The great secret of our time is that there are still uncharted frontiers to explore and new inventions to create. In Zero to One, legendary entrepreneur and investor Peter Thiel shows how we can find singular ways to create those new things.

Thiel begins with the contrarian premise that we live in an age of technological stagnation, even if we’re too distracted by shiny mobile devices to notice. Information technology has improved rapidly, but there is no reason why progress should be limited to computers or Silicon Valley. Progress can be achieved in any industry or area of business. It comes from the most important skill that every leader must master: learning to think for yourself.

Doing what someone else already knows how to do takes the world from 1 to n, adding more of something familiar. But when you do something new, you go from 0 to 1. The next Bill Gates will not build an operating system. The next Larry Page or Sergey Brin won’t make a search engine. Tomorrow’s champions will not win by competing ruthlessly in today’s marketplace. They will escape competition altogether, because their businesses will be unique.

Zero to One presents at once an optimistic view of the future of progress in America and a new way of thinking about innovation: it starts by learning to ask the questions that lead you to find value in unexpected places.

This is a powerful exploration of the debilitating impact that politically-correct “multiculturalism” has had upon higher education and academic freedom in the United States. In the name of diversity, many leading academic and cultural institutions are working to silence dissent and stifle intellectual life.

This book exposes the real impact of multiculturalism on the institution most closely identified with the politically correct decline of higher education—Stanford University. Authored by two Stanford graduates, this book is a compelling insider’s tour of a world of speech codes, “dumbed-down” admissions standards and curricula, campus witch hunts, and anti-Western zealotry that masquerades as legitimate scholarly inquiry.

Sacks and Thiel use numerous primary sources—the Stanford Daily, class readings, official university publications—to reveal a pattern of politicized classes, housing, budget priorities, and more. They trace the connections between such disparate trends as political correctness, the gender wars, Generation X nihilism, and culture wars, showing how these have played a role in shaping multiculturalism at institutions like Stanford.

The authors convincingly show that multiculturalism is not about learning more; it is actually about learning less. They end their comprehensive study by detailing the changes necessary to reverse the tragic disintegration of American universities and restore true academic excellence.