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A society without utopian visions breeds a present mired in despair. In the absence of shared dreams, only disillusionment—along with anger, alienation and animosity—remains.

The decline of utopian thinking has fractured U.S. society, fostering cynicism, isolation and a troubling unpreparedness to face urgent challenges. As visionary ideals fade, so does our collective ability to imagine a future shaped by peace, justice and progress. This shift is more than a cultural loss; it signals a crisis of purpose, leaving individuals directionless and communities without the unity needed for transformative change.

The erosion of utopian ideals reveals a society increasingly focused on immediate concerns, undercutting its capacity for resilience, optimism and collective good. Without guiding visions, society risks drifting deeper into alienation, cut off from the hope and purpose that once drove social and ethical progress.

Colleges and universities have a duty to reignite hope, purpose and visionary thinking in their students, empowering them to recognize their potential to shape a more meaningful, hopeful future.


In works like Young Radicals, Notes on Committed Youth, Youth and Dissent and The Uncommitted: Alienated Youth in Modern America, Kenneth Keniston, a prominent social psychologist of the 1960s, saw utopianism as essential for a healthy society, especially during times of rapid change and upheaval.

Keniston argued that a utopian vision—a sense of hope, optimism and possibility—provided individuals and communities with an aspirational framework that encouraged them to work toward a better future. For him, utopianism was not mere wishful thinking; it was a powerful social force capable of inspiring collective action, fostering solidarity and driving progress.

Keniston explored how utopian ideals served as a vital alternative to alienation, cynicism and despair. He warned that societies lacking a positive vision of the future risked falling into passivity, disengagement or even destructive rebellion and self-harm. Utopian thinking, he argued, helped individuals find meaning by linking their personal aspirations to broader societal goals, allowing them to see themselves as active participants in the pursuit of a just and meaningful future.

By the 1960s, however, Keniston was concerned that utopian thinking in the United States was eroding. He sensed that the optimism fueling the early postwar period was giving way to anger, frustration and a sense of powerlessness. Rising alienation among young people, disillusionment with institutions and increasing violence, he suggested, were symptoms of a society losing faith in positive transformation.

In retrospect, Keniston clearly underestimated the resilience of this optimism. Despite the decade’s political upheaval and cultural clashes, a powerful belief in change and progress persisted, as evidenced by the civil rights movement, the fight for gender equality and the environmental movement. These movements embodied utopian aspirations, illustrating that hope and possibility could flourish even amid conflict and resistance.

Keniston’s work underscores the critical role of utopianism as both a guiding force and stabilizing influence in uncertain times. Without a positive vision of the future, he believed, societies could easily descend into despair, losing the momentum needed for constructive change. By championing the importance of utopian thinking, Keniston argued for cultivating ideals that inspire action and unite people around shared goals, ultimately fostering resilience, progress and social cohesion.

Today, as this society faces challenges marked by pessimism around climate change, economic despair, political polarization and global conflict, Keniston’s insights are as relevant as ever. The decline of utopian thinking underscores the dangers he warned of: Without a hopeful vision, society risks drifting into stagnation. His work serves as a powerful reminder of the role utopian ideals play in motivating individuals and communities to envision and build a better world.

Keniston’s observations about the value of a utopian vision spotlight a recurring cycle in American culture—a tension between eras of optimism and progress and periods marked by disillusionment and despair.

In the 1960s, despite profound social upheaval, a strong sense of hope endured, with many Americans envisioning a future shaped by racial justice, gender equality, peace and individual freedom. This optimism was fueled by historical currents ranging from post–World War II prosperity and technological innovation to a belief in human perfectibility. Movements for civil rights, women’s liberation and antiwar activism embodied this hopeful vision, calling for moral progress, social equality and a rejection of violence as a means of political ends.

Throughout American history, utopian visions have frequently catalyzed change, inspiring individuals and communities to push for rights and reform. Movements like abolition, the Progressive era and the New Deal were rooted in a shared belief in society’s potential for improvement. Utopianism, in this sense, provides democratic societies with a critical foundation: It unites people around a purpose and a belief in progress, encouraging them to imagine a more just, equitable and humane world.

Keniston’s concerns about the fading of this vision presaged a shift in the 1970s when optimism gave way to disillusionment and alienation. Vietnam, economic stagflation and scandals like Watergate exposed the limits of American ideals. Fractures within social movements, radical factions and rising cynicism reflected growing doubt about the feasibility of utopian dreams. Disillusionment led some to abandon hopeful visions altogether, replaced by frustration, alienation and, for many, despair.

