewish tradition, this was taken to mean that the debtor should not be instructed to do humiliating work - which only slaves would do - and that the debtor should be asked to perform the craft(s) which they usually did before they had been enslaved, if it is realistic to do so.

Injury and compensation

The earlier Covenant Code provides a potentially more valuable and direct form of relief, namely a degree of protection for the slave's person (their body and its health) itself. This codification extends the basic lex talionis (....eye for an eye, tooth for a tooth...), to compel that when slaves are significantly injured by their masters, manumission is to be the compensation given; the canonical examples mentioned are the knocking out of an eye or a tooth. This resembles the earlier Code of Hammurabi, which instructs that when an injury is done to a social inferior, monetary compensation should be made, instead of carrying out the basic lex talionis; Josephus indicates that by his time it was acceptable for a fine to be paid to the slave, instead of manumitting them, if the slave agreed. Nachmanides argued that it was a biblically commanded duty to liberate a slave who had been harmed in this way.

The Hittite laws and the Code of Hammurabi both insist that if a slave is harmed by a third party, the third party must financially compensate the owner. In the Covenant Code, if an ox gores a slave, the ox owner must pay the servant's master a 30 shekel fine.

The murder of slaves by owners was prohibited in the Law covenant. The Covenant Code clearly institutes the death penalty for beating a free man to death; in contrast, beating a slave to death was to be avenged only if the slave does not survive for one or two days after the beating. Abraham ben Nathan of Lunel, a 12th-century Provençal scholar, Targum, and Maimonides argue that avenged implies the death penalty, but more recent scholars view it as probably describing a lesser punishment. A number of modern Protestant Bible versions (such as the New Living Translation, New International Version and New Century Version) translate the survival for one or two days as referring to a full and speedy recovery, rather than to a lingering death, as favoured by other recent versions (such as the New Revised Standard Version, and New American Bible).

Manumission

In a parallel with the shmita system the Covenant Code offers automatic manumission of male Israelite slaves after they have worked for six years; this excludes non-Israelite slaves, and specifically excludes Israelite daughters, who were sold into slavery by their fathers, from such automatic seventh-year manumission. Such were bought to be betrothed to the owner, or his son, and if that had not been done, they were to be allowed to be redeemed. If the marriage took place, they were to be set free if her husband was negligent in his basic marital obligations. The later Deuteronomic Code is seen by some to contradict elements of this instruction, in extending automatic seventh year manumission to both sexes.

The Deuteronomic Code also extends the seventh-year manumission rule by instructing that Israelite slaves freed in this way should be given livestock, grain, and wine, as a parting gift; the literal meaning of the verb used, at this point in the text, for giving this gift seems to be hang round the neck. In Jewish tradition, the identified gifts were regarded as merely symbolic, representing a gift of produce rather than of money or clothing; many Jewish scholars estimated that the value of the three listed products was about 30 shekels, so the gift gradually came to be standardised as produce worth this fixed value. The Bible states that one should not regret the gift, for slaves were only half as expensive as hired workers; Nachmanides enumerates this as a command rather than merely as a piece of advice.

According to Jeremiah 34:8–24, Jeremiah also demanded that King Zedekiah manumit (free) all Israelite slaves (Jeremiah 34:9). Leviticus does not mention seventh-year manumission; instead it only instructs that debt-slaves, and Israelite slaves owned by foreign residents, should be freed during the national Jubilee (occurring either every 49 or every 50 years, depending on interpretation).

While many commentators see the Holiness Code regulations as supplementing the prior legislation mandating manumission in the seventh year, the otherwise potentially long wait until the Jubilee was somewhat alleviated by the Holiness Code, with the instruction that slaves should be allowed to buy their freedom by paying an amount equal to the total wages of a hired servant over the entire period remaining until the next Jubilee (this could be up to 49 years-worth of wages). Blood relatives of the slave were also allowed to buy the slave's freedom, and this became regarded as a duty to be carried out by the next of kin (Hebrew: Go'el).

In the Old Testament, the differences between male and female enslavement were vast. Deuteronomic code applied mostly to men, while women were able to be subjected to a much different type of slavery that encompassed permanent, sexual enslavement. Deuteronomy 15:17 and Exodus 21:5-6 outline such a code in which women's slavery became more permanent by way of voluntary extension. Both women and men are able to be used as sexual slaves, effectively to breed more slaves; however, such sexual use requires change in status for female slaves, but not for male slaves. This change in status would require a female debt slave to become a permanent fixture of the household: by way of marrying the father or the father's son. Deuteronomy 21:9 states that the female slave must be treated as a daughter if such permanent status is to be established. The Covenant Codes were thus insufficient in protecting the manumission those who are forced into sexual slavery, whether male or female.

Abolition of slavery

According to the Jewish Encyclopedia, the slavery of Israelites was abolished by the prophets after the destruction of the Temple of Solomon. The prophet Nehemiah rebuked the wealthy Israelites of his day for continuing to own Israelite slaves.

New Testament

Slavery is mentioned numerous times in the New Testament. The word "servant" is sometimes substituted for the word "slave" in English translations of the Bible.

Gospels

The Bible claims that Jesus healed the ill slave of a centurion and restored the cut off ear of the high priest's slave. In his parables, Jesus referenced slavery: the prodigal son, ten gold coins, unforgiving tenant, and tenant farmers. Jesus' teaching on slavery was metaphorical: spiritual slavery, a slave having two masters (God and mammon), slavery to God, acting as a slave toward others, and the greatest among his disciples being the least of them. Jesus also taught that he would give burdened and weary laborers rest. The Passion narratives are interpreted by the Catholic church as a fulfillment of the Suffering Servant songs in Isaiah.

