Category: colleges and universities

Harvard v. Trump: Harvard wins! (for now)

September 4, 2025 • 5:45 am

As you know, in April Harvard sued the government for taking away $2.2 billion dollars in research funding and fining the university $500 million dollars; this was Trump’s response to various infractions supposedly committed by the university, including creating a climate of antisemitism.  Trump et al. demanded a number of changes to the university, including an “overseer” to determine whether Harvard was complying with his demands.

Yesterday, a federal judge ruled that the government had no business doing this. This ruling was more or less expected, but it will surely be litigated up to the Supreme Court. From the New York Times (archived here):

Harvard University won a crucial legal victory in its clash with the Trump administration on Wednesday, when a federal judge said that the government had broken the law by freezing billions of dollars in research funds in the name of stamping out antisemitism.

The ruling may not be the final word on the matter, but the decision by Judge Allison D. Burroughs of the U.S. District Court in Boston was an interim rebuff of the Trump administration’s campaign to remake elite higher education by force.

Harvard’s case centered on its research funding, and the university contended that the administration had compromised its First Amendment and due process rights when it sought to strip it away. The judge’s decision could give Harvard new leverage in its settlement talks with the White House.

Although the ruling was a milestone for Harvard, the only university to sue over the administration’s targeted assault on its research funding, President Trump had vowed to appeal any decision that went against him. His administration has spent months seeking to pressure Harvard in ways beyond research money, and while Judge Burroughs’s ruling may not put an end to that campaign, her opinion was a bracing rebuke.

“We must fight against antisemitism, but we equally need to protect our rights, including our right to free speech, and neither goal should nor needs to be sacrificed on the altar of the other,” Judge Burroughs wrote in an 84-page ruling. “Harvard is currently, even if belatedly, taking steps it needs to take to combat antisemitism and seems willing to do even more if need be.”

She added, “Now it is the job of the courts to similarly step up, to act to safeguard academic freedom and freedom of speech as required by the Constitution, and to ensure that important research is not improperly subjected to arbitrary and procedurally infirm grant terminations, even if doing so risks the wrath of a government committed to its agenda no matter the cost.”

As a part of the decision, Judge Burroughs said the Trump administration could not issue new blockades on Harvard’s federal research funding “in retaliation for the exercise of its First Amendment rights, or on any purported grounds of discrimination without compliance with the terms” of civil rights law.

. . . . The New York Times reported in July that the university was open to spending $500 million to resolve the matter, but that Harvard was seeking an array of provisions to protect its independence.

Although the university and the administration have continued to move toward a potential agreement, they have not reached a settlement. Mr. Trump, who has taken a special interest in the financial terms of pacts his administration has reached with universities, said last week that he wanted “nothing less than $500 million from Harvard.”

This is surely the right decision. Although Trump’s blackmail did partly motivate Harvard to act, I don’t think that freezing research funds of professors who had nothing to do with the charges is the ethical way to go. In the meantime, Harvard will continue to spend money litigating this affair, and will almost certainly some to some compromise understanding with the government.

You can see Judge Burroughs’s full ruling here.

As a Harvard alum, I get messages from the University, and here’s announcement from the President of Harvard:

I wonder what Garber will say if Harvard eventually comes to a settlement with the Trump administration.

The Atlantic: The decline of higher education

September 2, 2025 • 10:00 am

As time goes by, The Atlantic seems to be getting less and less woke and more and more sensible. Who would have guessed that it published an article not only highlighting the problems of higher education, but saying that perhaps Trump’s intervention has called these to our attention? At any rate, if you click on the title below, you’ll go to the archived version of the article written by E. Thomas Finan, author and professor of humanities at Boston University.

There’s not a lot new here beyond the well-known fact that all Americans (Republicans more than Democrats) are losing faith in colleges and universities, and we hear some familiar prescriptions, like stopping self-censorship. (A lot of this was already given in Steve Pinker’s Boston Globe article, “A five-point plan to save Harvard from itself,” an article fleshed out and expanded in the new anthology edited by Lawrence Krauss.

First, the unpleasant facts:

The Trump administration and its allies are upending American higher education: freezing funding, launching investigations, ratcheting up taxes, and threatening to do much more. Not so long ago this would have been political poison. But in the last decade, Americans’ faith in colleges and universities has plummeted. In 2015, 57 percent had either a “great deal” or “quite a lot” of confidence in higher education, according to Gallup. As of last year, that group had shrunk to 36 percent, only a few points larger than the share who have “very little” confidence or none at all.

Universities should see the White House’s campaign as a wake-up call rather than the root of their troubles—a warning that they have to rebuild trust among not just prospective students, parents, and donors, but also voters and elected officials across party lines. America’s higher education has always depended to some degree on the patronage of its elected leaders, an arrangement that has often been a civic boon, encouraging schools to respond to public needs and serve the common good. Today, universities have to prove that they can uphold their end of the deal.

. . . .Today, the American university system continues to receive massive amounts of public funding, Trump’s cuts notwithstanding. According to the Urban Center, state and local governments spent $311 billion on higher education in 2021. The federal government spent almost $60 billion on research at colleges and universities in 2023, and the Federal Student Aid office spends an estimated $120 billion each year to fund work-study programs, grants, and loans for postsecondary education.