The decline of utopian thinking has deep implications. Without a shared sense of purpose or a belief in collective improvement, societies risk drifting into fragmentation, cynicism and hostility. This loss can breed apathy, as people may no longer believe in their capacity to make meaningful change. Today, this sense of lost possibility is evident in political polarization, distrust of institutions and a rise in apocalyptic thinking, as many struggle to imagine a positive future amid climate change, economic inequality and technological upheaval.

Rekindling a utopian vision is not merely a cultural or political endeavor—it is a moral imperative. A collective sense of purpose fosters resilience and unity, inspiring people to confront the great challenges of their time. History suggests that new utopian visions often emerge from periods of hardship, as people reclaim a sense of possibility. Re-engaging with this vision may be essential to nurturing hope, fostering cooperation and building a future centered on equity, justice and human dignity.


The decline of a utopian vision—one rooted in hope, possibility and a future of peace and love—is starkly apparent in contemporary society, where apocalyptic anxieties and a sense of powerlessness have increasingly taken hold.

Today, many people are deeply concerned about existential challenges, yet there is a growing resignation to these threats rather than a collective drive to confront and overcome them. This pervasive outlook, marked by fear and loss of agency, is evident in multiple areas of life, where optimism has given way to a sense of inevitability and even despair.

Climate Change and Apocalyptic Fears

The climate crisis encapsulates this shift most acutely. Where earlier environmental movements were often driven by a proactive belief that humankind could reverse or mitigate ecological damage through innovation, legislation and lifestyle changes, the conversation today often leans toward doomsday predictions. Reports on rising temperatures, extreme weather events and biodiversity loss are frequently accompanied by dire warnings, and while these concerns are real, the prevailing response is often one of fear and defeatism rather than confident resolve. The question has shifted from “How can we solve this?” to “Can we even survive this?”

Despite unprecedented advances in technology and scientific knowledge, there is a pervasive sense that the problem has spun out of control. This fear stifles action and dampens innovation, as many believe that no solutions, no matter how ambitious, can stem the tide. The missing piece is a unifying vision—a sense that with enough willpower, creativity and global cooperation, humanity can still prevent the worst and shape a livable future. Instead of mobilizing society around a collective mission, apocalyptic fear has left people feeling paralyzed and isolated, with little faith that change is possible.

Declining Birth Rate and Hesitance to Support Families

The falling birth rate across many developed nations further illustrates this loss of a utopian outlook. In previous generations, having children was seen as an investment in a hopeful future, a vote of confidence in the world that would be inherited by the next generation. However, the current trend reflects both a personal and societal ambivalence about the future. Many individuals worry about the ethical implications of bringing children into a world marked by climate crises, political instability and economic uncertainty. They see a world where the future seems increasingly uncertain and, rather than addressing these fears through systemic changes, society has often turned inward, making fewer commitments to the future.

In addition, many governments and institutions have not stepped up to make childbearing and -rearing more feasible, even as economic pressures and social structures make it more difficult for families to thrive. Policies that could support women and families, such as affordable childcare, parental leave and flexible work arrangements, are often piecemeal or absent altogether. The unwillingness to make these changes reflects a lack of collective will to invest in future generations, feeding into a self-perpetuating cycle of pessimism and inaction. Where once society’s structures reinforced optimism by making it easier for individuals to fulfill their family aspirations, the lack of support has contributed to a broader sense of resignation and detachment from the future.

Loss of Control Over Global and Domestic Affairs

The pervasive sense of lost control extends beyond individual concerns to encompass global and national issues. Many people today feel increasingly disconnected from the decisions and events that shape their lives. Concerns about border security, for instance, evoke a sense that governments are unable to manage the movement of people in ways that align with societal values and security needs, leading to anxiety and uncertainty. Similarly, inflation and volatile markets contribute to a feeling of helplessness, as individuals struggle to make ends meet and secure their financial futures, unsure of how long economic pressures will persist.

Concerns about crime and disorder also reflect a breakdown in the sense of control. The rising visibility of crime in certain areas, coupled with media amplification, has created a perception that personal safety is no longer assured and that social order is fraying. This perception is exacerbated by political divisions that inhibit consensus on public safety, leaving communities feeling vulnerable and polarized. The sense that order and stability are slipping away feeds a broader cultural unease, with individuals feeling powerless to protect themselves, their families and their values.

How the Decline of Utopian Visions Has Left Many Men Behind

At the leading University of California campuses, men make up just 37 percent of the undergraduates. This mirrors the growing higher ed gender gap elsewhere. Where once it was widely said that men were more likely to populate both ends of the academic spectrum—as high achievers and those struggling to succeed—today’s ranks of top achievers are increasingly filled by women, while young men are often overrepresented in the disengaged, underperforming and disaffected groups.

This shift has broader implications, especially as it correlates with rising levels of alienation among young men, a reality that reflects—and possibly fuels—the current drift from a hopeful, future-oriented mindset.

