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I am not being hyperbolic by saying the protestors are “pro-Hamas” rather than “pro-Palestinian,” as they themselves extol Hamas (see below). What kind of student would glorify muderous terroristic thugs? Columbia ones, of course.

You didn’t have to be a rocket scientist to predict that pro-Palestinian protests which violate campus regulations, as well as the law, would start up again as soon as fall classes resumed. And so they have at Columbia, which is one hot mess of a campus, and whose leadership can’t seem to control the skirmishes, hate, and anti-Semitism that pervades the campus.

Click below to read the article at the World Israel News, apparently written by Jessica Costescu, at The Washington Free Beacon:

Remember, right now access to Columbia’s campus is strictly limited to Columbia students with IDs or approved visitors. The vandalism below, then, is likely done by Columbia students themselves.

An excerpt.

Anti-Israel students brought chaos to Columbia University on Tuesday morning, returning the campus to its new normal: dozens of keffiyeh-clad protesters blocked the entrance to the school, praising Hamas, vandalizing a statue, and clashing with police. At least one group involved aims to bring violence to America, while others called on their followers to help shut down the university. Agitators with Columbia University Apartheid Divest (CUAD) and the school’s Students for Justice in Palestine chapter prevented students from entering campus, promising that “this is just the beginning.” A flyer posted to social media advertising the protest encouraged attendees to “wear a mask,” “bring noisemakers,” and to “shut it down.” Columbia’s Students for Justice in Palestine chapter released a statement praising Hamas founder Ahmed Yassin and the terrorist group’s current chairman, Yahya Sinwar. .“Sheikh Yassin was assassinated by the Zionists in 2004, but even in death, his legacy of unrelenting resistance in the face of oppression lives on,” the group wrote on Telegram. “He lives on in his students, which includes the current head of Hamas, Yahya Sinwar—the man who fooled the Zionist entity—and all the Palestinian fighters who embody the steadfastness that Yassin taught.” On X, the Students for Justice in Palestine chapter said protests will continue.“ As we begin our new semester, students in Gaza have no universities to return to. Instead of listening to the student body, Columbia University is doubling down. We will not stop & we will not rest until @Columbia divests from apartheid and genocide. This is just the beginning,” the group posted to X.“ We refuse to trade in the blood of Palestinians, and until Columbia commits to full financial disclosure and complete divestment from Zionist apartheid, occupation, and genocide — we do not deserve a first day of school,” a statement by CUAD said.“In the belly of the beast, we have the highest responsibility to crush the gears of this cold and unloving death machine and to build something new. For us and for Palestine, the only option is revolution.”

Two tweets showing vandalism, both of which I retweeted, and one showing the protestor’s risible demands:

This is a well-known statue by Daniel Chester French at Columbia University. I doubt that this vandalism will win support for the cowardly protestors, who scurry away like rats, unwilling to accept the consequences of their “civil disobedience.” https://t.co/MUc7b04Wdq

— Jerry Coyne (@Evolutionistrue) September 4, 2024

Here are their demands:

“We act in full support of the Palestinian resistance. This action is first & foremost an effort to extend the successes of the Palestinian resistance to the heart of the empire itself, to translate their resilience in Gaza to unrest &violence in America” pic.twitter.com/O6ZyjwaaDn

— Unity of Fields (@unityoffields) September 3, 2024

More:

Unity of Fields, a self-described “militant front against the US-NATO-zionist axis of imperialism,” formerly known as Palestine Action US, took credit for the vandalism.

Campus access is restricted to Columbia ID holders, suggesting the perpetrator was affiliated with the university.

“The first day of classes at Columbia University are drenched in blood,” the group posted to X

“We act in full support of the Palestinian resistance. This action is first & foremost an effort to extend the successes of the Palestinian resistance to the heart of the empire itself, to translate their resilience in Gaza to unrest & violence in America.”

“Divestment is not an incrementalist goal. True divestment necessitates nothing short of the total collapse of the university structure and American empire itself,” the group wrote in a follow-up post listing its demands.

“It is not possible for imperial spoils to remain so heavily concentrated in the metropole and its high cultural repositories without the continuous suppression of all populations that resist the empire’s expansion; to divest from this is to undermine and eradicate America as we know it.”

Their demands in full (click to enlarge):

Note that these hate-filled morons argue, as others have noted, that destruction of Israel is only an incremental goal: the true goal is to bring down America itself. Will these students like living in a country ruled by Hamas? I doubt that at least women and gays will!

The protestors can’t write well, either.

This makes me ill: a bunch of supposedly educated people whose moral compass is turned 180° the wrong way, supporting a bunch of terrorists who hate Jews and want to kill them all (ergo the students must feel the same way).

Call these students out for who they are: morally obtuse, Jew-hating idiots who might as well be worshiping Hitler. Fot no longer bother to hide the fact that they’re not just supporting Palestine, but are supporting Hamas.

And the lesson for parents is clear: don’t send your kids to Columbia.

Bring it on! More encampments, more divisiveness, more people rooting for terrorists and demanding divestment from the world’s only Jewish state! This, apparently, is what Michael Roth, the President of prestigious Wesleyan College, is calling for in his new NYT op-ed. Click below to read, or find the article archived here.

Now the title is a bit misleading. Although Roth wants a return to the days when the main mission of colleges was often said to be “producing good citizens” rather than “research. teaching and learning, especially learning how to think”, he’s really not saying much more beyond the latter mission, though he sounds radical at the start (emphasis below is mine):

Last year was a tough one on college campuses, so over the summer a lot of people asked me if I was hoping things would be less political this fall. Actually, I’m hoping they will be more political.