These commitments are the result of a long-held democratic consensus that promoting higher education pays off for the whole country. Now that consensus is fracturing, on both sides of the political spectrum. In 2015, Gallup found that a majority of Republicans had high confidence in America’s universities; by 2024, a majority of Republicans had almost none. Some on the left blame this loss of faith on the GOP’s supposed anti-intellectualism. At best, that’s a comforting illusion for the academy: The same polls also revealed slipping trust among Democrats and independents. This year, polling does show a slight rebound in public support for universities, perhaps in response to the Trump administration’s interventions. The overall trajectory, though, remains negative.

Universities can begin to assuage this skepticism by committing to addressing America’s biggest problems, starting with polarization. American colleges must become a venue for the frank but charitable exchange of ideas. College is not simply a debating society, yet many schools risk stifling dialogue, even if unintentionally. A recent study of University of Michigan and Northwestern University students by the psychology researchers Kevin Waldman and Forest Romm found that 72 percent reported self-censoring their political beliefs. Perhaps more troubling, 82 percent had turned in work that misrepresented their beliefs “to align with a professor’s expectations.” Such pervasive self-censorship not only undercuts universities’ academic mission—it also validates the widespread suspicion that campuses replicate bias instead of challenging it.

Here’s the Gallup Poll giving those results, and note that the “rise” is over only one year. Instead, note the overall fall from nearly 60% to less than 40% in those having a lot of confidence in higher education. And this between 2015 and 2024!. The phenomenon of self-censorship is also well known.

And here are the remedies (bold headings are mine; quotes from the Atlantic article are indented):

Institutionalize free speech:

American colleges must become a venue for the frank but charitable exchange of ideas. College is not simply a debating society, yet many schools risk stifling dialogue, even if unintentionally. A recent study of University of Michigan and Northwestern University students by the psychology researchers Kevin Waldman and Forest Romm found that 72 percent reported self-censoring their political beliefs. Perhaps more troubling, 82 percent had turned in work that misrepresented their beliefs “to align with a professor’s expectations.” Such pervasive self-censorship not only undercuts universities’ academic mission—it also validates the widespread suspicion that campuses replicate bias instead of challenging it.

Enforce institutional neutrality:

Colleges and universities should also consider remaining neutral on more political issues: Constant interventions can sap the academy’s credibility and make students who take opposing views feel unwelcome.

This was a major point of Pinker’s article, and it shouldn’t be “considered,” it should immediately be adopted. Yet far fewer colleges have adopted institutional neutrality (embodied in Chicago’s Kalven Report) than have adopted free-speech policies. Universities and departments just can’t seem to be able to pass judgement on political and ideological issues, as they’re determined to parade their virtue at the expense of chilling free speech. Only 33 universities, in fact, have adopted a version of Kalven, while 113 or more have adopted free speech.

More “heterodox” universities:

A promising set of entrants could help the academic sector branch out. For instance, the new University of Austin has enshrined diversity of thought and open debate as its founding principles. Elsewhere, state legislatures have recently established schools—such as the Hamilton School at the University of Florida and the School of Civic Life and Leadership at the University of North Carolina—that prioritize civics, intellectual pluralism, and the American political tradition. The Florida legislation that established the Hamilton School included a charge to educate students “in core texts and great debates of Western civilization,” recognizing the role that shared cultural knowledge plays in creating an informed citizenship. To live up to their stated ideals, these institutions will have to resist the temptations of tribalism. If they’re successful, they can help counter allegations that American higher education is an ideological monolith.

I’m reserving judgement on this suggestion. What I’ve heard, at least about the University of Austin, is that it’s seems designed to promulgate “antiwoke” views, which of course gives it an ideological leaning—just in the opposite direction. But I admit that I know little about these schools.

Confront AI, using it for educational benefit:

To demonstrate their value to the public, universities also need to confront the rapid technological changes of recent years, particularly the rise of artificial intelligence. The digital revolution has great promise, but it risks fragmenting our attention, replacing human interaction with digital stimulation, and numbing introspection. Recent studies by researchers at MIT and Microsoft suggest that prolonged use of AI can potentially dull a person’s critical-thinking skills.

But schools need to ensure that students are doing their own thinking, rather than relying on the polished vacuity of chatbots. That might mean incorporating more in-class writing and exams, prioritizing small seminars over lectures, or experimenting with a wider variety of assignments. In the courses I teach at Boston University, I recently began having my students memorize poetry and recite it in front of the class—an exercise that I know ChatGPT can’t do for them, and that helped them develop a better understanding of the texts.

I really haven’t seen any positive use of AI for undergraduate education; it seems to be used mostly for either cheating or avoiding doing academic legwork, Although it seems to be of immense value in professional (post-school) venues, all the suggestions above are simply ways to curb cheating, not using AI for educational benefit. Which leads us to the last suggestion:

.A general education that includes the humanities will give students skills with greater longevity.