Jesus' view of slavery compares the relationship between God and humankind to that of a master and his slaves. Three instances where Jesus communicates this view include:

Matthew 18:21-35: Jesus' Parable of the Unmerciful Servant, wherein Jesus compares the relationship between God and humankind to that of a master and his slaves. Jesus offers the story of a master selling a slave along with his wife and children.

Matthew 20:20-28: A series of remarks wherein Jesus recognizes it is necessary to be a slave to be "first" among the deceased entering heaven.

Matthew 24:36-51: Jesus' Parable of the Faithful Servant, wherein Jesus again compares the relationship between God and humankind to that of a master and his slaves.

Epistles

In Paul's letters to the Ephesians, Paul motivates early Christian slaves to remain loyal and obedient to their masters like they are to Christ. Ephesians 6:5-8 Paul states, “Slaves, be obedient to your human masters with fear and trembling, in sincerity of heart, as to Christ” which is Paul instructing slaves to obey their master. Similar statements regarding obedient slaves can be found in Colossians 3:22-24, 1 Timothy 6:1-2, and Titus 2:9-10. In Col 4:1 Paul advises members of the church, who are slave masters, to "treat your slaves justly and fairly, realizing that you too have a Master in heaven.” Adding to Paul's advice to masters and slaves, he uses slavery as a metaphor. In Romans 1:1 Paul calls himself “a slave of Christ Jesus” and later in Romans 6:18 Paul writes “You have been set free from sin and become slaves to righteousness.” Also in Galatians, Paul writes on the nature of slavery within the kingdom of God. Galatians 3:27-29 states “there is neither slave nor free person, there is not male and female; for you are all one in Christ Jesus.” We find similar patterns of speech and understanding about slavery in Peter's epistles. In 1 Peter 2:18, Saint Peter writes “Slaves, be subject to your masters with all reverence, not only to those who are good and equitable but also to those who are perverse.” In 1 Timothy 1:10, Paul condemns enslavers with the sexually immoral, abusers of themselves with mankind, enslavers, liars, perjurers, and whatever else is contrary to sound doctrine.

Philemon

The Epistle to Philemon has become an important text in regard to slavery; it was used by pro-slavery advocates as well as by abolitionists. In the epistle, Saint Paul writes to Saint Philemon that he is returning Saint Onesimus, a fugitive slave, back to him; however, Paul also entreats Philemon to regard Onesimus, who he says he views as a son, not as a slave but as a beloved brother in Christ. Philemon is requested to treat Onesimus as he would treat Paul. According to Catholic tradition, Philemon freed Onesimus.

Manumission

The prospect of manumission is an idea prevalent within the New Testament. In contrast to the Old Testament, the New Testament's criteria for manumission encompasses Roman laws on slavery as opposed to the shmita system. Manumission within the Roman system largely depends on the mode of enslavement: slaves were often foreigners, prisoners of war, or those heavily indebted. For foreign-born individuals, manumission was increasingly amorphous; however, if subject to debt slavery, manumission was much more concrete: freedom was granted once the debt was paid. Children were often offered to creditors as a form of payment and their manumission was determined ab initio(at the outset) with the pater(family head). This manicipia(enslavement) of children by the pater did not exclude the selling of children into sexual slavery. If sold into sex slavery, the prospect of complete manumission became much less likely under the stipulations of Roman Law. Much like the stipulations of the Covenant Code, being sold into sexual slavery meant greater chance of perpetual servitude, by way of explicit enslavement or forced marriage.

One of the first discussions of manumission in the New Testament can be seen in Paul's interaction with Philemon's slave Onesimus. Onesimus was held captive with Paul, as he was a fugitive, run-away slave. Paul proceeds to baptize the slave Onesimus, and then writes to his owner, Philemon, telling him that he will pay whatever fee Onesimus owes for his fugitive status. Paul does not explicitly ask Philemon for Onesimus's manumission; however, the offer a "fee" for Onesimus's escape has been discussed as a possible latent form of manumission. Paul's treatment of Onesimus additionally brings into question of Roman slavery as a "closed" or "open" slave system. Open slave systems allow for incorporation of freed slaves into society after manumission, while closed systems manumitted slaves still lack social agency or social integration. Roman slavery exhibited characteristics of both, open and closed, systems which further complicates the letter from Paul to Philemon regarding the slave Onesimus.

In the time of the New Testament, there were three modes in which a slave could be manumitted by his or her master: a will could include a formal permission of manumission, a slave could be declared free during a census, or a slave and master could go before a provincial official. These modes of manumission lend evidence to suggest that manumission was an everyday occurrence, and thus complicates New Testament texts encouraging manumission. In 1 Corinthians 7:21, Paul encourages enslaved peoples to pursue manumission; however, this manumission could be connoted in the boundaries of a closed slave system in which manumission does not equate to complete freedom. Modes of manumission, in the New Testament, are once again disputed in a letter from Paul to Galatians in which Paul writes "For freedom Christ has set us free". This declaration explicitly implies that Christ has manumitted his apostles; however, it is unclear as to whether this manumission is fleeting, and that Christ has now purchased them. The parables present within the Gospels further complicate ideas of manumission. Christ vividly outlines the actions of dutiful slaves, but these dutiful actions never warrant a slave's manumission from his or her master. Jesus thus never explicitly states that slaves should be manumitted for being consistently dutiful, but he is, however, complicit in violence shown towards unruly slaves, as seen in Matthew's parable of the Unfaithful Slave. This seemingly perpetual dutifulness is also shown to be expected in Ephesians: "Slaves, obey your masters with fear and trembling, in singleness of heart, as you obey Christ; not only while being watched, and in order to please them, but as slaves of Christ, doing the will of God from the heart". Such sentiments in the New Testament suggest that dutiful work and obedience was not for the hope of manumission, but rather a necessary symbol of obedience in the eyes of God.

