Pro-Palestine and pro-Israel protesters at MIT on May 15, 2024. (Photo via Wikimedia Commons by Peacearth)

STICKERS FEATURING the Israeli flag defaced with swastikas and calls to “Stop Funding Israeli Terrorism” were found this month at Harvard, just one example of an escalation of rhetoric around Israel and Palestine at campuses across the country. The events of October 7 and the subsequent war in Gaza and now Lebanon have sparked heated debates and protests, testing the boundaries of free speech and deepening existing divisions.

The Harvard incident, which prompted police investigations and heightened concerns among students, is also blurring the line between antisemitism and legitimate criticism of the Israeli government. It highlights a critical question for university leadership: How can they foster an environment for robust debate while unequivocally condemning acts of antisemitism?

As a former dean at Tufts University’s Jonathan M. Tisch College of Civic Life and a former United States ambassador, I’ve witnessed firsthand the challenges universities face in navigating these complex and deeply emotional issues. Having been a student during the Vietnam War era, I’m no stranger to campus protests and heated political discourse.

Those experiences taught me the vital role that universities play in shaping young minds and fostering critical thinking during tumultuous times. Today’s challenges present a similar opportunity – a crucial moment to help students learn and grow through thoughtful engagement with difficult issues.

Acknowledging the profound pain and trauma experienced by all those affected by recent events is crucial. The horrific attacks of October 7 left deep scars on Israeli society and the Jewish community worldwide. Simultaneously, the ongoing conflicts in Gaza and, more recently, in Lebanon have resulted in immense suffering for Palestinian civilians. These tragic realities underscore the importance of fostering empathy and understanding on our campuses, even as we engage in difficult conversations about the conflict and its repercussions.

Many institutions, including Tufts, have implemented mandatory training on antisemitism for staff and students. While this is a step in the right direction, significant grey areas remain that require careful consideration and nuanced approaches. It’s essential that we view the current situation not just as a challenge but as a teachable moment – an opportunity to deepen understanding and promote constructive dialogue.

In response to this challenge, the Nexus Task Force, a group of scholars dedicated to countering the rise of antisemitism and preventing its political weaponization, developed “A Campus Guide to Identifying Antisemitism in a Time of Perplexity.” This guide is a useful tool for engaging in constructive conversations about antisemitism on campus. It offers clear guidelines and a series of interlocking questions that can be applied to specific circumstances, helping to determine whether speech or actions are legitimate criticism or antisemitic hate speech.

Education is one key to countering the age-old hatred of antisemitism. The Nexus Guide recognizes this, emphasizing the importance of context, intent, and impact in assessing potentially antisemitic incidents. For example, while it notes that the term “From the River to the Sea” does not invoke traditional antisemitic tropes, it asserts that if freeing Palestine from the (Jordan) River to the (Mediterranean) Sea involves the elimination of Jews or the denial of their right of self-determination, then it is an antisemitic vision.

Lest anyone wonder whether the Students for Justice in Palestine post entails that vision, they need only look at its New Brunswick, New Jersey, chapter, which hailed the Hamas attack as “the first day of the complete disintegration and the steady movement toward the freeing of Palestine from the River to the Sea.”

Universities are learning environments where uncomfortable ideas should be raised and examined, requiring a delicate balance between creating space for legitimate discourse and not being soft on antisemitism. The Nexus Guide helps strike this balance by providing a framework for thoughtful analysis rather than knee-jerk reactions. It rejects simplistic labels and acknowledges that there’s no single objective tool for identifying antisemitism. Instead, it promotes engagement that encourages critical thinking.

As we move forward, it’s essential that faculty and administrators foster mutual understanding among people with widely divergent opinions, recognizing that the suffering bred by antisemitism is far too real and deep to allow the term to be used carelessly in heated disagreements.

By focusing on education, promoting nuanced understanding, and using tools like the Nexus Campus Guide, we can create an environment where difficult conversations can occur productively. This approach not only helps combat antisemitism more effectively but also upholds the values of free speech and academic inquiry that are fundamental to our educational institutions.

Just as the Vietnam War era became a defining moment for a generation of students, the current debates surrounding Israel and Palestine have the potential to shape the worldviews of today’s young people. By embracing this as a teachable moment and providing the tools for nuanced, informed discussion, we can ensure that this generation emerges from these challenging times with a deeper understanding of complex global issues and a stronger commitment to combating hatred in all its forms.

Alan Solomont is a former US ambassador to Spain and Andorra, dean emeritus of Jonathan M. Tisch College of Civic Life at Tufts University, chair emeritus of J Street, and a Nexus Leadership Project board member.

Michael Jonas works with Laura in overseeing CommonWealth Beacon coverage and editing the work of reporters. His own reporting has a particular focus on politics, education, and criminal justice reform.