We all know that humanities, as part of a good liberal education, is circling the drain. This is a great pity, and may derive simply from students thinking (probably correctly) that a degree in English Literature or Art History won’t help them get a job.  And that is the unfortunate result of colleges becoming “degree mills to help you get jobs” instead of places to spark intellectual curiosity and learning.

While the article briefly mentions the promulgation of viewpoint diversity, this diversity, for reasons I’ve mentioned before, is hard to create without discriminating against faculty and prospective students.  One way to do it would be for woke humanities departments to stop hiring faculty that agree with all the other faculty.  But they won’t, and this has plagued my own university.

Notably, the Atlantic doesn’t mention Pinker’s recommendation for “disempowering DEI”, especially because DEI is a major reason why Americans are losing respect for their colleges and universities. It creates uniformity of opinion, not diversity, demotes merit in its drive for equity, and is certainly not inclusive for many, like Asians and Jews.

h/t: Mike

The problems of grade inflation

August 31, 2025 • 9:30 am

In my view, colleges and universities in America face two existential threats. The first is AI, which can destroy the ability of students to do homework, write essays, and learn to write. In many places it’s facilitated cheating, even during in-class assignments.  If AI expands, it will destroy one of the main purposes of higher education: to teach students (and also spark a lifelong love of learning).

The second threat is the subject of this new article in The Atlantic: grade inflation. In many elite schools, the average GPA of students is near perfect, which is 4.0 (“straight As”).  Here’s Harvard, for example, as portrayed in the article (click it to read an archived version):

During their final meeting of the spring 2024 semester, after an academic year marked by controversies, infighting, and the defenestration of the university president, Harvard’s faculty burst out laughing. As was tradition, the then-dean of Harvard College, Rakesh Khurana, had been providing updates on the graduating class. When he got to GPA, Khurana couldn’t help but chuckle at how ludicrously high it was: about 3.8 on average. The rest of the room soon joined in, according to a professor present at the meeting.

They were cracking up not simply because grades had gotten so high but because they knew just how little students were doing to earn them.

. . . . The Harvard psychologist Steven Pinker told me that, 20 years ago, he gave a quarter of the students in his intro psych course an A or A–. Then students stopped signing up. Now almost two-thirds of the class are in the A range.

Grade inflation, in turn, destroys education in three ways: the students don’t know how they stand in relation to their peers, and it makes it harder for those going beyond college—say, to grad school or a job—to evaluate students’ performance.   Finally, and counterintuitively, it makes the students more stressed out, for reasons described below.

There are ways around this, like giving the median GPA of a course or an overall class on the grade report. Alternatively, schools could put a cap on the number of As they give out  But these fixes haven’t worked very well. For one thing, putting median grades on transcripts or limiting the number of As lets the students know which courses are the easiest, and the harder courses tend to lose students.

Fixing grade inflation, however, is easier said than done. Princeton, for example, experimented with an informal 35 percent cap on the share of A’s that professors were expected to give out. It abandoned the effort after a 2014 faculty report found, among other things, that the policy made it harder to recruit students, particularly student athletes. Beginning in 1998, Cornell began including courses’ median grades on student transcripts. Far from mitigating grade inflation, the practice only made the problem worse by giving students extra insight into which classes were the easiest. Last year, the faculty senate voted to end the policy.

Read more about the issues by clicking below:

Why has this happened. Well, college has, over the years, become not an educational institution but a degree mill: a commercial operation to certify students to get good jobs and make good money.  This “consumer culture” puts enormous pressure on students to wheedle good grades however they can, and, more important, on professors to make their courses more popular by making them easier.

Further, as the article notes, competition for access to elite universities has intensified, so the entering class is simply better qualified. Even if grading standards remained the same, the average GPA will go up. (There is of course, a ceiling at 4.0, which argues for a non-numerical way of evaluating students.

And as students’ emotional well being declines due to the therapy culture described by Abigail Shrier, faculty attend to this by raising grades. As the article argues:

At the same time, professors were coming under more pressure to tend to their students’ emotional well-being, Amanda Claybaugh, Harvard’s dean of undergraduate education, told me. They received near-constant reminders that Harvard was admitting more students with disabilities, who’d matriculated from under-resourced schools, or who had mental-health issues. Instructors took the message as an exhortation to lower expectations and raise grades.

And the pandemic increased student anxiety even more, leading to–you guessed it–higher grades:

The pandemic only made matters worse. In 2011, 60 percent of all grades at Harvard were in the A range (up from 33 percent in 1985). By the 2020–21 academic year, that share had risen to 79 percent. Students were more anxious than ever, so professors further eroded norms to help them.

The reason higher grades have only increased student stress is because grades don’t matter that much any longer, and students hunger for a way to distinguish themselves from their peers. As the article describes, a “shadow system of distinction” has arisen in elite schools, whereby extramural groups form that deal with stuff like finance and consulting, and the standards for getting into these clubs (which of course count as useful extramural activities after college) are often as rigorous as those for getting into elite schools.  This leads the students to further neglect their coursework, which doesn’t matter because you’ll do well no matter what, and put their effort into these “clubs.”