Nineteenth-century debates on abolition

An argument made repeatedly is that the slavery mentioned in the Bible is quite different from chattel slavery practiced in the American South, and that in some cases the word "slave" is a mistranslation. For example, Hebrew slaves in Biblical and Talmudic times had many rights that slaves in the American South did not have, including the requirement that slaves are freed after 7 years of servitude. (Israel's foreign slaves, by contrast, were enslaved for life.)

Critical race theory

From Wikipedia, the free encyclopedia

Critical race theory (CRT) is a framework of analysis and an academic movement of civil-rights scholars and activists who seek to examine the intersection of race and law in the United States and to challenge mainstream American liberal approaches to racial justice. CRT examines social, cultural, and legal issues primarily as they relate to race and racism in the United States. A tenet of CRT is that racism and disparate racial outcomes are the result of complex, changing, and often subtle social and institutional dynamics, rather than explicit and intentional prejudices of individuals.

CRT originated in the mid-1970s in the writings of several American legal scholars, including Derrick Bell, Alan Freeman, Kimberlé Crenshaw, Richard Delgado, Cheryl Harris, Charles R. Lawrence III, Mari Matsuda, and Patricia J. Williams. It emerged as a movement by the 1980s, reworking theories of critical legal studies (CLS) with more focus on race. CRT is grounded in critical theory and draws from thinkers such as Antonio Gramsci, Sojourner Truth, Frederick Douglass, and W. E. B. DuBois, as well as the Black Power, Chicano, and radical feminist movements from the 1960s and 1970s.

CRT scholars view race as an intersectional social construct that is not "biologically grounded and natural", and that advances the interests of white people at the expense of persons of other races. In the field of legal studies, CRT emphasizes that formally colorblind laws can still have racially discriminatory outcomes. A key CRT concept is intersectionality, which emphasizes that race can intersect with other identities (such as gender and class) to produce complex combinations of power and advantage.

Academic critics of CRT argue that CRT elevates storytelling over evidence and reason, rejects the concepts of truth and merit, and opposes liberalism. Since 2020, conservative U.S. lawmakers have sought to ban or restrict the instruction of critical race theory along with other anti‑racism education in primary and secondary schools. These lawmakers have been accused of misrepresenting the tenets and importance of CRT and that the goal of their restrictions is to broadly silence discussions of racism, equality, social justice, and the history of race.

Definitions

In his introduction to the comprehensive 1995 publication of critical race theory's key writings, Cornel West describes CRT as "an intellectual movement that is both particular to our postmodern (and conservative) times and part of a long tradition of human resistance and liberation."

Law professor Roy L. Brooks defines critical race theory in 1994 as "a collection of critical stances against the existing legal order from a race-based point of view". Education Week describes the core of CRT as the idea that race is a social construct and racism is neither an individual bias nor prejudice—it is "embedded in the legal system" and supplemented with policies and procedures.

University of Alabama School of Law professor Richard Delgado, a co-founder of critical race theory, and legal writer Jean Stefancic define CRT as "a collection of activists and scholars interested in studying and transforming the relationship among race, racism, and power".

Gloria Ladson-Billings, a pedagogical theorist who introduced CRT to the field of education in 1994, describes CRT as an "interdisciplinary approach that seeks to understand and combat race inequity in society."

Early years

In the 1998 article, "Critical Race Theory: Past, Present, and Future", Delgado and Stefancic traces the origins of CRT to the early writings of Derrick Bell, including his 1976 Yale Law Journal article, "Serving Two Masters" and his 1980 Harvard Law Review article entitled "Brown v. Board of Education and the Interest-Convergence Dilemma".

Bell began his career as a civil rights lawyer, where he successfully litigated 300 civil rights cases for the NAACP in Mississippi. Later as a professor at Harvard Law School, Bell developed new courses that studied American law through a racial lens. Delgado and Stefancic, who together wrote Critical Race Theory: a Introduction in 2001, described Bell's "interest convergence" as a "means of understanding Western racial history". The focus on desegregation after the 1954 Supreme Court decision in Brown v. Board of Education—declaring school segregation unconstitutional—left "civil-rights lawyers compromised between their clients' interests and the law". The concern of many Black parents—for their children's access to better education—was being eclipsed by the interests of litigators who wanted a "breakthrough" in their "pursuit of racial balance in schools". In 1995, Cornel West said that Bell was "virtually the lone dissenter" writing in leading law reviews who challenged basic assumptions about how the law treated people of color.

Bell compiled his own course materials which were published in 1970 under the title, Race, racism, and American law. He became Harvard Law School's first Black tenured professor in 1971. Bell resigned in 1980 because of what he viewed as the university's discriminatory practices, became the dean at University of Oregon School of Law and later returned to Harvard as a visiting professor. While he was absent from Harvard, his supporters organized protests against Harvard's lack of racial diversity in the curriculum, in the student body and in the faculty. One student-led initiative included the creation of an alternative course in 1981—based on Bell's course and textbook—where students brought in visiting professors, such as Charles Lawrence, Linda Greene, Neil Gotanda, and Richard Delgado, to teach chapter by chapter from Race, racism, and American law.

The students called for faculty of color to teach the new courses following Bell's departure. The university rejected student requests, saying no sufficiently qualified black instructor existed. Legal scholar Randall Kennedy writes that some students had "felt affronted" by Harvard's choice to employ an "archetypal white liberal... in a way that precludes the development of black leadership".

