It has been more than two weeks now since 1,400 innocent people were tortured, raped, beaten, and murdered in Israel at the hands of Hamas terrorists.
In response, a now infamous letter was released by a coalition of student organizations at Harvard University endorsing Hamas’ violence and condemning Israel’s retaliation.
Since then, other schools and organizations have followed suit.
Their conclusion: terrorist attacks against innocent people in Israel are justified "resistance" that Jewish victims have coming.
Many Americans have long suspected that a rigorous education rooted in truth and fact no longer exists in academia; rather, it seeks to indoctrinate students and pit them against one another as powerful oppressors versus disempowered oppressed victims.
It categorizes them based on their immutable characteristics and national origin as opposed to their skillset, merit, and contributions to society.
Administrators and teachers have been forced to adopt ideologically driven curriculum, such as "ethnic studies," which is synonymous with critical race theory.
This content perpetuates an anti-Israel narrative and is turning the next generation of Americans into pro-violence revolutionaries rather than helping them meet academic standards for their respective ages.
Notably, Judaism is actively omitted from nearly all ethnic studies courses.
While Jewish Americans represent a crucial minority in the United States, activist organizations such as Washington Ethnic Studies Now have clouted that narrative by condemning the study of Judaism because Jewish people are thought to have gained by "having access to and controlling systems of power" and supposedly "benefit from systems of oppression that disenfranchise all people of color."
However, schools like Santa Ana Unified Schools do include a case study of Israel and Palestine in ethnic studies courses.
However, these courses tout cultural understanding of ethnicities by “challenging systematic racism and promote racial healing."
Required reading in these courses depict Israelis as an “extremist illegal Jewish settler population” who engage in UN war crimes and whose strategic goal is "ethnic cleansing."
Feeding students an oppression narrative, centered on an allegedly oppressed state’s lived experience, serves only to corrupt their instinctual concept of universal morality and inspires a dangerous, nihilist victimhood mentality among the young.
In classrooms around the United States today, students are encouraged to share their learned perspective of the world. This is a global view rooted in solidarity, critical consciousness, power and oppression, and dominant/counter narratives.
This radical perspective of the world attempts to dissolve inequality through equity. It erodes human connection across races and sexes.
Consequently, American public schools have successfully raised a generation of citizens who no longer understand the difference between good versus evil or peaceful activism versus terrorism.
However, they know they are correct, their opinion is valid, and they can recalibrate even the most complex public policy issue through the lens of us versus them.
This postmodern global view is far out of touch with reality and does students a tragic disservice by leaving them to operate in a complicated world without a toolkit to perceive it as rational and compassionate people.
Especially after the events since Oct. 7, this moment must be seized to pause and internalize the failures of American educational institutions and correct course.
In the face of pure evil, American educational institutions have revealed their true colors, and they are unacceptable.
Americans must now reevaluate and dramatically reform these institutions before the United States permanently becomes a nation that raises its young to see homicidal antisemitic violence of the most horrific scale and applaud.
Caroline Moore, is Vice President of Parents Defending Education.
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