The whole purpose of a liberal-arts education has gone down the tubes:

Claybaugh assured me that Harvard is committed to bringing about a lasting culture change around learning. She thinks of the change as a matter of fairness. Harvard students have access to a trove of intellectual treasures and the chance to commune with many of the greatest living minds. “If we have the world’s biggest university library, then our students should be reading these books,” Claybaugh told me. “And if the students we’re admitting don’t want to read those books, or if we have set up an incentive structure that dissuades them from reading these books, then that is immoral, and we need to reincentivize them to do so.”

So what to do?  Individual professors capping the percentage of As in their classes will accomplish nothing, for that will just reduce the enrollment in their classes. If there is to be a solution like this, everyone has to agree to participate (and that might lead to an academic “tragedy of the commons“).

Nevertheless, Harvard is going to try by taking action on several fronts:

Now that they know that making college easier doesn’t reduce stress, Harvard administrators are attempting to rediscover a morsel of lost wisdom from the ancient past: School should be about academics. In March, the faculty amended the student handbook to emphasize the highly novel point that students should prioritize their schoolwork. The university has advised professors to set attendance policies and make clear that students, contrary to their intuition, are expected to come to class. And it formed a new committee to consider how to rein in runaway grade inflation. The committee is considering proposals such as switching from letter grades to a numerical scale (to get rid of students’ frame of reference) or reporting grades as the difference between what a student earned and the course median. In the meantime, Claybaugh has asked each department to standardize and toughen its grading policies. Faculty will need to move collectively so no one gets singled out as a harsh grader.

Attendance policies? How do you enforce that in a class of several hundred students, like the one Pinker teaches? Card-swiping at the door? That could fail for obvious reasons?  And it doesn’t help that many professors record their classes so you don’t even have to be there (I think you should in case you have questions.) I’m not sure how to “reign in grade inflation” unless every professor in a university agrees to cap the number of As (or Bs).  But nobody is going to sign onto that, and it seems a bit unfair: what if a class is full of high achievers, but not all of them are eligible for As?

I’m not sure that, given the Zeitgeist, there is any solution.  Colleges becoming certification factories seems to me an unstoppable process. Luana thinks that this, combined with AI, spells the death of American liberal-arts education. I refuse to believe it, mainly because when I went to college (1967-1971) there was no AI, you had to work for your grades (sometimes there was a set cutoff system, e.g. 90-100 = A, 80-90 = B and so on), and, most of all, the school was not a research school. Teachers were deeply dedicated to teaching, and had the time to do so, as well as to chat with their students.  Do such schools even exist any more? I don’t know, but I’m glad of one thing: I’m retired and don’t have to buy into the whole AI/grade-inflation mishigass.

Maarten Boudry’s job at the University of Ghent endangered because he has “Zionist-tinged opinions”

August 27, 2025 • 10:30 am

Maarten Boudry, a Belgian philosopher at the University of Ghent, is not a timorous man.  You’ve met him before when he wrote this recent post defending our anthology, edited by Lawrence Krauss, against claims that we should not be criticizing the Left’s intrusion into science when the Right is doing it more vigorously. You may also recall that both he and I were deplatformed when we were supposed to hold a discussion on science and ideology at the University of Amsterdam, and this cancelation was done for a completely irrelevant reason: we were “too sympathetic to Israel.” Having visited both Belgium and the Netherlands in recent years, I have become depressingly aware of how anti-Israel, if not anti-Semitic, these countries are, perhaps because of a large influx of Muslim immigrants.

(I should mention by way of self-aggrandizement that Maarten and I also co-wrote a paper in Philosophical Psychology on the cognitive status of supernatural beliefs: my only philosophy paper, and one that gives me a soupçon of credibility in philosophy.)

But I digress. The point of this post is to show how anti-Semitic academia really is in the Low Countries, to the extent that Boudry has been threatened with being sanctioned (and certainly with having his speech chilled and repressed) simply for defending Israel in published interviews.  And he’s standing up to some of his colleagues who would take away his professorship.

I reproduce some of the history of to this conflict, putting Maarten’s background explanation as well as the exchange of emails in indented text. Bold headings are mine, as are the words that are flush left.

Introduction from Maarten:

A few words on the context of the letter bellow. What “triggered” my colleagues was a joint interview I gave to a Flemish magazine alongside a rabidly anti-Zionist MP (interestingly, he was from the Right), who stormed out after 20 minutes because he couldn’t take it anymore. You can read it here in the archive (right-click “translate” in Google).

This MP actually subscribes to the antisemitic conspiracy theory that Netanyahu knew about the October 7 pogrom in advance and deliberately let it happen, sacrificing 1,200 of his own citizens—women, men, and children. The fact that such a figure sits in our parliament says everything about the state of Belgian politics.

During that interview I made remarks they deemed so offensive that they urged the Board of Directors to discipline me. As an aside: I dislike these double interviews and hesitated to agree, since the result is always an extremely condensed, truncated transcript that strips away nuance, context, and sources. You’re at the mercy of the journalist—not that he did a bad job, but such reduction is inevitable. And it’s always weak to attack a sound-bite interview rather than engage with what I’ve actually written in my book or opinion pieces, where the arguments are properly developed and sourced.

When I asked Maarten who the author of the letter below (Herman Mielants) was, Martin replied,

Herman Mielants is a professor emeritus (UGent) and physician, specialized in rheumatology.