Delgado and Stefancic also cite the work of Alan Freeman in the 1970s as formative to critical race theory. In his 1978 Minnesota Law Review article Freeman reinterpreted, through a critical legal studies perspective, how the Supreme Court oversaw civil rights legislation from 1953 to 1969 under the Warren Court. He criticized the narrow interpretation of the law which denied relief for victims of racial discrimination. In his article, Freeman describes two perspectives on the concept of racial discrimination: that of victim or perpetrator. Racial discrimination to the victim includes both objective conditions and the "consciousness associated with those objective conditions". To the perpetrator, racial discrimination consists only of actions without consideration of the objective conditions experienced by the victims, such as the "lack of jobs, lack of money, lack of housing".

In 1989, Kimberlé Crenshaw, Neil Gotanda, and Stephanie Phillips organized a workshop at the University of Wisconsin-Madison entitled "New Developments in Critical Race Theory". The organizers coined the term "Critical Race Theory" to be an "intersection of critical theory and race, racism, and the law." Crenshaw chose Harvard to study under Bell, whose work she was introduced to at Cornell. Crenshaw organized the alternative course using Bell's course materials. She was part of a group of students who considered themselves part of the "post-civil rights generation".

Following this meeting, legal scholars began publishing a higher volume of works employing critical race theory, including over "300 leading law review articles" and books. In 1990, Duncan Kennedy published his article on affirmative action in legal academia in the Duke Law Journal, and Anthony E. Cook published his article "Beyond Critical Legal Studies" in the Harvard Law Review. In 1991, Patricia Williams published The Alchemy of Race and Rights, while Derrick Bell published Faces at the Bottom of the Well in 1992. Cheryl I. Harris published her 1993 Harvard Law Review article "Whiteness as Property" in which she described how passing led to benefits akin to owning property. In 1995, two dozen legal scholars contributed to a major compilation of key writings on critical race theory.

Though CLS criticized the legal system's role in generating and legitimizing oppressive social structures, it did not tend to provide alternatives. CRT scholars such as Derrick Bell and Alan Freeman argue that failure to include race and racism in its analysis prevented CLS from suggesting new directions for social transformation. CRT criticized CLS for focusing too much on class and economic structures and not enough on race.

By the early 1990s, key concepts and features of CRT had emerged. Bell had introduced his concept of "interest convergence" in his 1973 article. He developed the concept of racial realism in a 1992 series of essays and book, Faces at the bottom of the well: the permanence of racism. He said that Black people needed to accept that the civil rights era legislation would not on its own bring about progress in race relations; anti-Black racism in the US was a "permanent fixture" of American society; and equality was "impossible and illusory" in the US. Crenshaw had introduced and developed the concept of intersectionality in her 1989 article in the University of Chicago Legal Forum and her 1990 article in the Stanford Law Review.

Growth and expansion

In 1995, pedagogical theorists Gloria Ladson-Billings and William F. Tate began applying the critical race theory framework in the field of education. In their 1995 article Ladson-Billings and Tate described the role of the social construction of white norms and interests in education. They sought to better understand inequities in schooling. Scholars have since expanded work to explore issues including school segregation in the U.S.; relations between race, gender, and academic achievement; pedagogy; and research methodologies.

By 2009, according to University of Edinburgh philosophy professor, Tommy J. Curry, many race scholars had adopted CRT's view that race was socially constructed, not "biologically grounded and natural".

As of 2002, over 20 American law schools and at least three non-American law schools offered critical race theory courses or classes. Critical race theory is also applied in the fields of education, political science, women's studies, ethnic studies, communication, sociology, and American studies. Other movements developed that apply critical race theory to specific groups. These include the Latino-critical (LatCrit), queer-critical, and Asian-critical movements. These continued to engage with the main body of critical theory research, over time developing independent priorities and research methods. CRT has also been taught internationally, including in the United Kingdom and Australia.

Common themes

Common themes that are characteristic of critical race theory, as documented by scholars such as Richard Delgado and Jean Stefancic, include:

  • Critique of liberalism: Critical race theory scholars question foundational liberal concepts such as Enlightenment rationalism, legal equality and constitutional neutrality, and they challenge the incrementalist approach of traditional civil-rights discourse. They favor a race-conscious approach to social transformation, critiquing liberal ideas such as affirmative action, color blindness, role modeling, or the merit principle preferring political organizing, in contrast to liberalism's reliance on rights-based remedies.
  • Storytelling, counter-storytelling, and "naming one's own reality": The use of narrative (storytelling) to illuminate and explore lived experiences of racial oppression. Bryan Brayboy has emphasized the epistemic importance of storytelling in Indigenous-American communities as superseding that of theory, and has proposed a Tribal Critical Race Theory (TribCrit).
  • Revisionist interpretations of American civil rights law and progress: Criticism of civil-rights scholarship and anti-discrimination law, such as Brown v. Board of Education. Derrick Bell, one of CRT's founders, argues that civil-rights advances for black people coincided with the self-interest of white elitists, which Bell termed interest convergence. Likewise, Mary L. Dudziak performed extensive archival research in the U.S. Department of State and Department of Justice and concluded that U.S. government support for civil-rights legislation "was motivated in part by the concern that racial discrimination harmed the United States' foreign relations".
  • Intersectional theory: The examination of race, sex, class, national origin, and sexual orientation, and how their intersections play out in various settings, such as how the needs of a Latina female are different from those of a black male, and whose needs are promoted.
  • Standpoint epistemology: The view that a member of a minority has an authority and ability to speak about racism that members of other racial groups do not have, and that this can expose the racial neutrality of law as false.
  • Essentialism vs. anti-essentialism: Delgado and Stefancic write, "Scholars who write about these issues are concerned with the appropriate unit for analysis: Is the black community one, or many, communities? Do middle- and working-class African-Americans have different interests and needs? Do all oppressed peoples have something in common?" This is a look at the ways that oppressed groups may share in their oppression but also have different needs and values that need to be looked at differently. It is a question of how groups can be essentialized or are unable to be essentialized.
  • Structural determinism: Exploration of how "the structure of legal thought or culture influences its content" in a way that determines social outcomes.
  • Empathetic fallacy: Believing that one can change a narrative by offering an alternative narrative in hopes that the listener's empathy will quickly and reliably take over. In this view, empathy is not enough to change racism as most people are not exposed to those different from themselves, and people mostly seek out information about their own group.
  • Non-white cultural nationalism/separatism: The exploration of more radical views that argue for separation and reparations as a form of foreign aid (including black nationalism).

