It should be appreciated that if the arrangement on Iran's nuclear program collapses after being so patiently negotiated, and successfully implemented since 2014 despite the intense opposition of Netanyahu's Israel and its American loyalists in Congress, it would be widely perceived around the world as a huge setback in the search for regional stability and the struggle to prevent any further spread of nuclear weapons.

Both Israel and the United States have mounted attacks on 'lawfare', that is, counter-hegemonic uses of international law to question policies associated with the occupation of Palestine and criminal tactics of warfare.

This kind of totalization of security consciousness [after tragedy of 9/11] has the effect within classrooms (and beyond) of constraining the imagination and reinforcing attitudes that privilege the forces of law and order as against the crosscurrents of freedom and dissent.

International law in its counter-hegemonic uses is very important in any domain where issues of legitimacy are significant, but is rarely able to have a corresponding behavioural impact.

The Method of Bisection is a sophisticated version of a tool used in fifth grade called "Guess and Check".

As Gandhi famously responded when asked about "Western civilization," "I wish they had one," the same applies to "international community": "I wish there was one."

I think the impacts of 9/11 on academic freedom vary greatly depending on locale and time (softening with the passage of time), and even within the same community, and likely within the same schools. This variability makes it difficult to offer generalized responses without accompanying caveats.