And when I asked why Mielants wrote the letter below, Maarten replied:

Why did Mielants write the letter? Because he’s fervently anti-zionist, like many people on the Left, and he’s so dogmatic that he cannot tolerate a colleague dissenting with his own “correct” view. In general, public opinion in Belgium on Israel is an echo chamber: many people are completely shocked to hear about Israel’s disengagement from Gaza in 2005, or about Arabs in high positions in the Israeli parliament and in the courts. They have no idea.

Here’s Mielants’s Letter to Ghent professors about Boudry’s “impure views”, demanding some kind of punishment. (The rector is the head of the University). 

From: Herman Mielants
Sent: Friday, July 25, 2025 9:06 PM

To: rector; Petra De Sutter

Cc: Jean Jacques AMY; Marleen Temmerman; Marc DeMeere Jan Tavernier <

Subject: FW: Double interview Jean-Marie Dedecker vs. Maarten Boudry

Importance: High

Dear Rector and dear future rector

The undersigned, professors emeritus of Ghent University (Marleen Temmerman, Jan Tavernier, Mark Demeyer, and Herman Mielants), are deeply concerned about the Zionist-tinged opinions of philosopher Prof. Maarten Boudry. While Boudry certainly has the right to freedom of expression, he coldly distorts the truth regarding the Gaza issue. He defends outspoken Zionist ideas regarding the apartheid regime since the beginning of the state of Israel, as well as the illegal occupations of the Palestinian territories and the genocide currently being committed in Gaza. In a recent publication in De Morgen, Omer Bartov, professor of Holocaust and Genocide Studies at Brown University USA, himself a Jew and former Zionist, concludes that Israel is undoubtedly committing genocide in Gaza. The denial of this genocide is all the more cynical now that starvation, especially of children, is also being used as a weapon of war. Maarten Boudry’s ideas reflect extremely negatively on the objectivity of Ghent University. Given Maarten Boudry’s authority and charisma as Professor of Philosophy, who inherited the chair from Prof. Etienne Vermeersch, we ask the Board of Governors of Ghent University to make it clear to Prof. Maarten Boudry that Ghent University attaches importance to an objective approach to humanitarian problems and to promote this in his academic teaching and publications.

Below you will find the letter from Prof. Em. Jean-Jacques Amy, Professor Em. VUB, which he sent to Knack, following a conversation between Jean Marie DeDecker and Maarten Boudry, with the approval of JJ Amy [JAC: those letters aren’t attached here]

Kind regards
Prof. Em. Rheumatology, Herman Mielants, U Gent

More from Boudry about his job at Ghent:

About my current position: I don’t have tenure, only a part-time (50%) research position until the end of the year. Even the Etienne Vermeersch Chair which they mention, which I held for four years, was not a tenured position. By the way, it would be virtually impossible for me to get such a position in the academic climate post-7/10. Even before that I was already a controversial figure (for my views on islam & migration, climate policy, etc.), and there was an outcry about the appointment in the Flemish media. But today it would be a non-starter, and my rector would never risk it.

And, as he notes, “Here is my reply to the miscreants.” It is bold and unapologetic:

From: Maarten Boudry
Date: Mon, 28 Jul 2025 at 19:15
Subject: Re: Dubbelinterview Jean-Marie Dedecker vs. Maarten Boudry
To: Jean Jacques AMY
Cc: Rik Van de Walle, rector, Petra De Sutter, Marc De Meyere, Marleen Temmerman, Jan Tavernier, M.Galand Pierre, Maarten Boudry

It is disheartening that some academics, even after decades-long careers at universities, still fail to grasp the meaning and value of academic freedom. The debate over the war in Gaza is still raging among scholars and experts. I have never denied that the Israeli army has committed war crimes in Gaza—such crimes occur in nearly every war—and I have myself often voiced sharp criticism of Netanyahu and his far-right allies (see my book and previous articles, which are naturally more detailed and substantiated than a condensed interview transcript).

What I emphatically deny is that a “genocide” is taking place in Gaza, and I am far from alone in this view. Holocaust scholars such as Norman Goda and Jeffrey Herf, historians like Benny Morris, legal experts including Julia Sebutinde of the ICJ, and specialists in urban warfare like John Spencer share this position.

Your letter, by contrast, contains almost no argumentation; it simply repeats, in indignant tones, the familiar accusations of “genocide,” “apartheid,” and “open-air prison.” Anyone who seeks to prematurely shut down scholarly debate, even calling for sanctions against dissenting voices before the ICJ has issued a ruling, betrays a complete lack of understanding of academic freedom and of the UGent motto Dare to Think. Even Omar Bartov’s article in The New York Times, which you cite, acknowledges the intense debate among experts over whether genocide is the right term. What is particularly cowardly is that you demand disciplinary measures behind the back of the person targeted.

Most troubling, however, is your repeated pejorative use of the term “Zionist.” That I supposedly hold “Zionist-tinged views” is, in your eyes, sufficient reason to urge the Board of Directors to sanction me. Yet “Zionism,” at its core, is simply the pursuit of self-determination of the Jewish people. Unless you deny that same right to every other people in the world, your argument is therefore guilty of antisemitism.