Several factors contribute to the current disaffection among men in higher education. Cultural and economic shifts have clearly played a role in young men’s deepening disaffection with higher education. These include the decline in well-paying, accessible jobs that once offered a clear path to stability and respect, especially in industries traditionally dominated by men, like manufacturing.

In an economy that increasingly rewards advanced education and specialized skills, many young men feel disconnected from the pathways that they perceive as accessible and meaningful. This sense of limited prospects, especially for those without college degrees, has deepened feelings of disconnection and disenfranchisement, leading to a kind of quiet rebellion: a withdrawal from educational and professional systems that no longer seem to offer them a future.

This alienation is compounded by a cultural narrative that, in some circles, seems to frame higher education as hostile or indifferent to the unique needs and experiences of men. In recent years, some young men have expressed feeling out of place or unmotivated in academic environments that they perceive as increasingly tailored toward women.

While it’s an undeniably positive development that educational spaces are more inclusive of women and address historical inequities, many men struggle to find their footing or sense of purpose within these changing institutions. Some feel that they lack clear role models or guidance on how to succeed in a world that no longer centers traditional forms of male success and achievement. This perceived lack of relevance can contribute to the withdrawal of many young men from educational engagement, fueling a sense of purposelessness.

The decline of utopian thinking among young men is likely reflected in this withdrawal. In previous generations, young men were often encouraged to imagine a future in which they could play an active, positive role—whether in leadership, scientific discovery, community building or technological innovation. Now, many young men are struggling with a worldview tinged with cynicism, apathy or outright disillusionment. This shift away from idealism may stem from feeling disconnected from the institutions and pathways that once encouraged youthful ambition, particularly for those not immediately on the road to professional success.

Adding to this crisis is the prevalence of social media and online communities that often reflect and amplify this sense of disenfranchisement. For many disaffected young men, online spaces can provide an outlet for frustration but can also deepen feelings of alienation.

Some online forums foster disillusionment, feeding into narratives of victimhood or societal collapse rather than offering constructive visions for the future. This creates a troubling cycle: Young men, feeling disconnected from traditional paths to success and support, turn to online spaces that often reinforce their pessimism, further isolating them from positive, real-world connections and opportunities.

Ultimately, inspiring a sense of utopian thinking and renewed optimism in young men means re-engaging them in the social and educational fabric with pathways that promise both fulfillment and impact. Only by addressing these needs can educational institutions help counter the drift toward alienation and disillusionment, replacing it with a hopeful, purpose-driven outlook that benefits not only men but society as a whole.

Reclaiming a Utopian Vision

The absence of a unifying, hopeful vision of the future has not only undermined confidence in our ability to tackle these issues but has also left society without the inspiration to imagine something better. A utopian vision does not ignore difficulties; instead, it channels collective energy toward positive change, instilling a belief that challenges are surmountable with creativity, courage and collaboration. Without this vision, society risks retreating into cynicism and apathy, losing the shared resolve needed to build a just, compassionate and sustainable future.

Reclaiming this vision means reasserting the belief that with enough determination and ingenuity, we can build a world worth passing on. It means renewing commitments to the environment, to families, to fair governance and to safety in ways that make people feel empowered rather than defeated.

A utopian outlook has historically provided a foundation for transformative movements, and rekindling it may be essential to reversing the resignation and fear that have come to characterize our times. Embracing this vision could inspire the solidarity, innovation and optimism necessary to create a future defined not by what we fear but by what we hope to achieve.

What Should Colleges and Universities Do?

Colleges and universities have a unique opportunity—and responsibility—to foster a renewed sense of optimism and visionary thinking in students. By encouraging students to imagine a better world and equipping them with the skills needed to bring those visions to life, institutions can cultivate campus cultures rooted in collaboration, community and forward-thinking values. To instill both the belief in and the tools for meaningful societal impact, colleges might consider the following strategies.

First, integrating visionary thinking into the curriculum can help students imagine and tackle pressing global issues. Courses centered on grand challenges, such as climate change, social inequality and technology’s ethical dimensions, could inspire students to research solutions, examine past approaches and design their own proposals.

Courses in the history of utopian movements can provide valuable lessons from past visionary endeavors, illuminating both their successes and challenges. Future studies and scenario-planning courses would help students imagine potential futures and consider pathways toward a just, sustainable and inclusive world.

Embedding social impact themes across disciplines—such as ethical entrepreneurship for business students, sustainable design for engineers and health equity for premed students—can further reinforce the connection between their studies and societal improvement.

Cultivating critical utopian imagination requires colleges to encourage real-world problem-solving. Project-based learning, in which students devise solutions to real-world issues and implement aspects of their ideas with local or global partners, connects students’ work with tangible community impact, fostering a sense of agency.

