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comcast is partnering was thousand dissenters to create wi-fi enabled us from low income families can get the tools they need to be ready for anythg. comcast is a public service along with these other television providers giving you a front row seat to democracy. >> patrol democracy surviving american enterprises. the state of political activism pavement. about one hour and 20 minutes.

the later tradition begins we will talk about the later republican tradition and between

democracy and the public overlook. i will introduce the speakers and full-fledged of the chair by saying a few words. the five centers of reflection on self-government by offering fixed overlooked. begin with marino's look. degraded liberal arts in general education number 60 problems around the country now. >> i guess that's right. colleges and universities to us by front.

>> i guess i don't need this not big enough for paper. thank you organizers today asked me to address today i am delighted that i was invited here today which is that program cornerstone one of the largest great books of the legal informative text so to speak to you for both sides as my plan is to get both.

citizens happen to be subject, a place that was layered. thank will start by discussing she to the principles goodbye discussing those values our students come to counterattack to exchange ideas and hopes changing lives for the better. the privilege of those who participate in corporate communities this

enfranchisement. on. the term used interchangeably political privileges and responsibilities for the well-being of the town. this was grounded in social practice public line thickness empowerment. maintain order and social harmony. the religious devotion and celebration endeavor among a wide spectrum. following the dissolution of

religious orders for self-governing cities responsible to the administration along with schools and hospitals. at the very same time public activity work confused by renaissance notion civic mindedness. ethically inspired curricula of new grammar school encouraged elites and counselors lawyers in london and the magistrates themselves as freeman but into public service in the welfare commonwealth. wise, honest, the the articulate citizen moderated by self-control. civic humanism and vibrant

political culture. for we to argue against humanity? history, poetry but with this new understanding, we might wonder if we are beginning to witness with in public life that might exclude them in time. the reformation and press informed of the five despite disruptive major with a positive impact it is especially true reading the gospel for

themselves leading their families were jumping and keeping an account of their transgression let me introduce you mild wellington masonic 2600 pages of religious reflection and portable report. this not london and life and duty what a chaotic political prime the those wars the blood to an explosion advocating for religious toleration. the tradesmen who oppose

revelers and the supreme elect the court of the people is the highest law also used by john. essay on slavery are complete citizens. i hope you got back. combined humanism in christian

morality teachers tradesmen how to live justly, pleasingly and profitably. philosophy from heaven and placed in the city. with honor and discretion achieve their and it was not without a political voice for alliterative. women, strangers. joining with revelers.

lenders, stockholders and investors in the empire. i tell you this because trade and commerce law and politics and commonplaces were deeply intertwined have an extraordinary moment in the 17th century english built rights in the bank of lent and they are established. free-market capitalism and democratic principles go hand-in-hand. what we see is an extraordinary rich likely public were corporate and renaissance values are and i suspect we will find best commonwealth of new england and among officeholders for professional towns which might help explain why having never

read it with the principles of evolution. there is already something inherently democratic about this, sense of responsibility and duty of monkeys classes and of course inequities about. these ideals are far more about discretion and persuasion and civil discourse. social obligation are more than personal liberties. how much they influence behavior in the street edit is often difficult to delineate. among the more affluent properly called british society following the a lot of talk about the need

for an stability. in the long century, the enemy of civil harmony seen by many as responsible for the previous century. the kind of religious view that sets hearts and minds on fire, should not be surprising lawyers, clergy, bankers and entrepreneurs and landowners we see court order, freezing deep mistrust and content the enlightenment. enlightenment has undergone reconstructive surgery world war ii you may remember in the postwar era it was either keep

democratic liberalism possible for fascism and communism and concentric. more recently, interpretation is no longer seen as one unitary liberal movement underground indictment and even christian jewish enlightenment so onto your seat. the recognition copy enlightenment both on the achievement of the renaissance and was not a radical departure humanism spot is critical not

only because it was far more philosophical and bring but also it is the true inheritance and we need to pass on to our students. there are concerns desire for human flourishing along with order stability could very. they dry sermons when those are

directionless be short. it is prosperous. adam tells us it is the man and his emotions we have most this is enthusiasm in the auto intoxicated mind. but we see consistently into the 19th century are peaceful, moral and useful society human environment might call it liberalism but remember it was

built on the renaissance. today we live in an enlightened altar. these values do not reign supreme and humanity seems to pitch the freedoms we came but there is a way back ideals of truly humanist. there is a civics requirement in american history course although i have my suspicions about that. most profoundly consistent hurt is the common experience gained from across our emphasis

informative text one and two. our goal is to teach students from engineering technology in the court skills they need to write and speak with precision and think critically about processes of democracy. the skills necessary reading and discussing the martin luther king with our students is classroom is a recursive democracy of every background about freedom, justice, rights and response abilities in a calm and intelligent panic. the faculty can do this part of the solution rather problem.