But by all means, feel free to engage in antisemitism—that, too, is part of the academic freedom I cherish. I can recommend it highly to all of you.

Cheers
M.

I fear that Maarten’s day as a scholar at Ghent University—or any university—are numbered.  Yes, we have our haters and antisemites in American universities, but it is much, much worse in Belgium and the Netherlands. I should add that he is not Jewish.

A call to expunge humanities from universities

August 10, 2025 • 11:45 am

The author of the article below kindly sent me a copy of his piece calling for separation of humanities instruction from that of science.  Such a tactic would even produce universities that taught one or the other but not both. The end result would be the death of universities offering a liberal education, and probably of humanities instruction as well.

This is a short but provocative read at The Dispatch, so click on the title below to read it. The author is Evan D. Morris, a Professor of Radiology Biomedical Imaging at Yale.

I’ve heard similar arguments from colleagues in the science, but I’m not sure I fully agree. The reason is that I had a fantastic liberal-arts education at The College of William & Mary in Virginia, an education that sparked a lifelong love of learning in the humanities, including literature, art, and philosophy (I am deficient in my knowledge of classical music). I am by no means a polymath or public intellectual, but I read tons of literature, go to art museums, and read a lot of philosophy for a scientist. I wouldn’t be doing that if I hadn’t studied these things in college.

Click below:

Morris’s main argument for separating science from the humanities is that the Trump administration is punishing science for the sins of people in the humanities, even if a few scientists do submit DEI-related grants.  Ergo, we should preserve science, with all its virtues, by keeping it away from humanities scholars. I put below some quotes, all indented (Morris was at the Heterodox Academy Conference in NYC a month ago):

The best argument I heard at the HxA conference in defense of the humanities in today’s university was: “We cannot afford to lose all of that important cancer research.” Come again? Translation: The humanities are going down and taking the rest of us—grant-funded scientists who focus on medical research or the physical sciences—with them. This begs the question: Do we scientists need them? Or, more to the point, must the fate of the sciences be tied to that of the humanities?

Since January of this year, the sciences have been hit with delays of some federal grants and cancellations of others; proposed reductions in indirect rate costs; and draconian budget cuts for the National Institutes of Health (NIH) going forward. Keep in mind, it is the humanities that have sinned: Why else would the Trump administration’s settlement with Columbia call for an internal review of Middle East programs or for adding new Jewish Studies faculty slots? But if the humanities have sinned, why has the government targeted the sciences for funding cuts? As Willie Sutton purportedly remarked when asked why he robbed banks: “Because that’s where the money is.” Most universities have divisions or departments of the humanities, social sciences, law, business, medicine, and hard sciences. But it is the latter two that bring in the bulk of federal dollars, in the form of NIH and National Science Foundation (NSF) grants.

. . . . Some will claim that scientists’ hands are not clean, that we endorse rampant DEI, that we misuse science funding for bizarre investigations. But such instances are a few fleas on the fur of a noble hound. We in the hard sciences do work that is largely apolitical, and we are more oriented toward much-needed objective evaluation of data and merit than many of our brethren in the humanities. Yet, the scientists, and all their life-giving and technology-producing work, are being punished for the sins of others because we all live under one roof. I cannot see a compelling reason for our continued cohabitation.

I can!  Well, I can so long as humanities are taught in a way to stimulate thinking rather than propagandize students. We all know that much of the humanities is morphing into ideological “studies” programs, but I still have confidence that somewhere in this great land English literature, music, and art are being taught in a way to stimulate students rather than propagandize them. Further, there is cross-pollination of the disciplines. Philosophy, for example (a “humanities” field) can help us straighten out our thinking about science (Dan Dennett is one example), while science can instill an attitude of doubt into studies of humanities, training students to meet assertions by saying, “How do you know that?”

I do, however, agree with Morris, as I did when I spoke at the conference, that the ends of science studies differ from those of much of the humanities:

 In the university, we also see a clash of cultures. Scientists at research universities run labs that are funded by government grants. To secure those grants, the scientist proposes a circumscribed set of experiments with verifiable (or more correctly, rejectable) hypotheses. Objective truth as it applies to such narrow lines of inquiry is attainable. But objective truth cannot be achieved in the humanities—nor is it the point. Professors in the humanities are trained in a completely different paradigm and culture. Writing about art or history or religion seems to elude any possibility of objectivity that is central to the scientific process. If you are a Calvinist, there may be only one proper way to read the Bible. But that is not the same as there being one objective meaning of the Bible for all of us.

There’s a lot more to be said about this, and I hope to say it in a longer written explication elsewhere.  I do agree that in most of the humanities (not all, for they include sociology and economics), the aim is not finding truths about the world, but to stimulate reflection and the realization of subjective “truths” (well, ways of thinking) that are specific to the reader, viewer, or listener. But those subjective truths are also important: imagine a world without novels, paintings, or music!  How can we teach liberal arts without such subjects?  Even Morris agrees with me here, but would reorganize universities to have the humanities taught by instructors:

Does this mean that scientists should strive to be illiterate or ahistorical? Of course not. We need to be able to read and write and absorb lessons from history and politics and ethics. But we don’t need to be part of a larger university to do so. For those topics that students need to learn but for which no scientist professor is prepared to teach, our Institute of Technology and Medicine can hire qualified instructors. But they need not be the world’s expert on Shakespeare or Poe to teach writing or English literature to undergrads. And for those polymathic students who want to learn their physics from a famous physicist and their Hobbes from a leading Hobbesian, there can still be such a thing as cross-registering at the nearby Institute of Humanities.

