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"In the vein of Tim Wise's White Like Me and Sheryl Sandberg's Lean In, The Time Has Come offers a plain-spoken and forthright look at why and how men need to actively fight for gender equality. As the co-founder of the White Ribbon Campaign, the largest effort in the world of men seeking to end violence against women, Michael Kaufman is an authority on the subject of gender equality. His new book explores how a culture based in toxic masculinity hurts both women and men (and their children), how men can become better allies in smashing the patriarchy, and how real gender equality creates advancements in both the workplace and the global economy"--

This Article is intended to facilitate that new dialogue by finding a series of profound provocations in the Pope's teachings. First, the Pope provokes us to consider whether our existing education and economic systems are based on an incomplete understanding of human nature.5 The first section contends that the understanding that human beings are by nature competitive and consumptive wealth maximizers is not only contrary to the Pope's teachings but also contrary to the latest research in the fields of neuroscience, neuro-psychology, cognitive psychology, educational psychology, economics, and behavioral economics. Second, the Pope provokes us to consider whether our existing education and economic systems can otherwise be justified because they are cost-effective or rooted in founding principles. The second section explains that those existing systems are neither cost-effective nor rooted in founding principles. Third, the Pope provokes us to consider how and why the current conditions of resource inequality and environmental degradation have been produced and maintained. The third section argues that those who have benefited most from the current conditions of resource inequality and environmental degradation have exploited the mistaken views of human nature, efficiency, and founding principles to legitimate those current conditions. Fourth, the Pope provokes us to consider what education, and particularly legal education, might look like if it were based on a complete understanding of human nature and human learning.6 The fourth section demonstrates that, if legal educators took seriously the Pope's teachings, law schools would become transformative learning communities in which all members construct knowledge and build social justice together through meaningful relationships. The Article concludes by suggesting ten ways in which law schools can develop those transformative learning communities.

Helping professionals are committed to doing good in the world but often don't realize that they also possess distinct characteristics and aptitudes that uncommonly equip them to rise to top positions within service organizations. This book aims to encourage them to follow their passion and ignite their power as they seek organizational leadership.

In Badges and Incidents, Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation's Founders and demonstrates how a distorted presentation of the Founders' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman's study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts.

In Badges and Incidents, Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation's Founders and demonstrates how a distorted presentation of the Founders' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman's study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts.

In Parents Involved in Community Schools v. Seattle School Dist. No. 1, the Supreme Court declared that it will continue to scrutinize race-conscious educational decisions to insure that they are narrowly-tailored to serve a compelling governmental interest. This Article develops a strategy for enhancing racial diversity at all levels of American public education that can survive that rigorous constitutional scrutiny. The Article shows that school districts may prove that assigning a meaningful number of racially diverse students to their secondary schools is narrowly-tailored to achieve their compelling educational interest in teaching racial literacy. The constitutionality of this race-conscious educational strategy cannot be undermined by the availability of race-neutral student assignment plans; those raceneutral plans are not tailored to meet the precise educational objective of teaching racial literacy. This Article also demonstrates that an institution of higher learning that values racial literacy in its enrolled students may constitutionally prefer applicants who have a measurably strong foundation in racial literacy by virtue of having attended a racially-diverse secondary school. Those students would receive preferential admissions treatment not because of their race, but because of their acquisition of racial literacy. Accordingly, the compelling educational outcome of racial literacy can provide a constitutional foundation for enhancing racial diversity not only in secondary school, but in colleges and universities as well.