allow me to add this, we credited a new program sequence of transformative text in the school of business majors aristotle and marks debridement. i think we can agree they are in jeopardy. free enterprise.

it with a blank university positive reinvented himself admitted having been a part. [laughter] the author of several books in the civic bargain how democracy survives so i think we're going to hear. [laughter] >> thank you for that introduction and i want to

acknowledge, he took a broad perspective collectively form in workshops and communities and i think it is a direction what i'm going to talk about so i am putting subtitle here, history of democracy perspective. i will back as part of the story which i think is very permissible. the book that was referenced published at the end of last year which many of you know a longtime friend of mine and we

have collaborated on many things going real-life governance products is interesting but here's part of a whole initiative. so when you go over this quickly, it basically turns the question around being asked by so many now, what does history tell us about outfit survived? a wellness perspective. we look back best tested very well known democracies broadly defined.

republican rome. great britain looking in american democracy. reduce heat privatization between republican's and democracy. we wanted to widen and say people are self-governing about what that means in terms of survival when it was going strong and of course later didn't want it when things are going well, what were they doing about what was making them work people's democracies, many were strong and healthy and hanging on for hundreds of years even though they eventually did surmise. so we reframed democracy idea of

organ basically that are to govern yourself as an agreement how are we going to do this? the more i get it negotiating out critical elements democracy. the central idea race that just came up with from acute religion to simplify self-governance is you don't have a cost. nobody has a boss and i said that's right, how to add. you do, each other.

in the book we say people living together no boss at 701 of the and the bargain they make, terms with each other we are going to pray security for all of us about welfare. you have to have a level of care in order to make it worthwhile as opposed to being out on your own. we have to develop institutions that allow us to make decisions that citizens and citizens have to be in charge of those institutions.

we have to define it and defend it and say if you're part of the bargain, who are you and who is not part of this? where is the line? if you're going to be in the club, we have to understand what being in the club means. we will have to act with one another in certain ways that make it bargain alive. we have to be willing to compromise with one another. we don't have a boss publicly how to self adjust. she told what you need to do so good faith compromise is a critical part of making democracy work.

at the histories of democracy saying, one of the commonalities that came out studies next good faith compromise always got but in general they figure out how to optimize and, great. we have to get to working agreement with one another how we will refill it. our concept of aristotle does not mean your personal friends of everybody does not mean he will always find consensus with the does not mean you're always delighted everybody but you have to treat everybody with a certain level of respect the bargain alive go to the

bargaining table when you needed to. of course important discussion you have to have civic education. it needs to be an ongoing commitment to build up the democracy and maintain it and faithful articles because if you don't, eventually the balloon runs out of the air but want to be part democracy anymore these other things are at. where they get back? they learned. i mentioned ben franklin keep it? by educating what exactly is the

education? noted this, we did a quick test going to put a stake in the ground and open to negotiation if anybody wants to talk but looking at these cases because like this. first formal and informing teaching. i'm not only talking about basses and universities but the whole question of what is missing that involves learning of all different kinds? goes knowledge and skills and values and i would add the word god. has to be cash -- we talked about the special, has to be a certain pride democracy we are

living in is a good thing doesn't mean it doesn't have lost and there are no problems but battling. i would be sat difficult taken over by a tyrannical enemy. proud of what we do have some level with these qualifications. when it accomplishes two things there is purpose so there's the competency and motivation. we talked about skills my think they are partly part of the therapist democratically and the purpose is keep the development

relevant and strong. they have to be perfect about being a better person globally in learning how to enjoy life and they are fine but we need to do this to keep democracy going. if you look back at what we did you want read every.but in every case about that there are a lot of different aspects on how people learn a citizen.