I disagree here.  First of all, as scientists we should strive not to unyoke ourselves from humanities, but to improve the teaching of humanities so that they become places of inspiration, stimulation, and arguments, even if there is no objective truth to be found (I have to add that we can learn how to view paintings, read novels, and listen to music from experts so that we get more out of them. Even if humanities can’t give us “objective truths”, they can show us what we’re missing.

This unyoking is really a recipe for the death of the humanities, for students, as my friend Luana is constantly reminding me, now go to college to get jobs, not to learn, and you can’t get good jobs if you’re a humanities major.  She doesn’t like this trend, but has always told me that this presages the death of liberal-arts colleges: one conclusion from Morris’s article. He ends this way:

We are at an inflection point in the public’s valuation of the academy. For good or ill, we  academics must each make our own best case for our continued existence and for whatever resources we seek from the public. There is an efficiency and a clarity that can come from unyoking the sciences from the humanities. Let the market of public opinion assess each discipline on its own merits and let the practitioners of each discipline be allowed to make their own case for their continued value. That seems only fair. I am confident I can make my most persuasive case for a university of science, engineering, and medicine, if the humanities are not housed under my roof.

Perhaps we shouldn’t be buying so blithely into “the market of public opinion”, but making the case for a liberal education.

Now I have considered that my opposition to this unyoking may derive from my own history: the fantastic education I got at the liberal-arts, teaching-specialized College of William & Mary. But I haven’t given up hope that this kind of education could still be proffered to students now.

However, maybe I’m naive and unrealistic.

Should academia practice “political DEI” and hire more conservatives?

June 3, 2025 • 9:30 am

The Atlantic article below, by staff writer Rose Horowitch, points out a fact the whole world knows: academia in America comprises nearly exclusively faculty of a liberal persuasion. Conservative professors are as rare as hen’s teeth. This has led to a dearth of political argumentation pitting Left versus Right, since the Right is hard to be found. It’s also led, as Horowitch says, to a decline in respect for academia. But I’m getting ahead of myself.  Click the headline below to read, or find the article archived here.

First, the data:

Between 30 and 40 percent of Americans identify as conservative, but conservatives make up only one of every 10 professors in academia, and even fewer in the humanities and most social-science departments. (At least they did in 2014, when the most recent comprehensive study was done. The number today is probably even lower.) Of the money donated by Yale faculty to political candidates in 2023, for example, 98 percent went to Democrats.

This is a relatively new degree of such imbalance:

Academia has leaned left for as long as anyone can remember. But for most of the 20th century, conservative faculty were a robust presence throughout the humanities and social sciences. (In 1969, for example, even as anti-war protests raged across campuses, a quarter of the professoriate identified as at least “moderately” conservative.) But their ranks have thinned since the 1990s. At the same time, moderate and independent professors have been replaced by people who explicitly identify as liberal or progressive.

Here’s the claimed inimical effect of this imbalance on the reputation of colleges and universities:

Conservative underrepresentation has also hurt higher education’s standing with the country at large. Polls show that Americans, particularly on the right, are losing trust in universities. A Gallup survey taken last year, for example, found that Republican confidence in higher education had dropped from 56 to 20 percent over the course of a decade. Respondents attributed this in part to perceived liberal bias in the academy.

Why the dearth of conservatives? Horowitch adduces data that some of it may be due to a lack of good candidates, but there also seems to be a bias against hiring conservatives:

Opinions differ on the precise extent to which conservatives are being excluded from academia versus self-selecting into nonacademic careers. But they clearly face barriers that liberal and leftist scholars don’t. Professors decide who joins their ranks and what research gets published in flagship journals. And several studies show that academics are willing to discriminate against applicants with different political views. One 2021 survey found that more than 40 percent of American (and Canadian) academics said they would not hire a Donald Trump supporter. Then there’s the fact that entire disciplines have publicly committed themselves to progressive values. “It is a standard of responsible professional conduct for anthropologists to continue their research, scholarship, and practice in service of dismantling institutions of colonization and helping to redress histories of oppression and exploitation,” the American Anthropological Association declared in 2020.

“Professors will tell you straight up that people who hold the wrong views don’t belong in universities,” Musa al-Gharbi, a sociology professor at Stony Brook University who studies progressive social-justice discourse, told me. “That’s the difference between viewpoint discrimination and other forms of discrimination.”

