Author Archives: Peter

About Peter

Associate Dean for Research and the Lincoln Filene Professor of Citizenship and Public Affairs at Tufts University's Tisch College of Civic Life. Concerned about civic education, civic engagement, and democratic reform in the United States and elsewhere.

happiness lecture in Kyiv

I will visit the Kyiv School of Economics (KSE) in early June primarily to offer a course on civic engagement that will be a short version of the Summer Institute of Civic Studies that colleagues and I have presented regularly since 2009. While I am in Kyiv, I will also offer a public lecture and discussion on the topic: “How to Think About Happiness.”

This is the blurb from my hosts at KSE:


What is happiness, really? And how should we live a good inner life?

This public lecture will explore how major philosophical traditions have approached the question of happiness — from Aristotle’s idea of purpose, to the Buddha’s path of detachment, to the Skeptical embrace of uncertainty and compassion.

Whether you’re curious about ancient wisdom or modern meaning-making, this event will help you rethink how happiness fits into your own life and civic identity.

After a 30-minute lecture, the audience will be invited to take part in an open discussion.

Why you should attend:

  • Explore timeless and contrasting views on happiness
  • Rethink your inner life through a philosophical lens
  • Engage in a meaningful discussion with a world-class thinker
  • Join either in person or online, wherever you are

Speaker: Professor Peter Levine

  • Senior Professor at Tufts University, currently visiting at Stanford University
  • Former fellow at Harvard and Johns Hopkins Universities
  • Described as “among the leading philosophers of civic life of his generation” (Robert D. Putnam)
  • Civic activist and advisor with experience across the US and Europe

Date: June 6, 6:00 pm
Location: KSE, Rooms 1.08.1 & 1.08.2 and online via Zoom
Register here

Contact person:  Mariia Yurina, myurina@kse.org.ua
Come for the philosophy — leave with a new way to think about happiness.

Civic Engagement course in Kyiv on June 3-5

Thanks to the Kyiv School of Economics (KSE), I have the opportunity to offer a short version of our Summer Institute of Civic Studies in-person in Kyiv on June 3-5. It is open to people in the vicinity as well as KSE students. I will also offer a public talk on the theme of happiness and will post more about that once the promotional materials are ready. Meanwhile, courtesy of KSE, here is information about the civic engagement course:


Do you want to understand how societies can change for the better—and how you can help lead that change?

This exciting, hands-on course is designed for:

  • Civil society leaders and activists – current and aspiring
  • Students with a passion for politics, ethics, and making a difference

Why attend?

You’ll dive into real-world examples of civic action and gain practical tools to:

  • Organize people around a shared goal
  • Communicate across political divides
  • Respond to exclusion and injustice
  • Learn from global success stories of activism and nonviolence

What’s inside the program?

  • Simulation games like the Prisoner’s Dilemma
  • Case studies of civic movements
  • Discussions on propaganda, polarization, and dialogue
  • Lessons in nonviolent and military resistance
  • Certificate option with short reading assignments

All participants will receive a certificate upon completing the course.

This is not just a lecture—it’s an invitation to think, act, and engage.

Led by one of the world’s most prominent thinkers in civic philosophy:

Professor Peter Levine – Senior Professor at Tufts University, visiting scholar at Stanford, former fellow at Harvard & Johns Hopkins, renowned expert in civic life and democratic engagement

Dates: June 3–5, 3:00–7:00 pm each day

Location: KSE, Room 4.07

Register here

Contact: Mariia Yurina — myurina@kse.org.ua

the historical trend for discretionary federal spending

Until today, I had not understood the trends shown in the graph above (from Aherne, Labonte, & Lynch 2024).

As a proportion of the economy, total federal spending has been fairly constant since 1962. Entitlements (Social Security, Medicare, Medicaid) and defense keep the whole cost pretty stable. The cost has risen during recessions because bad times increase eligibility for entitlements. This means that the early Reagan years saw a temporary peak in total federal spending (notwithstanding Reagan’s anti-government rhetoric), and the Great Recession and COVID caused big temporary increases.

Meanwhile, federal discretionary spending quite steadily declined from 1965 and 2000. It has fluctuated since then from a lower baseline.

That means that the basket that includes highways and air traffic control, prisons and border control, diplomacy and foreign aid, agricultural subsidies, Food Stamps, etc. represents a smaller percentage of the economy than it did in the 1960s.

