The French learn to value and practice eloquence from a young age. Almost from day one, students are taught to produce plans for their compositions, and are graded on them. The structures change with fashions. Youngsters were once taught to express a progression of ideas. Now they follow a dialectic model of thesis-antithesis-synthesis. If you listen carefully to the French arguing about any topic they all follow this model closely: they present an idea, explain possible objections to it, and then sum up their conclusions. [...] This analytical mode of reasoning is integrated into the entire school corpus.
Schecter also confirms Donnie Radcliffe’s belief that Hillary turned Alinsky down because her senior thesis convinced her that his methods were not “large” enough. She believed, according to Schecter’s interpretation of the thesis, that Alinsky’s tactics and strategies were useful at the local level, but that even if an activist were successful in local organizing, systemic policy matters on the national level would prevent actual power from going to people. She chose to work at the macro-level of law rather than the micro-level of community because of this analysis. Many Alinsky disciples acknowledge that this is a serious and frequent argument made against him.
In a 1993 interview with The Washington Post, about the time the Clinton health care plan was being formulated and the thesis was being sealed, the first lady characterized her college writing as an argument against big government, supporting Alinsky's criticism of the War on Poverty programs. “I basically argued that he was right,” she told the newspaper. “Even at that early stage I was against all these people who come up with these big government programs that were more supportive of bureaucracies than actually helpful to people. You know, I've been on this kick for 25 years.”