Internalization

Karen Pyke documented the theoretical element of internalized racism or internalized racial oppression, where victims of racism start to believe they are inferior to whites and white culture. The internalizing of racism is not due to any weakness, ignorance, inferiority, psychological defect, gullibility, or other shortcomings of the oppressed. Instead, it is how authority and power in all aspects of society contribute to feelings of inequality.

Institutional racism

Camara Phyllis Jones defines institutionalized racism as

differential access to the goods, services, and opportunities of society by race. Institutionalized racism is normative, sometimes legalized and often manifests as inherited disadvantage. It is structural, having been absorbed into our institutions of custom, practice, and law, so there need not be an identifiable offender. Indeed, institutionalized racism is often evident as inaction in the face of need, manifesting itself both in material conditions and in access to power. With regard to the former, examples include differential access to quality education, sound housing, gainful employment, appropriate medical facilities, and a clean environment.

Influence of critical legal studies

Critical race theory shares many intellectual commitments with critical theory, critical legal studies, feminist jurisprudence, and postcolonial theory. Tommy J. Curry has written that the epistemic convergences with such approaches are emphasized due to the idealist turn in critical race theory. The latter, as Curry explains, is interested in discourse (i.e., how individuals speak about race) and the theories of white Continental philosophers, over and against the structural and institutional accounts of white supremacy which were at the heart of the realist analysis of racism introduced in Derrick Bell's early works, and articulated through such Black thinkers as W. E. B. Du Bois, Paul Robeson, and Judge Robert L. Carter.

Critical race theory draws on the priorities and perspectives of both critical legal studies and conventional civil rights scholarship, while also sharply contesting both of these fields. Critical race theory's theoretical elements are provided by a variety of sources. Angela P. Harris describes critical race theory as sharing "a commitment to a vision of liberation from racism through right reason" with the civil rights tradition. It deconstructs some premises and arguments of legal theory and simultaneously holds that legally constructed rights are incredibly important. As described by Derrick Bell, critical race theory in Harris' view is committed to "radical critique of the law (which is normatively deconstructionist) and... radical emancipation by the law (which is normatively reconstructionist)".

Applications

Scholars of critical race theory have focused, with some particularity, on the issues of hate crime and hate speech. In response to the opinion of the U.S. Supreme Court in the hate speech case of R.A.V. v. City of St. Paul (1992), in which the Court struck down an anti-bias ordinance as applied to a teenager who had burned a cross, Mari Matsuda and Charles Lawrence argued that the Court had paid insufficient attention to the history of racist speech and the actual injury produced by such speech.

Critical race theorists have also argued in favor of affirmative action. They propose that so-called merit standards for hiring and educational admissions are not race-neutral and that such standards are part of the rhetoric of neutrality through which whites justify their disproportionate share of resources and social benefits.

Criticism

Academics and jurists

According to the Encyclopedia Britannica, "aspects of CRT have been criticized by legal scholars and jurists from across the political spectrum." Critics say it contains a "postmodernist-inspired skepticism of objectivity and truth", and say it opposes "the traditional liberal ideals of neutrality, equality, and fairness in the law and legal procedures and of unreasonably spurning the notion of objective standards of merit in academia and in public and private employment, instead interpreting any racial inequity or imbalance in legal, academic, or economic outcomes as proof of institutional racism and as grounds for directly imposing racially equitable outcomes in those realms." Proponents of CRT have also been accused of treating even well-meaning criticism of CRT as evidence of latent racism.

In a 1997 book, law professors Daniel A. Farber and Suzanna Sherry criticized CRT for over-reliance on personal narratives instead of testing hypotheses against measurable data. CRT scholars including Crenshaw, Delgado, and Stefancic have argued that such critiques represent dominant modes within social science which tend to exclude people of color. Delgado and Stefancic responded that "In these realms [social science and politics], truth is a social construct created to suit the purposes of the dominant group." Farber and Sherry have also argued that anti-meritocratic tenets in critical race theory, critical feminism, and critical legal studies may unintentionally lead to antisemitic and anti-Asian implications. They write that the success of Jews and Asians within what critical race theorists posit to be a structurally unfair system may lend itself to allegations of cheating and advantage-taking. In response, Delgado and Stefancic write that there is a difference between criticizing an unfair system and criticizing individuals who perform well inside that system.

In a 1999 Boston College Law Review article titled Race, Equality and the Rule of Law: Critical Race Theory's Attack on the Promises of Liberalism, First Amendment lawyer Jeffrey J. Pyle argued that critical race theory undermined confidence in the rule of law. He wrote that "critical race theorists attack the very foundations of the liberal legal order, including equality theory, legal reasoning, Enlightenment rationalism and neutral principles of constitutional law".

Political controversies

Critical race theory stirred controversy in the United States beginning in the 1980s, for critiquing color blindness, promoting the use of narrative in legal studies, advocating "legal instrumentalism" as opposed to ideal-driven uses of the law, analyzing the U.S. Constitution and existing law as constructed according to and perpetuating racial power, and encouraging legal scholars to promote racial equity. An example of an instrumentalist approach is attorney Johnnie Cochran's defense in the O. J. Simpson murder case, in which Cochran urged the jury to acquit Simpson in spite of the evidence against him as a form of jury nullification as payback for the United States' racist past. In the run-up to and aftermath of the 2020 U.S. presidential election, opposition to critical race theory was adopted as a campaign theme by Donald Trump and various conservative commentators on Fox News and right-wing talk radio shows.