Looking more closely at components, we can often find anomalous patterns. For example, total federal spending on education (k12 and college, including financial aid and research) was 1 percent of GDP in 1975 and 1.1 percent in 2024, with spikes during recessions.

Since the economy has grown each decade, a shrinking proportion of GDP could still purchase more goods and services. But that has not really happened during the 21st century. Another telling graph from the same report (below) shows discretionary spending in billions of dollars, adjusted for inflation. It separates defense from non-defense spending. Until COVID hit, neither component had risen (or fallen) in real terms compared to 2005. The Obama stimulus did cause a temporary boost, but that went away. Then COVID spending and the Biden stimulus boosted non-defense spending, which has come down but remains about 25 percent higher than it was in 2019.

These graphs explain why the kinds of public goods that we expect from the national government in the United States often seem to have shrunk or deteriorated, even while the total cost and size of the federal government has remained at least constant.

These data challenge certain assumptions popular among conservatives–that federal spending has risen and that Republican presidents have cut government while in office. (By the way, Elon Musk’s recent rampage will hardly be visible on these graphs when the lines are extended into 2025. Total federal spending rose during the first quarter of 2025.)

These graphs also challenge progressives’ assumptions that government has been shrinking in the era of neoliberalism. Indeed, even discretionary domestic spending is quite a bit higher than it was in 2005 or 2012-19, when adjusted for inflation. What progressives observe is not a shrinking government but a decline in non-defense discretionary spending (as a proportion of the economy) between 1965 and 2000, which has left many national government functions weaker than they were in the mid-1900s.


Source: Aherne, Drew C., Labonte, Marc & Lynch, Megan S., “Discretionary Spending in 10 Graphs” (2024), Congressional Research Service https://www.congress.gov/crs-product/R48164. See also taxing and spending are more compatible with democratic values than regulation is; how public opinion on social spending has changed: a generational approach

Educating for American Democracy: the work continues

Educating for American Democracy sent the following message yesterday:


We write with the good news that the work of EAD very much continues, even in these rapidly changing times.

As of June 1, the Educating for American Democracy Consortium will transition from being housed at iCivics to the Adams Presidential Center, based in Quincy, MA. The Adams Presidential Center works to share the history of a great American family, to promote their ideals of citizenship and selfless public service, and to inspire future generations to serve their communities and our nation. Hosting the EAD Consortium aligns with the Adams Presidential Center’s goal to foster lifelong civic learning.

EAD will continue to be guided by a Steering Committee, currently chaired by Peter Levine of Tufts University. Adams Presidential Center President, Kurt Graham has joined the Steering Committee. EAD is also proud to recognize Thomas Jefferson’s Monticello as a founding partner in the work. Monticello’s President Jane Kamensky also continues to serve on the EAD Steering Committee.

This move to APC comes after six years that iCivics has hosted EAD. We offer our great appreciation to iCivics for playing that role and for the organization’s partnership in creating and stewarding EAD. Louise Dube, CEO of iCivics, will continue to serve on the Steering Committee and fully supports the transition to APC. The Steering Committee’s members unanimously agreed that the transition is important for EAD to continue to thrive. The work will benefit from more focused attention and resources independent of any one provider in the civic education field.

Also, thanks to private philanthropy, the EAD Consortium is now able to search for an Executive Director, and the process is underway. In the meanwhile, questions about EAD can be directed to the EAD Consortium Steering Committee at EAD@adamspc.org.

These are difficult times for all civic educators in and beyond the classroom. Across this great country, countless teachers and civic leaders continue to bring the nation’s K–12 students and its lifelong learners rich lessons in the pluralistic narratives of American history and in the reflective patriotism needed for informed, engaged, and responsible citizenship. We are so proud of the work that you are all doing, and we look forward to celebrating it in March 2026 in Philadelphia at the National Forum of Civic Learning Week, co-hosted by iCivics and the Democratic Knowledge Project. Please save March 9–10, 2026, to join us in the nation’s birthplace.

With appreciation, 

Peter Levine, on behalf of the EAD Steering Committee

what is the basis of a political judgment?

I believe that Donald Trump is an example of a right-wing populist authoritarian, akin to Orban, Modi, and even Putin. I see looser affinities with 1930’s fascists–not Hitler, but Vichy France or Hungary after 1931. I believe that Trump and leaders like him threaten democratic and (classical) liberal values.

This post is not about those claims but about how we should justify and assess any judgments of this type. My view of Trump is certainly contestable. Some of his defenders emphasize his democratic legitimacy. Some of his critics observe prominent continuities with previous US presidencies, which have also extended executive power and mistreated migrants and people overseas. On the other hand, some people are even more alarmed than I am and equate the current administration with an actual fascist regime.

