My generation those who were students in the late 60s was always, in the words of the Who, talking about our generation. That's what we thought of ourselves, as the most important thing since sliced bread. And the "we" that we meant was really the Western Europeans and American generation. And as I think back I suppose I have a sense of guilt on behalf of my generation, a sense that we were terribly provincial and didn't understand the really important stuff that was going on in Eastern Europe.

History always happens to us and nothing ever stays the same.

Words can make the illness a subject I can master, and not one that one simply emotes over.

The 60s were a continuation of the 50s much more than people realized. Certainly in some countries, like Britain, there was still a culture of deference, whereas in the 70s we really are in a time of angry transition. The generation that came into young adulthood in the 70s couldn't find jobs; that wasn't true in my generation. They entered a time when two depressing things hit them both at the same time.

The different American experience of the 20th Century is crucial because the lesson of the century for Europe, which essentially is that the human condition is tragic, led it to have a build a welfare system and a set of laws and social arrangements that are more prophylactic than idealistic. It's not about building perfect futures; it's about preventing terrible pasts. I think that is something that Europeans in the second half of the 20th century knew in their bones and Americans never did, and it's one of the big differences between the two Western cultures.

We need to learn... how war brutalises and degrades winners and losers alike and what happens to us when, having heedlessly waged war for no good reason, we are encouraged to inflate and demonise our enemies in order to justify that war's indefinite continuance.

Undergraduates today can select from a swathe of identity studies.... The shortcoming of all these para-academic programs is not that they concentrate on a given ethnic or geographical minority; it is that they encourage members of that minority to study themselves - thereby simultaneously negating the goals of a liberal education and reinforcing the sectarian and ghetto mentalities they purport to undermine.