1990s

Lani Guinier, Bill Clinton's nominee for Assistant Attorney General, was attacked by Republicans in part for her association with CRT, in an attempt to block her nomination. Clinton withdrew the nomination due to disagreements with her legal philosophy.

2010s

In 2010, a Mexican-American studies program in Tucson, Arizona, was halted because of a state law forbidding public schools from offering race-conscious education in the form of "advocat[ing] ethnic solidarity instead of the treatment of pupils as individuals". Certain books, including a primer on CRT, were banned from the curriculum. Matt de la Peña's young-adult novel Mexican WhiteBoy was banned for "containing 'critical race theory'" according to state officials. The ban on ethnic-studies programs was later deemed unconstitutional on the grounds that the state showed discriminatory intent: "Both enactment and enforcement were motivated by racial animus", federal Judge A. Wallace Tashima ruled.

2020s

Australia

In June 2021, following media reports that the proposed national curriculum was "preoccupied with the oppression, discrimination and struggles of Indigenous Australians", the Australian Senate approved a motion tabled by right-wing senator Pauline Hanson calling on the federal government to reject CRT, despite it not being included in the curriculum.

United Kingdom

Conservatives within the UK government began to criticize CRT in late 2020. Equalities Minister Kemi Badenoch, who is of Nigerian descent, said during a parliamentary debate to mark Black History Month:

We do not want to see teachers teaching their pupils about white privilege and inherited racial guilt  [...] Any school which teaches these elements of critical race theory, or which promotes partisan political views such as defunding the police without offering a balanced treatment of opposing views, is breaking the law."

In an open letter, 101 writers of the Black Writers' Guild denounced Badenoch for remarks about popular anti-racism books such as White Fragility and Why I'm No Longer Talking to White People About Race, made in an interview in The Spectator, in which she said, "many of these books—and, in fact, some of the authors and proponents of critical race theory—actually want a segregated society".

United States

Conservative lawmakers and activists have used the term "critical race theory" as a "catchall phrase for nearly any examination of systemic racism", according to The Washington Post. In September 2020, after seeing a piece on Fox News in which conservative activist Christopher Rufo denounced CRT, Donald Trump issued an executive order directing agencies of the United States federal government to cancel funding for programs that mention "white privilege" or "critical race theory", on the basis that it constituted "divisive, un-American propaganda" and that it was "racist". Rufo's wrote on Twitter, "The goal is to have the public read something crazy in the newspaper and immediately think 'critical race theory'."

In a speech on September 17, 2020, Trump denounced critical race theory and announced the formation of the 1776 Commission to promote "patriotic education". On January 20, 2021, Joe Biden rescinded Trump's order and dissolved the 1776 Commission. Opposition to what was purported to be critical race theory was subsequently adopted as a major theme by several conservative think tanks and pressure groups, including the Heritage Foundation, the Idaho Freedom Foundation and the American Legislative Exchange Council.

In early 2021, bills were introduced to restrict teaching critical race theory in public schools, including Idaho, Iowa, Oklahoma, Tennessee and Texas. Several of these bills specifically mention "critical race theory" or single out the New York Times 1619 Project. CRT is only taught at a university level, though some lower-level curricula have reflected basic themes of CRT.

In mid-April 2021, a bill was introduced in the Idaho legislature that would effectively ban any educational entity from teaching or advocating sectarianism, including critical race theory or other programs involving social justice. On May 4, 2021, the bill was signed into law by Governor Brad Little. On June 10, 2021, the Florida State Board of Education unanimously voted to ban public schools from teaching critical race theory at the urging of governor Ron DeSantis. As of July 2021, 10 U.S. states have introduced bills or taken other steps that would restrict teaching critical race theory, and 26 others were in the process of doing so. In June 2021, the American Association of University Professors, the American Historical Association, the Association of American Colleges and Universities, and PEN America released a joint statement stating their opposition to such legislation, and by August 2021, 167 professional organizations had signed onto the statement. In August 2021, the Brookings Institution recorded that eight states—Idaho, Oklahoma, Tennessee, Texas, Iowa, New Hampshire, Arizona, and South Carolina—had passed regulation on the issue, though also noted that none of the bills that passed, with the exception of Idaho's, actually contained the words "critical race theory." Brookings also noted that these laws often extend beyond race to discussions of gender. Critics[who?] have called the state laws a memory law and a confirmation of the idea that racism is codified into the law of the United States.

Subfields

Within critical race theory, various sub-groupings focus on issues and nuances unique to particular ethno-racial and/or marginalized communities. This includes the intersection of race with disability, ethnicity, gender, sexuality, class, or religion. For example, disability critical race studies (DisCrit), critical race feminism (CRF), Hebrew Crit (HebCrit), Black Critical Race Theory (Black Crit), Latino critical race studies (LatCrit), Asian American critical race studies (AsianCrit), South Asian American critical race studies (DesiCrit), and American Indian critical race studies (sometimes called TribalCrit). CRT methodologies have also been applied to the study of white immigrant groups. CRT has spurred some scholars to call for a second wave of whiteness studies, which is now a small offshoot known as Second Wave Whiteness (SWW). Critical race theory has also begun to spawn research that looks at understandings of race outside the United States.

Disability critical race theory

Another offshoot field is disability critical race studies (DisCrit), which combines disability studies and CRT to focus on the intersection of disability and race.

