Education's Role in Radicalization and Antisemitism: A Deep Dive into Israel-Palestine

"The time is always right to do what is right." – Dr. Martin Luther King Jr.

The Atrocities:

If Hamas’s massacre in Southern Israel hasn't left you shocked, horrified, angry, and deeply saddened, then you must question the authenticity and capacity of your empathy. Genuine concern isn't selective; it doesn't discriminate. Those genuinely concerned about Palestinians should also feel a profound sense of betrayal. It's evident that scores of innocent Palestinians, especially in Gaza, have themselves been imperiled by Hamas's actions -- and intentionally so.

Hamas - Champions of the Palestinian Cause or Perpetrators of Palestinian Suffering?:

While Hamas claims to champion the Palestinian cause, its actions often contradict its purported objectives. The organization's leadership, comfortably ensconced in luxury in Qatar, Turkey, and elsewhere outside of Gaza, seems to prioritize its own well-being over that of the Palestinian people. By engaging in violent tactics and encouraging others to do the same, Hamas not only endangers the lives of Israelis but also Palestinians. If the goal of Hamas was to help Palestinians, we could point to the tragic irony that those very Palestinians are the ones who bear the brunt of the consequences of Hamas’ actions. However, the stated goal of Hamas is not to aid Palestinians but to kill Jews.

From Historical Pogroms to Digital Prejudices - The Evolution of Antisemitism (Jew-hatred):

While social media often portrays a world brimming with compassion, the reality is more nuanced. There should be no moral confusion. It is always wrong to target innocent civilians – defenseless men, women, children, babies, the elderly and infirm. It is always wrong to rape, to mutilate, and to desecrate living beings. The challenge, it seems, is the utter dehumanization of people who are “other;” a lack of recognition that that the target of one’s hate is human, just like themselves.

Antisemitism, also known as Jew-hatred, is unrelated to nations or peoples who speak Semitic languages. The term was popularized in Germany in the 19th century by Wilhelm Marr, who sought to rebrand the existing term for Jew-hatred (Judenfeindlichkeit) with a seemingly more scientific label. Antisemitism represents a persistent blight throughout history. This painful legacy directly affects my family, tracing from my great-grandparents who suffered through anti-Jewish pogroms, to my grandparents who narrowly survived the Holocaust, and my parents who endured persecution in the Soviet Union before escaping to America, where I was raised. Today, the shadows of these historic atrocities continue to loom; my cousin, only 19, tragically lost her life in the early hours of October 7, 2023, a victim of these enduring hatreds.

As we trace the scars of antisemitism through the annals of history, we arrive at a new frontier of this age-old malice: the digital realm. The interconnected world, which once promised to be a beacon of enlightenment and unity, now often serves as a magnifying glass for our deepest prejudices.

Digital Overload - A Double-Edged Sword of Information and Bias:

In this vast digital expanse, the true challenge isn't accessing information but rather being overwhelmed with more of it than can reasonably be processed; and discerning its authenticity. Social media platforms, with their algorithmic echo chambers, amplify voices, often drowning out the whispers.

The emphasis on “social justice” on social media today often inadvertently simplifies the intricate tapestry of geopolitics and has largely become a propagandistic misnomer. Without an education that encourages truly critical thinking and layered perspectives that can take into account the full breadth of information and nuance, it's all too easy to demonize "the other," perpetuating age-old biases in new-age platforms.

Education systems mold the minds of future generations. However, when they falter, which is all too common today, they can fuel radicalization and hatred. Let's be unequivocal: No circumstance ever justifies the intentional killing of innocents, rape, torture, mutilation, or the desecration of anyone, regardless of their religion, race, ethnicity, gender, or any other characteristic. The recent attacks on Israelis, while indefensible, have been rationalized by some, citing the dire conditions in the Gaza Strip. But this isn't a game where we pick sides and cheer them on. The majority affected by this conflict are innocents caught in the crossfire, not players in a game.