Collaborative labs and idea hubs, where students from diverse fields tackle societal challenges like affordable housing or renewable energy, can provide a space for bold ideas and interdisciplinary solutions. Guest lectures and mentorship programs featuring activists, thought leaders and innovators who are advancing transformative goals can offer students role models and networks that illustrate how visionary thinking can lead to real impact.

Universities can further promote a focus on grand challenges and solutions by organizing competitions that reward social good designs, where students propose solutions to issues like environmental sustainability or educational access. Themed semesters on global topics—such as a semester dedicated to global justice exploring economic equity, human rights and sustainable development—can bring a campuswide focus to important issues. Capstone projects addressing societal challenges offer students the opportunity to connect their academic work with broader social concerns, instilling an awareness that their field of study can contribute to positive change.

Beyond academics, inspiring students to view their careers and lives through the lens of social impact is essential. Colleges can reframe career services to emphasize purpose-driven paths, such as nonprofit work, sustainable business and public service, through workshops, advising and job fairs. Ethics and social responsibility training, potentially as a graduation requirement, would encourage students to consider how their career can contribute to the greater good. Community and environmental engagement initiatives, including service-learning projects and partnerships with nonprofits, allow students to experience firsthand the positive impact they can have, helping build skills in leadership and collaboration.

Finally, a campus culture rooted in collaboration, community and forward-thinking values is crucial. Establishing a center dedicated to utopian thinking and social innovation would provide a hub for research, workshops and discussions centered on visionary ideas, connecting students with mentors and like-minded peers.

Supporting student-led initiatives and clubs focused on global change, such as environmental action or social justice groups, fosters a culture of activism and collaboration. A tradition of annual visionary awards recognizing students, faculty and community members who champion sustainability, social justice or education reform would reinforce the importance of these values within the campus community. Engaging students in institutional sustainability goals, from energy conservation to waste reduction, also underscores the role of collective responsibility and leadership.

By embracing these strategies, colleges and universities can become incubators of utopian imagination, empowering students not only to believe that change is possible but also to understand their vital role in shaping a better future.


Colleges and universities, I believe, need to make five key commitments to foster a renewed utopian imagination in students, empower them to believe in the possibility of positive change and inspire them to take an active role in shaping a better future.

  1. Reawaken hope in a complex world. Colleges have the power—and responsibility—to rekindle hope and purpose in their students. By teaching them not only to envision a better world but also to equip themselves with the skills and courage to build it, colleges become beacons of possibility. In doing so, they inspire future generations to lead with vision, compassion and the belief that meaningful change is both possible and essential.
  2. Empower students as catalysts for change. In an era often marked by cynicism, colleges must step forward to foster visionary thinking and empower students as agents of change. By embedding purpose-driven education, critical inquiry and ethical reasoning at the core of the college experience, institutions provide students with more than knowledge—they offer the belief and agency to reshape the world. This commitment is not just about preparing students for careers; it’s about preparing them to lead, innovate and uplift their communities.
  3. Revive utopian thinking for a better future. At a time when short-term thinking often overshadow hope, colleges have the opportunity to revive utopian ideals. By cultivating visionary mindsets and a sense of purpose, universities can nurture a generation capable of envisioning a world rooted in justice, sustainability and shared prosperity. A renewed dedication to ideals and purpose will help students find meaning and direction in a complex world, creating a future shaped by possibility and progress.
  4. Inspire leadership through visionary education. The unique responsibility of colleges is not merely to prepare students for the workforce but to inspire them to become leaders who can envision and enact meaningful change. Through an education that blends practical skills with visionary thinking, colleges can equip the next generation with the courage and creativity to address the world’s challenges. Investing in this mission ensures that graduates leave with more than degrees—they carry the drive to make a lasting impact.
  5. Redefine higher education’s legacy. The true legacy of higher education lies not only in academic achievement but in the enduring impact of its students on society. By nurturing visionary thinking and a commitment to social good, colleges can redefine their role as stewards of hope and progress. This mission calls for institutions to not only impart knowledge but also cultivate purpose, inspiring students to imagine—and create—a world where innovation and ethics address humanity’s greatest challenges.

In embracing these five commitments, colleges have the opportunity to restore a sense of utopian possibility—a vision not only of what students can achieve but of a society that values compassion, innovation and resilience. By fostering hope, empowering students and reviving the ideals that inspire change, higher education can help shape a future that is not merely imagined but actively pursued. Through these commitments, colleges can cultivate a generation prepared to lead with purpose, driven by the belief that they can—and must—create a world where equity, sustainability and progress are more than aspirations; they are realities.

Steven Mintz is professor of history at the University of Texas at Austin and the author, most recently, of The Learning-Centered University: Making College a More Developmental, Transformational and Equitable Experience.

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