I found a great letter from Hannah Arendt to Karl Jaspers in which she suggested that McCarthyism, which was then in full swing, resembled fascism. Her letter is on the website of The Brooklyn Rail, which comments on the “astonishing similarities between the McCarthy era and the present.” I agree–if the present is 2025. But The Brooklyn Rail posted this letter in March 2006. I would not have described the final quarter of the George W. Bush administration as a time when legality was breaking down “disastrously.” I am not even sure that Arendt was right in May 1953, because the McCarthy era would peak the next year, and the Civil Rights Movement and Free Speech Movement were on the horizon.

The question is how we should make and assess any such judgments. I perceive that I am doing the following things when I make a judgment of Donald Trump:

  1. I am describing and interpreting the particular phenomenon. This is not deductive reasoning (applying a known definition to a case) nor inductive reasoning (generalizing across many cases). Both are relevant to a degree, but the key question is how to characterize the particular case, which is unique in many respects. The reasoning is “particularist.”
  2. I am thinking about the whole case and how Trump’s various actions, appointments, and statements fit together. When ICE abducted our beloved student at Tufts, that action was cruel and wrong but not, per se, right-wing authoritarianism. What made it politically alarming was the intention behind it and how it fit with other assaults on political dissent. Because I am connecting concrete things into one larger structure, my reasoning is “holistic.”
  3. I am considering Trump in the context of previous US presidents and similar leaders around the world. He is both similar and different from other cases, and the analogies and differences are relevant. They display family-resemblances rather than belonging to sharply defined sets. Thus my reasoning is “contextual.”
  4. I consider other people’s impressions of Trump. I am not mainly interested in a statistically representative sample of opinions (although I do follow polls), but rather in selected views that I judge to be insightful. They tilt strongly against Trump but encompass some diversity. If I alone thought that Trump posed an existential threat to democracy, I would have a reason to doubt my eccentric view. I find reinforcement in sober, well-informed commentary by others, but also occasional challenges. My reasoning is “social.”
  5. I am drawing on experience. For instance, since institutions like universities and medical systems have treated me well, I am prone to trust them and to oppose attacks on them. I am one of many for whom the abduction of Rümeysa Öztürk triggers deeply ingrained images of secret police and concentration camps, which are not personal memories for me but transmitted lore. I realize that I would react differently if my experiences had been different–for instance, if I had always been excluded from universities or if the US government had already mistreated my community before Trump. I try to treat my accumulated experiences as valid yet incomplete. Judgment is inevitably and helpfully “experiential.”
  6. I am concerned with this case because I want to know what I should do as a US citizen and what I should think about others’ behavior. The question is what is right for me and us to do. Judgment involves moral concerns and motivates action. Even my concepts have normative bases. For instance, it is from a liberal value framework that I present Trump as illiberal. If I were less committed to liberalism, I would describe him differently. In these ways, my reasoning is “ethical.”

So I would propose that political judgments should be Particularistic, Holistic, Contextual, Social, Experiential, and Ethical. (PHEESC, if you like pronounceable acronyms.)

My judgment is not subjective in the sense that I just happen to have certain opinions. I am accountable to others for my judgments–for whether they are wise and whether my actions match them. In a debate about my judgments, I would have many things to say, although I am also obliged to listen.

This is not science, in the sense of deductive and inductive reasoning or the testing of falsifiable empirical hypotheses. Empirical evidence is relevant but is only one aspect of judgment. Indeed, I think that a narrow understanding of rationality as science is one impediment to developing wise judgments. In a later letter to Jaspers (Dec. 29, 1963), Arendt wrote, “Even good and, at bottom, worthy people have, in our time, the most extraordinary fear about making judgments.” This is partly because they equate judgment with mere opinion.

The wisdom of judgments becomes clearer after history unfolds. For example, I think that events after 2006 challenged The Brooklyn Rail’s suggestion that the US was then sliding into fascism. Of course, they couldn’t know what would happen next.

Unfortunately, we must make judgments in the stream of history. In turn, history will judge us for what we thought and, more importantly, for what we did or failed to do.


See also: don’t confuse bias and judgment; explaining a past election versus deciding what to do next; notes on Hannah Arendt’s On Revolution; Reading Arendt in Palo Alto; why ambitious ethical theories don’t serve applied ethics etc.