If this is the case, then the dearth of conservatives is not due solely to a lack of meritorious conservative candidates, but is in part due to bias.  And that has caused several universities, including ours, to try to bring in conservative speakers,= and to develop new programs that allow right-wing voices to be heard:

Some university leaders worry that this degree of ideological homogeneity is harmful both academically (students and faculty would benefit from being exposed to a wider range of ideas) and in terms of higher education’s long-term prospects (being hated by half the country is not sustainable). Accordingly, Johns Hopkins recently unveiled a partnership with the American Enterprise Institute (AEI), a center-right think tank, designed to inject some ideological diversity into the university. Steven Teles, a political scientist who wrote a widely discussed article last year for The Chronicle of Higher Education titled “Why Are There So Few Conservative Professors?,” is one of the faculty members involved with the partnership. The institutions will collaborate on a number of efforts to integrate conservative and heterodox thinkers.

So we have an odd situation in which both sides are behaving counter to their reputations. Conservatives, who have generally opposed affirmative action, now favor it—for professors with conservative viewpoints.  In contrast, the progressive Left, which is often opposed to turning academia into a meritocracy, now wants a meritocracy because conservatives are often seen as lacking academic merit.

But there are other issues to consider.  The First Amendment, for example, bans the government from restricting speech based on its content. This would seem to prevent universities—at least state universities—from restricting the hiring professors of merit just because they espouse conservative views. (Note the admissions of anti-conservative bias above.)  Further, universities are generally forbidden to hire professors based on race, creed, degree of disability, and so on.  The University of Chicago’s 1973 Shils report, for example, notes this (my emphasis):

There must be no consideration of sex, ethnic or national characteristics, or political or religious beliefs or affiliations in any decision regarding appointment, promotion, or reappointment at any level of the academic staff.

And there’s an elaboration of this at the report’s end, which includes this:

In discussions and decisions regarding appointments, promotions, and reappointments, appointive bodies should concentrate their consideration of any candidate on his qualifications as a research worker, teacher, and member of the academic community. The candidate’s past or current conduct should be considered only insofar as it conveys information relative to the assessment of his excellence as an investigator, the quality of the publications which he lays before the academic community, the fruitfulness of his teaching and the steadfastness of his adherence to the highest standards of intellectual performance, professional probity, and the humanity and mutual tolerance which must prevail among scholars.

This would seem to ban even considering political beliefs and stances as a criterion for hiring (or promotion).  In Chicago, at least, we cannot redress the imbalance between Right and Left among faculty by preferentially hiring on the Right.  That also amounts to discrimination of hiring Left-wing faculty, itself a violation of Shils.

Nevertheless, a faculty almost entirely comprising liberals is a faculty not conducive to meeting an important mission of the university: promoting fruitful discussion between those having opposing views on issues. It’s not like all conservatives are lunatics: there are many, some of them here, who are eloquent and make arguments worthy of consideration.  Further, even if you are on the Left, you should agree with John Stuart Mill’s claim that you cannot defend your own viewpoint very well if you don’t know the best arguments of the other side.

But if that side is missing, what do we do?

I have no solution here, at least not one that doesn’t violate the Shils report.  One solution is what the newly-established Chicago Forum for Free Inquiry and Expression (a free-speech discussion site) is doing: bringing in speakers of divergent views and creating new fora, all designed to promote discussions and debates.

But is that an adequate substitute for having faculty members on different sides of an issue? Conservatism, after all, is not like creationism. Creationism is a debunked set of scientific claims and need not be debated on campus (though I wouldn’t oppose such debates). In contrast, conservatism is a widely represented set of political views, many of which can be rationally defended.

So, my question to readers (actually two questions):

Do we need more conservative faculty members in American colleges and universities?

If so, how do you propose to do it without violating the law or academic freedom?

A new movie about campus antisemitism

May 16, 2025 • 9:15 am

Reader Enrico sent me a link to this video called “Blind Spot“, a 2024 movie that’s 95 minutes long. The topic is antisemitism on American college campuses.

The YouTube notes:

“Blind Spot” is the only current film focused exclusively on campus antisemitism. Featuring never-before-seen interviews with students before and after October 7th, along with testimony before Congress and insights from officials, journalists, and university staff, it reveals how antisemitism on campus didn’t appear overnight—and what can be done about it. Described as “like nothing I’ve ever seen” and “a fire alarm ringing,” the film highlights the resilience of Jewish students and the urgent need for change.

It begins with the infamous conflict between Rep. Elise Stefanik and the Presidents of Harvard, Penn, and MIT. The Presidents’ answers about the rules were correct, but the Presidents of Penn and Harvard later resigned, largely because of the hypocrisy of their answers: free speech is indeed within the colleges’ ambit, but they enforced it erratically and hypocritically.

The rest of the video consists of short interviews and statements and scenes of anti-Israel demonstrations from many schools, including the University of Chicago. As we already know, anti-Semitism is pervasive at many of these schools. What impresses me is the resilience and determination of the Jewish students. Compared to the angry, shouty, ace-covered advocates of Palestine, they seem eminently rational. I found it both depressing and heartening.

This film was made last year, but I can’t say things have gotten palpably better in the last year.  As Hamas continues to lose in Gaza, the intensity of Jew hatred has only grown.

BTW, my Belgian colleague Maarten Boudry, a philosopher with whom I’ve published (and an atheist), just published an article in Quillette detailing his impressions of his first trip to Israel.