That’s not to say that I yearn for entrenched conflict or to once again hear chants telling me that I “can’t hide from genocide,” much less anything that might devolve into antisemitic or Islamophobic harassment or violence. But since at least the 1800s, colleges and universities in the United States have sought to help students develop character traits that would make them better citizens. That civic mission is only more relevant today. The last thing any university president should want is an apolitical campus.

College students have long played an important, even heroic role in American politics. Having defended the voting franchise during the civil rights movement and helped to end the Vietnam War, they have continued to work for change across a range of social issues. If you went to college in the past 50 years, there’s a good chance the mission statement of your school included language that emphasized the institution’s contribution to society. Like many others, my university’s founding documents speak of contributing to the good of the individual and the good of the world. Higher-education institutions have never been neutral.

Well, that’s not exactly true. First of all, where’s the evidence that college students have produced, on average, more social justice than people who didn’t go to college? (These days, in fact, it seems to be the opposite, as antiliberal wokeness is concentrated in influential colleges.) I’m betting, in fact, that the Civil Rights movement of the sixties was propelled not by traits developed by a college education (granted, Lyndon Johnson and Martin Luther King did go to college), but by simple awareness of a morality involving equal rights and opportunities. And those things you don’t learn in college.

Further, when Roth asserts that “higher-education institutions have never been [politically] neutral,” he’s just wrong.  Contributing to the good of civilization is not a violation of political neutrality; divesting from Israel is.  And plenty of colleges, most notably mine, refuse to take stands on political issues (viz., the Kalven Report).

But wait! There’s more:

The issue that matters most to many activists right now is the war in Gaza, and protesters will undoubtedly continue to make their voices heard. Last spring at Wesleyan, students built an encampment of up to about 100 tents to protest the war and to call for the university to divest from companies thought to be supporting it. Since the protest was nonviolent and the students in the encampment were careful not to disrupt normal university operations, we allowed it to continue because their right to nonviolent protest was more important than their modest violations of the rules.

I walked through the protest area daily, as did many faculty members, students and staff members. I also met with pro-Israel students, mostly Jewish, some of whom felt beleaguered by what their classmates were saying. I made clear that if any of them felt harassed, I would intervene. I also said that I could ensure their ability to pursue their education but that I could not protect them from being offended.

Good thing President Roth doesn’t lead Columbia (see latest report here) or Stanford, where recent reports show pervasive anti-Semitism as documented by student reports (granted, it’s based on students’ experiences, but that’s exactly what Roth wants to know about). Further, on many campuses the protests certainly did violate campus regulations, as well as the law. Roth seems to be unaware of that.

Roth also seems to think that the only alternative to the college mission of “developing good citizens” is “helping students get a job”. But of course learning itself, and learning how to think, do research, and analyze arguments, is a third alternative, and one that is a quality we want in our citizens but comes as a byproduct of the third mission:

These days many Americans seem to think that education should be focused entirely on work force development. They define the “good of the individual” as making a living, not working with others to figure out how to live a good life. It’s understandable. In these days of economic disparities, social polarization and hyperpartisanship, it is certainly challenging to talk with one’s neighbors about what we want from our lives in common. But that is the core of political discussion.

In the end, in fact, Roth shows that the qualities that make for effective learning just happen to be the qualities he thinks produce “good citizens”: freedom of thought and speech, and the ability to discuss things rationally and civilly, and, especially, to pay attention to those with opposing views.  Who would have thought that?:

Professors aren’t in classrooms to entice students to share their ideology; they are there to challenge students to grapple with how much more there is to learn about any issue that really matters.

These discussions, like all authentic learning, depend on freedom of inquiry and freedom of expression. They also involve deep listening — thinking for ourselves in the company of others. The classical liberal approach to freedom of expression underscores that discussions are valuable only when people are able to disagree, listen to opposing views, change their minds.

To strengthen our democracy and the educational institutions that depend on it, we must learn to practice freedom better. This fall we can all learn to be better students and better citizens by collaborating with others, being open to experimentation and calling for inclusion rather than segregation — and participating in the electoral process. As for those loud voices in the political sphere who are afraid of these experiments, who want to retreat to silos of like-mindedness, we can set an example of how to learn from people whose views are unlike our own.

Forget about the DEI-ish “inclusion” part, and it’s beyond me why college should teach students how to “participate in the electoral process” when anybody with neurons already knows how to vote. What Roth has produced, under a novel and provocative title, is just the same old (and, yes, salubrious) call for truly free speech and a college ethos of imparting and creating knowledge.  My reaction is “meh.”

I asked Greg Mayer what he thought of the piece, and his first response was this (quoted with permission):

It’s pretty awful, both in overview and detail. God help Wesleyan with people like him in charge.

Followed by this in a second response:

To elaborate a bit, Roth seems nostalgic for the 60s, and wants to regenerate that atmosphere. To do so, he is willing to bend the rules and negotiate under conditions approaching blackmail. He adopts the anti-woke stance of “you have to handle being offended”, but he doesn’t want to offend pro-Hamas protesters. Roth doesn’t seem to know what institutional neutrality is, and he doesn’t know what universities are for.

And a second addendum:

Also, Roth’s attempt to invoke alternatives to the neoliberal consensus is risible. Higher ed is so deep into neoliberalism they don’t even know what it is anymore, him included. (Search “neoliberal consensus” on WEIT for discussion.) His apparent alignment with “progressives” reveals his fondness for neoliberalism. As Adolph Reed wrote, antiracism is a neoliberal alternative to a left.

Greg’s reaction is stronger than my “meh,” he thinks that Roth is basically pushing nonsense. But both Greg and I agree that the article makes no new arguments, and also floats some bad ones.

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