Social critic Paul Goodman once offered a parable to describe the state of American higher education:

“Millennia ago there were wise people who knew many things that they were eager to share. Young people came to them and asked, “Would you teach us?” And they did. Over time more students came to learn. And after learning, there were many more wise ones able and willing to teach. The enterprise grew with more students. more teachers, and more subjects to teach. It became so complicated that the wise ones hired clerks to keep track of who was teaching, what they were teaching, and which students were with which teachers. The problem today is that the clerks are running the show deciding who will teach, what they will teach, and who is qualified to learn.”

The parable’s lesson is relevant to worrisome developments on US college campuses.

Israel’s assault on Gaza, following Hamas’ attack of October 7th, spawned a nationwide revolt of the young. While organized groups helped mobilize demonstrations demanding a ceasefire and Palestinian rights, the effort was more of a spontaneous eruption like other recent protest movements: the Women’s March; demonstrations in US airports after the “Muslim ban”; the student-led “March for our Lives”; and Black Lives Matter.