To the Editor:
Dr. Ezekiel Emanuel’s opinion piece highlights the moral deficiencies present in universities today. Students lack a moral vocabulary and the ability to engage in civil, nuanced discussions about complex ethical issues. This problem is evident in my own Georgetown University ethics course, where discussions often devolve into chaos and yelling without any substantive dialogue. Universities must foster an environment that encourages disagreement and the development of argumentation skills. Students need to learn how to discuss opposing opinions rather than dismiss them.
Zane Nagel
Seattle
To the Editor:
Dr. Ezekiel Emanuel’s critique of academia aligns with the growing anti-university sentiment in the country. Blaming higher education for various issues, such as political bias and lack of practical skills, overlooks the fact that students come to universities with pre-existing influences from their upbringing, secondary education, and media exposure. American campuses consist of faculty and staff with diverse perspectives, ensuring a range of viewpoints in teaching. The assumption that universities conspire to indoctrinate students is unfounded.
Rebecca S. Fahrlander
Bellevue, Neb.
To the Editor:
Dr. Ezekiel Emanuel correctly points out that universities are failing to adequately educate students in critical thinking and ethical complexities. However, the problem extends beyond the classroom. Students face powerful peer pressures that prioritize social acceptance over clear thinking. While curriculums need to include more ethics and critical thinking, they must also address the importance of having the courage to take a stand, even when it opposes one’s peers.
Louis Moffett
Menlo Park, Calif.
To the Editor:
Dr. Ezekiel Emanuel’s opinion piece brings attention to the moral decay within our universities. Administrators, from the top down, are afraid to alienate donors, professors, and students, resulting in a lack of moral guidance. The recent statements from university presidents regarding the Hamas attacks on Israel exemplify this cowardice. Additionally, professors are pressured by students to give high grades, leading to a disregard for academic excellence. This situation calls for a change where universities instill moral values and hold students accountable for their work.
Victoria DeFelice
Irvine, Calif.
To the Editor:
Complaints about universities’ role in shaping students’ views are nothing new. Universities cannot be blamed for intemperate statements made by some students. It is important to remember that student publications have always featured poorly thought-out opinions. While universities can improve in teaching students how to formulate and present ideas, criticizing academia for the foolish statements of a few is akin to demanding “cancel culture.” We should not expect our colleges to be enforcers of such an approach.
Steve Lowe
Sudbury, Mass.
To the Editor:
While Dr. Ezekiel Emanuel blames Harvard for a coalition of student organizations holding Israel responsible for violence, the decline in support for Israel among young people is a broader issue. The emotional connection to Israel is fading as historical events like the Holocaust and Israel’s wars become more distant. The problem extends beyond Ivy League campuses, and it is not something that can be solved by changing Harvard’s curriculum. Encouraging Americans to visit Israel and fostering friendships with Israelis may help, but there is no easy answer.
Stuart Gallant
Belmont, Mass.
To the Editor:
Dr. Ezekiel Emanuel correctly identifies a problem in modern liberal arts education where critical thinking skills are de-emphasized and challenging students is avoided. However, engaging in challenging dialogue often meets resistance and leads to complaints and potential consequences for faculty. This has resulted in instructors avoiding thought-provoking material in the classroom. Universities have shifted their focus from education to viewing students as consumers, prioritizing tuition revenues. Recent events have exposed the flaws in this approach and should prompt a reevaluation of what it means to be well-educated.
Bob Chirinko
Chicago