Latino critical race theory

Latino critical race theory (LatCRT or LatCrit) is a research framework that outlines the social construction of race as central to how people of color are constrained and oppressed in society. Race scholars developed LatCRT as a critical response to the "problem of the color line" first explained by W. E. B. Du Bois. While CRT focuses on the Black–White paradigm, LatCRT has moved to consider other racial groups, mainly Chicana/Chicanos, as well as Latinos/as, Asians, Native Americans/First Nations, and women of color.

In Critical Race Counterstories along the Chicana/Chicano Educational Pipeline, Tara J. Yosso discusses how the constraint of POC can be defined. Looking at the differences between Chicana/o students, the tenets that separate such individuals are: the intercentricity of race and racism, the challenge of dominant ideology, the commitment to social justice, the centrality of experience knowledge, and the interdisciplinary perspective.

LatCRTs main focus is to advocate social justice for those living in marginalized communities (specifically Chicana/os), who are guided by structural arrangements that disadvantage people of color. Social institutions function as dispossessions, disenfranchisement, and discrimination over minority groups, while LatCRT seeks to give voice to those who are victimized. In order to do so, LatCRT has created two common themes:

First, CRT proposes that white supremacy and racial power are maintained over time, a process that the law plays a central role in. Different racial groups lack the voice to speak in this civil society, and, as such, CRT has introduced a new critical form of expression, called the voice of color. The voice of color is narratives and storytelling monologues used as devices for conveying personal racial experiences. These are also used to counter metanarratives that continue to maintain racial inequality. Therefore, the experiences of the oppressed are important aspects for developing a LatCRT analytical approach, and it has not been since the rise of slavery that an institution has so fundamentally shaped the life opportunities of those who bear the label of criminal.

Secondly, LatCRT work has investigated the possibility of transforming the relationship between law enforcement and racial power, as well as pursuing a project of achieving racial emancipation and anti-subordination more broadly. Its body of research is distinct from general critical race theory in that it emphasizes immigration theory and policy, language rights, and accent- and national origin-based forms of discrimination. CRT finds the experiential knowledge of people of color and draws explicitly from these lived experiences as data, presenting research findings through storytelling, chronicles, scenarios, narratives, and parables.

Asian critical race theory

Asian critical race theory looks at the influence of race and racism on Asian Americans and their experiences in the U.S. education system. Like Latino critical race theory, Asian critical race theory is distinct from the main body of CRT in its emphasis on immigration theory and policy.

Friday, November 12, 2021

BRAIN Initiative

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/BRAIN_Initiative

Understanding how the brain works is arguably one of the greatest scientific challenges of our time.

–Alivisatos et al.

The White House BRAIN Initiative (Brain Research through Advancing Innovative Neurotechnologies), is a collaborative, public-private research initiative announced by the Obama administration on April 2, 2013, with the goal of supporting the development and application of innovative technologies that can create a dynamic understanding of brain function.

This activity is a Grand Challenge focused on revolutionizing our understanding of the human brain, and was developed by the White House Office of Science and Technology Policy (OSTP) as part of a broader White House Neuroscience Initiative. Inspired by the Human Genome Project, BRAIN aims to help researchers uncover the mysteries of brain disorders, such as Alzheimer's and Parkinson's diseases, depression, and traumatic brain injury (TBI).

Participants in BRAIN and affiliates of the project include DARPA and IARPA as well as numerous private companies, universities, and other organizations in the United States, Australia, Canada, and Denmark.

Background

The BRAIN Initiative reflects a number of influences, stemming back over a decade. Some of these include: planning meetings at the National Institutes of Health that led to the NIH's Blueprint for Neuroscience Research; workshops at the National Science Foundation (NSF) on cognition, neuroscience, and convergent science, including a 2006 report on "Grand Challenges of Mind and Brain"; reports from the National Research Council and the Institute of Medicine's Forum on Neuroscience and Nervous System Disorders, including "From Molecules to Mind: Challenges for the 21st Century," a report of a June 25, 2008 Workshop on Grand Challenges in Neuroscience.; years of research and reports from scientists and professional societies; and congressional interest.

One important activity was the Brain Activity Map Project. In September 2011, molecular biologist Miyoung Chun of The Kavli Foundation organized a conference in London, at which scientists first put forth the idea of such a project. At subsequent meetings, scientists from US government laboratories, including members of the Office of Science and Technology Policy, and from the Howard Hughes Medical Institute and the Allen Institute for Brain Science, along with representatives from Google, Microsoft, and Qualcomm, discussed possibilities for a future government-led project.

Other influences included the interdisciplinary "Decade of the Mind" project led by James L. Olds, who is currently the Assistant Director for Biological Sciences at NSF, and the "Revolutionizing Prosthetics" project at DARPA, led by Dr. Geoffrey Ling and shown on 60 Minutes in April 2009.

Development of the plan for the BRAIN Initiative within the Executive Office of the President (EOP) was led by OSTP and included the following EOP staff: Philip Rubin, then Principal Assistant Director for Science and leader of the White House Neuroscience Initiative; Thomas Kalil, Deputy Director for Technology and Innovation; Cristin Dorgelo, then Assistant Director for Grand Challenges, and later Chief of Staff at OSTP; and Carlos Peña, Assistant Director for Emerging Technologies and currently the Division Director for the Division of Neurological and Physical Medicine Devices, in the Office of Device Evaluation, Center for Devices and Radiological Health (CDRH), at the U.S. Food and Drug Administration (FDA).