there is participation. their service will take special training they have to take certain out and find certain value. the civil ideals military education service prepare themselves for starting to learn and how you minister that because wrong is building the

empire democrat. you build an empire from working out the understand values and here's how we operate you build walls and defend yourselves. now that your purpose, but we do student ideals. the role of coffee houses societies art and culture in this notion of what it means to be french. they were portrayed badly but let us form of civic education and people see the signs hanging

in front of the pub messages. during the early, get better at doing the things we do well. i don't want to say something that will be repeated. people who served learned how to engage and discuss one another. that is a huge effort to ratify. there is mention of what we do with our government and wife one

approach is better than another. it is carried over to the 19 drink in public school in the parades and ceremonies and they went out with a civic mission and that's why many of you are here today the idea we are presenting here is how to think about civic education as architecture, a lot of different pieces of it. there's more to be schools from of military service, informal life, parades but ideally

reinforcing? we have to think about how we use that architecture with the right values and aspirations as well as what we have now available for hospice holistic idea of democracy and what has been going when they were at their best the first in the unrelenting from acute can the activities purpose trying to

build special and we want to the going exhibits broken we are doing this and a lot of these say are right and the discussion is often what comes along with copy these rights. where milling about what you must support your opportunity to

participate in the assembly of the law the army there's a lot about the furtherance of we are so there should be it is not just about although that is part of the architecture. talk but also. for if you serve in a local community meeting mark your observing your experience and emphasize is not instruction.

an auto response : it must gingerly revisit and update and revise their civic bargain quick assessment are specific bargaining update will approve it we need to quit discipline about what is democracy we are trying to further acute conditions that matter what, must preserve. reorganizing away but they have to remain in charge. the has to be part of society.

a final slide, as you all think about civic education and the work you are doing about i encourage you challenge yourself, are we really care about why you're doing this but are you thinking about what has to be part of it in some way the citizenship is a nice concept, have to be about national five.

we have to say is not all about outraged about how to look ahead and rebuild pride in what we are. there's not enough understanding without being okay with a look enough of the alternative. our students and a real

understanding of what we have here. there is no time to waste. when civic education to client republic. you can see the degradation of value of what was needed. lots of foreign enemies, we are delighted what's going on society. we don't have tickets to figure it out. thank you. but not if you think my figures

the public my 39th year at harvard we go to next flight? the two projects i'm working on now is a book with my old buddy walt (besides the sequel it is

beside for the movement of civic education or not so it is a perfect. it is regularly caught in the united states the 70s and 80s the people know nothing at all about spike they attracted so much. anyway : five big moment this gives an impression.

out in the folsom i'm going to make a few fonts is that of the missing link talk about traditions. theater you think that's not the government.

and they are not talk very much. part assemblies the council chambers. it is a small democracy but it

is no question. in a rich tradition. it is completely unknown renaissance.

administration how you public so i push the idea and republican fought. it is closely the political theory and you are lucky so what happens in between tradition is very rich so i bring up two points and i will stop and have discussion. emphasis on eloquence.

italy and latest and the model for these. they can be as at work. something i found the discussions about civic education.

i think this is important for society to office notion of the charismatic speaker at the charisma comes from bridget. virtue result combined that not just rhetoric but it was empty. the eloquence of eking out. there is high character who knows how to speak well it can change society. put my glasses on again.

this is from industry and why you history. at long liberty last year. a whole tradition would be forgetting about practical wisdom to political leader.

we go to work. the council or republican counsel go to work. in arguing about the basics of work. in this situation. operation on different forms and historical experiences the

works, it is full of history. we have a mark in there are options that are on the table

and started small out of the republic now that we are an empire attached and says i'm sorry but you cannot be republican processing that will not work. what we think about is how we have these processes and alert republic.

and we can have publican, will the house this in our country you can't deliberate so that is what i want to close first of all. it's how you have deliberation in 50 states and how can we debate about these things they can liberation.

what the aspirations for democracy so how would you deliberation to young people in the program on civic education? what we examined in our book essentially what you're talking about and it is a double-edged sport. what you are talking on when you get big it is hard deliberate to get a. ...

ignore these propaganda with north korea for example, which has been to democracy. in all seriousness you got these huge nations with nuclear weapons and also, all sorts of technology to harm us. lots of people say we should just downsize, you know, we should break ourselves up, you know. that would be very dangerous right now to do that. so i think that we had to figure out the answer to your question. any other thing i would say that is i think in many ways with all of the different new media that has gone on we are essentially de facto deliberating all over the place. we are deliberating on cable news. we are deliberating on tiktok. we are deliberating in all these, you know, and all the social media outlets where

people who are very frustrated that they can't get their message through to those damn people in congress, they write 78 line tirades about abortion or gun control or ukraine, or whatever. so i think what we have to do is turn your challenge over, upside down and they had would make it happen? not, you know, we really can't do it, let's figure out some other way to make our congresspeople smarter or whatever. some people have argued that. there's this whole movement of the aristocracy. let's have really smart people running the democracy and that things will be fine. i think with technology and with our ability to manage large volumes of ideas and lots of other theaters, we should figure it out and we must because we to stay big it we are going to defend ourselves in this world. >> i'll just say that higher

