The recent anniversary of Hamas’s brutal assault on Israel serves as a poignant reminder of the need for honest discourse among college students across the nation. This moment presents an opportunity to engage with students about uncomfortable truths that many may find offensive, yet are essential for fostering understanding.
To provide context, two significant articles published recently have sparked this reflection. The first, authored by Benjamin Ginsberg, a political science professor at Johns Hopkins University, is titled ”Why Many Students Dislike Israel.” The second piece from the Atlantic magazine by assistant editor Rose Horowitch is called “The Elite College Students Who Struggle with Reading.” In her article, Horowitch highlights troubling observations from seasoned professors at prestigious universities who report that their students often struggle to complete even half of the reading assignments they once routinely managed. She notes that many incoming college students—regardless of how selective their institutions may be—lack adequate preparation for engaging with complex texts.
These two phenomena are undoubtedly intertwined. Ginsberg asserts that educators frequently witness a decline in critical thinking skills among students due to insufficient foundational knowledge. Both he and Horowitch emphasize that primary and secondary education systems fall short in challenging students and imparting essential historical knowledge. Ginsberg further critiques the curriculum for its tendency to present history through a left-leaning lens filled with moralistic narratives that encourage viewing American history primarily as a series of injustices—a perspective not limited to just American history but extending throughout Western culture.
This educational deficiency is compounded by today’s prevalent short attention spans among young people—a consequence partly attributed to smartphone usage and partly due to lax reading standards propagated by initiatives like Common Core. Additionally, there exists a broader cultural trend marked by diminished discipline in academic settings; together these factors contribute to an entire generation less inclined or unable to engage in sustained reading practices.
When young adults lack the ability or willingness to immerse themselves deeply in texts while simultaneously being taught negative views about Western civilization—and encouraged more towards emotional responses than analytical thinking—it creates fertile ground for uninformed protests against Israel. Such reactions were evident almost immediately following Hamas’s attacks on October 7th last year, even before Israel initiated its justified response.
The ignorance displayed during these protests has been alarming; numerous interviews conducted over the past year reveal that many protesting students possess little-to-no understanding of either historical or geographical contexts related to the Levant region. Their emotionally charged actions reflect not an engagement with factual realities but rather an emotional response devoid of any evidentiary basis—essentially creating their own narrative without grounding it in truth.
This situation elucidates why there has been such a disturbing shift in ethical perspectives on campuses over recent years: willful ignorance leads some college attendees toward siding with groups openly hostile towards Jews while overlooking those who provide humanitarian assistance and seek peaceful coexistence.
It becomes imperative then for today’s university attendees to encounter speakers willing not only to discuss issues surrounding Israel but also confront them regarding their own ignorance and complicity therein.
One might question how these young individuals can be held accountable when they have been subjected throughout their education systems—including high school—to inadequate teaching methods and standards? However, it’s crucial here we differentiate between various types of student populations: we’re discussing elite institutions where less than half of high school graduates proceed directly into four-year colleges—the very best academically prepared individuals expected at such levels should demonstrate higher standards than what has become commonplace today.
For those attending major universities—especially selective ones—there can be no justification for widespread displays of ignorance or hateful sentiments manifesting as antisemitism nor any excuse for failing basic academic requirements like completing assigned readings or engaging meaningfully with course materials without complaint.
If current cohorts cannot meet expectations set forth by previous generations within academia then perhaps they do not belong within those esteemed institutions at all; professors must feel empowered enough again give failing grades when warranted without hesitation while enforcing campus regulations regarding free speech rights firmly yet fairly—even considering disciplinary measures up through suspension if necessary—for behaviors unbecoming serious scholars seeking knowledge rather than merely voicing unfounded grievances based solely upon emotion-driven impulses instead rational thought processes grounded facts available around them every day!
Given this reality where too few educators uphold rigorous academic standards consistently across classrooms nationwide outside speakers may need step forward fill void left behind! Rather than lamenting difficult coursework ahead demanding respect from peers who cannot locate places thousands miles away let alone comprehend complexities involved therein—it’s time tell our youth grow up accept challenges presented them willingly embrace opportunities learn grow intellectually rather letting uninformed instincts dictate actions taken publicly!
Graduated from University of Denver, Residing in Dallas, Texas. Political observer and a Conservative. Follow on Twitter for more.