Announcement

NIH Director Dr. Francis Collins and President Barack Obama announcing the BRAIN Initiative

On April 2, 2013, at a White House event, President Barack Obama announced The BRAIN Initiative, with proposed initial expenditures for fiscal year 2014 of approximately $110 million from the Defense Advanced Research Projects Agency (DARPA), the National Institutes of Health (NIH), and the National Science Foundation (NSF). The President also directed the Presidential Commission for the Study of Bioethical Issues to explore the ethical, legal, and societal implications raised by the initiative and by neuroscience in general. Additional commitments were also made by the Allen Institute for Brain Science, the Howard Hughes Medical Institute, and The Kavli Foundation. The NIH also announced the creation of a working group of the Advisory Committee to the Director, led by neuroscientists Cornelia Bargmann and William Newsome and with ex officio participation from DARPA and NSF, to help shape NIH's role in the BRAIN Initiative. NSF planned to receive advice from its directorate advisory committees, from the National Science Board, and from a series of meetings bringing together scientists in neuroscience and related areas.

Experimental approaches

News reports said the research would map the dynamics of neuron activity in mice and other animals and eventually the tens of billions of neurons in the human brain.

In a 2012 scientific commentary outlining experimental plans for a more limited project, Alivisatos et al. outlined a variety of specific experimental techniques that might be used to achieve what they termed a "functional connectome", as well as new technologies that will have to be developed in the course of the project. They indicated that initial studies might be done in Caenorhabditis elegans, followed by Drosophila, because of their comparatively simple neural circuits. Mid-term studies could be done in zebrafish, mice, and the Etruscan shrew, with studies ultimately to be done in primates and humans. They proposed the development of nanoparticles that could be used as voltage sensors that would detect individual action potentials, as well as nanoprobes that could serve as electrophysiological multielectrode arrays. In particular, they called for the use of wireless, noninvasive methods of neuronal activity detection, either utilizing microelectronic very-large-scale integration, or based on synthetic biology rather than microelectronics. In one such proposed method, enzymatically produced DNA would serve as a "ticker tape record" of neuronal activity, based on calcium ion-induced errors in coding by DNA polymerase. Data would be analyzed and modeled by large scale computation. A related technique proposed the use of high-throughput DNA sequencing for rapidly mapping neural connectivity.

Timeline

The timeline proposed by the Working Group in 2014 is:

  • 2016–2020: technology development and validation
  • 2020–2025: application of those technologies in an integrated fashion to make fundamental new discoveries about the brain

Working group

The advisory committee is:

Participants

As of December 2018, the BRAIN Initiative website lists the following participants and affiliates:

  • National Institutes of Health (Alliance Member)
  • National Science Foundation (Alliance Member)
  • U.S. Food and Drug Administration (Alliance Member)
  • Intelligence Advanced Research Projects Activity (IARPA) (Alliance Member)
  • White House BRAIN Initiative (Alliance Affiliate)
  • Defense Advanced Research Projects Agency (B.I. Participant)
  • Simons Foundation (Alliance Member)
  • National Photonics Initiative (B.I. Participant)
  • Allen Institute for Brain Science (Alliance Member)
  • Janelia/Howard Hughes Medical Institute (Alliance Affiliate)
  • Neurotechnology Architecting Network (B.I. Participant)
  • Pacific Northwest Neuroscience Neighborhood (B.I. Participant)
  • University of California System Cal-BRAIN (B.I. Participant)
  • University of Pittsburgh Brain Institute (B.I. Participant)
  • Blackrock Microsystems (B.I. Participant)
  • GlaxoSmithKline (B.I. Participant)
  • Brain & Behavior Research Foundation (B.I. Participant)
  • Boston University Center for Systems Neuroscience (B.I. Participant)
  • General Electric (B.I. Participant)
  • Boston Scientific (B.I. Participant)
  • Carnegie Mellon University BrainHub (B.I. Participant)
  • NeuroNexus (B.I. Participant)
  • Medtronic (B.I. Participant)
  • Pediatric Brain Foundation (B.I. Participant)
  • University of Texas System UT Neuroscience (B.I. Participant)
  • University of Arizona Center for Innovation in Brain Science (B.I. Participant)
  • Salk Institute for Biological Studies (B.I. Participant)
  • Second Sight (B.I. Participant)
  • Kavli Foundation (Alliance Member)
  • University of Utah Neurosciences Gateway (B.I. Participant)
  • Blackrock Microsystems (B.I. Participant)
  • Ripple (B.I. Participant)
  • Lawrence Livermore National Laboratory (B.I. Participant)
  • NeuroPace (B.I. Participant)
  • Google (B.I. Participant)
  • Inscopix (B.I. Participant)
  • Australian National Health and Medical Research Council (B.I. Participant)
  • Brain Canada Foundation (B.I. Participant)
  • Denmark's Lundbeck Foundation (B.I. Participant).

Reactions

Scientists offered differing views of the plan. Neuroscientist John Donoghue said that the project would fill a gap in neuroscience research between, on the one hand, activity measurements at the level of brain regions using methods such as fMRI, and, on the other hand, measurements at the level of single cells. Psychologist Ed Vul expressed concern, however, that the initiative would divert funding from individual investigator studies. Neuroscientist Donald Stein expressed concern that it would be a mistake to begin by spending money on technological methods, before knowing exactly what would be measured. Physicist Michael Roukes argued instead that methods in nanotechnology are becoming sufficiently mature to make the time right for a brain activity map. Neuroscientist Rodolfo Llinás declared at the first Rockefeller meeting "What has happened here is magnificent, never before in neuroscience have I seen so much unity in such a glorious purpose."

The projects face great logistical challenges. Neuroscientists estimated that the project would generate 300 exabytes of data every year, presenting a significant technical barrier. Most of the available high-resolution brain activity monitors are of limited use, as they must be invasively implanted surgically by opening the skull. Parallels have been drawn to past large-scale government-led research efforts including the map of the human genome, the voyage to the moon, and the development of the atomic bomb.

Inequality (mathematics)

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Inequality...