The article argues that recent executive overreach and politicization have severely undermined established norms of U.S. civil-military relations. To restore professional standards, the incoming Congress must actively exercise its oversight powers, moving beyond mere criticism to demanding transparency in defense policy and personnel decisions. Key reforms include enforcing meritocratic promotion processes, requiring documented justification for senior officer removals, and preventing the partisan use of the military. These actions are crucial for bolstering public trust and ensuring the military remains a nonpartisan instrument of civilian control.
Making pedagogical reforms work in classrooms
English Summary
The report argues that educational reforms fail because they ignore the Invisible Pedagogical Mindsets (IPMs)—the complex interplay of culture, existing educational ecosystems, and teachers' preferred learning theories. Evidence from multiple countries shows that reforms are often undermined by systemic contradictions (e.g., promoting active learning while assessing recall) and must be translated into local cultural terms to be credible. Policymakers must therefore shift from merely transferring policies to designing for adaptation, requiring the systematic alignment of the entire educational ecosystem, including assessments and materials. Crucially, sustained, collaborative professional development and co-design must be treated as central components of the reform, not as add-ons.
中文摘要
本報告指出，教育改革之所以失敗，是因為它們忽略了「隱形教學心態」（Invisible Pedagogical Mindsets, IPMs）——這是一種由文化、現有的教育生態系統以及教師偏好的學習理論所構成的複雜相互作用。來自多個國家的證據顯示，改革往往會受到系統性矛盾的削弱（例如：提倡主動學習卻以記憶回憶為評量）。因此，若要具備可信度，改革必須轉化為符合當地文化語境的內容。政策制定者因此必須從單純的政策轉移，轉向「為適應性設計」（designing for adaptation），這要求對整個教育生態系統（包括評量和教材）進行系統性的協調。至關重要的是，持續的、協作的專業發展和共同設計，必須被視為改革的核心組成部分，而非可有可無的附加項目。
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