education is absolutely key. so 40% of all americans get a four year degree. so that's the way you reach people because they can discuss things on tiktok but it's not intelligent. you've got to have programs, general education programs like cornerstone in which they get together and they talk, but it's about something. it's about the leviathan or the second treatise. it's not something that they have in front of them that they can discuss together. i guess i won't go any further than that, but i really worry about an intelligent conversations -- unintelligent with no backing, no evidence, no sources that goes on constantly and that's what we've got is it okay, what's your evidence? not conspiracy to hope. what's your evidence for this? >> yes. we've had this issue on the

table all day about the question of civic engagement, and the way it's currently done in my university anyway, civic engagement turns into political activism. that's how it's understood, that students are padded on the head when you get involved in political activism. personally i think they should be punished for -- >> and a faculty spur and the faculty for engaging in politicl activism. they have incredible opportunity, harvard university got places crowned with most brilliant minds and they're out there intense and not studying this incredible opportunity to study. anyway, how can we build a more positive form of civic engagement in the university? we talk about the issue of we want to create departments at a think this is a good idea. i understand this idea that why it's necessary to have departments with her own powers of appointment and own powers to

create curriculum. you've got to have that, i agree with that. i don't think we should abandon the field. eric was saying we can't abandon the field of general education. how would you do that? i mean, how would your quickbooks programs translate into public -- >> you have to incentivize the faculty. in other words, one of the speakers on the last panel said they are incentivized to publish. that's the model. you have to incentivize them to teach general education courses. so at purdue half of the teaching is contract come into contract to teach in cornerstone for everybody in the liberal arts so you could be an anthropology or art history or english, and half of your teaching is in cornerstone. it's working because you bring in all these people and if they don't teach, they can't teach at

purdue if they don't teach in cornerstone. the one thing that every liberal arts faculty member has in the background is that undergraduate degree that was broad, that taught them shakespeare or t.s. eliot, and that their love and it's the reason they went on. and if you can tap into that, you know, then i always tell them don't think about your graduate degree. think about your undergraduate degree and be a generalist, and in turn the students on pic you have to. we can get into this discussion later but you also to teach in a different way. you cannot lecture. that's done. right? that's over. it's got to be active learning and it's got to be an active learning process that inspires them, that gets them talking, get them doing group activities come all the things we really know how to do this sometimes are chaotic, right, you go in

when you lecture you know exactly what's going to happen. boring. would you go in and say i'm going to put your little groups and you're going to tear apart most utopia, right? that's exciting. you don't house could happen but they can do it. you've got to turn them on. >> i would just add back to the sort of historical perspective, that if you take what melinda just said and say why can't they go on in lots of different theaters around the world, you know, there used to be debating societies. there are nonprofits. de tocqueville was, you know, wax poetic about how american democracy was learned in local halls and community associations. robert putnam has written about all that's disappeared. again, on the one in some of that is beginning to arise again. i also noticed there's an interesting movement going on in

the world of business that certain businesses are actually putting a civic education component into part of the corporate life because they want their employees to understand some of these things, which they didn't get into university education. and then there's also some of you men now that it may know that jim fish can stay experiments, these deliberative sort of circles of randomly picked americans to talk about particular issues prior to an election, which were very successful. people love them but you need to have some kind of forcing device of some kind of support to institutionalize that. so again, with technology, with money from building melinda gates, i mean you know, we could do more of this if we had the will, but i think we are only beginning to realize the value of that. certainly it has to happen in university. i totally agree with jim.

all these protests and whatnot, i mean one of the greatest punishments of the sink is way they cut off the notion that recent discussion debate is a way to get people engaged in these things. the demonstrators basically saying that doesn't matter. what's more important is our vision of justice in palestine. well, that cuts off with university is supposed to do. >> exactly. and in the old republican tradition, if you had demonstrations and violence like that, it meant that to republic had failed. >> right. >> because there was no rational deliberation that satisfy the needs of the republic. one thing i just want to killing very quickly is the importance of public speaking. it used to be taught at universities. harvard university until 1955 you had to take a public speaking course, was taught by the professor of rhetoric. they had a profession to do it.

they've given that to the poetry department. that is tremendously, i think a great way to teach civics citizenship, giving people to get up in front of an audience and speak it. that's where all of our civic leaders in the 19 century, they all learn from the columbian orator and these collections of tax how to speak in public. >> that gets back to what i was saying about purpose. if you peel back the assumptions that under that, here at harvard and there are many other universities going back to the 19 century who had a public speaking requirement. the underlying assumption was this something that you need to do, not as a scare when you become a marketer it will be helpful, but this is what you must do as a citizen and our society. we see that as part of our job, to provide that. we're going to make it a requirement because we think it's important. it's not an elective.