In the discourse surrounding these events, a dangerous rhetorical tactic has emerged: whataboutism. Instead of addressing the atrocities head-on, some deflect by pointing to other issues, attempting to distract from the facts of this situation. This tactic not only muddies the waters of meaningful conversation but also diminishes the suffering of the victims by turning their plight into a mere talking point in a larger debate, or worse, an event in the "Oppression Olympics."

How did we reach this point? How can we witness such heinous acts and then observe global rallies endorsing them? Have we regressed, or has this latent dehumanization always lurked, awaiting an opportune moment?

It's essential to differentiate between valid criticisms of the Israeli government and the inexcusable actions of Hamas. If you truly care about the plight of innocent Palestinians, you must feel just as deep a sorrow for those Israelis that were killed, raped, mutilated, desecrated. You must be incensed at Hamas’s use of their own civilian population as hostages and human shields. You must be outraged that innocent Palestinians are being “told,” forcefully, by Hamas to remain in their homes in Gaza City, even as Israel gives evacuation orders, urging movement away from a dangerous military theater.

When educators prioritize their position over progress and resist dramatic change, society at large suffers. Often challenging the established order can even be perilous, both professionally, and in some instances physically.

The Palestinian Education System - A Catalyst for Radicalization?

The Palestinian education system, particularly in the Gaza Strip and the West Bank, has been a topic of intense scrutiny due to its role in the radicalization of its youth. The primary critique, common worldwide, is that students are often instructed on what to think instead of how to reason. This leaves them susceptible to inheriting the prejudices and biases of previous generations and educators.

Historical narratives and maps in Palestinian textbooks most often present a one-sided story of Palestinian suffering while omitting historical context and facts. What’s more, a study by the Center for Near East Policy Research analyzed Palestinian textbooks and found numerous instances where the killing of Jews was glorified, and martyrdom was portrayed as an honorable pursuit: https://www.cfnepr.com/205640/congress-discussion.

Religious teachings, when interpreted without context and positive guidance, can encourage hostility. The absence of peace education and exposure to multiple narratives can hinder understanding and peace efforts. External influences, economic struggles, and external funding also significantly influence the content and direction of the curriculum. The education system's content and approach have broader societal implications. A population that is not taught critical thinking skills or exposed to multiple narratives may struggle to engage in constructive dialogue, hindering peace efforts in the region.

Israel's Educational Landscape - A Contrast in Narratives:

The challenges facing the Palestinian education systems in Gaza and the West Bank are not unique, and the Israeli education system has its own significant shortcomings. However, in Israel, where Arabs constitute over 20% of the citizenry, students often have a broader exposure to Palestinian perspectives. This diversity in narratives is crucial for fostering rational and critical thinking. One 2018 study found that there is “a common will among the three sectors of Israeli education (Secular, Jewish Religious, and Arab) to learn about their own sectors as well as the others, and to create better tolerance and respect toward the other”: https://doi.org/10.7459/ct/33.2.03 [Amit, N. A., & Court, D. (2018). Contemporary Israeli Theory and Philosophy of Education: Major Trends and Practical Implications in the Multicultural Construction of Israeli Education. Curriculum and Teaching, 33(2), 23-46. James Nicholas Publishers.]

In Israel, despite its challenges, it's common to see Jewish-led rallies advocating for Palestinian betterment. Yet, in the Gaza Strip and West Bank, rallies by Palestinians championing peace with Jews are conspicuously absent.

The American Education Landscape: A Breeding Ground for Bias?

The American education system, once celebrated for its emphasis on freedom, individual rights, and enlightenment, has recently come under scrutiny for its role in the rise of antisemitism. Central to this concern is not just the content of what is taught, but the glaring omission of any moral education whatsoever.

In this information-rich era, schools often inundate students with a mix of factual and fictional data. Yet, there's a profound absence of teaching students the nuances of moral values. Without guiding students on how to value a moral variable, weigh competing moral claims, analyze complex moral dilemmas, and evaluate intricate moral issues, we leave them ill-equipped to navigate the moral complexities of the world. This absence of moral education contributes significantly to the lack of empathy, understanding, and progress in schools today. Instead of fostering critical thinking and introspection, many educational institutions have adopted a prescriptive approach, presenting one side as inherently moral and the other as monstrous.

