This volume brings together leading thinkers who offer reflections on the place of Western civilization in the academy, at a time when there is indifference or even antipathy toward the study of the West at most institutions of higher learning. Alternative narratives-including multiculturalism, diversity, and sustainability-have come to the fore in the stead of Western civilization. The present volume is designed to explore the roots, extent, and long-term consequences of this educational climate: How and why did undergraduate education turn its back on what was once an important component of its mission? To what extent has such change affected the experience of undergraduates and the ability of colleges to educate citizens of a constitutional republic? What are the likely individual and social outcomes of such a shift in educational priorities? The volume's theme is, and will continue to be, the subject of national scholarly and media attention.

The U.S. Government's accumulated national debt and unfunded liabilities in social security and Medicare could be pushing the country towards a fiscal crisis. How could such a crisis be avoided? If a crisis does strike, how might it be dealt with? What might be the long term ramifications of experiencing a crisis? The contributors to Economic and Political Change After Crisis explore all of these questions and more. The book begins by exploring how past crises have permanently increased the size and scope of government and how well the rule of law has been maintained during these crises. Chapters explore how these relationships might change in a future crisis and examine how the structure of the U.S. government contributes to a tendency towards fiscal imbalance. In a provocative contribution, the authors predict a U.S. government default on its debt. The book concludes by considering how a fiscal crisis might precipitate or interact with other forms of crises. Social scientists from a variety of disciplines, public policy makers, and concerned members of the general public would all benefit from the contributions contained in this book. If the U.S. is going to avoid a future crisis, or do as well as possible if a crisis occurs, the arguments in these chapters should be given serious consideration.

Political correctness if one of the primary enemies of freedom of thought in higher education today, undermining our ability to acquire, transmit, and process knowledge. Political correctness limits the variation of ideas by an ideologically driven concern for hue rather than view. This volume is not simply another rant; there are good data here, along with well-crafted, hard-to-ignore logical interpretations and arguments. It is the sort of work that those who adhere to idea-limiting notions of the university will try to trivialize. That alone should make it important reading. --Michael Schwartz, president emeritus, Kent State University and Cleveland State University