>> questions from the audience. who has a question? yes. >> wait for the microphone. >> thank you. this has been great. i particularly struck by this question of scale, not the question of can civic discourse happen at the scale of 50 states, but rather the opposite direction and it ties with this question of protests and so on. that is, is it important for the university to serve as a model for civic engagement within its own structure of governance? is that an important thing or not? and if it is important, what's the trajectory that we've seen over recent decades? is a getting better or worse, and what's the status? thoughts on that? >> my thought is why is it even a question? so yes, i think it is important

for universities to do that. and again i'm not in the university anymore, but as i look across it does seem to be getting worse in my mind because of what we see going on right now. that would be my quick answer. >> we are deep and discussion right now which are being led by daniel allen by the wishes here and will speak this afternoon about forming a faculty senate. we've never had a faculty -- sorry, not a faculty buddy university wide senate. they had that at berkeley and some of the universities. those i think are excellent forum for at least making, keeping the administration to make it all their secret decisions and in spring and on the faculty. that's what they do now. so yes, i absolutely agree that we have to have more public deliberation about what the

university does. >> what about the erosion of tenure in that same context and the advanced, you know, greater emphasis on contingent faculty? is that important works is that a crisis? >> well, we at purdue in our college of liberal arts have hired over 100 new faculty and last three years. the mass majority are tenure track, but also do higher what you may call teaching track. so they have a larger teaching load but they make it promoted. so from assistant to associate to fall. and i see nothing wrong with this, especially if it relieves some of the teaching from others who, the majority of their commitment to the university, is through grant giving and publishing. so it's, these are still a minority group, these teaching

track professors, or clinical professors would be the other word, but they do help. i'm talking about a university that is fairly large, so we have started doing that. and again, i mean, i hire a lot of these people and they are brilliant, young phds. they deserve a job. i would rather have been doing 44th in teaching at mcdonald's. i don't see see anything wrong with it, and they get raises, they get promotion, et cetera and so forth. >> one thing that is sad though is that tenure was intended to protect the academic freedom of university teachers. but it seems that it's a freedom that's not often made use of. i mean, university teachers are as they call the herd of independent minds. there's not a lot of ideological diversity and faculties of these days. so they're not making use of this freedom, and if you come

well, i think it does have value still, but i wish that it had, that it produced its intended function of making people able to speak freely of their beliefs. >> well, i think they do. >> my name is michael. i'm the chair of the board of the jack miller center. i'm very interested -- in your comments about context being an important part of civic education. and i am struck by how little used the naturalization ceremony is as a civic education tool. it's a metaphor for what we have and what we must convey, and

carefully planned working closely with the federal district court and u.s. ais. programs can be planned that provide students, adults, citizens, with a powerful reminder of what we have and who we can be. >> can you imagine if every university someday said in addition to your application to us you will have an interview with one of our staff on the material that is covered in the naturalization handbook? >> how about a simple requirement that to receive university degree you must attend -- [inaudible] >> that would be fine, , too. i mean, yeah.

>> thank you for really interesting panel. i've got a question for professors look. thank you for your description of the cornerstone program which is quite inspiring. i'm wondering if you could speak to something that very simple thing that i find myself wrestling with, which is about books versus excerpts. so i started micro-teaching of university of chicago. we taught whole books with the completion of an argument was a part of what we were teaching. i find that increasingly hard to do pics out and just a curious either to you do you still managed to teach whole books, and if not, what precisely is the sort of learning success in contexts where you're not teaching a whole book? >> so, you know that it depends on the book, but if it's pride and prejudice you have to teaching the whole thing. so we teach frankenstein

constantly, 1984, pride and prejudice. we do teach the whole book but always one faculty it will take you three weeks because they can read about 35 pages per class. that's about it. we do a lot of reading with them. if it's something like the leviathan, then we will take bits and certain chapters and read it with them. they always say that hobbes is like reading another language. you have to do a lot of reading with them in class, but let me say this. i'd usually say to the faculty teaching transform attacks, you are probably not going to be able to sign more than four or five books in the 15 weeks. i would include some short story and poetry. we have to have a diversity of genres, right? but they are slow readers. when i started teaching, you knew that you would have to teaching how to write and how to speak but he didn't realize you would have to teach them how to read. now i have to teach them how to