Recent incidents at elite universities underscore this concern. At institutions like Harvard, MIT, and NYU, student organizations have openly sided with Hamas, often overlooking or downplaying the group's violent tactics and its impact on innocent civilians, both Israeli and Palestinian. At Stanford, a lecturer singled out Jewish students, branded them colonizers, and made them stand in the corner of the room. A Cornell professor exalted at the exhilaration he felt as Hamas attacked innocent Israelis. Protests and rallies on these campuses have taken on an anti-Jewish tone, further blurring the lines between political dissent and outright prejudice, highlighting the urgent need for moral education.

The vocal support for Hamas among student organizations in prominent Western universities is deeply troubling, not just for its implications on the Israeli-Palestinian war, but for what it reveals about the state of modern education. Supporting Hamas is not equivalent to “Free Palestine.” At the heart of this issue is a glaring contradiction: while these students claim to champion the Palestinian cause, their endorsement of violent resistance has historically worsened the plight of the very people they claim to support.

A nuanced understanding of the Israeli-Palestinian conflict would reveal that while resistance might be justified, not all forms of resistance are effective or morally defensible. History has shown that violent resistance, especially against civilians, has not only failed to advance the Palestinian cause but has often led to more suffering for the Palestinian people. The evidence is clear: the more violent the resistance, the worse the outcomes for Palestinians.

Yet, many students seem either unaware of this fact or choose to ignore it. This points to two significant failures in their education. First, a lack of moral education that differentiates between what is possible and what is right. Just because violent resistance is possible doesn't mean it's effective or moral. Second, a failure in analytical and strategic thinking. A well-rounded education should teach students to evaluate the efficacy of different strategies, not just their symbolic value. The only path to a free Palestine is alongside a free Israel, supported and built upon a robust education for peace.

The support for Hamas and its tactics among educated youth suggests that they are either not being taught to think critically and morally about complex issues, or they are allowing deeper prejudices to cloud their judgment. In either case, the education system has failed them.

Furthermore, the education institutions themselves can foster antisemitism, as can be seen with the proposed "ethnic studies" curriculum in states like California, which has faced justifiable criticism for its portrayal of Jews and Israel. Such biases in educational content can perpetuate stereotypes and misrepresent complex geopolitical issues. However, if students were grounded in moral education, they would be better equipped to critically evaluate such content, discerning fact from bias.

The Imperative for Educational Reform - A Call to Action:

Both the Palestinian and American education systems play significant roles in the rise of radical terrorism and antisemitism. As educators, we bear the responsibility. We must equip the next generation with the tools to discern right from wrong, even when faced with popular dissent. Comprehensive reforms emphasizing critical thinking, morality, empathy, and a thorough grasp of history and culture are imperative. Only then can we hope for a future free from the prejudices that have marred our past.

If you share my passion for being a catalyst for improvement, I invite you to connect with me privately. Together, we can explore avenues to transform the educational landscapes of America, Israel, Palestine, and beyond. The aim? To equip the present and future generations with the discernment to see beyond the divisive narratives of the past and to envision a future that some deem unattainable. This brighter future is not just a possibility; it's a necessity.

I will leave you with some quotes from one of my heroes, who was not a perfect man, but in his imperfections, he became a great man. One of the greatest who ever lived, Dr. Martin Luther King Jr.:

"The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy."

"Nonviolence means avoiding not only external physical violence but also internal violence of spirit. You not only refuse to shoot a man, but you refuse to hate him."

"We must accept finite disappointment, but never lose infinite hope."

"Cowardice asks the question, 'Is it safe?' Expediency asks the question, 'Is it politic?' Vanity asks the question, 'Is it popular?' But, conscience asks the question, 'Is it right?' And there comes a time when one must take a position that is neither safe, nor politic, nor popular, but one must take it because one's conscience tells one that it is right."

"I solemnly pledge to do my utmost to uphold the fair name of the Jews -- because bigotry in any form is an affront to us all."