read. >> i'm catching from dallas. i'm on the board of smu, and the just wondering how you could change -- i'm just wondering how you could change the nature of student activism by changing the admissions process? i can if you like universities have the students they were looking for these last couple of years. what can you do in the admissions process as faculty to change it? >> it's not the students. it's not the students. it's the faculty. i mean, let's just admit that. that's what you're going to have to change if you want to change the institutions of higher education. the students are just mimicking what they have already learned. >> right on. >> yes, in the back. i'm sorry. i i can't identify people becaue of these light. >> i am tom, i'm at the hoover

institution at stanford. i'll pick up on that by coming back to the point about how institutions are behaving, and broke, you mention we do deliberation and tiktok. i respectfully that's that the liberation. that's just proclamation. and i think speedy what i was saying actually was that's where it's going on, you know, in a bad come unguarded way. because it's not going on the way it should in other parts of our society. >> right. and i appreciated you bring up the work of the deliberative democracy lab. there are plenty of models with that is happening. i do think we need to take seriously and do solace and wrote a really great article which i think he sarcastically said universities as exemplar citizens, where he talks about a university undo all the civic education, the things that purport to serve teach people when the act and undemocratic

ways. now, he's not and i'm not saying university are democracies, but they can actually provoke a civic imagination about what democracy can be. every one of the rounds that you describe there was some form of assembly i was a really critical component of that. so i'm eager to hear what danielle and how they're going to do. but i think every university i to look at itself and say how can we aspire civic imagination by engaging students and other members of university community in real deliberative processes around which they govern themselves. that's the way we get to the place without a boss, not completely without a boss because again they are not democracies. there is lottery-based panels they could be commission. people could come into the university and think of this as i might be at some point drawn into jury duty at which we think about how should university or should the university responded

to global crises? should we had a foreign policy? i think we would have a much better nuanced student engagement with that than forming a camp or going camping and saying these things and chanting the things, if they were drawn in and had regular processes around deliberation. i very much appreciated your comment about what can universities do. i think that in another itself should be one of the most powerful forms of civic engagement that we have in higher education. >> just to quickly build on what you said. it's very interesting, i have been watching a lot about the palestinian, pro-palestinian demonstrations, and i agree completely with what you are saying one of the things when the interview students, with a so often say is i really wanted to do this because i had the sense of community. i was with other people who are thinking like i was and it was liberating to be part of that. very few comments sort of

explaining about the actual situation in israel's history and houston. it was about i got to be one of the people that i really and it was a great experience, which tells me that they are being starved from great experiences of the sort that you are saying. >> the approval of one's own conscience is a dangerous drought for 21-year-old. i'm afraid i have to end, alexa think the panel. [applause] -- but let's thank the panel. [applause] >> this week on the c-span networks the house and senate are in session. also take up legislation clarifying the security and exchange commission and the commodity futures trading commission ability to regulate digital assets and crypto currency. the senate the senate will take a procedural vote on a bipartisan or security and immigration bill that was blocked earlierhis year.

secretary of state antony blinken will testify before to make congressional committees to discuss his departments propose 2025 budt and the state of americ democracy and global instability on tuesday before the senate foreign relations committe and on wednesday before the house on affairs committee. thsday northwestern university president michael she ucla chancellor gen block and rutgers university president jonathan holley give an account for the at the summit protests on their campuses before heah education and workforce committee. begiing friday live coverage of the threeay libertarian party convention friday speakers include 2024 independent presidential candidate robert f. kennedy, jr. and saturday speakers include 2024 republican president took added former president donald trump. watch this week live on the c-span networks or on c-span or free mobile video. also head over to c-span.org for scheduling schedule information or watch live or on-demand anytime. c-span, your unfiltered view of government.

>> the c-span bookshelf podcast feed makes it easy for you to listen to all at all thes podcast that feature nonfiction books in one place you can discover new authors and ideas for each week were making it convenient for you to listen to multiple episodes with critically acclaimed authors discussing history, biography, current events and culture. farmer signature programs about books, afterwards, booknotes+ and q&a. listen the c-span's bookshelf podcast feed today. you can find the eat and all of our podcast on the free c-span now mobile video app or wherever you get your podcasts and on our website c-span.org/podcast. >> the house will be in order. >> this year c-span celebrates 45 years of covering congress like no other. since 1979 we have in